Learning Management Technology and Preservice Teachers

Background

Technology has been introduced into education but the results of technology integration in the classroom needs improvement (Fluemerfelt, 2013). Instructors are compelled to incorporate educational technology in the classroom, but often these technologies are used as tools for information delivery rather than as means that enhances cognitive learning (Juniu, 2006). Vallance and Towndrow (2007) suggested that educators are not always able to decide what is pedagogically desirable in teaching and learning in terms of technology integration and effective use of technology. In other words, educators need help in building their capacity to integrate technology in education and to practice informed use of technology in the classroom.

The gaps between technology integration and informed use of the technology were obvious in literature. Lim, Zhao, Tondeur, and Tsai (2013) revealed two significant gaps in educational uses of technology: first, usage gap-compared to how and how much today's students’ use technology outside school, in-school technology usage is much less intensive and extensive; second, outcome gap-compared with the outcomes achieved through investment in technology in sectors outside education, the gains in terms reduced costs and increased productivity achieved by schools is significantly smaller. To maximize technology integration and informed use of technology in teaching and learning, Vallance and Towndrow (2007) recommended four areas of examination: activities, training, collaboration, and shared space. To be successful in integrating technology in education, purposeful reconfiguration of the curriculum to incorporate productive new technologies and to engage forward-looking attitude is necessary (Corbett, 2013; Schrum & Levin, 2013).

In addition, literature suggests the integration of technology be addressed at the pedagogical level (Okejie & Olinzock, 2006; Payne & Reinhart, 2008). Powell and Kalina (2009) discussed the impact of constructivism in effective classroom. Essentially, there is no difference in effectiveness in the classroom vs. online learning environment. Teachers’ understanding of constructivism and instructional strategies in online environment promotes best practices to differentiate learning in the meanwhile to encourage interaction and collaboration among learners (D’Agustino, 2012).