A Conundrum of Learning Theories and ICTS in Learning: Challenges and Possible Solutions

Abstract

A learning needs analysis traditionally led to the identification of desirable ICTs. Lately, ICT and digital natives drive eLearning without much attention to learning theories. An ICT enters the market, students learn how to use it, and then instructional designers adopt and adapt it to learning.

Although expectedly ICT adoption should and has been evolving, ICT adoption is at crossroads between designing programs to sort learning and teaching problems and designing learning to suit an ICT. The digital divide between the haves and not haves exacerbates the cross of roads.

In this paper, I argue that, although the roads are not mutually exclusive, ICT adoption faces challenges and possibilities of lecturer roles being taken over by computer technologists.