Abstract :
Information and communication technology (ICT) has increasingly been
bringing about significant changes in education in an ongoing process. The
educational reform is not a mere technological issue but rather is based on an
empirical grounding in a psychological research approach to learning and
instruction. This paper introduces the research work on the application of ICT
in education from the psychological perspective in China in the past three
decades. The introduction focuses on four important issues with systemic theoretical
thinking based on continuous empirical research and innovative practices.
The first is dialectic constructivism which has offered some dialectic
explanation for knowledge, learning and teaching, and balanced various contradictory
aspects of learning and teaching. The second is theoretical thinking
and instructional practice about the principles of learning environment design
which emphasises learners’ higher-order thinking, deep understanding, collaboration
and self-regulated learning. The third is a model for the effectiveness
and conditions of Computer-Assisted Instruction. The fourth is a framework
for the integration of ICT and education and a zigzag training model for
teacher training for integration._
