A Psycho-Pedagogical Model for ICT Use in the Educational Process

Abstract

Empirical studies have indicated that the existence of certain psychopedagogical attitudes is important for the facilitation of positive ICT utilisation by both teachers and students. In addition, research fmdings clearly indicate that certain psycho-pedagogical attitudes of students and teachers can significantly facilitate the implementation and enhancement of preferred ICT methodologies. The present paper suggests the adoption of a psychopedagogical model which graphically presents those psycho-pedagogical attitudes that, according to both teachers and students, facilitate the implementation of ICT as weil as intrinsically enhance the quality of leaming and instruction in the school classroom. The implementation of this model could improve the utilisation of ICT methodologies in learning and instruction by providing a flexible and positive psycho-pedagogical environment in the classroom. This could welllead to positive educational developments in the digital age and facilitate an improvement in the educational process when utilising sophisticated technologies for leaming and instruction.