ABSTRACT
Practitioners have a multitude of learning theories that guide the development of learning activities (Chapter 6). In addition, as discussed in Chapter 4, there is a rich variety of ICT tools that can be used to support the implementation of these. Despite this, the actual range of learning activities that demonstrate specific pedagogic approaches (such as constructivism, dialogic learning, case-or problem-based scenarios, or socially situated learning) and innovative use of ICT tools is limited, suggesting that practitioners are overwhelmed by the plethora of choices and may lack the necessary skills to make informed choices about how to use these theories.
