ABSTRACT
It is generally believed that educational technology will play an important role in reforming education, which aims at developing the potential of every individual in a society (Campoy, 1992; Means & Olson, 1997). It is also a belief that the application of today’s web-based or e-learning technology enables individual learners to learn ubiquitously in their own ways and at their own paces as well as to access learning resources and people worldwide (Becta, 2002; Hill & Hannafin, 2001; Lee, Lam, & Li, 2004). Hence, for achieving the above vision, it is important that our teachers, when they exit from a teacher education program, are equipped with the necessary knowledge and skills to address the needs of individual learners through use of educational technology. However, despite the above expectation of teacher education, many findings from the literature show that the effect of technology use in general classroom practice is often not as great as desired, especially when dealing with individual learning differences (Moore, 2000; Sadler-Smith & Smith, 2004). The majority of teachers across countries in the world are not prepared sufficiently in the instructional use of educational technology despite having been equipped with hardware and software skills in computing (Kozma, 2003).
