2.2 Psychological bases for ICT among teachers and learners

2.1 Psychological Bases for ICT Among Teachers and Learners

ICT is the basis for the educational learning process and human behavior or cognitive psychology. It is fundamental in the modern education system as instructional design and communication tools, which clearly visualize and understand what learning is, with the belief that learners enable and are capable of improving the process. Since learning exhibits itself as a change in behavior, the inference of learning is made by comparing what behavior is possible before the individual is placed in a "learning situation" and what behavior can be exhibited after such a treatment.

The paradigm of ICT for behavioral psychology is therefore rooted in information-processing principles and techniques as the basis of instructional design. It is the method used to describe educational pedagogy as behavioral changes to develop a human's cognitive abilities, linking internal structures to the external design of instructional environments.

ICT for education, in general, is a means of identifying learning desires, capabilities, and outcomes (intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes), and another methodology to be acquired by individuals. It is a paradigm technology for the learning process that makes a difference to instruction. The ICT-based learning process is a model of education facilities and memory derived from cognitive psychology and information-processing theory.

Therefore, educational and behavioral psychology is the process of learning events that comprise both internal and external conditions of the learning process. By internal, we mean previously acquired concepts and skills and the mental processes and structures used by the learner to develop new concepts and skills based on the recall of prior skills. 

The external refers to the learning process, taking the form of instruction designed for the acquisition of particular learning outcomes.

Educational technology is an engine for development, optimizing resource use, providing access and safety, and contributing to future educational strategic plans. Thus, it is vitally important to learners and/or educators, anytime and anywhere, in business and other settings. The technology encompasses both educational and developmental material objects, such as machines and networking hardware, as well as theories like instructional theory and learning facilities. ICT for education is an integral part of society's everyday life, referring to an array of tools and the principles for their effective application in the learning process and facilities.

ICT for behavioral and educational psychology is, therefore, a set of methodologies, techniques, and skills assessments for learners and educators in their learning provider institutions, regarding its impacts. ICT, as the paradigm of educational and behavioral psychology, is a dynamic and multi-factor aspect, including internet-based learning, instructional and learning theory, media perception, and human social interactions—fields of study that apply human behavior to educational technology.

However, there is a disambiguation about what ICT as educational technology should refer to. Especially for young scientists and education experts, there is a limitation to defining its paradigm roles in the education industry. There is a big public debate that refers to all valid and reliable applied education science, such as equipment, as well as processes and procedures derived from scientific research. The gap in understanding educational technology is visualized as if it would be science or materials.

In this paper, we propose a novel idea and approaches that reveal its integral aspects to optimize education performance and facilities in the case of material (the hardware devices and infrastructure) and science (instructional and conceptual contents) of modeling human behavior and feelings in the learning process.

This means that educational technology in a given context refers to theoretical, algorithmic, or heuristic processes, and physical technology.

The contribution of the paper is summarized as a novel approach to investigating students' and teachers' technology-related issues, ICT in the learning process and activities, and its paradigm impacts on education, behavioral, and psychological changes.