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argument that a more best practices in the process of teaching, learning and training students that leans

more toward the use of the identified technology-driven modalities such as Facebook, e-mail, Myspace,

Twitter and LinkedIn than the face-to-face domain would assist tremendously in improving student

learning.

It is then very pertinent to say that the belief that learning approaches using technology

furthermore promote pedagogical innovation by encouraging teaching and learning processes that are

based on personalization and collaboration is obvious. As a consequence, interaction pattern between and

among students and teachers have changed, thereby redefining the roles of teachers and learners. The

research finds that by using various technology modality, makes teachers more of knowledge designers,

coordinators, moderators, mediators and mentors, rather than instructors or lecturers, whereas students’

not only have to take responsibility for their own learning progress, but also have to support each other in

their learning endeavors and jointly create the learning content and context. The research further finds that

learners with the utilization of technology assumes a proactive role in the learning process and develop

their own individual and collective rules and strategies for learning.

Conclusively, therefore, the use of technology in formal educational classrooms requires a re-

evaluation of its role as knowledge provider and supports its use as a new instructional technique to

empower faculty, learners and administrators in the improvement of student learning outcomes. This new

ways of learning sometimes may be challenging and financially tasking but the dividend no doubt will be

more fruitful as the global community immerses into the use of technological innovation in the

accomplishment of everyday task, which of course education is among them.

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