We have also provided a means of the student being given experience of what hand manipulation of the soil feels like. The student may consult reference materials which might otherwise be the subject of lectures. The reference material in the SIK serves as information and support to the higher learning carried out by the activities. With the reference materials as a guide, students engage in heuristic activities which allow learning by the observations of the consequences of experimental actions. As in real life learning, inappropriate actions do not produce the right outcome.
Pedagogical justification seems to follow.
If pedagogy was the driving principle, the use of IT in teaching and learning would not follow the technological fashions so closely, rather there should be a more apparent strategy. These comments are in no way intended to suggest that technology does not improve the learning experience, for there are plenty of evaluations that show it does. Figure 1 indicates that different types of technological implementation in teaching and learning can each draw upon some pedagogical principles to justify their development. The technologies are not necessarily separate as indicated, for example, video might be part of several different waves of development. The success of some technological implementations may have nothing to do with pedagogical quality, rather that the technology provides something the learner desires.