From the traditional point of view, technology serves as source and presenter of knowledge. It is assumed that "knowledge is embedded in the technology ( e.g. that content presented by films and TV programs or the teaching sequence in programmed instruction) and the technology presents that knowledge to the student (David H. Jonassen, et al, 1999). 
From the constructivist point of view, educational technology serves as learning tools that learners learn with. It engages learners in " active, constructive, intentional, authentic and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning. In this case, technology will not be merely delivery vehicle for content. Rather it is used as facilitator of thinking and knowledge construction.
From a constructivist perspective, the following are roles of technology in learning:
( Jonassen et, al, 1999)
1. Technology as tools to support knowledge construction.
- For representing learners ideas, understanding and beliefs.
- For producing organized, multimedia knowledge bases by learners.
- For accessing needed information.
- For comparing perspectives, beliefs and world views.
- For representing and stimulating meaningful real-world problems, situation and context.
- For representing beliefs, perspective, arguments and stories of others.
- For defining a safe, controllable problem space for student thinking.
- For collaborating with others.
- For discussing, arguing and building consensus among members of a community.
- For supporting discourse among knowledge-building communities.
- For helping learners to articulate and represent what they knows.
- For reflecting on what they have learned and how they came to know it.
- For supporting learners internal negotiations and makings.
- For constructing personal representations of meaning.
- For supporting mindful thinking.
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