Educational Theory, Instructional Design and Technology: Analysis, Evaluation and Improvement of online learning Environments

Table of Contents: 

1. Introduction

2. Theoretical Foundation

2.1. Behaviorism theory of learning

2.2. Cognitive theory of Learning

2.3. Constructivist theory of learning

3. Educational Technology and Theories

4. Neuroscience

4.1. How the Brain Development

4.2. Learning and memory Development

4.3. Emotions Development

5. Summary

6. Practical Application & Evaluation

7. Evaluations and Improvement of Khan Academy

8. Conclusion

9. Reference 1. Introduction: In the past 50 years, Educational Technology increasingly developed in whole over the world. The focus on Learning and educational technology related theories, exploring and discussing up-to-date research and online applications. The related theories are Behaviorism, Cognitivism, and Constructivism. (Clark, 2001; Kozma, 2001). According to Bonk and Reynolds (1997), "to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy, not the technology, that influences the quality of learning". Online learning is flexible to access from anywhere and at anytime principally, (Cole, 2000) nonetheless, the online learning resources must be calculated properly to occupy the learner and encourage learning. There are many definitions of online learning in the literature that reflect the diversity of practice and associated technologies. Carliner (1999) defines "online learning as educational material that is presented on a computer, Khan (1997) defines online instruction as an innovative approach for delivering instruction to a remote audience, using the Web as the medium". However, online learning involves more than just the presentation and delivery of the materials using the Web for the learner. Online applications have been popular on the Web, and these shared with streaming audio and video podcasts, such as the video sites for example YouTube, are opening up different opportunities for educators. In present time YouTube is the easiest way to reach learner.  Another one, Audio chat using Skype has become common, and web conferencing is used for teaching. Messaging and peer-to-peer file sharing are a others application. The potentials of using the new smart mobile technologies are also explored along with blogs, RSS, wikis, learning objects, virtual worlds, and digital games. Extremely effective way of delivering course content is to the students and supporting them in their studies through Online learning environments (OLEs). Learning tools and communication facilities, OLEs can be ideal constructivist online learning environments that allow students to become more actively involved in developing their knowledge and considerations. However, Students do not always use online environments in the ways designers and tutors expect or desire because this is still a relatively new field of study, (Beasley, N., & Smyth, K., 2004). The Internet and the World Wide Web have made substantial changes to almost all aspects of our lives ranging from a global economy, personal, and professional networks to sources of info, news, and learning. Many researchers and educators are interested in online learning to enhance and improve student-learning outcomes while combating the reduction in resources, particularly in education, (Farinella, Hobbs, & Weeks, 2000; Kim & Bonk, 2006; Pape, 2010). Moreover, Online learning environment has been increasing in demand for students from all walks of life. Some would say the quick growth of online education environment and its potential in education, it is imperative that researchers and educators examine the effectiveness of online learning in educating students associated to traditional face-to-face learning. In recent years, "Khan Academy has become one of the most prominent pioneers of a new generation of digital online learning organizations in K-12 education. Khan Academy had about 10 million unique users per month as of February 2014, up from about 144,000 per month in early 2010. Around 65% of users are in the United States. The sheer volume of the traffic, as well as its rapid growth, indicates the worldwide hunger for quality online instruction, especially in math, and the value that Khan Academy provides to its users" (Murphy, R., Gallagher, L., Krumm, A. E., Mislevy, J., & Hafter, A. (2014). Above this reason, I tried to demonstrate of my whole Paper through three parts. For the first part, I analyze theories of Learning and their characteristics and some basic idea about Neuroscience, how is a brain, Memory and Emotion Development of human special children? In the part second, I tried to focus on how to make an online learning environment through online application (e.g. Khan Academy). At the end, I try to attention on How to improve an online learning environment. Finally, I summarized over all idea about online learning environment and application. 2. Theoretical foundation: "Learning theory is a body of research that attempts to describe, explain, and predict how learning occurs" (Smith & Ragan, 1993). Learning theories are a prepared set of principles explanation how individuals acquire, retain, and recall knowledge. We can better understand how learning occurs, by studying and knowing the different learning theories. The principles of the theories can be used as guidelines to help selected instructional tools, techniques, and strategies that promote learning. The main learning theories are: ●       Behaviorism ●       Cognitivism ●       Constructivism Analyzed are few theories, explaining learning and significance of reflection. The research dedicated to the understanding of the meaning of learning was first recognized in the behavioristic and cognitive theories that were the foundation for the development of other theories and approaches. Nowadays, there are many of them. Over the past century many theories were created, yet to this day there is no agreement which of them should be accredited as domain ones. In this part, I will discuss a few of the most popular learning theories. Even though most of them came from studying learning in children and are oriented to their cognitive characteristics. 2.1. Behaviorism theory of learning: In the twentieth century, behaviorism was a school of psychology. Having its main focus on the behavior of animals and humans, and is greatly involved in creating the methods of predicting and controlling the human behavior. The Russian scientist Pavlov and American scientists Thorndike and Watson influenced the expansion of behaviorism. "A human being is considered by far the most advanced of animals, whose behavior, although more complicated, is essentially no different from his animal "relatives", Furst (1998, p. 20). As a scientific study of behavior and explains learning as a system of behavioral responses to physical stimuli. Behaviorism is the principle that regards psychology. Psychologists are working to the effect of reinforcement, practice, and external motivation on a network of associations and learned behaviors that are the theory of learning. Educators using such a "behaviorist framework pre-plan a curriculum by breaking a content area into assumed component parts "skills'' and then sequencing these parts into a hierarchy ranging from simple to more complex, (Gagne, 965; Bloom, 1956). Additional, "learners are viewed as passive, in need of external motivation, and affected by reinforcement" (Skinner, 1953); thus, educators spend their time developing a sequenced, well-structured curriculum and determining how they will assess, motivate, reinforce, and evaluate the learner. The learner is simply tested to see where their falls on the curriculum continuum and then expected to progress in a linear, quantitative fashion as long as clear communication and appropriate motivation, practice, and reinforcement are provided. Measuring observable outcomes behaviors on predetermined tasks assess progress by learners. Although few schools today use the mastery learning model rigidly, much of the prevalent traditional educational practice still in place stems from this behaviorist psychology. "Behaviorist theory may have implications for changing behavior, but it offers little in the way of explaining cognitive change a structural change in understanding. The mastery learning model (Bloom, 1976) is a case in point. This model makes the assumption that whole can be broken into parts, that skills can be broken into sub-skills, and that these skills can be sequenced in a "learning line." This theory states that the only way to understand the human being is to study his/her behavior the hope of getting psychological information. Having said that, they emphasized that it is vital for psychologists to study the activity of organs in the human body nerves, muscles, glands, in order to get objective information on human behavior. This means that in order to prove the mental activity, the objective physical phenomenon has to be used, the one that can be proven. However, behaviorists do not reject the mental activity completely by excerpting its fixated appearances thinking, feeling, learning, but rather they argue that these appearances are defined by behaviors. When characterizing behaviorism, Morshead (1995) marks that: ●       Human thinking is talking to oneself. It is very common among children. They talk to themselves whatever the situation is. Then, we learn to control ourselves by speaking silently. If we were to look closer, we would see that we are moving our mouths or language. Influence generated language is merged with thinking, that is, thinking is understood in the same way as the internal language. ●       Human thought is understood as neurological happenings, biologically generated sensations of the nervous system. This is the central physiological response, that occurs because of the outside stimuli through various feelings. With the help of receptor, this stimulus is transferred to the central nervous system that then, through the limbic system, reaches the cerebral cortex, in which the stimuli are understood as reactions. ●       Skinner's experiments with animals had the biggest impact in revealing the meaning behind learning. He studied ways to create an effective learning environment, which would form the right behavior of the student and the appropriate response in which he would be satisfied. According to behaviorists, the basis of learning is the based on the foundation of stimuli and result. The stimuli can be a teacher's smile, question, attention, the reply the aspiration to answer, and a raised hand. A motivation causes a reaction and if it is repeated enough times, it could become automatic, the student can swiftly learn how learners are thought to react. It is supposed, that by interesting the student in several forms the quality of learning would growth. B. F. Skinner (1904-1990) is credited with the improvement of the operant training paradigm. Comparable to helpful conditioning, operant habituation requires that an organism function on the situation achieve a goal. A behavior is learned as a function of the consequences of the behavior, according to a timetable of punishment. Learning is influenced according to the schedules of reinforcement in the operant paradigm. Skinner tested the operant theory by carefully controlling the environment to study behavior and the effects of reinforcement. Giving to Skinner, operant conditioning has two laws. The first is the law of conditioning. The second is the law of extinction. Reinforcement consists of two types of events, those that are positive, which means that when they have presented the probability of a behavior occurring is increased and those that are negative, which means that when they have removed the probability of a behavior occurring is increased. Punishment is clear as an event that fails the tendency to make a reply. Punishment could contain giving an aversive stimulus or it could involve removing approach to a positive stimulus. Nevertheless, Skinner acknowledged the role of thought. He maintained a theory of learning that was concerned with the stimulus of the environment was suitable. Like Pavlov and Thorndike, Skinner's first effort was primarily conducted with nonhuman animals, but the principles of operant conditioning can be applied to humans as well, therapy and education are widely used in behavior. The main flaw of behavioristic theories is the human thought. The supporters of this theory state that feelings and results are a form of behavior, and the changes in behavior and its constancy are clarified based on outer observations. In this way, the student becomes a passive receiver and an object, which does not take responsibility for what and how he learns. Stoll, Fink (1996) stressed that "implementation of behavioral theories did not bring the success as promised in improving the quality of learning", that is the reason why the attention was directed another way in search of the meaning of learning. 2.2. Cognitive theory of Learning: "In the late 1950's, Psychologists and educators began to the new complex cognitive methods such as thinking, problem-solving, language, concept formation and information processing" (Ertmer, P. A., & Newby, T. J. 1993). This theory draws attentiveness to qualitative thinking and learning Features. Cognitive psychological studies, how knowledge is learned and how information from the environment is merged into our memory. Learning is a reception of visual and vocal information that is incorporated into the short-term memory and passed to the long-term memory. It has to be meaningful for learning of occurs. Developmental changes, which happen in the early stages of life, are the ability for children of adapt, organizational skills, behavior effectiveness furthermore difficulty. Both, maturation and the environment, influence the changes in learning. It is hard to say that these factors affect it more. There are, however, a few universal philosophies. The information-processing model used in cognitive psychology states, that a person is an active, goal-oriented information receiver, processor, and creator. The act of information processing is highlighted more than the outcome. Novak, Hanesian (1978), who researched the methods of hierarchical organization of knowledge and how the human mind systematizes ideas, explained, that in any given moment every one of us has a system of knowledge of any subject, which they called "The Cognitive Structure". This particular structure determines a student's ability to analyze new topics and take information. The meaning of the new material becomes clear only when it is incorporated into the already existing cognitive structures formed in the past. The Swiss psychologist Piaget (2001) created a model describing, how people shape the world's awareness by gathering and processing information. "According to Piaget, some ways of thinking, which seem simple to an adult, are not so simple to a child. Sometimes a child can be taught new concepts based on the knowledge he/she already possesses, but other times it has no sense because the child is simply not ready to grasp the concept". In his theory, Piaget makes a supposition that is in constant search for the meaning of every aspect to our lives. How is doing it? The psychologist identifies four factors: ●       Biological maturation, ●       Activity, ●       Social experience, ●       And balance, The first one leads to the organization, combination of thoughts and behavior, management, reconstruction, and the formation of new combinations of fully coherent systems; the second one is related to the adaptation to the environment. Every step is organized. According to Piaget, thoughts and actions are formed in the human Mind, where they become active during reasoning. When the human thought processes become more organized, the thought and action system based on thinking and adaptation becomes more active. Piaget believed, that from the moment of birth, a human being tries to adapt to his/her environment, attempting to make it as comfortable as possible. This process is called adaptation. Besides that, a human being not only seeks to adapt to a certain environment, but he is also influenced by various social conditions. Therefore adaptation consists of two processes: Assimilation can be seen as trying to understand something and adjusting it to the body's structures, or to the knowledge acquired from the environment. According to Piaget, Accommodation occurs, when a person has to change the existing schemes in response to the environment (some new situation). However, there are situations, when a person uses neither assimilation nor accommodation. When he/she encounters something completely unknown, he/she simply ignores it. Piaget says assimilation and accommodation can be understood as a complex equilibrium process. In his theory, thinking changes take places during the equilibrium, typically in this way: the equilibrium exists, if we can apply a scheme to a situation. Some schemes do not give the satisfactory results that we need, in that case, the equilibrium does not exist and we feel uncomfortable. This leads us to seek for a solution through assimilation and accommodation changing and perfecting our thinking in the process. Giving to Žukauskienė (1996), the development of understanding gains momentum because, in the process of balance-restoration, intelligence improves. The adaptation (assimilation and accommodation) process is characterized by a certain long-term effect on the cognitive structures, because, depending on experience, they are constantly changing. When experience is gained, the cognitive structures change, moving through four developmental stages. Piaget considered that the stages of cognitive development could be viewed as the stages of mental development, having in mind, that intelligence is the center of mental development. All the other features in the stages of personality development depend on intelligence and are also influenced by it. The four major cognitive development stages distinguished by Piaget (2001) are introduced in more detail in the section dedicated to cognitive development. In his search for balance between knowing and new insight, human skills are discussed. The balance remains when learners can manage a new situation in the already existing conditions. If they cannot the balance can be restored in a series of steps. The balance is lost, when there are new events that do not fit what is already known. Bruner's work is important in attempting to discover the ways, in which the child begins to perceive the world. The author considered language as of the utmost importance. Cognitive stages: ●       Stage one (action stage): During this stage, the child understands the environment through acting. ●       Stage two (image stage): it is common in preschool and among younger school-aged children. At this stage, the information is stored in images. ●       Stage three (symbol stage): middle and high school students cross into this stage. The thoughts become more abstract, flexible, and unrelated to specific images. Language, logic, and mathematics come into play. Comparable ideas also stated by the Russian psychologist Vygotsky (1978), He argued, that cognitive development is very important for the child's social environment. Vygotsky saw human cultural interactions as the origins of cognitive development. Language and communication play an important role. Joint activities with the child‘s peers, other children, and adults promote the development of cognitive skills. Conferring to Vygotsky, adults need to determine, what is the current level of a child's development (how well can he solve problems on his own without the help of adults) and what is the level of his potential development. The difference between these two levels of performance Vygotsky calls the zone of proximal development, to which training must be oriented. Teaching is useful only if it is ahead of development. The psychologist explained that in order for the child to develop properly, learner needs to be constantly focused on more complex issues. Therefore, mental development takes place only during training. Vygotsky believed, that a child could learn a lot by reading and listening to the teacher's explanation. In this way, the teacher's dominance is raised at the expense of the child's active sector (Butkienė, Kepalaitė, 1997; Gage, Berliner, 1994). Piaget thought differently. In his view, cognitive processes are more dependent on changes in the quality of the child's abilities, while the environment and experience have an effect only when a child does something and is active in the environment. None of the author's' opinions are to be rejected. However, it is important to think how the two types of learning, learning "discovery" and the direct instruction are balanced in the learning process. In his work Piaget (2002) proved, that the student's ability to process information is related to his level of learning. A baby has no knowledge of competence required to gain important information but later, his understanding matures and he becomes able to obtain that Information. Vygotsky's (1978) work is also important because he emphasizes the importance of the language and the communication as well as the social environment. Joint activities with peers and adults promote the cognitive development of the child. The famous "zone of proximal development" emphasizes the difference between the current level of cognitive development (what can be solved without the help of others) and the potential level of development (when the help of others is needed). The research of these authors' is important because it reveals how children think and how their thinking changes during growth and maturation. However, Morshead (1995) is concerned, that the cognitive approach is subordinate to behaviorism. He provides two main critical arguments. First of all, the cognitive approach unfairly targets the invisible inner experience, rather than the external, observable things, making it a not scientific form of psychology, i.e., attempting to explain, what the mind is and how it works. Secondly, by focusing on such things as awareness, the supporters of cognitive theory underestimate the fact, that the mind is a product of brain activity and that in order to understand it, the brain, not thoughts or ideas, should be studied. Despite the criticism, the works of cognitive psychology created conditions for a more novel learning theory, the Constructivist. 2.3. Constructivist theory of learning: In 1990, psychologists and educators created to emphasize the productive learning concept, highlighting the individual's vigorous role in information handling during knowledge gaining. The main principle is experience-based knowledge creation of constructivism theory this learner is actively involved. Later, there is a guideline to create individual world images based on knowledge (Brooks and Brooks, 1993; Brandt, 1998, Weatherley, 2000). This theory emphasizes the knowledge structure of the pupils. An individual's actions and experience are the most vital thinking constructions of those developed. A student shows their knowledge-based of their earlier knowledge and information. Consequently, learning differs from the learning environment, the nature of information, and previous knowledge. So, the core of learning is dynamic information processing, organization, and modification. Constructivists mark learned knowledge and considerate as a central activity, not as the information to the outside of the world. The human mind perceives the world from its own experience, but not from the objective reality. From this, a conclusion can be drawn that what we hear, see, and feel is not the reality of the outside world. Knowledge is raised on the basis of interpersonal motion and information that reaches us from the outside world. Learning depends on many distinctive factors, the most meaningful of them are: a) The knowledge, students already possess and previous experience; b) The nature of knowledge and information; c) The context in which learning takes place. Each learner's knowledge and experience are different that is why learning needs different methods. Giving to constructivists, to create a learning environment that is the vital part of our teacher. The students can objectify previous understanding, and is active knowledge receivers. Social communication is a learning reinforced between the teacher and students, and between the students themselves. Hence, learning is the process of information processing, construction, and the making of meaning, which the learner has to engage in him/herself. The learner's understanding with the cognitive learning theories orientation, concerning the individual as an active information receiver and processor, and constructivism, which establishes the importance of context to the action of learning, it is fundamental to look at the social environment, because, according to Jarvis (2000, p. 23), "in a social context, people, as social beings, acquire experience that is the beginning of learning". Human development is a learning process in which individual experience, personal history, and the current social situation determine, how we feel actuality. This awareness is reinforced by Andersson (1997); Lave, Wenger (1991); Resnick, Levine, Teasley (1991). It is especially accentuated by Jarvis (2000), who stresses, that learning cannot be detached from everyday life and experience. He understands learning transforms into knowledge, skills, attitudes, values, and beliefs. The practices of everyday life are continuously given meaning, take place in time, space, the society, and interactive relationships. Jarvis believes, that "learning is a process which gives meaning to life experiences or seeks to understand them" (p. 126). Nonetheless, that is not partial only to a reaction of experiences, it goals to obtain the new forms of knowing skills and attitudes. While learning can be accidental, nowadays a strong agreement has been reached, that effective and meaningful learning happens only. The purpose of learning and the technique of achieving are understood clearly. It is natural to assume that effective learning also requires learning objectives that are the learners' advance themselves. Learning is linked off the context and the environment. It takes place in the material social environment that knowledge is the outcome of the participation and certain action. That means the effective learning is an activity joining mind, body, environment, and an environment. The process of cultural assimilation is impossible without the participation to the learner. It is highlighted that learning can be assumed only in a social context. Therefore, Social relationships are a very knowing part of the process of learning. After analyzing various interactions we found out that the relationship between the teacher and student in the study process is the sharing of thoughts, ideas, and feelings. By enriching the learners' communication is a vital part of the personal improvement to intellect development. Social learning is an important aspect of constructivism theory, but it is still more emphasized by the supporters of collaborative learning. 3. Educational Technology and Theories: For online learning used terms e-learning, Internet learning, network learning, virtual learning, computer assisted learning, web-based learning, and distance learning, that types of technology learner uses to interact with their instructor and other learners. The main reflection of online learning is the multiplicity of practice and connected technology. Carliner (1999) describes online learning education material is obtainable on a computer. Khan (1997) explains online instruction as an innovative approach to distributing tutoring to a whole world, operating the Web as the medium. However, online learning includes more than just the demonstration and transfer of the resources using the Web. As a result, the author defines online learning as "the use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience" (Ally, M., 2002). For learners, online learning knows no time districts, and a location is not an issue. In asynchronous online learning, learners using the online resources at any time, while online learning allows the time collaboration between students and the instructor. Using the Internet to access the latest and relevant learning tools of learners, and can interconnect with professionals in which field they are studying. Learners can complete an online course while working in the profession and can contextualize the studying. The instructor can also do at any time and from anyplace. It is easier to direct contract with others to appropriate knowledge based on their necessities. Since the 20th century, there are some of the key educational theories, such as Behaviorism, Cognitivism, and Constructivism has been broadly implemented in education, greatly linked to the development and utilization of the educational technology. Ivan Pavlov (1949-1936), Russian biologist and psychologist, innovated behaviorism, Edward Thorndike (1874-1949), American educator and psychologist of Columbia University and Burrhus Frederic Skinner (1904-1990), one of the founders of American new behaviorism, further developed the behavior theory. External motivation inspirations learning behavior, prizes and punishment can modification knowledge performance. Behaviorism has importantly stimulate and implemented in programmatic tutoring. Moreover, Behaviorism has strongly promoted and broadly applied in computing-assisted-instruction and the improvement of educational technology that confirmed by researchers and scholars. Initial computer knowledge methods were designed based on a behaviorist methodology of learning. "The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974)". Behaviorists' accusation that it is the visible behavior that indicates whether and not what is going on in the student's head. And, Some educators argued that not all knowledge is observable and that there is more of learning than a change in behavior. As a consequence, there was a change away from behaviorism to cognitive learning theories. Cognitive theory concerns human brain's' thinking process. Cognitivists consider that a human being possesses fundamental modes to receiving, processing, and strong information at distinctive cognitive development stages, advocate the study of people's cognitive progress processes and models, and design different instructional programs based on one's cognitive development needs at different developing stages. This theory characterized through Jane Piaget (1898-1980). In learning, the cognitive developmental theory is to mature students' competencies to creative thoughtful, the information analyzing and problem-solving through computer-assisted education. Learning involves the used memory, stimulus, and thought, and that consideration plays an important part of learning. They see studying as an internal process depends on the processing ability of the learner, the amount of strength used during the learning process, the depth of the processing (Craik & Lockhart, 1972; Craik & Tulving, 1975), and the learner's existing knowledge structure (Ausubel, 1968). The main finding of this Constructivist theory is learners learn by doing. Constructivist theory is emphasized one's learning initiative, and social and situational learning experiences. John Dewey (1859-1952), explain that practice is the groundwork of learning, and without learning, the student cannot get their goals. And also he believed that develop their knowledge for practice and instructional design would respect students' psychological development needs. Moreover, Earlier Soviet psychologists Vygotsky, constructivist theory were emphasizes social and cultural backgrounds. He believed human's development is of culture. The constructivist theory reflected on the growth and application of educational technology. Educational technology is mostly reflected on the educational games, multimedia development and online connections. Recently, there has been a move to constructivism. Constructivist theorists claim that learners learn through observation, processing, and interpretation, and then personalize the communication into personal information (Cooper, 1993; Wilson, 1997). Learners learn best when they can contextualize. "The information persists in the sensory store for less than one second (Kalat, 2002); if it is not transferred to working memory immediately, it is lost. Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory, Ally, M. (2004)". To working memory differs on the amount of attention that was paid the incoming information. Cognitive structures make sense of the knowledge. Consequently, creators must check to see the suitable existing cognitive structure that is present to support the learner to access the information. "The relevant cognitive structure is not present, pre-instructional strategies, such as advance organizers, should be included as part of the learning process (Ausubel, 1960)." 4. Neuroscience: Brain investigation took many stimulating results and influenced nearly most scientific disciplines of the life. But sometimes neurosciences are dominating too much, the creation of new terms like neuromarketing, neuroethics, neurophilosophy, neuro pedagogy, neuro didactics and others, It is obvious and trivial, (Schachl, 2006) is very important for teaching and learning. But the results of brain research essentially new knowledge "old teacher's wisdom" I new clothes or "Old Wine in New Tubes" Multisensory Approach, Learning by replication, Emotions, Memory, Cross Subject Teaching and the current explanations by brain research. Now,  I would like to show brain structures and what they do by image ? After that, I tried to explain brain, memory and emotional development that is related to neuroscience. Figure 1. Brain structures and what they do 4.1. How the Brain Development: In the earlier, scientists thought that brain's developments were genetically and brain growing biologically. The outside of the world shapes its development through skills that a child's senses vision, hearing, smell, touch and taste absorb. For example: according to Brotherson, S. (2009). The scent of the mother's skin (smell) The father's voice (hearing) Seeing a face or brightly colored toy (vision) The feel of a hand gently caressing (touch) Drinking milk (taste)                                      Figure 2. child's senses development The five senses take the brain development. Early experiences have a key impact on the actual design of the brain. Technological advances have allowed scientists to see the brain how to working. What scientists have found is that the brain continues to form after birth based on experiences. An infant's the mind for learning, but it needs early experiences of the brain that enable learning. In detail, research now shows that many thought to be fixed at birth is actually dependent on a sequence to experiences combined with inheritance. Both of factors are important for the optimum development of the human brain (Shonkoff & Phillips, 2000).    Figure 3. Synaptic density in the human brain 4.1.1. Early Brain Development: The key part of the brain is nerve cell that called neurons. Neurons are created and migrate from the several parts of the brain, due to the fetal development. While neurons migrate, they also differentiate to govern functions in the body in response to chemical signals (Perry, 2002). This process of development occurs sequentially from the "bottom up," that is, from areas of the brain controlling part is he the most aboriginal functions of the body (emotion rate, conscious) and also that is the most sophisticated functions (Perry, 2000a). The first areas of the brain to fully develop are the brainstem and midbrain; they govern the bodily functions necessary for life, called the autonomic purposes. The higher function of the brain involved in adaptable emotions, language, and abstract thought grow rapidly in the first 3 years of life. 4.1.2. The Growing Child's Brain: Brain development is the process of creating connections among the neurons, these connections are called synapses. The brain governing everything like breathing and sleeping to thinking and feeling for well organize the synapses by forming pathways. This is the core of postnatal brain development, because at birth. The synapses govern their bodily functions such as heart rate, breathing, eating, and sleeping. "The development of synapses occurs at an astounding rate during a child's early years in response to that child's experiences. The cerebral cortex of a healthy toddler may create 2 million synapses per second" (Child Welfare Information Gateway, Children's Bureau/ACYF, & United States of America, 2009). When children are 2 years old, their brains have around 100 trillion synapses. Some of the synapses are strengthened and remain integral. Synapse elimination system is one of the normal parts of development, (Shonkoff & Phillips, 2000). However, when children reach adolescence, about half of their synapses have been discarded, leaving the number they will have for most of the rest of their lives. Myelination is another important development that takes place in the brain developing. The white fatty tissue is myelin that forms a sheath to insulate mature brain cells, therefore ensuring a clear show of neurotransmitters across synapses. "Neuronal growth processes, a child's experiences affect the rate and growth of myelination, which continues into young adulthood" (Shonkoff & Phillips, 2000). By the age of 3 years, almost 90 percent of adult size has been reached a baby's brain. The brain largely depends on receiving stimulation of growth, which spurs activity in that region. This motivation provides the foundation for learning. 4.1.3. Adolescent Brain Development: The mental capacity continues to grow and develop into young adulthood to know using MRI techniques. Brain tissue, the intensity has been exposed to outgrowth in adults as old as 32 (Lebel & Beaulieu, 2011). Right before puberty, teen genius power experience a growth spurt that occurs mainly in the frontal lobe, which is the area that governs provision, impulse control, and reasoning. Due to the adolescent years, the head goes through a process of pruning synapses somewhat like the baby and toddler's brain and also see again in white matter and changes to neurotransmitter systems (Konrad, Firk, & Uhlhaas, 2013). As the adolescent grows into young adulthood, the brain develops more myelin to insulate the nerve fibers and amphetamine neural processing, and this myelination occurs last in the frontal lobe. MRI equivalence between the brains of stripling and the brains of young adults have shown that most of the brain areas were similar that is, the youth brain had touched maturity in the areas that govern such capabilities as speech and sensory abilities. The main difference was the immaturity to the teenage brain of the frontal lobe and in the myelination of that area (National Institute of Mental Health, 2001). Most of the adolescent act impulsively at times, using a lower area of their brains their "gut reaction" because their frontal lobes are not yet mature. Impulsive behavior, poor decisions, and increased risk-taking are all part of the normal young knowledge. 4.2. Learning and memory Development: "Memory is one of the most fundamental mental cognitive processes. Neuroscientists study this process by using extremely diverse strategies. Two different attacks aimed at understanding studying and memories were introduced in this symposium. The first focuses on the roles played by synaptic malleability especially in a long-term slump in the cerebellum in the motor acquisition and its regulatory chemical mechanism. The second coming uses an elegant chick-quail transplantation arrangement on defined Einstein regions to study how neural populations interact in development to mannequin behaviorally important neural circuits and to elucidate neurobiological correlate of perceptual and motor predispositions" (Okano, H., Hirano, T., & Balaban, E., 2000). Besides, neuroscientists believe that memory has must require alterations to occur in the brain. The most popular candidate site for retentiveness reposition is the synapse, where heart cells (neurons) interconnect, Kandel, E. R. (1991). In other words, a change in the transmission effectiveness at the synapse has been considered to be the cause of memory. "A particular pattern of synaptic custom or stimulation called the conditioning stimulation, is believed to induce synaptic plasticity. Various questions remain to be answered, such as how synaptic plasticity is induced and how synaptic plasticity is implicated in knowledge and memory. Many studies concerning these issues are now in progress" (Okano, H., Hirano, T., & Balaban, E., 2000). In, the combined stimulation of two different synaptic participations to a particular neuron depresses the transmission effectiveness at a synapse. This sadness is persistent and is called long-term depression (LTD), Ito, M., Sakurai, M., & Tongroach, P. (1982). The LTD in the cerebellum has been reflected to be the cellular basis of motor learning. Hirano and partners achieved in inducing cerebellar LTD in culture, Hirano, T. (1990). Cellular and molecular studies of the introduction mechanism of LTD have been performed with culture and slice organizations, and a number of molecules concerned in the LTD mechanism have been acknowledged, Linden, D. J., & Connor, J. A. (1995). A broadly used strategy for finding molecules implicated in synaptic malleability has been to inhibit the plasticity via blocking the function of a particular molecule. These findings have relied on tools such as inhibitory drugs or on more specific molecular tools, such as antibodies. Knowledge does not only involve changes in synaptic effectiveness consequential from the convergence of several kinds of simultaneous environmental stimulation. Earlier described their effort on realistic models for instance (e.g.) song learning in birds, suggesting that brain systems produce unlearned biases that also contribute in essential ways to the learning process, Marler, P. (1984). "Such biases can appear in both sensory and motor characteristics of learned behaviors. For example, one taxonomic group of birds, the oscines or true songbirds, all learn to sing by imitation. To produce biologically functional songs, they need to hear examples of species songs during development, which they commit to memory" (Okano, H., Hirano, T., & Balaban, E., 2000). They consequently perfect their song performance by ear and are capable of using both memorized material as well as songs of birds they can hear to produce an acceptable species song, Marler, P. (1984). 4.3. Emotions Development: Emotions are a major feature of human experience. A fundamental question in the study of emotion is how best to describe the fundamental structure of emotional knowledge, (Vytal, K., & Hamann, S., 2010). The "prime time" for the emotional development of children is birth to 12 years. Opposing aspects of emotional development such as awareness of others, empathy, and trust, are important at distinctive times. For instance, the real "prime time" for an emotional connection to be developed is from birth to 18 months, when a teenage child is forming accessories with critical caregivers. "Emotional knowledge is critical to life success. The part of the brain that regulates emotion, the amygdala, is shaped early on by experience and forms the brain's emotional wiring. Early nurturing is important to learning empathy, happiness, hopefulness and resilience" (Brotherson, S., 2009). Over the early 20 years, the study has confirmed that children's emotional are connected to their early abstract standing (Wentzel & Asher, 1995). Children who have trouble paying consideration, following directions, getting along with others, and monitoring negative emotions of anger and distress do less well in school (Arnold et al., 1999; McClelland et al., 2000). For many children, academic success in their first few years of schooling performs to be built on a stable substance of children's emotional and social skills (Ladd, Kochenderfer, & Coleman, 1997; O'Neil et al., 1997). Especially, investigate on early schooling recommends that the relationships that children make with peers and instructors are based on children's capability of regulating emotions in simple versus antisocial ways and that those relationships than work as a "source of provisions" (Ladd et al., 1999, p. 1375). Psychologists locate that children who act in antisocial ways are less likely to be known by classmates and teachers (Kupersmidt & Coie, 1990; Shores & Wehby, 1999). Learners participate less frequently of classroom activities and do more poorly in school than their more emotionally confident, even after one switch for the effects of children's preexisting cognitive skills and family circumstances (Ladd et al., 1999). "One caveat is that children's early academic skills and emotional adjustment may be bidirectionally related, so that young children who struggle with early reading and learning difficulties may grow increasingly frustrated and more disruptive (Arnold et al., 1999; Hinshaw, 1992)". Although our thoughtful of the causal and give-and-take influences of children's mental, language, and emotional competencies on later academic success would greatly benefit from supplementary research, the importance of social and emotional modification for children's success in early academic circumstances is substantial and clear. 5. Summary: Educational technology designing and learning policy creating essential theoretical guidance, the development of a theory needs appropriate support from the study (Maddux & Cummings, 2004). The educational technology impacts the growth of education. However, educational technology is only a tool. Using this tool depends on how instructors discuss students' learning process. Abstract research pointed out that the strategy of optimizing instruction and learning guided by the theory of behaviorism is linear stimulus scholars of cognitivist adopt information processing systems to optimize the instruction and learning and focus their studies on students' thoughtful process. The instruction guided by constructivist theory entirely enhances students' learning creativities by using educational technology in instruction. In the 20th century, the instruction was reflected learning through radio, film, and television of development and exercise software and software packages in the 80s of the 20th century, (Ouyang, J. R., & Stanley, N., 2014).                                         Figure 4. Educational Technology Cognitivist was popular during the 60s and 80s in the 20th century. It inspired the development of the personal computer system with the replication of human brains' thinking process. The stimulus of constructivism on the development of educational technology in schools was mainly in late 20th century on the multimedia applications. Online interactive learning is emerging mobilization and handheld electronic devices that provide an instructional platform. And students can self-control learning contents, activities and progress without limitations of time and space (Whelan, 2005). Some researchers pointed out in the early 1980s that educational technology did not only indicate to electronic devices, computers, it also developed a branch of behavioral science. Educational technology specialists consequently cannot see a computer as an electronic device, but should link educational technology closely to the instruction and education. "The instructional environment mainly supported by computing technology has developed a new thinking of instruction and learning, and set new goals for education. Educational artificial intelligence system is designed to integrate the artificial intelligence projects into instructional environment, helping students learn with computing simulated instruction and the support a variety of learning theories" (Ouyang, J. R., & Stanley, N., 2014). Simulated intelligence system in education has greatly impacted the growth and application of educational technology. Research has shown that since 1990s artificial intelligence in education has been developed to help people understand how to apply educational artificial intelligence effectively in instruction and learning from its original application of how to simulate theory-guided classroom instruction and learning activities (Issroff & Scanlon, 2002). 6. Practical Application & Evaluation: Education has been importantly influenced by the Internet and the World Wide Web. By using of these technological developments, learning has become progressively available "online." In 2000, the dual-party, congressional Web-Based Education Commission issued a report on the status of web-based education in the United States (Web-Based Education Commission, 2000). This report designated the potential of the Internet for centering learning around students and creating lifelong learning applied experience for all. The Commission found that web-based resources such a media that learners can access at anytime and anywhere, (e.g., pre-kindergarten through grade 12, postsecondary, and corporate). Moreover, web-based learning attaches people and can provide multiple pathways for erudition to suit the essentials to a diverse group of learners. Additionally, A web-based education can make bad the gap between those who have access to online learning and those who do not. The Commission interested of the nation to together move the power of Internet learning from potential to practice (Balanko, S. L., 2002). Now I am going to explore how to teach through online education, Khan Academy as an example that is practical education after that I will evaluate of khan academy.                                           Figure 5. Online learning environments 6.1. Khan Academy: Khan Academy, an online platform offering learning videos and exercises unconcerned content areas, has become a worldwide famous tutoring in a few years. That is free online learning resource and supports blended and personalized learning. Khan Academy has interest amongst policy makers and teachers about how to overcome the educational challenges around the world. "In August of 2013, researchers traveled to Santiago, Chile to conduct research in five schools where teachers are using Khan Academy. They found that the way Khan Academy functions as a digital learning environment change the ways and the degree to which students engage with and are engaged by the math content; it also changes the way of teachers and students interact with each other. Even though the use of Khan Academy may plant the seeds of deeper pedagogical changes such as mastery learning or differentiated instruction, teachers did not need to change their entire teaching model to start using it. Khan Academy's straightforward approach of providing an endless bank of practice exercises makes it an inviting and universally adaptable tool across different types of teachers, classrooms, and countries" (Light, D., & Pierson, E., 2014). In February 2014, 200 countries were using Khan Academy, however, 75% of users reside in the United States. Although the Khan Academy brand are broadly acknowledged (Ani, 2013; León & Reinah, 2013), a study on the website and its use in schools are sparse. "Much of what has been written is from Khan Academy itself (Khan, 2012; Koeniger, 2013; Maxwell, 2012; Schmitz & Perels, 2011), and is based on opinion (Izumi & Parisi, 2013; León & Reinah, 2013) or expert review of the resources" (Ani, 2013; Kronholz, 2012; Strauss, 2012). However, Khan Academy has classroom studies that offer videos, one-page briefs, and longer reports describing how Khan Academy is being used in classrooms around the planet. This is a way for teacher and student experiences using the resources on the site. "Nine of the platforms are schools in the US, two are from Europe (Ireland and Spain), and the one showcase from Latin America is a first person account of a staff developer's trip to Peru to train teachers on Khan Academy" (Light, D., & Pierson, E., 2014). In the present time, Khan Academy has one of the digital learning organizations in K-12 education for a new generation. Khan Academy had around 10 million unique users per month as of February 2014. About 65% of learners are in the United States. In Addition, the worldwide needs for quality online instruction, particularly in math, and the value that Khan Academy offers to its users. Khan Academy is an online learning platform started by an earlier hedge fund manager, Salman Khan, with the stated task of "changing education for the better by providing a free world-class education for anyone, anywhere" (from the Khan Academy website: https://www.khanacademy.org/about). The site upload over 5,000 online instructional videos in a selection of subject areas, an extensive repository of math exercises, and real-time data and analysis features (Koeniger, 2013). Khans' teaching videos is a massive or vital to practices and solve math problems. And also students can complete at their own pace. In 2013 alone, users worked on lots of problems. Khan Academy has an initial focus on math, economics, and science to include other subjects such as art history and entrepreneurship. Furthermore, Khan Academy is now working with a different group of educational institutions. There are three of primary workings examined: videos, exercises, and data of Khan Academy. These sections of the site work together to create what Khan Academy calls a "personalized, mastery-based, interactive and exploratory online learning environment" (Koeniger, 2013, p. 7). Nevertheless, Khan Academy proposals in numerous subjects, by far its most comprehensive topic area are mathematics. Take a look at one of the reports on Khan Academy. These reports tell us vital statistics, achievements and recent activities of khan Academy.                                   Figure 6. Achievement and recent activities of Khan Academy http://talkingtechwithrobin.blogspot.de/2011/03/kham-academy.html Khan Academy also recently introduced the new one that is "coaching" structures developed with schools in mind but also available to home users for informal instruction also and this material to guide teachers, tutors and parents on how to use Khan Academy to face their students' studying goals. So, Khans' offers dashboards allowing teachers and students to monitor student improvement. 6.1.1. Videos: Khans' videos are the main technique to teach the learners. They organize the short videos by discipline. These short videos are considered to be the main content transfer mechanism used to teach facts and processes via a virtual blackboard and the voice of the tutor explaining the steps. 6.1.2. Math Exercises: Although khan's' provide some workouts for students to complete, They offer an apparently unlimited bank of online practice exercises in mathematics. Pupils pick a talent and, as they finish each problem and get a new problem. The math difficulties are vigorously generated and no two students get the same problematic at the same time. Improvement is followed with check marks (✔) or cross-outs (x). Khan Academy's practice bank offers clues to help students. Users can grow step-by-step suggestions that reveal each step of the progression allowing learners to realize on their own what step of the procedure they were lost, but not just give the answer. Each page also links to a video related to the skill they are performing, (Light, D., & Pierson, E., 2014). 6.1.3. Gamification and Data: Students earn points and badges for doing practices and watching videos of the entire site are gamified. "Access to real-time and accumulated data allows students and their teachers to track the number of videos watched, a number of exercises attempted, including which ones were correct and which were incorrect, the amount of time spent on each exercise or video, the wrong answers were given, and the number of hints used. Teachers can track the progress of a group of students or an individual. And they can track progress in the past or in real time. Data is color-coded so that coaches can get a sense of progress quickly" (Light, D., & Pierson, E., 2014). 7. Evaluations and Improvement of Khan Academy: Khan Academy is making as an online learning environment for the learners.  Online learning is one of the ways to interacted teachers and students with each other. These outcomes are similar what types of research use of Khan Academy in U.S. schools have located (Bernatek et al., 2012; Murphy et al., 2014; Wilka & Cohen, 2013). Light, D., & Pierson, E., 2014, observed that Khan Academy offered the opportunity for learners to do more maths through having contact with more math practices. Educational policy makers often talk about Khan Academy with great opportunities for extremely transforming teaching and learning. Students can get the concept of "flipping the classroom" where students receive direct teaching via video outside the classroom. Moreover, they doing math in the classroom with the instructor, (Murphy et al, 2014; Wilka & Cohen, 2013).  After studying the resources, the teachers felt that Khan Academy was useful for improving the technical skills but not necessarily at promoting deeper mathematics learning or teaching difficult concepts, face-to-face teachers are still the best at that. Expecting students from these low-income families to have home computers and Internet access also means it is unrealistic to assign Khan Academy for home use. Instead, these teachers dedicated one lesson period a week to using Khan Academy in school computer labs. Teachers still provided direct instruction in their classroom, but teachers were taking on new roles in the labs. In addition, This changed how students engage with math in powerful ways. Even though the use of Khan Academy may plant the seeds of deeper pedagogical changes such as mastery learning or differentiated teaching, the findings are that teachers do not need to change their entire teaching model to start using this tool. Teachers assign exercises and students complete them, the practice appears the same as in the days of workbooks. Khan Academy does not require teachers to hold a complex of education for them to make it useful and worthwhile. The observed teachers embedding Khan Academy resources within their traditional instructional practices and creating a decidedly non-traditional yet improved learning environment. 7.1. Hierarchical knowledge: Observing at Khan's videos linked to Archimedes' principle, the outline of the lessons is not matching with the reflection that humans build knowledge hierarchically. Mostly, Khans' introduces ideas at the most complex levels the next higher step. While it is true that the video is complex to sequencing ideas, the work is done from the outlook of an expert. The expert's perspective offers a global view of relevant concepts, the heuristics to appreciate relationships between feelings, and the algorithms that demonstration more precise understandings of those concepts. Since this vantage point, the expert sees the educational challenge as undoing complex skills into less complex skills. Therefore, it would make sense from an expert's point of view to introduce solidity before reviewing Archimedes' principle, which depends on density. This approach generates a sequence of abstractions relevant to the expert, but not a sequence that the learner can essentially concept or see as relevant. Beginners typically meet a different challenge one of building more complex understandings. Every graph, formula, drawing, and arrow on Khan's Smartboard is a relevant representation. Nonetheless, he unconsciously ignores the systems of practices that allow students to coordinate or manage these representations into concepts like density and, eventually, Archimedes' standard. The typical reflection is the "Knowledge Map" in the area of math. The map is very important in understanding the development of a discipline and individual learners. It is significant to note that though the map is a hierarchical outline, the hierarchy emerges from the perspectives of experts, not learners. Here the Researcher accusation something more explicit "Atlas of Science Literacy is a two-volume collection of conceptual strand maps that show how students' understanding of the ideas and skills that lead to literacy in science, mathematics, and technology might develop from kindergarten through 12th grade" (Schwartz, M., 2013). To understanding might be broadly marked out through these maps but this work was capable of authorities retrospectively replicating on how they learned science.  So Khan's do not essentially characterize how learners really build that knowledge. In the math Knowledge Map is connected a number of relevant topics, beginning with addition and subtraction and ending with calculus. The knowledge map as well as the Atlas of Science Literacy proposal a significant view on the development of a discipline, but whether the maps lead students to reliable knowledge is not obvious. Thus, they must be cautious with how they use these maps to build involvements and calculations in the belief that students are re-creating the same understanding as experts. 7.2. Sensorimotor improvement: Many educators, Khan show his capability to coordinate various images, which is similar to observing a master performer. Watching Khan carry out a difficult performance of understanding in 15 minutes or less is also much like looking a professional musician play a piece of comparable period. In this matter, audience followers do not generally believe themselves capable of repeating the same presentation afterward. Though, what is interested in educational contexts is that after attending a lecture, teachers and students often believe that the student should be capable of performing at the same level as the teacher and with the same level of reliable understanding. Even after learners use time on questions, algorithms, charts, and graphs located on worksheets at the end of the chapter. Just practicing within the representative level doesn't seem to support reliable understanding. Khan Academy is working to develop accurate understanding through intuitive practice, again in the area of math. The technology surrounded in the efforts allows learners to experiment with the influence of different variables that give rise of significant concepts. However, moving the delivery of data on a two-dimensional graph, for instance, still, needs focusing on managing representations and not yet how the representations attach to touchable experiences. Authentic understanding requires a wide platform of experiences, which in turn provides a foundation for the representations that are the basis of student work in any school environment, virtual or real. Without the benefit of this foundation, representations practiced in school are reduced to borrowed ideas that are limited in scope and decay rapidly, (Schwartz, M., 2013). 7.3. Feedback structure: After completing lessons students receive marks and energy points that are the extrinsic feedback of Khan Academy. Students can share with their improvement through the lessons. Second, students can also ask questions in a blog format, other members of the Academy can reply. And also students' explain of their considerate to their peers. My point of view is that badges do not contribute to developing an understanding of fluid dynamics. Thirdly, developed as part of the math Knowledge Map at Khan Academy, is fixed in the accessible exercise problems. The software is monitoring the student's activities and guide learners. If the short-term goal is for students to get well at solving quadratic balances, then they may never learn the problem for which the quadratic balance was the solution in the first place. Emerging a richer palette of sensorimotor practices that are closely linked to representations still, needs to happen before instructors become too focused on exercise students to solve quadratic equations. Many tasks are already teachers find challenging to meet in classrooms and, expectedly, much more stimulating in an online environment. One possible solution is letting the video setup problems that students can execute on their own and in turn allow them to justice the effect of their actions. In turn, instructors began to play a more marginal role in providing guideline because nature could offer immediate feedback. Given this kind of experience, students were better able to adjust to circumstances where nature could not accessible respond to their questions. In situations where nature cannot provide a solution, up-to-date technology can collect student reactions and allow them to compare and contrast solutions through graphs or tables that are continually updated. Student guideline has the potential to encourage students to take a deeper look at the original challenge. 7.4. General Improvement: 1. The key teaching technique is YouTube video of Khan Academy. People watched them and found them useful. Currently, there are many videos, with some backup exercises, and some people reflect this is the best thing to happen of math's learning. After the study on khan academy, it has a great inspiration. I believe that many of the mathematics Khan Academy videos are honestly well taught. Nevertheless, the videos continue the mathematical view of measurements, as they are a result of an archaic curriculum. Khan has NO pedagogical content knowledge. This is plentifully clear in the approach and faults. Here is some idea about pedagogical knowledge why it is important to technological education. Consistent with this positioned view to technology, researchers have planned a framework telling teachers' understanding to the complex interaction between technology and pedagogy (Koehler, Mishra, Hershey, & Peruski, 2004; Mishra & Koehler). Shulman's (1986, 1987) built upon work relating Pedagogical Content Knowledge, to highlight the importance of Technological Pedagogical Content Knowledge (TPCK) for understanding actual instruction with technology. Shulman's have idea of Pedagogical Content Knowledge (PCK) to the domain of technology (for instance see Hughes, 2005; Keating & Evans, 2001; Margerum-Leys, & Marx, 2002). There are three areas of knowledge: Content, Pedagogy, and Technology. "Content is the subject matter that is to be learned. High school mathematics, undergraduate poetry, 1st-grade literacy, and 5th-grade history are all examples of content that are different from one another. Technology encompasses modern technologies such as computers, the Internet, digital video, and more commonplace technologies including overhead projectors, blackboards, and books. Pedagogy describes the collected practices, processes, strategies, procedures, and methods of teaching and learning" (Mishra, P., & Koehler, M. J., 2006). It likewise comprises information about the aims of instruction, assessment, and student learning. So far as, helping teachers develop located and nuanced understandings of the connection between pedagogy and technology. Though, this is not a declaration that has to be acknowledged at face value. Whether or not students develop Technological Pedagogical Knowledge is an experimental question and it is a question that addressed in research. (Brown, 1992; Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003), aimed at helping us understand teachers' development concerning rich uses of technology as instantaneously helping teachers (K-12 teachers) develop their teaching with technology. 2. Engaging guys who have a desire for knowledge and a sense of humor makes KA videos. Their teaching style and another everything is well but not enough. Khan doesn't expend much work planning out what he is going to do on the videos (I believe in the Time periodical feature he said 15 minutes of Googling is his standard.) Several of his videos are unclear, off point, and mistake prone. There are videos KA makes that, if KA just consumed some time of planning before and editing after producing the video, could be shared in length and doubled in instructional significance. Moreover, some of his videos that never get caught except through viewers. And worst of all, most of the videos I have seen from KA are purely about doing repetition procedure, and very little of what makes a speech really useful. Providing the listener some insight as to how an expert, which Khan surely is, makes results and solves problems. 3. Although I appreciate their appeal to provide an effective assessment technique, I do not appreciate their outward reluctance to let learners learn however they want to learn. I desire they would make the workouts and other interactive activities available to students as part of the learning practice, trying to facilitate pattern similarly and making the explicit content from the videos (or in a text) available in a more brief style. That is one of many ways I think they can improve. 4.The videos qualities are pretty low. They are using high-tech versions of a lecture where I can only see the above projector. The difficulty with lectures is they are ad hoc. They need to be scripted with well thought out to give the student time to attract the material in real time. Some of the times the lecturer misspeaks and then has to back up and verbally correct the fault. They should edit this stuff out. However, the best time to edit is before it's recorded. In Addition,  they need better graphics and animation. 5. I feel that Khan Academy is more sizzle than steak. And that is sad because I have high hopes of Khan but after realize of watching from the sidelines, so it should be improved. They look to be clearing a mediocre system. 6. The number of analyses from the point of view of a ‘coach'. (Interesting use of language here by the Khan Academy: why not teacher or tutor or instructor? Is there a difference in Salman Khan's mind, and if so, what is it?) The criticism is that the interface and steering for instructors are poor, especially compared to the learner boundary. Nonetheless, with a little more effort, the Khan Academy could be so much more. Delivering a coherent route through the material would be a vast help. Joining to a ‘live' coach would also be cooperative. I get the feeling that the Khan Academy are more about supply and ‘push' of resources, rather than looking at the service from both the learner's and the instructor's opinion. 8. Conclusion: Behaviorist, cognitivist, and constructivist theories have in different techniques to the design of online resources, and they will develop learning resources for online learning. Behaviorist approaches can be used to teach the facts (what), cognitivist plans are the principles and processes (how), and constructivist approaches to teaching the real-life and personal applications and contextual learning. Constructive learning is given the prospect to their own meaning from the knowledge presented throughout the online sessions. In addition, connective should be used to guide the development of online learning. Globalization has also affected what students learn and how they learn. Using of learning objects to promote the use of online resources to meet the needs of individual learners and flexibility. Online studying resources will be designed in clear segments. "The integration of 3D interactive graphics and web technologies will allow educators to develop highly interactive and realistic learning environments to enhance online learning" (Chittaro & Ranon, 2007). Lastly, online learning will be progressively diverse in response to different learning cultures, styles, and motivations. In the 21st century, is facing the challenges of recently developed technologies. By with the progressively developed and innovated computing technology and web technology.  However, researchers find that still lacking the theoretical research on educational technology, especially, the research on the interaction between human beings and computers. It still needs to continuous study in the research of educational technology. Various educational technology theories have been unique effect and great importance in specific technology areas, media design, and educational technology applications in teaching and learning. Keeping evolve researchers the educational technology is gradually developed. Without appropriate guidance, educational technology design would become lost. Moreover, without suitable theoretical guidance, teachers will not come out creative thinking, (Ouyang, J. R., & Stanley, N., 2014). In Addition, "Educational policy makers around the globe often talk about Khan Academy with great expectations for deeply transforming teaching and learning, with the concept of "flipping the classroom" where students receive direct instruction via video outside the classroom and then work with the teacher doing math in the classroom" (Light, D., & Pierson, E., 2014). What I found through study in this developing country context was something pretty different at least in the context of mathematics. Comparable to other studies (Murphy et al, 2014; Wilka & Cohen, 2013), in these Chilean schools, they found Khan Academy being used in ways that develop learners' math skills, but it is not by flipping the classroom. Although, using of Khan Academy application may plant the seeds of deeper pedagogical changes such as mastery learning or differentiated instruction. Teachers assign practices and students complete them, the practice performs the same as in the days of workbooks. Khan Academy does not require instructors to hold a multifaceted of teaching for them to make it useful and valuable.  Finally, I found that Khan Academy resources within their traditional instructional exercises and creating yet developed the learning environment.  Author:  Jakir Hossin Development Education Researcher for Third World Countries Germany. Date of Published: 30 March 2017 9. Reference: AAAS. Atlas of Science Literacy: Project 2061. Washington, DC: American Association for the                Advancement of Science, 2001. Ally, M. (2002). Designing and managing successful online distance education courses. In Workshop presented at the 2002 World Computer Congress, Montreal, Canada. Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning, 2, 15-44. AmoId, D. H., Omz, C., Curry, J. C., Stowe, R. M., Goldsrein, N. E., Paige, H., & Fisher, A. Z. (1999). PROMOTING ACADEMIC, SUCCESS AND PREVENTING. 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