2020, Vol. 2, Issue 1, Part F

“The teacher must adopt the role of facilitator not content provider.” Lev S. Vygotsky

The goals of education and the objectives of teaching learning process presently have undergone a tremendous change in view of the societal make-over and technological advancements. The focus has now shifted to learner centered strategies from just acquiring the mere knowledge and increasing scores on literacy rate. Learning occurs when the learner constructs his own knowledge mechanisms for learning based on his experiences, aptitude and ability. The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as “Social Development Theory”. Vygotsky's theories stress the fundamental role of social interaction in the development of cognition, and places its belief strongly that community plays a central role in the process of“ making meaning”. Vygotsky theory of cognitive development of learners is relevant to instructional concepts such as "scaffolding" and "apprenticeship," in which a teacher or peer helps to structure or arrange a task so that learner can accomplish it wholly. Also, Vygotsky's theories feed into the current interest in collaborative learning, suggesting that group members should have different levels of ability so that more advanced peers can help less advanced members operate within their ZPD. The present paper attempts to examine the psychological basis of innovations in classroom technology in light of Vygotsky’s views. And the process of development which can be triggered in learners in any situation with thoughts, intellect, language and observations together to create fundamentally new forms of mental functioning.