Characteristics psychoeducational and software technological

The teaching and learning in its historical development have passed through various educational psychology concepts that have been marked with significant importance, the development and use of educational software in different pedagogical models.

Too often have to work with software to show a working philosophy that does not correspond with the aspirations of what we develop in higher medical education.

The analysis of the varied theoretical positions from which they are developed educational software, on the intrinsic criterion of learning design, distinguishes two broad theories that bring together different strands

Trend characteristics and types of educational software psychology

• Behaviorism Formation of conditioned reflexes by stimulus response mechanisms. Contents highly structured.
  Induce rote memorization.
  The problematization they are making is generally poor, limited, mechanical, without customization.
  Limits the role of teacher
  
  Cognitivism are developed on the basis of the similarity between the cognitive processes and computer programs.

• Cognitive processes as sensation, perception, attention, memory, thought, and so on., Are considered as stages of information processing. Encourage development of learning strategies by association (repetition, review, monitoring) or restructuring (development, organization, grouping and engineering

• Constructivism foster the building of knowledge through constant interaction with the environment.
  Give the teacher the role of a facilitator of individual student learning.