For ICT to be effectively integrated into the school curriculum, its psychological basis must be understood. The essence of ICT integration in learning and teaching is to facilitate the process of knowledge acquisition (Mayer, 2003). Achieving this goal requires a clear understanding of how individuals learn using various learning theories and how the tool can be used to improve the process. Roblyer (2006) states that “theories describe how learning should take place and, therefore, strategies flow from them”. Since ICT is used to implement learning strategies, ICT integration strategies have a theoretical basis for learning. Furthermore, the adoption of technology integration initiatives and all related processes implicitly suggests the underlying theory of learning that is achieved through the use of available technology (Jacobsen and Lock, 2004 ). Theories describe the conditions necessary for learning and the types of problems that most interfere with learning. When a teacher prepares a learning activity, he or she uses a particular method, itself based on a learning theory (Bates & Poole, 2003). If they choose to use ICT as part of the methodology, there is an underlying belief in the usefulness of technology in facilitating learning. A thorough understanding of a theory would allow for better preparation and a better approach to teaching (Jacobsen & Lock, 2004). Bates and Poole (2003) argue that the way students learn is influenced or linked to the role of media technology in teaching, learning, planning, designing and delivering technology-based lessons. Roblyer (2003) observes that the appropriate role of technology depends on teachers' or educators' perceptions of the goals of education itself and the appropriate instrument. The teacher's job is to find ways or approaches that will motivate learners to construct their knowledge based on their prior knowledge, experience and view of the real world. This theory is based on the assumption that knowledge is constructed by learners as they attempt to make sense of their own experiences (Driscoll, 1994). The theory suggests that students, not the teacher, are the center and controller of learning. Instead of acquiring knowledge from the teacher, the student has multiple sources of information in the process of knowledge construction (teacher, students, library, Internet, textbooks, etc.). From the perspective of constructivist theory, the use of technology in learning becomes more essential to meet the requirements of a constructivist approach. The student is able to use technology to research, analyze and create knowledge.