Most educational software is designed to foster students' learning outcomes but with little consideration of the teaching framework in which it will be used. This paper presents a significantly different model of educational software that was derived from a case study of two teachers participating in a software design process. It shows the relationship between particular elements of the teachers' pedagogy and the characteristics of the software design. In this model, the 'classroom atmosphere' is embedded in the human-computer interface scenarios and elements, the 'teaching strategy' in the design of the browsing strategies of the software, and the 'learning strategy' in the particular forms of interaction with the software. The model demonstrates significant links between the study of Pedagogy and the study of Information Technology in Education and has implications for the relationship between these two areas of research and consequently for teacher training. The model proposes a perspective on educational software design that takes into consideration not only learning theories, but also teaching theories and practice. © 2001 Elsevier Science Ltd.
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