The interplay between “theory” and “practice” in education is a dichotomy that people have been trying to understand for over 2,000 years. The relationship between theorists and practitioners is very complicated because there are issues related to the pace of change in theory and practice. The debates that took place continue today from various perspectives on the purpose of education and how to encourage learning. Practical knowledge can be defined as knowledge inhibited by practice, action or experience. Theoretical knowledge is an idea that constitutes a logical explanation of a set of relationships that has been the subject of much research. Theorists are people who conduct in-depth research and analysis on detailed topics to arrive at answers to particular behaviors and practices, and practitioners are those who actively practice a profession. Practical knowledge and theoretical knowledge recall many familiar oppositions: thought and action, belief and desire, reason and passion, etc. Professionals in the field of education have identified numerous factors causing this dichotomy, identified the relationship between theory and practice, and identified strategies to bridge the gap between theory and practice. Educational technology professionals fear that their classroom practice is not linked to the latest theories. Many reasons could explain this distinction between theory and practice. People have been trying to understand learning for thousands of years. Learning theorists have led a debate about how people learn, which began during the time of the Greek philosophers Socrates, Plato, and Aristotle. The debates that arise...... middle of paper ......the physical environment of learners. Modern theories of learning integrate the role of culture and other experiential influences in how individuals develop their abilities. Divergent views on the purpose of education lead to continued debate on best teaching practices. Educators believe that different strategies are useful for different types of learning (January 1, 2011). In Resource: The learning classroom: from theory to practice. Retrieved March 2, 2011 from http://www.learner.org/resources/series172.htmlDaniel, T and T. Laurel. (2006). Program development: from theory to practice. Upper Saddle River, NJ: Prentice Hall. Defazio, J. (2006). From theory to practice: a bridge too far? AACE Journal, 14 (3), pp. 221-233. Kuo, Y. (2010). Self-regulated learning: from theory to practice. Online submission, retrieved from EBSCOhost.