A review in Educational technology 1
Lesson I
Educational technology-
Is the field of study which is concerned with the process of using educational methods and resources for the ultimate goal to facilitate teaching-learning process.Truly, the foundation for a truly satisfying exposure to educational technology has been firmly laid down by the ET 1 course, starting with the thorough treatment of the history of educational technology.
History of educational technology
1. Ancient Greece “techne” refers to the process of applying knowledge systematically to the art of instruction.
2. During the middle age, Pierre Abelard introduced a technology of instruction.
3. Comenius, Pestalozzi and others contributed their own concepts on Educational technology
4. Johann Amos Comenius Pioneer of modern instructional technology.
5. Edward Thorndike and John Dewey
6. Formulated the scientific theory of learning and scientific method.
7. The 19th century effective technological development
-by 1920, visual media became widely accepted
-1926, educational films were used as instructional media
-1927, Pressey wrote on programmed learning
H.HHHHhhhhhhhhhnhhhh1932 the first instructional television program
I.Wortl war II implementation of instructional technology.
Quality of Education through educational technology
§ As educators become more keenly aware of their responsibility to deliver the best quality education to students, they have began to recognize the need to be aware of educational technology.
§ With photo copier, now students can have a copy of relevant sections of books and articles and take them home for study.
Meaning of educational technology
§ Technology in education
-was a subsequent soft ware phase in which suitable learning materials were developed.
§ Technology of education
-it is the process/application
The roles of educational technology in the 21st century
3 current trends that may point the way to the nature of teaching and learning in the future.
§ Student-centered learning
-Ways of learning that fit the students’ needs
§ Teaching higher cognitive and non-cognitive skills
-development of science and technology-based game, simulation, and case studies. These techniques of instructions are ideally suited for the use in teaching the various higher cognitive and non-cognitive skills.
§ The spread of information technology
-aiding this spread of the use of, the computer.
In ET 1 the learner also oriented of dangers of dehumanization.
1. We turn them on and off whenever it suits our fancy.
2. No explanation is offered on why and what they do.
3. Their plans and future are unheard.
4. All work and no play.
5. Their human worth is judged only by the quality of their products.
6. Human empathy is absent.
On the application of educ. Tech. to instruction ET1 showed the 4 phases of educational tech. in teaching-learning namely;
1. Identification of objectives-logical approach to human activities, there must be care in ensuring that selected objectives are relevant to the learner’s needs.
2. Design of learning experiences- the teacher must consider (a) sequences and strategies and (b) modes and mediac.
3. Evaluation of the effectiveness of the learning experiences- the use of evaluative devices, (a) observation devices: checklist, rating scales, anecdotal records (b) self-report instruments: inventories, questionnaires (c) test items: essay and objective types.
4. Improvement of the learning experiences as to better achieve the objectives- revisions may be done, such as by changes in the media or materials employed.
5. Message-content to be taught.
6. Medium-the shape of the message.
7. Channel-is the vehicle or the structure through which the medium is presented to the learner.
To uplift the learner to human leaning through the use of learning technology
Domains of learning
§ 1.1 knowledge: to remember, define, recognize, recall
§ 1.2 Comprehension: interpret, summarize, paraphrase, extrapolate
§ 1.3 Application: to relate ideas and information to other situations
§ 1.4Creation: to break down into other ideas/concepts
Application level
§ 2.1 Receiving: to be aware
§ 2.2 Responding: to react actively
§ 2.3 Valuing: to display an attitude
§ 2.4 Characterizing: to how a consistent value system
Motor skills
§ 3.1 Imitation: to repeat action
§ 3.2 Manipulation: to perform independently
§ 3.3 Precision: to perform with accuracy
§ 3.4 Articulation: to perform unconsciously with increased skills
§ Interpersonal skills
1. Seeking or giving information
-to offer facts, opinions, clarification
2. Proposing
-to make a suggestion
3. Building and supporting
-to add to a concept
4. Shutting
-to exclude someone from the group from involvement
5. Disagreeing
-to declare difference of opinion
6. Summarizing
-to restate in a compact form
LESSON 2
COURSE OBJECTIVES:
ü To, provide education with the use of Technology in instruction by providing knowledge and skills on Technology Integration-In-Instruction to learners.
ü To impart learning experiences in Instructional Technology supported instructional planning.
ü To acquaint students on information technology or IT related learning theories with the computer as a tutor.
ü To, learn how to use and evaluate computer-based educational resources.
ü To engage learners on practical technology integration issues including managing IT classrooms, use of the internet for learning, cooperative learning through the use of information technology, etc
ü To inculcate higher-level thinking and creativity among students while providing them knowledge of IT-related learning theories.
Educational Technology 2 is intended to improve education over what it would be without technology.
Some of the claimed benefits are listed below:
v EASY-TO-ACCESS COURSE MATERIALS
Instructors can post the course material or important information on a course website, which means students can study at a time and location they prefer and can obtain the study material very quickly.
v STUDENT MOTIVATION
Computer-based instruction can give instant feedback to students and explain correct answers. Moreover, a computer is patient and non-judgmental, which can give the student motivation to continue learning.
According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes.
The American educator,
Cassandra B. White, researched and reported about the importance of locus of control and successful academic performance and by the late 1980s, she wrote of how Important computer usage and information technology would become in the higher education experience of the future.
v WIDE PARTICIPATION
Learning material can be used for long distance learning and are accessible to a wider audience.
v IMPROVED STUDENT WRITING
It is convenient for students to edit their written work on word processors, which can, in turn, improve the quality of their writing. According to some
studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.
v SUBJECTS MADE EASIER TO LEARN
Many different types of educational software are designed and developed to help children or teenagers to learn specific subjects.
v DIFFERENTIATED INSTRUCTION
Educational technology provides the means to focus on active student participation and to present differentiated questioning strategies.
It broadens individualized instruction and promotes the development of personalized learning plans. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways.
LESSON 3
New Zealand 2001 ICT Goals and Strategies
Goal
Government with the education and technology sectors, community groups, and industry envisions to support to the development of the capability of schools to use information and communication technologies in teaching-and-learning and in administration.
Strategies:
— Improving learning outcomes for students using ICT to support the curriculum.
— Using ICT to improve the efficiency and effectiveness of educational administration.
— Developing partnership with communities to enhance access to learning through ICT.
Focus Area:
— Infrastructure for increasing school’s access to ICT’s to enhance education
— Professional development so that school managers and teachers can increase their capacity to use ICT.
Initiatives
— An On-line resource center with a centrally managed website for the delivery of multimedia resources to schools.
— A computer recycling scheme.
— A planning and implementation guide for schools
— ICT professional development schools/clusters
Australia IT Initiatives
The plan for achieving the national goal for IT are left to individual states and territories with the Educational Network Australia (EdNA) as the coordinating and advisory body.
Common features to planning, funding and implementation are:
— Fast local and wide area networks linking schools across the state and territory.
— Substantial number of computers in schools, ensuring adequate access
— Continuing teacher training in the use of technology for instruction
— Technical support to each school
— Sufficient hardware and software
— Digital library resources
— Technology demonstrating as models for schools
Malaysia Smart school-level Technology Project
— Classrooms with multi-media, presentation facilities, e-mail and groupware for collaborative work.
— Library media center with database for multimedia courseware and network access to the internet
— Computer laboratory for teaching
— Multimedia development center
— studio/theatrette
— Teacher’s room with on-line access
— Server room equipped to handle applications, management database and web servers
— Administration offices capable of managing databases of students and facilities, tracking student and teacher performance and resources, distributing notices and other information electronically
Singapore Masterplan for IT in Education
The Masterplan has four key dimensions:
— Curriculum and Assessment
— Learning Resources
— Teacher Development
— Physical and Technological Infrastructure
Curriculum and Assessment
— A balance between acquisition of factual knowledge and mastery of concepts and skills
— Students in more active and independent learning
— Assessment to measure abilities in applying information, communicating and thinking
Learning Resources
— Development of a wide range of educational software for instruction
— Use of relevant internet resources for teaching and learning
— Convenient and timely procurement of software materials
Teacher’s Development
— Training and purposeful use of IT for teaching
— Equipping each trainee teacher with ore skills in teaching with IT
— Tie-ups with instruction of higher learning industry partners
Physical and Technological Infrastructure
— Pupil computer ratio of 2:1
— Access to IT in all learning areas in the school
— School-wide network, and school linkages through wide area network (WAN), eventually connected to Singapore ONE (a broadband access service for high-speedy delivery of multimedia services on island-wide basis
Hong Kong Education Program Highlights
The IT initiatives are:
— On average, 40 computers for each primary school and 82 computers for each secondary school
— About 85,000 IT training places for teachers at four levels
— Technical support for all schools
— An Information Education Resources Center for all schools and teachers
— An IT coordinator for each of 250 schools which should have sound IT plans
— Computer rooms for use by students after normal school hours
— An IT Pilot Scheme to provide schools with additional resources
— Review of school curriculum to incorporate IT elements
— Development of appropriate software in collaboration with government, the private sector, tertiary, institutions and schools
— Exploring the feasibility of setting up an education-specific intranet.
LESSON 4
BASIC CONCEPTS ON INTEGRATING TECHNOLOGY IN INSTRUCTION
· integrating- to bring together or incorporate (parts) into a whole.
· IT-integrated instruction – teaching strategies with the use of technology.
· Basic integration – change in teaching strategies with help of technology to more interactive instruction.
· Middle level integration – using technology for instruction
· High level of integration – technology is the central instruction tool.
LESSON 5
More recent ET education practice
• Through school or training center computer courses, present-day students have become computer literate. They send e-mail, prepare computer encoded class reports, and even make power-point presentations sometimes to the surprise of their media tradition-bound teachers.
• Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons.
• Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.
• Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which
Students rely less on teachers as information-givers, and instead more in their efforts to acquire information, build their own knowledge, and solve problems.
Obstacles to IT pedagogical practice
· Use of the computer is time-consuming and expensive.
· Besides there also danger of a technology-centered classroom along the fear that computers may soon replace teachers.
· Teachers should balance their time for the preparation and application of instructional tools. Through wise technical advice, schools can also acquire the most appropriate computer hardware and software. At the same time, training should ensure that the use of ET is fitted to learning objectives.
· In addition, teachers should acquire computer skills for so that they can serve as models in integrating educational technology in the teaching-learning process.schools should now foster a student-centered learning environment, where in students are given leeway to use computer information sources in their assignments, reports and presentations in written, visual, or dramatic forms.
LESSON 6
MEANINGFUL LEARNING
It focuses to new experiences that are related to what the learner already knows. it assumes that:
v Students already have some knowledge that is relevant to new learning
v Students are willing to perform class work to find connections between what they already know and what they can learn
DISCOVERY LEARNING
The students perform task to uncover what is to be learned.
GENERATIVE LEARNING
It viewed students as active learner who can attend to learning events, it is different from the simple process of storing information.
CONSTRUCTIVISM
In constructivism, the learner builds a personal understanding through appropriate learning activities and good learning environment. The most accepted principles are:
v Learning consists in what person can actively assemble for himself and not what he can receive passively.
v T he role of learning is to help the individual live/adapt to his personal world.
Three practical implications:
v The learner is directly responsible for learning.
v The context of meaningful learning consists in the learner “connecting” his school activity with real life.
v The purpose of education is the acquisition of practical and personal knowledge, not abstract or universal truths.
The common themes for the four learning domains:
LEARNERS
v Are active, purposeful learners
v Set personal goals and strategies to achieve these goals
v Make their learning experiences meaningful and relevant to their lives.
v Seek to build an understanding of their personal worlds so they can work/live productively.
v Build on what they already know in order to interpret and respond to new experiences
VOCABULARY WORDS:
LESSON 7
In this lesson we should discuss the methods proposed for the use of computer-based technologies as an integral support to higher thinking skills and creativity
Sub-topic
-Higher level learning outcome
-The upgraded project method
-the process
higher level learning outcomes-
To define higher level thinking skills and creativity, we may adopt a framework that is a helpful synthesis of many models and definitions on the subject matter. The framework is not exhaustive but a helpful guide for the teacher's effort to understand the learner's higher learning process
Complex Sub-skills
Thinking skills
Focusing- Defining the problem, goal/objective-setting, brainstorming.
Information Gathering- Selection, recording of data of information.
Remembering- Associating, relating new data with old.
Analyzing- Identifying idea constructs, patterns.
Generating - Deducing, inducting, and elaborating.
Organizing- Classifying, relating.
Imagining- Visualizing, predicting.
Designing- Planning, formulating.
Integration- Summarizing, abstracting.
Evaluating - Setting criteria, testing, idea, verifying outcomes, revising.
the upgraded project method
give these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond the ordinary bench mark of student's passing ,even excelling achievement tests. Given the fact that the ordinary classroom is awfully lacking in instructional toolkits to bring students to the higher domains of learning and achieving, the project method is suggested
To explain, the project method for higher learning outcomes consist in having the students work on projects with depth, complexity, duration and relevance to the real world. Improving on the Dewey project method, this new method involves students in the active creation of information, such that there is sustained reflective thinking on topics that have a real-world quality to them
The process
the process of implementation takes the students to the steps, efforts, and experience in project completion
The process is more important that the products
the process refers to the thinking/affective/psycho-motor process that occurs on the part of the learner. This comprises the journey that actualizes learning
The product is the result of this all-important process consisting in possibly a summary, a poster, an essay, a term paper, a dramatic presentation, or an IT-based product.
In the succeeding lessons, we shall examine examples of IT-based projects. These are:
-resource-based projects
-simple creation
-guided hyper-media projects
-web-based project
LESSON 8
HIGHER THINKING SKILLS THROUGH IT- BASED PROJECTS
There are four IT-based projects:
1. Resource-based project
- In these projects, the teacher step out of the traditional role of being an content expert and information provider, and instead lets the student find their own facts and information.
2. Simple creations
- Students can also be assigned to create their software materials to supplement the need for relevant and effective materials.
Creativity is said to combine three kind of skills/abilities:
· Analyzing- distinguishing similarities and differences seeing the project as a problem to be solved.
· Synthesizing- making spontaneous connections among ideas, thus generating interesting or new ideas.
· Promoting- selling of new ideas to allow the public to test the ideas themselves.
3. Guided hypermedia projects
- The production of self-made multimedia projects can be approached in two different ways:
1. As an instructive tool.
2. As a communication tool.
4. Web-based projects
- Students can be made to create and post webpage’s on a given topic.
Traditional learning model | Resource based learning model |
Teacher is expert and information provider | Teacher is a guide and facilitator |
Textbook is key source of information | Sources are varied (print, video, internet, etc.) |
Focus on facts information is package in neat parcels | Focus on learning inquiry/quest/discovery. |
The product is the be-all and end-all of learning | Emphasis on process. |
Assessment is quantitative | Assessment is quantitative and qualitative. |
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