EDUCATIONAL TECHNOLOGY 1

Lesson 1: Meaning of Educational Technology

Technology- comes from the Greek word “techne” which means craft or art.

Educational Technology

 Refers to the art or craft of responding to our educational needs.

 It is a “planned, systematic method of working to achieve planned outcomes- a process not a product.
Technology is the applied side of scientific development”.-(Dale,1969)
 It is a profession like teaching. It is made up of organized effort to implement the theory, intellectual technique,
and practical application of educational technology-(David H. Jonassen, et al 1999)
 It is a field involved in applying a complex, integrated process to analyze and solve problems in human learning-
(David H. Jonassen, et al 1999)
 It is consists of the designs and environments that engage learners… and reliable technique or method for
engaging learning such as cognitive learning strategies and critical thinking skills”.- (David H. Jonassen, et al
1999)
 It refers to “all the ways people use their inventions and discoveries to satisfy their needs and desires”- (The
World Book Encyclopedia, Vol 19
 Is a theory about how problems in human learning are identified and solved.(David H. Jonassen et.al)
 It is the application of scientific findings in our method, process or procedure of working in the field of education
in order to affect learning.
 It is the use of all human inventions for teachers to realize their mission to teach in order that students learn.

Terms associated with Educational Technology

Technology in Education

 is the application of technology to any of those processes involved in operating the institutions which house the
educational enterprise.
 It includes the application of technology to food, health, finance, scheduling, grade, reporting, and other processes
which support education within institutions. (David H. Jonassen, et al, 1999)

Instructional Technology

 Is a part of educational technology which refers to those aspects of educational technology that “are concerned with
instruction as contrasted to designs and operations of educational institutions.
 A systematic way of designing carrying out and evaluating the total process of learning and teaching in terms of
specific objectives.” (Lucido and Borabo, 1997).

Technology Integration

 Means using technologies to introduce, reinforce, supplement and extend skills.” (Williams, ed. 2000).
 A part of educational technology and a parcel of instructional technology.

Educational Media

 are channels or avenues or instruments of communication. Examples are books, magazines, newspaper, radio,
television and internet. These media also serve educational purposes.

Difference between Educational Technology and Technology in education

Educational Technology refers to the application of technology in the educative process that takes place in educational
institutions while Technology in Education refers to the application of technology in the operation of educational institutions.

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Lesson 2: Technology: Boon or Bane?

Technology is a blessing for man. With technology, there is a lot that we can do which we could not do then.

Examples:

 With cellphones, webcam, you will be closer to someone miles and miles away. So far yet so close!

 Think of human lives saved because of speedy notifications via cellphones.

 Teaching and learning become more novel, stimulating, exciting and engaging with the use of multimedia in the
classroom.

 With the use of tv, we can watch events as they happen all over the globe.

However, when not used properly, technology becomes a detriment to learning and development.

Examples:

 It can destroy relationships.

 Student who surfs the internet for pornographic scenes will have trouble with his development (moral life).

 The teacher who schedules class tv viewing for the whole hour to free herself from a one-hour teaching and so can
engage in “tsismis”, likewise will not benefit from the whole period of tv viewing.

In Education, technology is bane when:

 The learner is made to accept as Gospel truth information they get from the internet.

 The learner surfs the internet for pornography

 The learner has an uncritical mind on images floating on televisions and computers that represent modernity and
progress

 The tv makes the leaner a mere spectator not an active participant in the drama of life

 The learner gets glued to his computer for computer-assisted instruction unmindful of the world and so fails to develop
the ability to relate to others.

 We make use of the internet to do character assassination of people whom we hardly like.

 Because of our cell phone, we spend most of our time in the classroom or in our workplace texting.

 We use overuse and abuse tv or film viewing as a strategy to kill time.

The integration of technology in the instructional process must be geared towards:

 Interactive and meaningful learning

 The development of creative and critical thinking

 The development and nurturing of teamwork

 Efficient and effective teaching

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Lesson 3: The Roles of Educational Technology in Learning

T
echnology can play a traditional role as delivery vehicles for instructional lessons or in a constructivist way as
partners in the learning process.

In Traditional way:

The learner learns from the technology and the technology serves as a teacher.
The learner learns the content presented by the technology in the same way that the learner learns knowledge
presented by the teacher.
Technology serves a source and presenter of knowledge and it is assumed that the knowledge is embedded in the
technology.

In Constructivist way:

Technology helps the learner build more meaningful personal interpretations of life and his/her world.
Technology is a learning tool to learn with, not from.
It makes the learner gather, think, analyse, synthesize information and construct meaning with what technology
presents.
Technology serves a medium in representing what the learner knows and what he/she is learning.
It engages learners in “active, constructive, intentional, authentic, and cooperative learning.
It provides opportunities for technology and learner interaction for meaningful learning.
Technology is facilitator of thinking and knowledge construction.

From constructivist perspective, the following are roles of technology in learning: (Jonassen, et al 1999)

 Technology as tools to support knowledge construction:

 For presenting learners’ ideas, understanding and beliefs for producing organized, multimedia knowledge bases by
learners

 Technology as information vehicles for exploring knowledge to support learning-by-constructing:

 For accessing needed information

 For comparing perspectives, beliefs and world views.

 Technology as context to support learning-by-doing:

 For presenting and simulating meaningful real-world problems, situations and contexts

 For representing beliefs, perspectives, arguments, and stories of others for defining a safe, controllable problem
space for student thinking.

 Technology as a social medium to support learning by conversing:

 For collaborating with others

 For discussing, arguing, and building consensus among members of a community

 For supporting discourse among knowledge-building communities

 Technology as intellectual partner to support learning-by-reflecting:

 For helping learners to articulate and represent what they know

 For reflecting on what they have learned and how they came to know it

 For supporting learners ‘internal negotiations and meaning making

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 For constructing personal representations of meaning for supporting mindful thinking

Whether used from the traditional or constructivist point of view, when used effectively, research indicates that technology
“increases student’ learning, understanding and achievement but also augments motivation to learn, encourages
collaborative learning and supports the development of critical thinking and problem-solving skills.” (Schacter and
Fagnano, 1999)

Lesson 4: Systematic Approach to Teaching

Define Objectives (Identify Content)

Refine the Process
Choose Appropriate Methods

Choose Appropriate STUDENT Evaluate Outcomes

Experiences

Select materials, equipment and Implement the Instruction

Facilities
Assign Personnel Roles
“SYSTEMATIZED INSTRUCTION”

Systematized Instruction- is a network of elements or parts different from each other but each one is special in the sense
that each performs a unique function for the life and effectiveness of the instructional system.

Purpose of System Instructional Design

-To ensure orderly relationships and interaction of human, technical, and environmental resources to fulfil the goals
which have been established for instruction.

The focus of systematic instructional planning is the student. Instruction begins with the definition of instructional
objectives that consider the students’ needs, interests and readiness. On the basis of these objectives, the teacher selects
the appropriate teaching methods to be used and, in turn, based on the teaching method selected, the appropriate
learning experiences and appropriate materials, equipment and facilities will also be selected.

The use of learning materials, equipment, and facilities necessities assigning the appropriate personnel to assist the
teacher and defining the role of any personnel involved in the preparation setting and returning of these learning resources.

With the instructional objective in mind, the teacher implements planned instruction with the use of the selected
teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by
the teacher.

After instruction, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if
the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going
through the same cycle one more. If instructional objective was not attained, then teacher diagnoses what was not learned
and finds out why it was not learned in order to introduce a remedial measure for improved student performance and
attainment of instructional objective.

The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the
outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all
elements and of all actors involved in the process.

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Lesson 5: The Cone of Experience

Cone of Experience- Is a visual model, a pictorial device that

represents bands of experience arranged according to degree of
abstraction and not degree of difficulty.

In our teaching, we do not always begin with direct experience at the

base of the cone. Rather, we begin with the kind of experience that
is most appropriate to the needs and abilities of particular learner
in a particular learning situation. Then of course, we vary this
experience with many other types of learning activities. (Dale, 1969)

Dale’s Band of Experiences

1. Direct Purposeful Experience

-these are the first-hand experiences which serve as the
foundation of our learning. We build up our reservoir of
meaningful information and ideas through seeing, touching,
hearing, tasting and smelling.
-it is learning by doing.

2. Contrived Experiences
- In here we make use of representative models or mock ups of reality for practical reasons and so that we can make the real-
life accessible to the students’ perceptions and understanding.

3. Dramatized Experiences
-by dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us in
time.

4. Demonstrations
- It is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays, or
guided motions. It is showing how things are done.

5. Study Trips
- These are excursions and visits conducted to observe an event that is unavailable within the classroom.

6. Exhibits
-these are the displays to be seen by spectators. They may consist of working models arranged meaningfully or photographs
with models, charts, and posters. Sometimes exhibits are “for your eyes only”.

7. Television and motion pictures

-can reconstruct the reality of the past so effectively that we are made to feel we are there.

8. Still pictures, recordings, radio

- These are visual and auditory devices may be used by an individual or a group.
9. Visual Symbols
- These are no longer realistic reproductions of physical things for these are highly abstract representations. Ex. Charts, graphs,
maps and diagrams.

10. Verbal Symbols

- They are not like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. Written
words fall under this category. It can be a word for a concrete object (book), an idea (freedom of speech), a scientific principle, a
formula (e=mc2)
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Three pitfalls that we, teachers, should avoid with regard to the use of the Cone of Experience are:

Using one medium in isolation.

Moving to the abstract without an adequate foundation of concrete experience.
Getting stuck in the concrete without moving to the abstract hampering the development of our students’ higher thinking
skills.

Lesson 6: Using and Evaluating Instructional Materials

Selection of Materials

 Do the materials give a true picture of the ideas they present? To avoid misconceptions, it is always good to ask
when the material was produced.

 Do the materials contribute meaningful content to the topic under study? Does the material help you achieve the
instructional objective?

 Is the material appropriate for the age, intelligence, and experience of the learners?

 Is the physical condition of the material satisfactory?

 Is there a teacher’s guide to provide a briefing for effective use? The chance that the instructional material will be
used to the maximum and to the optimum is increased with a teacher’s guide.

 Can the materials in question help to make students better thinkers and develop their critical faculties? With
exposure to mass media, it is highly important that we maintain and strengthen our rational powers.

 Is the material worth the time, expense and effort involved?

The proper use of materials

To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) book authors on Instructional Media
advise us to abide by the acronym PPPF.

P= prepare yourself

P= prepare your students

P= present the materials

F= follow-up

Some Other guidelines in the selection of instructional materials

 Color- Is the material colorful? Pupils are attracted by bright and dark colors. And if so, is the choice of colors life-like
and harmonious. Does the color facilitate understanding?

 Durability- can the material stand several uses? Can it be used over and over again?

 Economy- is the material worth the cost? Or can a cheaper material in terms of time spent in preparing it and in terms of
the cash value be used?

 Easy to handle- is the material light and easy to manipulate. Is it easy to put up and then store for future use?

 Relevance- is the material up to date? Is it related to the lesson in particular and to the specific needs, problems and
experiences of the target clientele?

 Novelty- does the material possess and element of newness? Can it arouse the curiosity and sense of discovery in the
learners?

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A. General Guidelines in Using Educational/Instructional Technology

1. Determine the purpose for which the instructional technology materials are to be used.
2. Define the objectives to determine the appropriateness of the materials to use.
3. Know the content of instructional materials to use.
4. Exercise flexibility so that the materials satisfy different purposes.
5. Consider diversity/variety/appropriateness of materials.
6. Relate materials to age, ability, maturity and interest of students.
7. Arrange conditions so that the materials do not interrupt the momentum of the lesson.
8. Prepare the students for what they will see, hear, and do as lessons unfold.
9. Operate equipment needed for efficient use.
10. Summarize experiences gained and follow up with further relevant discussions.
11. Evaluate the results of the use of materials together with the instructional process, to determine effectiveness.

B. Questions to ask in evaluating instructional materials

 Do the materials fit the objective/s?
 Are the materials well organized?
 Do the materials prepare the student for the lesson?
 Are materials well designed? (With appropriate size? Attractive? With margins? Legible? Readable typeface?
Readable print? Appropriate for intended use?)
 Have materials been presented appropriately? (Decorative but uninformative? Relevant? With unnecessary
elements? Too much/little design?)
 Do the materials enhance understanding? (Do they suit the student reading level? Is the difficulty level of the
material appropriate to student abilities?)
 Other questions to answer: is there a need for the material? / Does it further the lesson? Contribute meaningful
content to the lesson? Build on previous learning? Relate to present learning? Is it current? Accurate?
Defensible? Appropriate for the age/ material/experience of students? Suitable to student reading ability level?
Free from bias, stereotype, sexism? Are the ideas/concepts well expressed? Is the physical presentation
acceptable? Are there appropriate margins, heading, summaries, reviews, examples, questions? Does it allow
reflection and review? Is it suitable for individual and small group instruction? Can it be used for direct or
mastery instruction? Are the physical classroom conditions conductive to the use of the materials? Are they
worth time, effort, expense? Will it last over a period of time?
C. Commonly used media/materials for instruction

1. Print media/materials:
 Considered to be the most dominant and the primary means of communicating subject matter to students;
the principal aid to teaching and learning.
 Consists of school books, textbooks, periodicals; such as newspaper, magazines, journal guides, tests,
handouts; reference materials such as dictionaries and encyclopedias; maps imaginative literature such as
poems and stories.
 Relatively cheap, convenient to use, self-paced and easy to acquire.
2. Still pictures and graphics (visuals)
 A useful means of expressing ideas; employ lines, patterns, colors and shades to convey information; and
aid in instruction; serve as an efficient substitute for first-hand experience.
 Pictures help instruction by attracting student’s attention; providing realistic images; documenting unique
events; giving precise expression to verbal description; helping the deaf and those unable to read;
promoting transfer of learning to contexts outside the classroom; illustrating of sequence of actions.
 Graphics present the world in simple, clear and appealing symbols, come in the form of maps, diagrams,
charts, tables, graphs, posters and cartoons; as condense data, they are readily interpreted for clearer
understanding.
 Include visual display devices such as chalkboards, markerboards, felt boards, book-and-loop boards,
magnetic boards, bulletin boards, and flip charts.

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 Also include projection devices such as slide and filmstrip projectors, opaque projectors; overhead
projectors.
 Also include visual representations such as realias, modals, photographic prints, photographic
transparencies, drawings, illustrations in text.
3. Sound recording and radio (audio)
 Portable, easy to use/ prepare, capture real sound, allow repeated recording/listening
 Include the following:
 Phonograph records- can accompany printed materials such as textbooks and illustrated books,
providing a multimedia introduction to reading, social studies and other content areas, and
facilitating learning; cover many subjects and easy to play;
 Audiotapes- through these, students absorb more information than is conveyed at the normal
speaking rate; print-handicapped students may benefit from the playback of tapes of lectures, radio
broadcasts, language activities, musical performances, etcetera, for later study and enjoyment.
 Compact disc (CDs)- is a versatile aid considered to be superior to phonograph records and audio
tapes in terms of quality, durability, volume of information stored, etc; provide quick access to
desired part;
 Radio- helps in instruction as it is cheap and timely and engages students through a combination
of the elements of music, human, storytelling and news in learning math, history, health and other
subjects; in listening to experts “in person” discuss their work related to school work; in providing
cognitive and literary skills; in affecting behaviour or ever in advocating in social, political, and
economic condition.
4. Film and television
 Enrich students’ lives, provide opportunities for creative expression, and can be effectively used in the
classroom but only when the messages derived are received, analysed, and interpreted with the guidance
of skilled teachers.
 May be better used as instructional help, in contrast to their being primarily for entertainment purpose if
viewing has follow-up discussions/activities, and that students are made ready for what will be viewed and
taught to watch critically, including their emotional content, if possible with guide questions to follow.
 Should always be related to lesson objectives.
5. Video recording
 Makes possible efficient and case in the delivery of TV programming to homes and schools, but its use of
instruction should reflect appropriate instructional objectives, subject matter expertise, and sound
pedagogy.
 Video tapes and discs provide wide access to most TV programs, capture and preserve images and
sounds of educational value; relatively inexperienced to duplicate, edit, or store; may be viewed many
times, sometimes at student’s leisure.
 Cables and satellites provide wider access either to enlighten or entertain
 Camcorders have the advantage of easy editing
6. Computer-based learning (CBL)
 Enables students to study almost anytime at convenient locations and with varying ability levels.
 Provides especially abled learners with ready access to varied materials.
 Provides multimedia, interactive instruction, practice and testing that in turn help teachers further in terms of
diagnosis and guidance.

D. Productivity tools/software types used in teaching and learning

1. Word Processing helps in the use of transparencies, activity sheets, study guides, class notes, and class
reports.
2. Presentation Software- aids in creating lectures/reports that feature audio and visual elements with special
effects.
3. Electronic spreadsheet- is a good method for tracking and analysing data and creating charts for it.
4. Database management systems- provide support for students tracking data; organize and allow easy accesss
to lists of academic resources.
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