CH 1-Educational Technology-
In our contemporary society, technology has played an important role in all aspects of life which includes: personal, social, academic and educational. In relation to education, technology has proved to be quite useful, informative and distinctive. According to Paul Saetter (1990) educational technology is not new at all and it is by no means limited to the use of devices.
Ausubel (1968) claimed that educational technology is based on cognitive frameworks such as:
- Key Terminology,
- Reflecting on the past,
- Considering the present
- Looking ahead to the future.
Educational Technology introduced by---W.W Charles(radio instructor) in 1948
James Finn(audio-visual expert) in 1963
However, educational is seen as both processes and tools and its is influenced by four areas of education and society all with different uses.
Organizations that represent Education Technology-
Associations for Education Communications and Technology (AECT)
International Technology and Engineering Educators Association- (ITEEA)
International Society for Technology in Education- (ISTE)
There are four main perspectives that define educational technology:
1.MEDIA AND AUDIOVISUAL COMMUNICATIONS-
Derived from audio-visual in 1930's-media such as films and slides delivered information in a more concrete effective way than lecturers and books.
2.INSTRUCTIONAL SYSTEMS AND INSTRUCTIONAL DESIGN-
Derived from Post World War II(military/industrial trainers) when they had to recollect personnel. They believed that both human (teachers) and non-humans (media) resources could aid instructional needs.
EDUCATIONAL TECHNOLOGY==EDUCATIONAL PROBLEM SOLUTIONS.
3.VOCATIONAL TRAINING/TECHNOLOGY EDUCATION
Derived from industry trainers and vocational educators in 1980's.
They believed:
- It will help students in the world of work
- Practical to teach all content areas
1950's--Introduction of computers.
Roblyer merged all four perspectives in one;
Processes
Educational Technology
Integrating Educational Technology
Instructional Technology
THERE ARE FOUR ERAS:
- PRE-MICRO-COMPUTER
- THE MICROCOMPUTER ERA
- THE INTERNET ERA
- MOBILE TECHNOLOGIES-ERA OF UBIUITOUS ACCESS
No technology is a panacea for education
Teachers usually do not develop technology materials or a curriculum
Technology possible does not equal desirable feasible or inequitable.
Technologies change faster than teachers can keep up
Older technologies can be useful
Teachers always will be more important than technology
DIGITAL TECHNOLOGY TOOLS
Digital Technology may be thought of as systems or combinations of hardware and software applications.
HARDWARE(EQUIPMENT)
SOFTWARE(PROGRAMS)
STORAGE MEDIA-HARDWARE-example-flash drives, CD'S etc.
ONLINE STORAGE(CLOUD COMPUTING) -SOFTWARE-example-stored on computers
HARDWARE AND CNFIGURATIONS FOR TEACHING
There are six technological hardware in classrooms:
1.Micro-computers
2.Handheld technologies
3.Display technologies
4.Imaging technologies
5. Peripherals
6. External storage
TYPES OF SOFTWARE APPLICATIONS IN SCHOOLS
1. Instructional
2. Productivity
3. Administrative
TECHNOLOGICAL ISSUES:
There are four areas of discussion:
1. SOCIAL ISSUES- Social issues such as quality of life concerns, fears about technology overuses and misuses, risks associated with social networking, shape the climate for education.
- Quality of life concerns
- Fears about technology overuse
- Fears about technology misuse
- Risks of online social networking
- Problems due to malware, spam and other malicious actions
- Lack of technology funding
- Teacher and student accountability for quality and progress
- Debate over best practices with technologies
- Reliance on distance education
- The Digital Divide(Referred to a discrepancy in access to technology resources among socioeconomic groups.)
- Racial and gender equity
- Students with special needs
- Hacking
- The new plagiarism and academic dishonesty
- Illegal downloads/Software piracy
TODAYS EDUCATIONAL TECHNOLOGY SKILLS-
- NETS FOR STUDENTS, TEACHERS AND ADMINISTRATORS
- 21ST CENTURY SKILLS FOR STUDENTS AND TEACHERS
- ICT COMPETENCY FRAMEWROK FOR TEACHERS
- VARIOUS PORTFOLIO OPTIONS
RATIONAL FOR USING EDUCATIONAL TECHNOLOGY
Don't isolate problems however combine them. There are three categories related to solving problems that limit learning:
Problem 1. MOTIVATING AND ENGAGING STUDENTS
- Gaining her attention
- Supporting annual operation
- Illustrating real world relevance through highly visual presentations
- Engaging students through productive work
- Connecting student with audience for their writing.
- Supporting effective skills practice
- Helping students visual underlying concepts in unfamiliar or abstract topics
- Letting students study systems in unique ways
- Giving access to unique information sources and populations
- Supplying self-aced leaning for accelerated students
- Turning disabilities for capabilities
- Saving time on production tasks
- Grading and tracking student work
- Providing faster access to information sources
- Saving money on consumable materials
- Technological literacy
- Information literacy
- Visual literacy
CH 2-TECHNOLOGY INTEGRATION STRATEGIES
There factors that ensure effective technology integration strategies:
- LEARNING THEORY FOUNDATIONS
- INTEGRATION PLANNING MODEL AND Tech-PACK
- ESSENTIAL CONDITIONS FOR INTEGRATION
- computers as tools to support learning,
- as tutors to deliver instruction
- tutees
OBJECTIVISM(BEHAVIOURIST LEARNING THEORY/INFORMATION-PROCESSING,/COGNITIVE)- Directed instruction where teachers transmit a pre-defined set of information to students through teacher organized activities. Directed integration models wee shaped by objectivist theories: behaviourist(Skinner), information-processing(Atkinson and Shiffrin), cognitive-behavioural (Gagne) and systems theory.
- Learning is transmitted knowledge. Teaching should be directed, systematic, and structured
- Inquiry approaches are too slow to be practical learning has to be teacher directed
- Students should all pass the same tests: standardized means accountability.
CONSTRUCTIVISM(INQUIRY-BASED)-
this is where learners generate their own knowledge through experiences and teachers serve only as facilitators.Constructivist models were shaped by constructivists theories: social activism(Dewey), social learning(Bandura),scaffolding(Vygotsky), child development(Piaget), discovery learning(Bruner), and multiple intellegences(Gardner) theories.
- Let students show what they have learned in different ways, not just on written tests.
- directed instruction is teacher centred: hands on instruction is student centred
- Knowledge is constructed not transmitted.DO EXTRA WORK ON IN DEPTH FOR THEORIES
CREATION OF POWERPOINT WITH ANIMATION AND HYPERLINKS--EXAMPLE OF TECHNOLOGY----
https://drive.google.com/file/d/0Bw5Ul9-d732WX0lBTUoxLW8yejg/view?usp=sharing
A TECHNOLOGY INTEGRATION PLANNING(TIP MODEL)
The problem-solving model was developed to help all teachers with technology integration in their lessons.
There are three phases and six steps.
PHASE 1-ANALYSIS OF LEARNING AND TEACHING NEEDS
Step 1:Determine relative advantage
Step 2: Assess Tech-PACK
PHASE 2-PLANNING FOR INTEGRATION
Step 3: Decide on objectives, assessments
Step 4: Design integration strategies
Step 5: Prepare instructional environment
PHASE 3: POST ANALYSIS AND REVISIONS
Step 6: Analyze results
Step 7: Make revisions
When Technology works best:
- Standards and curriculum support
- Required policies
- Skilled personnel
- Appropriate teaching and assessment Shared vision for technology integration
- Access to resources
- Technical assistance Engaged community
- Coordinate school and district planning and involve teachers and other personnel
- Budget yearly amounts for technology purchases and plan for sustainability
- Emphasize teacher
- Match technology to curriculum needs
CH 3-TEACHING AND LEARNING WITH INTERNET TECHNOLOGIES
INTRODUCTION TO INSTRUCTIONAL SOFTWARE
Instructional software are basically computer based systems and programs designed to deliver instruction to assist with the delivery of instruction on a topic.
Instructional software functions(all include INTEGRATED LEARNING SYSTEMS-ILS) include:
- DRILL AND PRACTICE-Students are provided with exercises where they work example items, usually one at a time and receive feedback on their correctness.
New developments for integration strategies are: To supplement or replace worksheets and homework exercises and to prepare for tests.
- TUTORIAL-These programs provide an entire instructional sequence on a topic, similar to instruction from a classroom teacher.
New developments for integration strategies are: to provide alternative learning strategies and to give instruction when teachers are unavailable.
- SIMULATION- These programs provide computerized models of a real or imagines system that is designed to teach how the system works
New developments for integration strategies include: To use in place of or as supplements to lab experiments , role playing, or field trips to introduce and /clarify new topic, to foster exploration and process learning and to encourage cooperation and group work.
- INSTRUCTIONAL GAMES- These programs add game-like rules and/or completion to learning activities.
New developments for integrated strategies: To use in place of worksheets and exercises, to teach cooperative group working skills and to use as a reward.
- PROBLEM SOLVING PROGRAMS- Purpose of teaching component skills in problem-solving.
Integrated strategies: Teach component skills, support in problem solving and to encourage group problem solving.
INTEGRATED LEARNIGN SYSTEMS- ONLINE AND NETWORKED SYSTEMS THAT PROVIDE BOTH COMPUTER BASED INSTRUCTION AND TRACK AND REPORT ON STUDENT PROGRESS.
IT INCLUDES: ISNTUCTIONL SEQUENCES AND SKILL PRATCE ND A MANAGENT SYSTEM TAHT GIVES REPORTS ON STUDENT PROGRESS.
It focuses on: increased use of online access, multi-platform use, multimedia and game formats and renewed emphasis on directed strategies.
READ UP INDEPT ON CH 3 FOR DETAILED EXAMPLES AND DEFINITIONS OF THE TYPES AND ADVANTAGE DISADVANTGES.
CH 4-SOFTWARE TOOLS
Eduction and elsewhere: 3 prevalent software support tools- word processing, spreadsheet and presentation programs. Teachers use them because it aids classroom instruction and be more productive.
WHY USE IT?
Improved productivity-less time and effort
Improved appearance-Promotes polish looking materials.
Improved accuracy- Easy to collect data on records of events
More support for collaboration-promotes interaction
Technology toolkit-early days-) word processing and spreadsheets
Database software- a program that allows information to be collected and organized to allow easy retrieval through keyword searching.
Word processing--spreadsheet--presentation--)"basic productivity tools"
RECENT DEVLOPMENTS /IN SOFTWARE TOOLS
WEB-BASED COLLABORATION TOOLS
OPEN-SOURCE SOFTWARE
MOBILE TOOLS
WEB ENABLED FEATURES
BETTER FILE EXCHANGE COMPATIBILITY
SOFTWARE SUITES AND INETGRATED PACKAGES
WORD PROCESSING(software tool that allows people to produce typed documents on computer screen) software in teaching and learning. Benefits include:
Saves time
Improves document appearance
Allows easy exchange of work
Collaboration
Issues include:
Debate on the age group students should start
Necessity to teach keyboard skills
Effects of typing on handwriting skills
Impact of word processing on assessment
Problems with inadvertent errors
Productivity applications include:
Creating hand-outs/instructional materials
Lesson plans and notes
Reports/forms/letters to parents
Integration strategies:
Support the learning of writing processes
Using dynamic group process approach
Assigning individual language/writing/reading/encouraging writing in curriculum
Spreadsheets(are software tools designed to organize and manipulate numerical data) Benefits include:
Saving time
Organizing displays of information
Increasing motivation to work with mathematics
Productivity applications:
Keeping club and classroom budgets
Preparing performance checklists
Keeping gradebooks
Integration Strategies:
Making possible visual teaching demonstrations
Supporting student products
Supporting mathematical what if problem solving,
Storing/Analysing data
Presentation programs are (software tools that are designed to display information, including text, images, audio and video, in a slideshow)
Benefits include:
Helping organize and thinking about a topic
Enhancing the impact of spoken information
Allowing collaboration
Issues include:
Impact of presentation software on information presented
Impact of presentation software on teaching style
Integrated Strategies:
Information summaries
Demonstrations of materials for discussion
Presentation of illustrative problems and solutions
Practice screens/assessment screens/tutorials/book reports etc.
CH 5--OTHER SOFTWARE SUPPORT TOOLS
Software publisher or vendor in solving software conflicts and usability problems, and in supplying updates and patches for bugs and security holes in the program.
There are six categories of software support tools:
MATERIAL GENERATORS-
Helps teachers and students produce instructional materials on paper and online
Desktop publishing software
Web design software
Whiteboard software
Test generators and test item banks
Worksheet and puzzle generators
PDF and form maker's
DATA COLLECTION AND ANALYSIS TOOLS-
Helps teachers collect and organize information that indicates student progress
Database software
ONline survey software
Electronic gradebooks
Statistcal packages
Student Mangagement systems
Testing systems
Student Response systems
GRAPHICS TOOLS-
Allow manipulation of images to illustrate documents and web pages
Draw pain programs
Image editing software
Charting/graphing software
PLANNING AND ORGANZING TOOLS-
Helps teachers and students conceptualize, organize and communicate their ideas, scheduling and time
Outlining and concept mapping software
Lesson planning software
Calenders, scheduling and time management tools
RESEARCH AND REFERENCE TOOLS-
Lets students look up information in electronic versions of encyclopedias, atlases and dictionaries
Electronic encyclopedias
Electronic atlases and mapping tools
Electronic dictionaries and thesaurus
CONTENT AREA TOOLS-
Support teaching and learning activities in various content areas
MIDI tools:music, editors and synthesizers
CAD systems
Reading tools
MBLs/CBLs
GPS systems
Online language translators
RECENT DEVELOPMENTS IN SST
Cellphones and other handheld technologies
Web and cloud availability
Software suites
CH 6- Hypermedia/Multiple media
