EDUCATIONAL

TECHNOLOGY
Educational Technology
• As a process, it is the theory
and practice of design,
development, utilization,
management and evaluation of
processes and resources for
learning.(Association for
Educational Communications
and Technology, 1994)
• As a product, it includes the
product of this process such as
programmed texts, TV
programs, computer software,
audio-visual media, interactive-
multimedia, and entire courses
of instruction. (Hackbarth,
1996)
Click to add text

• As a profession, it is composed
of various job categories such as
media technicians, media
specialists, instructional
developers etc. (Hackbarth,
1996)
Click to add text

• As a discipline, it is an
academic specialty within the
larger discipline of education
such as graduate degree
programs, scholarly journals,
and books. (Hackbarth, 1996
Technology Integration
• It is the process of determining
where and how technology fits
into teaching and learning.
Roblyer (1997) cited in
Williams, Michael D. (2000).
Integrating Technology into
Teaching and Learning.
Five Domains of Educational
Technology (Association for
Educational Communications and
Technology, 1994)
• Design - the planning phase of
educational technology. Design
interprets reality in terms of learner
performance and negotiated
expectations of the learner. It
describes natural or existing
interrelationships that constitute a
content area.
• Development
– Instructional development is the
process of producing learning
materials from a detailed plan
(design)
– Instructional development (also
known as instructional product
development) is the process of
finalizing procedures and testing
materials intended to support
instructional episodes.
• Utilization - the actual use of
knowledge and the skills and usually
includes the practical application of
information or procedures on a
regular basis. The purpose of
utilization is to bring learners into
contact with learning resources and
instructional system components.
• Evaluation – a dynamic process
which allows people to obtain and
judge the worth of data about how
students learn specific content
information under varying
instructional conditions
• Management –the linchpin which
binds all the domains of educational
technology together.
DESIGN, DEVELOPMENT AND
UTILIZATION OF EDUCATIONAL
TECHNOLOGIES
ADDIE Model
• The ADDIE model is a systematic
instructional design model
consisting of five phases:
(1)Analysis, (2) Design, (3)
Development, (4) Implementation,
and (5) Evaluation.
• The five phases of ADDIE are as
follows:
• Analysis
During analysis, the designer identifies the
learning problem, the goals and objectives,
the audience’s needs, existing knowledge,
and any other relevant
characteristics. Analysis also considers the
learning environment, any constraints, the
delivery options, and the timeline for the
project.
• Design
A systematic process of specifying
learning objectives. Detailed
storyboards and prototypes are often
made, the look and feel, graphic
design, user-interface and content
are determined here.
• Development
The actual creation (production) of
the content and learning materials
based on the Design phase.
• Implementation
During implementation, the plan is
put into action and a procedure for
training the learner and teacher is
developed. Materials are delivered
or distributed to the student group.
After delivery, the effectiveness of
the training materials is evaluated.
• Evaluation
• This phase consists of (1) formative and (2)
summative evaluation. Formative
evaluation involves gathering
information during the early stages of the
design process with the focus on finding
out whether efforts are relating as planned,
uncovering any obstacle, barriers or
unexpected opportunities that may have
emerged, and identifying mid-project
adjustments and corrections which can
help insure the success of the project
• Summative evaluation is the
process of collecting data following
implementation of the project in
order to determine its effectiveness
and satisfy the instructional
objectives.
The ASSURE Model
• The ASSURE model is an Instructional
Systems Design (ISD) process that was
modified to be used by teachers in the
regular classroom. The ISD process is one
which teachers and trainers can use to
design and develop the most appropriate
learning environment. This was
constructed by Robert Heinich, Michael
Molenda of Indiana University and James
D. Russell of Perdue University.
• The “A” stands for Analyze the learner.
Who are your students? While this seems
to be common sense, the step is important
to mention because keeping your students
in mind will help ensure that you work
diligently to find those materials and
resources that will be most appropriate
and useful to your students. You should
know who your students are (e. g. ,
demographics, prior knowledge, learning
styles, academic abilities) on a multitude
of levels, and use this knowledge in every
lesson you plan.
• The first “S” stands for State objectives.
You will have a curriculum to teach in your
classroom, with specific objectives that will
become the focus of individual lessons.
What are these objectives? What should be
the outcomes of the lessons that your
students will know or learn? Each lesson
will probably be tied to curricular
objectives and this step reminds you to
keep these objectives as the focus of the
student learning.
• The second “S” is Select media and
materials. When choosing the media and
materials to help you teach a lesson, you
will first choose a method for delivering
your instruction. For example, you might
decide that having your students work in
small cooperative groups is most
appropriate, or you might determine that a
lesson is best taught using a tutorial.
• You then select the media that best
supplements or enhances the method of
teaching you have chosen. The media
could include technology solutions (e. g. ,
CD-ROMs, DVDs, calculators, software,
Internet resources, videos); print
resources, such as a textbook; or any
combination of the various media types.
You will have to decide which materials
and media can best help your students
master the learning objectives you have
identified.
• The “U” stands for Utilize media and
materials. In the last step you identified
specific media and materials to help meet
your learning objectives. In this step, the
lesson is actually taught and the media and
materials get implemented. This is also the
step that should have a backup plan in
place. Technology solutions can break
down, so an alternative solution should be
available. For this reason, a teacher should
always test the media first, to help prevent
disappointment
• In other words, make sure you have tried
the software or device to ensure that it is
age appropriate, grade appropriate,
usable, and valid for the lesson and
objectives being taught. Evaluating the
media will also raise any red flags (e. g. , is
any training going to be required? Is an
extension cord going to be necessary?).
• The “R” stands for Require learner
participation. Your students are going
find learning more meaningful when they
are actively involved in the learning
process and not sitting there passively. Are
there strategies you can use to get your
students practicing? Thinking? Solving?
Creating? Developing? Analyzing? More
often than not, a lecture is not going to
allow your students to move beyond
passive learning. On the other hand,
integrating technology into a lesson almost
necessitates that you use a teaching
method beyond lecturing. How can you
best facilitate the learning process?
• the “E” stands for Evaluate and revise.
This is one of the most important steps,
but is often overlooked. Becoming a good
teacher requires that you constantly
evaluate your own teaching, evaluate the
student learning, and make needed
revisions for the next lesson and for the
next time you teach the current lesson.
• Always striving to improve is the first step
to becoming a better teacher. Evaluation
occurs when you determine the worth of
your teaching methods and the media you
used. During the evaluation stage, you
should ask yourself questions such as, “Did
this lesson meet the objectives?” “Did
students gain from this lesson?” “Can this
lesson be improved?” “How so?” “Could
individual work or group work have been
more effective for parts of this lesson?”
“Was the media appropriate?” “Are there
other technology solutions that might have
worked better?”
Principles in the
Selection and
Utilization of
Educational
Technologies
• Meaningfulness
They should contain purposive
activities. They must contribute to
the growth & development of
learners
• Purpose
They must be focused on helping
learners to motivate them in the
learning process.
• Appropriateness
They should be appropriate to the
level intended in terms of:
1. vocabulary level
2. difficulty of concepts
3. methods of development
4. interest
• Breadth
They should encompass all round
development of varying group of
learners.
• Usefulness/Utility
They must be useful to a particular
teacher as s/he works for a
particular group of learners. Audio-
visual aid must help the teacher to
deliver the subject matter in a better
way as well as helping the learners to
learn the subject matter
• Communication Effectiveness
They must relay information clearly
and effectively.

• Authenticity
They must present accurate up to
date dependable information.
• Responsiveness
They must be responsive to the
needs and demands of the society
• Interest
They should catch the interest of the
users, stimulate curiosity or satisfy
the need to know and encourage
creativity and imaginative response
among users.
• Cost Effectiveness
The cost per student of media
presentation diminishes as the
number of students using it
increases.
• Presentation
They must be presented at the right
time and at the right way
• Portability (Handy)
They must be handy for the teachers
and students to handle it well
• Correctness
Correct facts or information must
be in the materials for a better
learning process
• Simplicity
They must be simple but inspiring
for the learners and should not
confuse them. They must be simple
but show creativity.
• Assessment
The purpose of evaluating the
technology is needed for further
revisions and improvements.
Factors Affecting the Selection of
Educational Technologies

• Human Factors
1.1. Learner factors – refers to learner
differences that can influence media
choice.
Factors Affecting the Selection of
Educational Technologies
Individual differences
• Research suggests that learners differ in:
their preference for learning: by observing
(visual learners) or by listening (aural
learners) their perception of a given
message: a factor of past experience, and
often a cultural difference exists
• their understanding of the conventions
used by various media: language &
technical drawings used
• Attention span
Factors that affect how long a learner can
attend to one type of task age and interest
learners’ motivation
• Number of Learners
Select media that are well suited to the
group size you have or, if this is difficult,
modify the group or structure to media you
have
• Physical disabilities of learners
(poor vision, hearing, dyslexia, color
blindness, etc).
• Teacher factors - refers to those
factors that affect the success of
media implementation.
• Instructional Method
The method of instruction dictates
or limits our choice of presentation
media. Is it self-regulated learning
method or lecture/expository?
• Practical Constraints
Administrative and economic
constraints both limit the choice of
methods and media
Objectives
Availability
Time
Resources
Text/Print (i.e. books,
periodicals, modules, etc )
• Readily Available. Printed materials
are readily available in a range of
topics and formats.
• Flexible. Printed materials may be
used in any lighted environment.
They are portable.
• Economical. Text can be used again
and again by many students.
LIMITATIONS:

• Reading level of learners. Many

Students are nonreaders or proof
readers
• Memorization. Some critics say
textbooks promote memorization
rather than higher level thinking
skills.
• Passive. Others contend that text
promotes solitary learning rather
than cooperative group processes.
UTILIZATION

• Direct student reading with

objectives and/or questions.
• Emphasize the use of visuals with
text-based materials.
• Check the teacher’s guide for
additional materials and activities.
• Supplement text with other media.
Still Visual (Printed Visuals)
(i.e. Pictures, graphics, etc.)
• Realistic format. Visuals provide a
representation of verbal
information.
• Readily available and inexpensive.
Visuals are readily available in
books, magazines, newspaper,
catalogs, and calendars.
• Size. Some visuals are simply too
small to use with a large group and
enlarging can be expensive.
• Two dimensional. Visuals lack the
three-dimensionality of the real
object or scene.
• Lack of motion. Visuals are static
and cannot show motion.
• Use simple materials that everyone
can see.
• Provide written or verbal cues to
highlight important aspects of
visuals.
• Use one visual at a time except for
comparison.
• Hold visuals steady.
Displayed Visuals
(i.e. chalkboard, bulletin board, etc.)
• Multipurpose. Both students and
teachers can use display boards for a
variety of purposes.
• Colorful. Display boards provide
color and add interest to classrooms
or hallways.
• Participation. Students can benefit
from designing and using display
boards
• Commonplace. Instructors often
neglect to give display boards the
attention and respect they deserve as
instructional devices.
• Not portable. Most display boards
are not movable.
• Check the visibility of the board
from several positions around the
room.
• Decide in advance how you plan to
use the board.
• Print using upper-and lowercase,
not all caps in script.
• Face your audience; do not talk to
the board with your back to the class
Projected Visuals
(i.e. Overhead projector/ overhead
transparencies LCD/DLP, opaque projector etc.)
• Instructor control. The presenter can
manipulate projected materials on the
OHP by applying different techniques (e.g.
silhouette & overlay), pointing to
important items, covering part of the
message and revealing information
progressively.
• Versatility. The overhead projector can be
used in normal room lighting.
• Opaque projector allows instantaneous
projection of 2 or 3-dimensional objects
• Instructor dependent. The overhead
projector cannot be programmed to
display information by itself. The overhead
system does not lend itself independent
study. The projection system is designed
for large-group presentation.
• Preparation required. Printed materials
and other non transparent items, such as
magazine illustrations, cannot be projected
immediately but must first be made into
transparencies
• Focus the image so it fills the screen.
• Turn off lights over the screen if possible.
• Stand facing your class.
• Use appropriate pacing.
• Direct students’ attention to the important
parts of the OHT.
• Summarize frequently.
Real Objects and Models
• Less abstract and more concrete. Real
objects and models provide hands-on
learning experiences and emphasize real-
world applications.
• Readily Available. Materials are readily
available in the environment, around
school, and in the home.
• Attract students’ attention. Students
respond positively to both real objects and
their models.
• Storage. Large objects can pose special
problems. Caring for living materials such
as plants and animals can take a lot of
time.
• Possible damage. Materials are often
complex and fragile. Parts may be lost or
broken.
• Familiarize yourself with the object and
model.
• Make sure objects are large enough to be
seen.
• Indicate actual size, shape, and color of
objects represented by models.
• Avoid passing single object around class. It
can be distracting and students may play
with it while you are trying to move on in
the lesson
Audio Technologies
(Audio cassette
tapes/recorders/players )
• Student and teacher preparation.
Students and teachers can record
their own tapes easily and
economically; they erase and reuse
them when materials become
outdated or no longer useful.
• Familiarity. Most students and
teachers have been using
audiocassette recorders.
• Verbal Message. Students who cannot
read can learn from audio media.
• Stimulating. Audio media can provide a
stimulating alternative to reading and
listening to the teacher.
• Fixed Sequence. Audiotapes fix the
sequence of a presentation, even though it
is possible to rewind or advance the tape to
a desired portion.
• Lack of attention. Students’ attention may
wander while they are listening to
audiotapes. They may hear the message
but not listen to or comprehend it.
• Pacing. Presenting information at the
appropriate pace can be difficult for
students with a range of skills and
background
• Accidental erasure. Just as audiotapes can
be quickly and easily erased when no
longer needed, they can be accidentally
erased when they should be saved
• Cue the audio material before you and
your students use it.
• Make sure that all students involved can
hear and that other students aren’t
distracted.
• Use a handout or worksheet to maximize
learning from audio media.
• Use a follow-up activity after each audio
lesson.
Compact Dics (CD)
• Locating selections.
• Students and teachers can quickly located
selection of CDs and can program
machines to play any desired sequence.
• Resistance to damage. Stains can be
washed off and ordinary scratches do not
affect playback.
• Limited recording capability. Students
and teachers cannot produce their own
CDs as cheaply and easily as they can in
cassettes
Audio Visuals/Motion Pictures
Media (Television, Video & Film)
• Motion. Moving image can effectively
represent procedures in which motion is
essential.
• Real-life. Video allows learners to observe
phenomena that might be dangerous to
view directly.
• Repetition. Video allows repeated viewing
of a performance for emulation.
• Fixed pace. Videotape programs run at a
fixed pace.
• Scheduling. Teachers normally must order
videos well in advance of their intended
use.
• Misinterpretation. Documentaries and
dramatizations often present complex or
sophisticated treatment of an issue.
• Check lighting, seating and volume control
to be sure that everyone can see and hear
the presentation.
• Get students mentally prepared by briefly
reviewing previous related study and
evoking questions about today’s topic.
• List on the chalkboard the main points to
be covered in the presentation.
• Support the presentation with meaningful
follow-up activities.
• Get involved in the program yourself.
Ten Commandments in Creating
Learning/Presentation Materials
• Don’t overcrowd.
• Be consistent in format, layout and
conventions.
• Use appropriate typefaces and point
uses.
• Use bold and italics for emphasis,
but don’t overuse them.
• Use titles, headings, and
subheadings to clarify and guide.
• Use numbers to direct through
sequences.
• Use graphics and illustrations to
reinforce ideas.
• Use symbols and icons as identifying
markers.
• Use color/audio/music to stimulate
but not to overpower, the senses.
• Produce the materials with technical
excellence – good quality, good
audio, clear, etc.
Essential Conditions for
Technology Integration
• Shared vision for technology
integration – This requires
coordinated school and district
planning with teachers and other
personnel at all levels, budgeting yearly
amounts for technology purchases with
incremental funding, emphasizing
teacher training, matching technology
to curriculum needs, and keeping
current and building in flexibility.
• Standards and curriculum support –
Technology and content- area
standards are designed to support each
other.
• Required policies – Policies are in place
to ensure legal/ethical use, safe,
Internet use, and equity.
• Access to hardware, software and
other resources – There is adequate
funding, purchasing procedures are
organized and effective, and procedures
are in place to set up and maintain
technology resources.
• Trained personnel – Staff
development that includes hands-on,
integration emphasis, training over
time; modeling, mentoring and
coaching; and post training-access to
technology resources.
• Technical assistance – Continuing
support for diagnostic and
maintenance problems for teachers’
and students’ computers.
• Appropriate teaching and assessment
approaches – Teaching strategies that
are matched to needs, and assessment
strategies that are matched to the type
of learning being measured.
INTEGRATION OF
INFORMATION AND
COMMUNICATIONS
TECHNOLOGIES (ICTS) INTO
TEACHING AND LEARNING
Multimedia (CD ROM, Video discs,
etc), Computer and Internet
• Better learning and retention
• Effectiveness across learning domains
• Realism
• Address different learning styles and
differences
• Interactivity
• Motivation
• Individualization
• Consistency
• Learner control
• High speed personalized responses to
learner actions
• Exchange of information and collaboration
• Realism through color, music and
animated graphics
Limitations:
• Equipment requirement
• Startup costs
• Complexity and lack of standardization
• Compatibility
• Limited intelligence and skills
Utilization:
• Use a display technology that is
appropriate for the number of students.
• Install and test all software in advance of
the presentation.
• Run the software from the hard drive so
that the computer program will respond
more quickly.
• Introduce your presentation. Encourage
student participation through questioning
and having students decide next steps.
• Direct students’ online explorations of
meticulous aspects of the curriculum
• Use appropriate pacing
Instructional Roles of Computer
• Role of Computer as a Teacher
Computer is used to present instructions
directly to students. Such use is usually
termed Computer-Assisted Instruction
(CAI). Computer-based instruction (CBI),
computer- assisted learning (CBL). CAI is
also termed as instructional software.
Drill and Practice

• Purpose
– Memorize and recall information
– Increase proficiency in a newly learned
skill or refresh an existing one.
• Features
– Interactivity
– Immediate feedback
– Infinite practice
– Variable level of difficulty
– Motivation
Tutorial

• Purpose
– Assume the primary instructional role
of teacher or tutor.
• Features
– Embedded question
– Branching
– Dynamic presentation
– Recordkeeping
Simulation

• Purpose
– Represent or model a real system,
situation, or phenomenon.
• Features
– Control of multiple variables
– Dynamic presentation
– Time control
– Effects of chance
Instructional Game

• Purpose
– Add an element of fun in CAI.
• Features
– Motivation.
– Game structure
– Sensory appeal
Problem Solving

• Purpose
– Promote students’ higher-order
thinking skills, such as logic, reasoning,
pattern recognition, and strategies.
• Features
– Focus on specific problems types
– Quantity
– Variety
Roles of Computer as a Tool
• Informative Tools are applications
which provide vast amounts of
information in various formats (e.g., text,
sound graphics or video, Multimedia
encyclopedias).
• Communicative Tools are systems
which enable easy communication
between the teacher and the students or
among students beyond physical barrier of
the classroom. (e.g., email, electronic
bulletin boards, chat, teleconferencing and
electronic whiteboards.)
Two categories of Communicative
Tools
• Synchronous (e.g., chat or
videoconferencing) enables real time
(that is, simultaneous)
communication.
• Asynchronous (e.g, email and
electronic bulletin boards), on the
other hand, are messaging systems
in which the exchange of
information between people is not
‘live’, but is somehow delayed.
• Productivity/Constructive
Tools are general-purpose tools
that can be used for manipulating
information, constructing one’s own
knowledge or visualizing one’s
understanding. Common examples
of productivity tools are shown
below.
Word  prepare  prepare
Processing letters, transparencies,
memos, activity sheets,
reports, posters, study guides,
flyers, class notes
rubrics,  help students prepare
lesson plans, stories, essays, group
forms, reports
newsletters  use in class to
dynamically illustrate
writing and outlining
skills
Present  create  create class lectures
ation presentation support that features
Softwar for workshops, text, audio and
e conferences visual elements with
and meetings special effects
 produce
transparency
masters
 create student
worksheets to
accompany class
lectures
Electro  prepare  provide students
nic budgets, with method for
Spread numeric tables tracking and
sheets and analyzing data and
summaries, creating charts for it
grade and  demonstrate what –if
attendance analyses visually
rosters
 compute
grades
 prepare
visuals
(charts) of
numeric data
Database  organize  organize and
Management and track provide easy
Systems student access to lists of
and other academic
profession resources
al data  provide support for
 prepare students tracking
inventories data
, mailing
list, reports
• Situating Tools are systems which
situate users in an environment
where they may ‘experience’ the
context and happenings. (e.g.,
Simulations, Virtual Reality). A
flight simulation program is an
example of a situating Tool because
it places the user in a simulated
flying environment.
INTEGRATION OF THE
INTERNET TO SUPPORT
TEACHING AND LEARNING
• Internet – consists of thousands of
connected computer networks
around the world that connect
millions of computers. The Internet
is also referred to s the “Net”, the
“Information Superhighway,” and
“Cyberspace”.
COMMON USES OF
INTERNET
 Common Uses of Internet
Categories of Use Example Classroom Applications
1. Communication Keypals Support asynchronous
 Interpersonal communication of individual
exchanges learners; exchange ideas; and to
learn from each other in two or
more locations using emails
Instant messaging (IM) Allow synchronous communication
of two users on the Internet by
typing messages back and forth to
one another in real time.
Chat
chat Allow synchronous communication
of two or many people on the
Internet at the same time.
Global classroom Using this activity structure, two or
more classrooms (located
anywhere in the world) can study a
common topic together, sharing
what they are learning about the
topic during a previously specified
time period.
Electronic appearances Email, newsgroups, and electronic boards
can also “host” special guests (e.g.
authors, musicians, etc.) with whom
students can correspond.

Electronic mentoring Internet-connected subject matter

specialists from universities, government,
business or other schools can serve as
electronic mentors to students wanting to
explore specific topics of study in an
interactive format on an on-going basis
 Information Information exchanges Provide thematically-
collection (favorite quotes, student- related information
written book reviews, exchange of students’
school safety rules, etc.) and teacher’s collections
around the globe
Electronic publishing Collaborate to
electronically publish a
common document (e.g.
newsletter, electronic
journal, etc.)
 Problem Information searches (e.g. In this type of online
solving puzzle, game, treasure activity, students are
projects hunt, etc.) provided with clues and
must use reference
sources (either electronic
or paper-based) to solve
problems
2. Information Scavenger Hunts Popular way for teaching
Retrieval/ Direct students how to find and use
Instruction information resources available
on the internet.
WebQuests Inquiry-oriented activities in
which some or all of the
information used by learners is
drawn from the Web. This
approach was developed by
Bernie Dodge and Tom March
at , and it has become one of
the most popular ways of using
the Web in Education.
Shareware instructional Provide educational software,
software commercial “demos” which you
can take to your school’s
computer laboratory
Instructional software sites Find software which are
(drill and practice sites, designed to teach some
tutorials sites, simulation sites, content or topic and not just to
storybooks and so on.) give information.
khanacademy.net
3. General Teacher Sites Locate lesson plans and
Sources other teaching ideas.

Museums and virtual Increase awareness and

sites access to museum
collections and to see
exhibits online without
actually being physically
there.
Integration of Distance
Education to Support Teaching
and Learning

• Distance Education – refers to an

organized instructional program in
which teacher and learners are
physically separated.
• Synchronous distance education refers to
situations where teacher and students
meet at the same time but in different
places, as in live video broadcast or an
audio teleconference.
• Asynchronous distance education refers
to circumstances where both time and
place are different.
• Hybrid Courses are courses that combine
the elements of face-to-face teaching and
learning with elements of distance
education.
VIDEO –BASED DISTANCE
EDUCATION
TECHNOLOGIES
Technology Description Examples
One-way Broadcast video, like o Educational programming
video radio, is a synchronous on the public television
technology that involves o Instructional courses offered
transmission of both via local cable companies
audio and video
information to a mass
audience
Two-way In two-way interactive o Students at two different
video video, also called video schools working on the
conferencing, both same science project make
sending and receiving live presentations to each
sites are equipped with other about their research
cameras, microphones, findings.
and video monitors.
COMPUTER-BASED
DISTANCE EDUCATION
TECHNOLOGIES
 Technology Description Examples
Diskettes, CD- Computer diskettes, CD-ROMs, or DVD- o Self-Study courses
ROMs and DVD- ROMs can be mailed to learners for in discipline such as
ROMs correspondence study on home foreign language
computers. and business
education.

E-mail E-mail supports asynchronous personal o Electronic

communication between teacher and communication
learners, between teacher and parents, or between an
among individual learners. instructor and
students or instructor
and parents
o Class “discussion”
via an email list

Computer Computer conferencing systems, also o Online class

conferencing known as discussion forums or bulletin discussion, forums,
boards, permit two or more individuals to or debates
engage in an asynchronous text-based o Sharing student
dialogue. works, such as
papers or projects,
to permit peer review
and critique.
Chat or Instant Synchronous or real-time interaction o Live student
Messaging in which individuals interact by typing interaction with an
message back and forth to one expert
another. o Collaboration
Chat room interactions resemble between students
group conversations and become from different
popular places for electronic schools about a
socializing. mutual project
Instant messaging is similar to chat o Online “office
but normally involves only one to one hours” when
communication. distant student can
contact their
instructor
Web-based Web-based instruction also known as o Complete courses
instruction online-learning, can present content, on almost any
provide links to information at other topic
locations, and serve as a focal point o Online
for a distance education experience. supplements to
traditional face-to-
face courses.
Familiarization with the Various
Types of Delivery System
• Traditional model – instructor with
group learners in classroom,
training center or lab
• Correspondence
• Large-group lecture
• Telecourse by broadcast or
videotape
• Two-way, interactive
videoconference
• Computer-based instruction
– Can range from independent study to instructor
facilitated
– Can range fro textual drill and practice to fully
interactive multimedia
• Internet or intranet web-based instruction
– Can range from independent study to instructor
facilitated
– Can range from textual drill and practice to
dully interactive multimedia (within learners’
access bandwidth limitations)
• Self-paced programs that include a variety
of combinations of instructor or tutor and
print or mediated modules or learning
packs
• Combinations and unique, custom systems
EVALUATING INSTRUCTIONAL
RESOURCES
• Does the content match the
curriculum?
• Is the content accurate, up to date, and
appropriate for the students?
• Do the materials teach and/or reinforce
learning effectively?
• Do these resources enhance
instruction?
EVALUATING INSTRUCTIONAL
RESOURCES
• Is the resource easy for the teacher and
students to use?
• Are the materials of high quality
technically?
• Is the use of this resource practical for
my teaching setting (cost, needed
equipment, etc.)?