Educational

Technology
 Educational Technology
- As a process, It is the theory and practice of design, development, utilization,
management and evaluation of processes and measures of learning.
- 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.
- As a profession, it is composed of various job categories such as multimedia
technician, media specialists, instructional developers, etc.
- As a discipline, it is an academic specially within the larger discipline of education
such as graduate degree programs, scholarly journals and books.
 Technology Integration

It is the process of determining

where and how technology fits
into teaching and learning.
Five Domains of Educational Technology

1. Design- the planning phase of technology-- it

interprets reality in terms of learner performance and
negotiated expectations of the learner.
2. Development
Instructional development - is the process of producing
learning materials from detailed plan (design).
Instructional development- is also known as
instructional product development. It is the process of
finalizing procedures and testing materials intended to
support instructional episodes.
• 3. Utilization- the actual use of knowledge and the skills
and usually includes the practical application of
information or procedures on regular basis.
• 4. Evaluation- a dynamic process which allows people to
obtain data about students learn specific content
information under varying instructional conditions.
• 5. Management- the linchpin which binds at the domains
of educational technology.
.
Design and Development of
Educational Technology
• Instructional Design Model
• 1. ADDIE Model- is a systematic instructional design model
consisting of five phases:
• 1. Analysis- the designer identifies the learning problem, the
goals, and objectives, the audience needs existing knowledge
and any other relevant characteristics.
• 2. 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 is
determined here.
• .
3. Development- the actual creation (procedure) of content and learning materials based on
design phase.
4. Implementation- the plan is put into action and a procedure for training the learner
and teacher is developed.
5. Evaluation- this phase consist of :
1. Formative evaluation- involves gathering information during the early stages of
design process with the focus on finding out whether effort are relating as planned, uncovering
any obstacle, barriers or unexpected opportunities that may emerged and identify mid- project
adjustments and corrections which can help insure the success of the project.
2. Summative Evaluation- is the process of collecting data following implementation of
the project in order to determine its effectiveness and satisfies the instructional objectives.
 2. ASSURE Model

The ASSURE model is an instructional system design (ISD) process that was modified to
be used by the teachers in regular classroom. The ISD process is one which teachers and
trainers can use to design and develop the most appropriate learning environment.
1. Analyze Learners
2. State Objectives
3. Select Media and Materials
4. Utilize Media and Materials
5. Require Learner Participation
6. Evaluate and Revise
 Principles in the Selection and Utilization of Educational
Technologies

Principle Description
Meaningfulness They should contain purposive activities. They must contribute to the
growth and development of learners.
Purpose They must 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 3. Methods of development
2. Difficulty of concept 4. Interest
Breadth They should encompass all round development of varying group of
learners.
Usefulness/ They must be useful to a particular teacher as he works for a particular
Utility group of learners. Audio visual and must help the teacher to deliver the
subject matter in a better way as well as helping the learners to learn the
subject matter.
 Principles in the Selection and Utilization of Educational
Technologies

Communication They must relay information clearly and effectively.

Effectiveness
Authenticity They must present accurate up to date dependable information
Responsiveness They must 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
 Principles in the Selection and Utilization of
Educational Technologies

Principle Description
Portability They must handy for the teachers and students to handle it well
(handy)
Correctness Correct facts or information must be in the materials for a better learning
process
Simplicity They must be simple but inspiring and 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 improvement
  
Factors affecting the selection of
educational technologies
• 1. Human Factors
• Learner factors- refers to learners differences
that can influence media choice.
• a. Individual Differences
• b. Attention Span
• c. Number of Learners
• d. Physical disabilities of the learners
1.2 Teacher factors – refers to those factors that affect the success of media implementation

2. Instructional Method- the method of instruction dictates or limits our choice of presentation
media.
3. Practical Constraints
- administrative and economic constraints both limit the choice of method and media
1. objectives 3. Time
2. Availability 4. Resources
 General Guidelines in Using
Educational Technologies
1. Purpose- ask yourself what you are trying to accomplish and why the instructional aid is
important.
2. Define Objectives- clearly define objectives are essential for planning the lesson and
selecting and using instructional aids.
3. Flexibility- the same instructional aids can satisfy many different purposes.
4. Diversity – use of variety of materials, media, and resources to develop and maintain
interest of students
• Development- instructional aids must be related to the age,
maturity, ability and interest of the students.
• Content-you must know the content of instructional
materials to determine how to use them and how to make
the best use of them.
• Guide Learners- focus student’s attention on specific things
to attend while viewing, listening, or reading materials.
• Evaluation results- check students’ reactions and consider
your own reactions to the instructional aids.
Types of Conventional Educational
Technologies

1. Test Print- e.g books, periodical, modules, etc.

2. Still Visuals
2.1 printed visuals- e.g pictures, graphics
2.2 displayed visuals- e.g chalkboard, bulletin board
2.3 projected visuals- e.g overhead projector, overhead transparencies, LCD/DLP,
opaque projector, etc.
1. Real Objects and Modules
2. Audio Technologies
2.1 Audio Cassette tape, recorder, player
2.2 CD
3. Audio visuals/ Motion pictures, media (television, video & film)
 Ways in Creating Learning/
Presentation Materials

1. Prepare simple slides, avoiding overcrowding. Do not use the edges, especially the bottom,
as those usually get cut off by projectors or cannot be seen in the back of the room.
2. Build each slide around one single point, which you should include as a bullet phrase. Ideally,
use a single figure or diagram to convey that point.
3. Use a simple background that does not interfere with the text or figures.
4. Make good use of graphics, color, and animations, but do not overuse those. Do not add
extraneous cartoons or animation such as dancing atoms in a corner of the slide if they do not
contribute to the point of the slide; those can be quite distracting.
5. Use large characters for the text and figure labels. They
all should be readable from the back of the room.
6. Avoid acronyms or other jargon. If needed, define them
the first time you use them.
7. Include all key information in your slides, do not rely
exclusively on your verbal presentation. This is particularly
important if English is not your first language.
 Some Technology Integration
Approaches
1. Cooperative Learning Approach-this is an approach where students work as a team in
learning academic contents and skills to address important social and human relation
goals and objectives.
2. Inquiry Approach- this is a systematic view of finding answers to daily inquiries ,
suggesting solutions to problem situations or simply finding expressions for one’s
curiosity.
3. Problem- based learning- is to develop higher order thinking skills by providing students
with authentic and complex problems and cases.
4. Discovery Learning- emphasizes that learning is an active process in which learners
construct new ideas and concepts based upon their prior knowledge and experience.
5. Experiential learning- is based on the assumption that you learn best when
you are personally involved in the learning process.
6. Integrative approach- emphasize an inter-disciplinary approach to teaching .
7. Constructivist approach- is an approach wherein students continuously
revisit previously accumulated experiences and understanding and reconstruct
or recreate new concepts as they interact daily with the environment.
8. Multiple intelligences approach- is based on the assumption that children
learn in different ways or styles.
9. Self- regulated learning approach- is a learning strategy where a learner is
intrinsically motivated to seek and explore ways of enhancing his or her own
learning.
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
(CAL) is also termed instructional software.
Categories of computer –assisted instruction

1. Drill and practice- memorize and recall information

2. Tutorial- assume the primary instructional role of
teacher or tutor.
3. Simulation- represent or model a real system, situation
or phenomenon
4. Instructional game- add an element of fun in CAI
 2. Role of computer as a tool

2.1 Informative tools- are applications which provide vast amounts of information in various
formats (e.g, text, sound graphics or video, multimedia encyclopedias)
2.2 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

1. Synchronous- (e.g chat or videoconferencing) enables real time (that is simultaneous)

communication.
2. Asynchronous –(e.g. email, electronic bulletin boards). These are messaging systems in
which the exchange of information between people is not “live” but is somehow
delayed.
3. Productivity /Constructive tools- are general –purpose tools that can be used for
understanding information, constructing one’s own knowledge or visualizing one’s
understanding .
1. Word processing- prepare letters, memos, reports, flyers, rubrics, lesson plan,
forms newsletters
2. Presentation software- create presentation for workshops, conferences and
meetings
3. Electronic spreadsheets- prepare budgets, numeric tables and summaries, grades
and attendance rosters
4. Database management system- organize and track student and other professional
data.
• 4. Situating tools- are system which situate users in an
environment where they may experience the context and
happenings. (e.g simulations, virtual reality)
• B- Integration of the Internet to Support Teaching and
Learning
• Internet- consists of thousands of connected computer
networks around the world that connect millions of
computer. The internet is also referred to the “net” the
“information superhighway” and “cyberspace”.
Common uses of internet
There at least three major reasons why internet can be
effectively used by teachers and students.
Categories of Use Example Classroom Applications
1. Communication Keypads -support asynchronous communication of individual
a. Interpersonal learners, exchange ideas and to learn from each other
exchange in two or more locations using emails.
Instant messaging Allow synchronous communication of two users on the
(IM) internet by typing messages back and forth to one
another in real time.
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 the
common topic together, sharing what they are learning
about the topic during a previously specified time
period.
Electronic Email, newsgroup and electronic boards can also
appearances “host” special guests (e.g authors, musicians, etc.)
with student can correspond
Electronic mentoring Internet- connected subject matter specialists from
universities, government, business or other schools
can serve as electronic mentors to student wanting to
explore specific topics of study in an interactive format
on an on- going basis
b. information Information exchanges -provide thematically information exchange of
collection (favorite quotes, students’ and teacher’s collections around the globe
student written book
reviews, school safety
rules, etc.)
Electronic publishing -collaborate to electronically publish a common
document (e.g newsletter, electronic journal, etc.)
c. problem solving Information searches - in this type of online activity, students are provided
project with clues and must use reference sources (either
electronic or paper-based) to solve problems
1. Information - popular way for teaching students how to find and
retrieval/ direct Scavenger hunts use information resources available on the internet
instruction Web quest -inquiry- oriented activities in which some or all of the
information used by learners is drawn from the web
Shareware -provide educational software, commercial “demos”
instructional software which you can take to your school’s computer
laboratory
Instructional software -find software which are designed to teach some
sites (drill and practice content or topic and not just to give information
sites, tutorials sites,
simulation sites,
storybooks)
1. General sources Teacher site -locate lesson plan and other teaching ideas

Museums and virtual -increase awareness and access to museum

sites collections and to see exhibits online without actually
being physically there.
 C. 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
identify with elements of distance education
 Distance Education Technologies
Video-based distance education technologies

Technology Description Examples

One- way video - broad video, like radio, is a synchronous  Educational
technology that involves transmission of programming on the public
both audio and video information to a television
mass audience  Instructional courses
offered via local cable
companies
Two- way video -in two- way interaction video also called  Students at two
video conferencing, both sending and different schools working on
receiving sites are equipped with the same science project
cameras, microphones and video make live presentations to
monitor. each other attend their
research findings.
Computer- based distance education technologies

Technology Description Examples

CD-ROMS and DVD -CR-ROMS or DVD-ROMS can be mailed  Self- study courses in
-ROMS to learners for correspondence study on discipline such as foreign
home computers language and business
education
Email -e-mail supports asynchronous personal  Electronic
communication between teacher and communication between an
learners, between teachers and parents, instructor and students or
or among individual learners instructor
Computer -computer conferencing systems, also  Online class
conferencing known as discussion forums or bulletin discussion, forums or debates
boards, permit two or more individuals to  Sharing student works,
engage in an asynchronous text- based such as papers or projects to
dialogue permit peer review and
critique
Chat or instant -synchronous or real-time interaction in  Live student
messaging which individuals interact by typing interaction with an expert
message back and forth to one another.  Collaboration between
Chat room interactions assemble group students from different
conversations and become popular schools about a mutual
places for electronic socializing . project
-instant messaging is similar to chat but  Online “office hours”
normally involves only one to one when distant student can
communication. contact their instructor
Web-based Web- based instruction also known as  Complete courses on
instruction online –learning can present content, almost any topic
provide links to information at other  Online supplements to
locations and serve as a focal point for a traditional face-to-face
distance education experience. courses
Familiarization with the various types of delivery
system

1.Traditional model- instructor with group

learners in classroom, training center or lab
2.Correspondence
3.Large group lecture
4.Telecourse by broadcast or videotape
5.Two- way, interactive videoconference
6. Computer –based instruction
7. nternet or intranet web- based instruction
8. Self-paced programs that include a variety of
combinations of instructor or tutor or print or
mediated modules or learning packs
9. Combinations and unique , custom system
Thank You for
listening!!