Then
1. Anna
is a new posted teacher and she had high hopes for the 1978-1979 school year
especially since the principal had asked her if she could use two brand new
Apple Computer system that had been donated to the school.
2. She
had helped children use computer-assisted instruction (CAI) on terminals that
were located in the school’s computer lab and connected by telephone lines.
3. She
found some free and “shareware” drill-and-practice and instructional game
software packages, and usually lobbied the principal to buy others.
4. All
the students wanted to use the computers, but with only two machines Anna
quickly devised activities that allowed everyone to have a turn.
5. As
Anna used her new computers, she coped with a variety of technical problems.
6. Some
of the software designed for an earlier version of the Apple operating system
and each disk required a format adjustment every time it was used.
7. Despite
these and other difficulty, by the end of the year Anna was still enthusiastic,
about her hopes, plans and expectations.
Now
1. Anna
had been almost 30 years since the first pioneering work with her Apple
microcomputers.
2. Her
class’s favourite activity this year was working with students around the state
to gather and compare data on prices for various products and services.
3. Everyone
communicated via email, and many, like herself, had their own web pages so
students and parents could check homework assignments and view class projects.
4. There
will still problems, of course.
5. Computer
viruses sometimes shut down the school server, and there was a growing issue
with students plagiarizing work from internet sources.
6. Some
teachers complained that they had no time for the technology-based group
projects students loved because they were too busy preparing them for the
new state and national tests.
Objectives
1. Define
the term educational technology.
2. Periods
in the history of educational computing
3. Generate
a personal rationale for using technology in education.
4. General
Hardware or software categories.
5. Technology
resource configurations would be appropriate for given educational need.
6. General
categories of educational technology.
7. Impact
of issues on current uses of technology in education.
8. Trends
in emerging technologies and implication
9. Technology
skills teachers and their students need to have to be prepared for future
learning.
Introduction
: Why do we need the “Big picture”?
1. Saettler
(1990) noted in this chapter’s opening quote, educational technology is not new
at all, and it is by no means limited to the use of equipment, let alone
computer equipment .
2. This
chapter explores the link between the early applications of educational
technology and those of today and tomorrow.
·
Key Terminology
·
Reflecting on the past
·
Considering the past
·
Looking ahead to the
future
What is “Educational Technology”?
1.
Educational technology historian Paul
Saettler (1990) says that the earliest reference for educational technology
seems to have been made by radio instruction pioneer w.w. Charters in 1948 and
instructional technology was first used by audiovisual expert James Finn in
1963.
2.
Technology means
the systematic application of scientific or other organized knowledge to
practical task. Therefore, educational
technology is based on theoretical knowledge from different
disciplines, plus experiential knowledge from educational practice.
3.
Educational
technology is the use of technology to improve education. It is a systematic,
iterative process for designing instruction or training used to improve
performance. Educational technology is sometimes also known as instructional
technology or learning technology.
4.
The
study and ethical practice of facilitating learning and improving performance
by creating, using and managing appropriate technological processes and
resources.
5.
A
definition centered on its process: "A complex, integrated process
involving people, procedures, ideas, devices, and organization, for analyzing
problems, and devising, implementing, evaluating and managing solutions to
those problems, involved in all aspects of human learning"
Four Perspectives that define
educational Technology
1. Educational
technology as media and audiovisual communications.
·
The combination
of the processes and tools in addressing educational needs and problems, with
an emphasis on applying the most current tools:
computers and their related technologies
·
AECT defines
educational technology as media for communicating concepts
·
Most part of learning
applications of modern Information and Communication Technologies (ICTs) are
based on international standards for distribution of audiovisual contents.
·
Audiovisual movement: ways of delivering information that could be used
as alternatives to lectures and books.
·
Audiovisual communications: the “branch of educational theory and
practice concerned primarily with the design and use of messages which control
the learning process.” (Saettler, IETIE,p6)
·
AECT- Association for Ed. Commo. and Technology.
2. Educational
technology as instructional systems and instructional design
·
1960s and 1970s
·
Human and non-human resources(teachers and media).
·
Systematic approach to designing, developing, and delivering instruction
matched to carefully identified needs.
·
International Society for Performance Improvement.
·
Validating and creating instruction.
·
Educational
technology was now seen as a systematic approach to design, develop and deliver
instruction matched to specific needs.
·
From the 1960’s
to the 1980’s the application of the systems approach was influenced by the
popular learning theories of the time.
·
Initially
Behaviourist theories followed by Cognitive theories.
3.
Educational
technology as vocational training.
·
Vocational
Training is another view of educational technology.
·
It sees
technology as a tool used in business and industry called technology education.
·
It derived from
trainers and vocational educators in the 1980’s.
·
Key words: Job skills, work world, business/industry
·
Examples: Robotics, manufacturing systems, and
computer-assisted design
·
Computers are
shaping the world around us. Both are
constantly changing as we speak.
Business, industries, and teachers all play in important part in
vocational training in the industrial classroom and in the classroom itself in
all content areas.
4. Educational
technology as computer systems.
·
Advent of
computers in 1950’s for business, industry, and military trainers
·
Recognized the
potential of computers as instructional tools
·
Computer technology was predicted to be the most
important components of educational technology
·
Instructional
applications of computers did not produce the anticipated success
·
From 1960’s to
1990’s educational computing was created to encompass both instructional and
support applications of computers
·
In the 1990’s a
combination of technology resources, including media, instructional systems,
and computer based support systems
·
Currently our
system combines all resources to aid in learning
How this textbook defines
technology in Education
1. Individuals
in this scenario each had a different perspective of what Technology
Integration meant. Their idea of the technology plan could have been different.
2.
Each individual
had one piece of the pie, but nobody was seeing the big picture. In order to attain Technology Integration
combined resources, including media, instructional systems and computer based
support systems must be used.
·
Process : We look to
learning theories based on the sciences of human behaviour and applications of
Technology
·
Tools : Although this
textbook looks at Technology tools as an overlapping combination of media.
Focusing primarily on computers. 3 reason for this focus :
a) Capabilitie
b) Convergence
c) Complexity
3. It
is with this rationale in mind that this text assigns the following “evolving”
definition.
·
Educational Technology
is a combination of the process and tools involved in addressing educational
needs and problems.
·
Integrating Educational
Technology refers to the process of determining which electronic tools and
which methods for implementing them are appropriate response to given classroom
situations and problems.
·
Instructional
Technology is the subject of educational technology that deals directly with
teaching and learning applications.
How has the past influenced today’s
technology.
1. Pre-microcomputer era
2. Microcomputer
era
3. Internet
era
What have we learned from the past
1. No
technology is a panacea for education
2. Computer/technological
literacy offers a limited integration rationale
3. Teachers
usually do not develop technology materials or curriculum
4. Technically
possible does not equal desirable feasible or inevitable
5. Things
change faster than teachers can keep up
6. Older
technologies can be useful
7. Teachers
always will be more important than technology
Why use technology
Four current conditions combine to make
it essential that we do so
1. Increasing
costs of keeping up with technology
2. Attacks
by technology critics
3. Low
teacher use
4. The
influence of the accountability movement and the no child left behind (NCLB)
act
What factors shape the current
climate for technology in education
ü Influence student academic performance
ü Develop higher order thinking and problem solving
ü Improve student motivation, attitude, and interest in
learning
ü Help to prepare students for the workforce
ü Address the needs of low performing, at-risk, and
learning disabled students
When Does
Technology Work?
ü Directly supports the curriculum objectives
ü Provides opportunities for student collaboration
ü Adjusts for student ability and prior experiences, and
provides feedback
ü Is integrated into the instructional day
ü Provides opportunities for students to design and
implement projects
ü Is used in environments where teachers, the school
community, and the district support the use
of technology
Legal and
ethical issues shaping current Technology uses.
·
Viruses/hacking
·
The new
plagiarism
·
Privacy/Safety
·
Copyright
·
Illegal
downloads/ software piracy
Emerging Trends
in Hardware and Software Development
1.
Wireless
connectivity
2.
Merging of
technologies
3.
Portable devices
4.
High-speed
communication
5.
Visual immersion
systems
6.
Intelligent
applications
Implications of
New Technologies for Teachers and Students
•
Flexible
learning environments
•
Adaptable
assessment options
•
Reliance on
distance learning
•
Support for peoplewith
disabilities
ISTE NETS · Technology Foundation Standards for Students
- Basic operations and concepts
- Social, ethical, and human issues
- Technology productivity tools
- Technology communications tools
- Technology research tools
- Technology problem-solving and decision-making tools
Electronic Portfolio Options
•
“Ready-made”
software packages
•
PDF documents
•
Multimedia
authoring software
•
Databases
•
Websites
•
Video
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