Educational Technology Overview

Introduction

• The book discusses issues surrounding educational technology.
• It aims to transform educational systems to match the advancements in technology.
• It explores the evolution of educational technology terminology and concepts.

Issues Surrounding Terminology

• Early terminology focused on the senses (audio, visual, audio-visual aids).
• Later, it evolved to focus on the role of the teacher (teaching aids).
• A systems approach emphasizes feedback, interaction, and the learning process.

Communication Models

• Aristotel Model: Focuses on speech, involving invention, arrangement, style, memory, and delivery.
• Caroll Model: Emphasizes the speaker's decisions and the listener's interpretation.
• Shannon & Weaver Model: Highlights the source, transmitter, signal, channel, noise, receiver, and destination.
• Schramm Model: Describes communication as a cyclical exchange between sender and receiver.
• Berlo Model: Describes communication as a dynamic interaction between sender and receiver with the addition of feedback.
• Lasswell Model: Emphasizes questions such as "Who says what? To whom? Through which channel? With what effect?"
• Wiener Model: Focuses on interaction through channels, signals, and feedback.
• Kennth Model: Emphasizes the elements of the communication process, including encoding, decoding, and noise.
• Peterson Model: Focuses on channels of communication, including the senses.
• Lewis Model: Highlights the exchange between sender, receiver, communication factors, noises, and feedback..
• Tubbs & Moss Model: Emphasizes the transactional and interactive nature of human communication.

Elements of Communication

• Sender/Communicator: The source of the message.
• Receiver: The intended recipient of the message.
• Message: The content of the communication.
• Channel: The medium through which the message is transmitted.
• Feedback: The response to the message, providing insight into its impact.
• Environment: The context in which communication takes place.

Communication Patterns

• One-way Communication: A single direction flow of information from sender to recipient.
• Two-way Communication: A reciprocal exchange between sender and recipient.
• Multi-directional Communication: Participation among multiple senders and recipients.

Types of Communication

• High Spiritual Communication: Based on contemplation and introspection.
• Intrapersonal Communication: Internal dialog between an individual and themselves.
• Interpersonal Communication: Direct communication between two or more individuals.
• Group Communication: Communication among a group of people.
• Mass Communication: Communication to or with a large group of people.
• Social Communication: Communication between or among distinct communities.
• Technological Communication: Communication between or among individuals and machines.

Obstacles to Communication

• Communication Space: Physical or social barriers.
• Preparation/readiness: Recipient preparedness.
• Equipment Malfunctions: Issues with transmission or reception.
• Excessive Verbiage: Too much language, confusing the message.
• Channel Failure: Technical problems.
• Sensory Perception Defects: Inability to understand information.
• Disturbances/Noise: External or internal interference.
• Unforeseeable Situations: Sudden or unplanned events.
• Insufficient Communication Skills: Lack of clear communication abilities.

Systems Approach to Educational Design

• Systems theory is used for problem-solving and planning educational programs.
• It considers inputs from the learner & environment, processes of learning and interaction; outputs/results and feedback for evaluation.
• System characteristics include goal, interaction, organization, integration, inter-dependency, flexibility, and comprehensiveness.

System Components

• Inputs: Include material, human, and technological resources.
• Processes: Indicate methods, strategies, and approaches for processing.
• Outputs: Results, outcomes, and impacts of learning.
• Boundaries: Define the limits of the system.
• Learning Environment: Considers physical, social, emotional, and educational contexts.
• Feedback: Evaluates the system's effectiveness in achieving outcomes.

System Types

• Abstract Systems: Consist of ideas and concepts.
• Procedural Systems: Focus on steps to achieve something.
• Conceptual Systems: Include the symbolic construction of systems.
• Concrete Systems: Involve tangible entities.
• Physical Systems: Made of tangible physical components.
• Social Systems: Consist of structured, organized interactions.

Educational Technology in Relation to Computers

• Hardware: Computer components: CPU, RAM, ROM, input/output devices, storage devices, etc.
• Software: Operating systems, application programs, and productivity tools.

Teaching with Computers: Strategies

• Programmed Instruction: Dividing educational material into small steps with questions and feedback.
• Drill/Practice: Focuses on repetition and skill development.
• Modeling & Simulation: Simulating real-world situations for educational purposes.
• Tutorial: Structured instruction where the computer guides the learner.
• Instructional Games: Educational activities in a game-like environment.
• Problem Solving: Focuses on problem-solving abilities.
• Dialogue Language: Interactive communication between learner and computer.
• Artificial Intelligence: Computers simulating human-like behavior and problem-solving capabilities.

Computer Features

• Interactive Multimedia: Integrating multimedia elements that allow interaction.
• Hypermedia: System where informational units are interconnected.
• Hypertext: Advanced text-based program, providing links among elements.
• Hyper Video or Interactive Video: Multimedia combined with the control of video content.

Multimedia

• Multimedia is a diverse array of techniques for presenting information, linking visuals, audio, and text.
• It involves complex interactions between software and resources to enhance understanding.

Characteristics of Educational Technology

• Interactivity, Individuality, Variety, Integration, Accessibility, Globality, Engagement, Autonomy, Materiality, Comprehensiveness, and Susceptibility to Workout.

Phases of Educational Technology Design

• Needs Assessment - Understand learning requirements.
• Design - Plan the educational approach.
• Development - Create the product or program.
• Implementation - Test and use the program.
• Evaluation - Assess and improve the program.

Educational Technology Sectors

• Academic: Training teachers and professionals.
• Training: Developing specialized skills.
• Production: Creating or producing the material.
• Distribution/Circulation: Sharing the content.
• Improvement/Development: Optimizing and changing the approach.
• Management: Maintaining the organization and programs.

Role of the Teacher

• Director/Guide: Organizing and directing educational activities.
• Facilitator: Fostering learner participation in activities.
• Evaluator: Measuring outcomes and providing feedback.
• Technological Trainer: Educating learners on technology usage.

Learning Styles

• Large Group Learning: Traditional lectures, presentations, discussions.
• Small Group Learning: Interactive learning, teamwork, project-based activities.
• Individual Learning: Independent study, self-directed learning, personalized instruction.

Computer-Based Learning

• Diagnosis and Remediation: Identifying and correcting learning deficiencies.
• Evaluation: Assessing learner performance and program effectiveness.

Computer Literacy

• Computer Literacy Instruction (CAI): Programs for developing basic computer skills.

Computer Organization

• Input Units: Devices for inputting data, information, and orders (e.g., keyboard, mouse, digitizer, microphone).
• Output Units: Devices for displaying outputs, which may be a hardcopy, screen-based, or audio format (e.g., printers, speakers, display screen).

Auxiliary Storage Units**: Additional storage for programs and files. (e.g., floppy disk drives, hard drives).

Hypermedia Applications (Systems)

• Browsing Systems: Navigating through information.
• Macro-Literary Systems: Large-scale information storage and retrieval.

The Production Process

• Ideas (Conceptualization) - Generation of concepts and ideas.
• Hardware - Physical components of the technology.
• Software - Programs and systems controlling the functions.

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