Quiz0106-2.docx

**3.1.5. What is Information Technology?** According to WISEGEEK (2003). Information Technology (IT) is the use of computers, networking, software programming, and other equipment and processes to store, process, retrieve, transmit, and protect information and/or data, e.g. Management Information S...

**3.1.5. What is Information Technology?** According to WISEGEEK (2003). Information Technology (IT) is the use of computers, networking, software programming, and other equipment and processes to store, process, retrieve, transmit, and protect information and/or data, e.g. Management Information Services (or MIS) or Simply called Information Services (IS). It can also be considered as a field of study in which one can specialize in. IT job includes the integration of software designing, network engineering, and database administration; also the intersection of computer and information is part of this field. (http://www.wisegeek.com/what-is-information-technology.htm). Information Technology, or IT, is the study, design, creation, utilization, support, and management of computer-based information systems, especially software applications and computer hardware. It is not limited solely to computers though, but it is quickly developing in the fields of cell phones, PDAs and other handheld devices. The field of IT is quickly moving from compartmentalized computer-focused areas to other forms of mobile technology (http://informationtechnology.net/). Furthermore, there is need to consider another school of thought that suggests that there are three levels/concepts towards the definitions of educational technology. **3.2. The Concept/Nature of Educational Technology** Davis (1978) cited by Agun, 1. (1988), identifies three concepts of educational technology which represent three approaches/levels to educational technology; educational technology as [Hardware], as [Software] and as [Systems] approaches respectively **3.2.1. Educational Technology as Hardware Approach** This approach to educational technology has characterized the early formative years of the field. It sees educational technology as knowledge of all the use of devices, equipment, machines, gadgets, tools, and instruments used to promote teaching and learning. This is also known as 'the tools technology approach. Many writers explicitly or implicitly equate educational technology with objects, apparatus or instrumentation. Thus a school that has television, radio, films, slide, projectors, audio, and video recorders, teaching machines, computers, etc. is said to have high educational technology content. The hardware or product approach was greatly influenced by the application of the physical sciences to the problems of education. It entails the instrumentation, mechanization or automation of education. The goal is to make teaching more efficient by mechanizing it. The hardware approach which became prominent in the 1950's coincided with the era of great industrial development. It led to the mass production of industrial, products, many of which found their way into the classroom. These included drawing instruments, book boards, charts, models, maps, globes, and mostly mechanical devices. This tool technology in education could not give the best required because it concentrated on the production of tools/products for learning without considering the other important components of instruction. This is because little regards were given to the needs of leaners in schools, the nature of the curriculum contents, the objectives to be achieved, and the needs of the teachers, etc. It became clear that these concrete devices could not by themselves solve all educational problems. Moreover, it is possible to achieve intended outcomes without necessarily using any equipment, as learning is not necessarily the only concern of educational technology, but also other factors have to be recognized like preparation, selection and utilization of instructional materials. However, it is necessary to remember that there are many activities carried on in educational technology that do not necessarily call for instructional materials. **3.2.2. Educational Technology as Software Approach** The software approach to educational technology emphasizes careful design of the teaching-learning process using principles of behavioral science. It is closely associated with programmed learning and behavioral objective movement. It is the behavioral science of educational technology. Emphasis is on applying learning principles to the direct and deliberate shaping or modification of behavior. It is characterized by detailed task analysis writing to precise objectives, selection of learning strategies, reinforcement of correct responses and constant evaluation; it gained popularity in 1960s. **3.2.3. Educational Technology as System Approach** The systems approach also known as the step-by-step plan, system analysis, systematic approach and system technology. The system approach is an attempt to remedy the inherent weaknesses of the approaches mentioned above. It sees educational technology as the systematic application of ideas, resources, people, materials and equipment to the solution of educational problems. According to Gibson (1971) quoted by Unwin D. and McAlsec (1978), educational technology encompasses the systematic application of people, ideas, materials and equipment to the solution of educational problems. The process by which the learning materials are selected or produced, by which the modes of communication are designed and arranged in the learning environment, and the strategies by which human and non-human resources are utilized to improve the efficiency and effectiveness of education. It entails a holistic approach to problem solving. The educational problem at hand or the entire educational system is analyzed within the context in which it is located, operated or with which it interacts. It entails systematic, i.e. having a holistic view of the educational system or educational problem at hand. It is concerned with the systemization of the educational process. It implies operating at different levels of complexity and dimensions. A system may be an object, event or procedure, a plan or an organization of any human enterprise. A system has various parts which work cooperatively together for the survival of its entity. For any system to function effectively, all the parts must work harmoniously to attain a desired function. A system has inputs and outputs. It receives and responds. The education system operates within the society (suprasystem) alongside other sub-systems such as government, media, health, housing, religion, etc. It receives from society its inputs i.e. students, teachers, materials, policies. etc., the educational system components (subsystems) such as administrative system, examination system, staffing system, etc. each of which has own components. Systematic thinking implies that in solving an educational problem we are to look at how our planned solution will affect the other components, we are to look at these relationships as a whole. In solving the instructional problems, we are to look at it in the context of its supra-systems, co-systems, and subsystems. We are to consider the whole and not only a part. Agun and Imogie (1988) have argued that the three approaches to the understanding of educational technology may represent three different stages in the development of the field. **3.3.1. Educational Technology as non-human** Act of US Congress in Grayson. (1972), quoted in Unwin and Me Aleese (1978). refers to Educational technology as hardware and software, including television, radio, electronic classroom, instructional devices, still and motion picture projectors, computer assisted or managed instructional equipment and materials, communications equipment for educational application, other equipment and materials that are necessary to assist the process of learning. This definition restricts the meaning of educational technology to instructional media, with emphasis on the gadgets used in learning. The concept of technology in education is seen in terms of physical products, this is in line with definition of' technology in education and the first view of Davies' concept of educational technology, and hence it is incomplete. **3.3.2. Educational Technology as both human and Non-human** According to Tickton. (1970) quoted in Agun and Imagine (1988), educational technology is a systematic way of designing, carrying out and evaluating the total process of learning and teaching of specific objectives, based on research in human learning and communication, and employing a combination of human and non-human resources to bring about- more effective instruction. This definition regards educational technology in terms of the product and process of using technology as a way of organizing human and non-human resources (materials and men). This definition is in line with the description of technology of education and Davies'.behavioral concepts of educational technology. 3. **Educational Technology as a Sub-System** This is the development of a set of systematic techniques, and accompanying practical knowledge for designing, testing, and operating school as educational system. It draws upon many disciples, including those which design working place like architecture, equipment like sociology and anthropology, administrative procedures, like the science of organization and conditions for effective learning, like psychology, ( Gagne ,1968; quoted in Unwin. D. and MC Alesee ,1978). This definition draws attention to the various fields that contribute to educational technology. 4. **Educational Technology as Integrated Systems** According to Rowntree, D. (1974) is a field concerned with designing the system as a whole, identifying aims and objectives, planning the learning environment, exploring and structuring the object matter, selecting appropriate teaching strategies and learning media, evaluating the effectiveness of the learning system and using the insights gained from evaluation to improve the effectiveness for the future. This definition outlines the various operations that are carried out in the field of educational technology. The need for standard definitions and terms in the field of educational technology has been the concern of the Association or educational Communication Technology United State of America (A.E.C.T). After 14 years of work, the Association came up with a more comprehensive and most acceptable professional definition of educational technology, which is: *Educational Technology is a complex integrated process involving people, producers, ideas, device and organization for analyzing problems, and devising, implementing, evaluating and managing solutions to those problems involved in all aspects of learning. In educational technology, the solutions to problems take the form of all the learning resources that are designed and/or selected as messages, people, materials, devices, techniques, and settings. The process for analyzing problems and devising, implementing and evaluating solutions identified by the Educational Development Functions of Research-Theory, Design, Production, Evaluation, Selection, Logistics and Utilization.* From these definitions, the following deductions about educational technology can be made: - It involves not only devices, equipment, and/or media, but also people, procedures, ideas, and organization. - Emphasis is on a systematic process of analyzing problems and devising, implementing, evaluating and managing solutions to the identified problems. - Employment of an integrated, holistic, problem solving approach. The kind of problems that concern educational technology are not only problems that pertain to only aspects of human learning, but also with the total educational environment and other related issues and/or components. Furthermore, Rowntree D. (1974) identified four phases of educational technology as: 1. Objectives (involve analyzing of aims, specifying objectives and design criterion tests) 2. Design of learning outcomes 3. Evaluation (to get feedback) 4. Improvement, based on feedbacks In conclusion educational technology is a systematic way of designing, planning, developing, implementing and evaluating the total process of teaching and learning based on specific objectives using human and non-human elements together with application of communication theories to achieve pre-determined objective. Thus, the ultimate goal of educational technology is to improve the quality of students' learning and most importantly it makes education more accessible and flexible to every intended learner.