Instructional Technology UNIT ONE.pdf

Unit one Media in the Instructional Process 1 By Abebech J. and Tigist M.  Definitions of terms Instruction According to Heinich and others (1996), instruction is the arrangement of information and enviro...

Unit one Media in the Instructional Process 1 By Abebech J. and Tigist M.  Definitions of terms Instruction According to Heinich and others (1996), instruction is the arrangement of information and environment to facilitate learning. By environment they mean not only classroom or laboratory but also the methods, media and equipment needed to convey information and guide the learner’s study. Instruction refers to the arrangement of environment (media-presented information). 2 By Abebech J. and Tigist M.  Definitions of terms CONSTRUCTIVIST INSTRUCTION Instruction associated with the environment BEHAVIORIST PERSPECTIVE Instruction associated with the change of behavior by reinforcement/reward By Abebech J. and Tigist M. 3  Components of meaningful learning environments Opportunities for Authentic Learning: practiced in the real world Opportunities for Active Learning: explore and manipulate Opportunities for Intentional Learning: set their own goals Opportunities for Constructive Learning: learners to articulate Opportunities for Cooperative Learning: collaborate and socially negotiate their meaning 4 By Abebech J. and Tigist M. The Concrete-Abstract Continuum Human Experience is made up of our contact with real world and the immediate mental abstraction. When you gain experience by doing, the concretion(the physical involvement) is greater than the abstraction (the mental involvement). When you gain experience through reading and listening the concretion goes to the minimum while abstraction goes to the maximum 5 By Abebech J. and Tigist M.  The Concrete-Abstract Continuum Experience is the result of the interaction of the learner and the learning environment. We perceive the world by our senses; hence, experience is the interaction of our senses and the learning environment which is the medium. Experience=medium + our senses Listening=verbal symbols + hearing Reading=visual symbols + association Watching=pictures ,images + seeing + hearing Doing= realia + all senses 6 By Abebech J. and Tigist M. The Concrete-Abstract Continuum If an experience involves more senses and the media approaches to reality, then the experience is concrete. if an experience involves min. senses and the media approaches to symbols, then the experience is abstract. The Medium Medium is anything that carries message that includes real objects, models, pictures, and drawings, verbal and visual symbols. The medium is the method that carries the message. Medium determines learning by simplifying message. 7 By Abebech J. and Tigist M.  Instructional Media Instructional media is a name given to all media materials, methods and techniques used to facilitate the teaching and learning process. All media used in the instructional process to present information is what is known as instructional media. Effective learning is learning that gives students the opportunity to interact with the real world Students learn effectively when they are both mentally and physically active 8 By Abebech J. and Tigist M. Different names of Instructional Media Teaching aids Learning aids Teaching and learning aids Instructional media- preferable name Instructional materials By Abebech J. and Tigist M. 9  Roles of instructional materials : simplify abstract Facilitate active learning concepts Encourage creative thinking can replace an accessible Help in student skill development real objects Overcome the limitations of space and Teach and entertain time Relate theory with practice Help students remember longer Nb: Using instructional materials enables students to learn faster, remember longer, and helps them to understand. 10 By Abebech J. and Tigist M.  Technology Technology is the usage and knowledge of tools , crafts, techniques, or systems, or methods of organizations. It is both a product and a process. Instructional materials are products of the application of technological processes. All technology involves systems. Systems take a variety of inputs and process them in someway, usually by interaction of subsystems, and then they generate a set of outputs some of which are desired and some of which are unwanted by-products 11 By Abebech J. and Tigist M.  Technology Technology is not about machines. Employing technology in teaching process have the following advantage: Expands the possible modalities of learning. Adds some measure of reality to learning(concreteness) Increases the perceptual scope of the linear(immediacy). Motivates the learner by making learning easier more interesting, and challenging. Provides teacher with more reflective time for improving instruction. Makes record keeping and evaluation easier. 12 By Abebech J. and Tigist M.  Technology Technology encompasses two concepts , technique which means tools and materials, and logic which covers the different approaches in solving a problem. The goal of Technology education is to develop in students: skills of analysis and problem-solving; skills of information processing and computing; an understanding of the role of science and technology in society with scientific and technological skills; an appreciation and understanding of, and concern for, balanced development and global environment; a capacity to exercise judgment in matters of morality, ethics 13 By Abebech J. and Tigist M.  Technology In general, it is possible to summarize our discussion on the concept of technology by the following definition of UNESCO as: "...the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and to enhance control over the natural and man- made environment in an endeavor to improve the human condition."(UNESCO, 1985). technology in this statement involves: the purposeful application of knowledge, experience and resources to create processes and products that meet human needs 14 By Abebech J. and Tigist M.  What is good teaching? good teaching involves: …students collaborating and discussing ideas, possible solutions… …Project-based learning, designed around the world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursing the solution… 15 By Abebech J. and Tigist M.  Instructional Technology (ICT) Instructional Technology supports and enhances learning by allowing students to harness the power of technology to make their thinking and learning visible. Instructional Technology, otherwise known as Information Communication Technologies, provides the opportunity for students to use images, voice and text, and to actively participate in ways that were not previously possible for any part of their learning process. Instructional technology can extend the walls of the classroom and remove barriers for students, allowing for a greater authentic audience and a connection to real world learning. 16 By Abebech J. and Tigist M.  Instructional Technology (ICT) Instructional technology is a systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. In education, instructional technology is “the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.” Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years. educational technology is bigger/wider than instructional technology. 17 By Abebech J. and Tigist M.  Educational technology Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. Instructional tech. covers the processes and systems of learning and instruction. 18 By Abebech J. and Tigist M.  System Approach A system is defined as a collection of related components that interact to perform a task in order to accomplish a goal. Education and instruction have many component parts that operate together as a system for the same end result. We have the students, the subject content, the teacher, the various material resources, the classroom, and other components. 19 By Abebech J. and Tigist M.  System Approach An organization may feel the need for a system due to a variety of reasons. Some examples are: A single individual who believes that something badly needs changing is all it takes to get the project rolling. An employee may influence a supervisor. A customer or supplier may get the attention of someone in higher management. Top management may decide independently to take a look at a system that looks inefficient. A steering committee may be formed to decide which of many possible projects should be worked on 20 By Abebech J. and Tigist M. The six phases in the system analysis and design are 21 By Abebech J. and Tigist M.  Preliminary Investigation Conduct the Preliminary Analysis Propose Alternative Solutions Describe the Costs and Benefits Submit a Preliminary Plan By Abebech J. and Tigist M. 22  System Analysis The objective of Phase 2, system analysis, is to gather data, analyze the data and write a report. 3. System Development 4. System Implementation 5. System Development 23 By Abebech J. and Tigist M.  Instruction as Human Communication Interaction The word communication originates from the Latin word “communis”, which means common. Communication, therefore, is an act by which a person shares knowledge, feelings, ideas and information, in ways such that each gains a common understanding of the meaning, intent and use of the message. Sociologists definition of communication is: “It is a process by which two or more people exchange ideas, facts, feelings or impressions in ways that each gains a common understanding of the message.”Leagans 24 By Abebech J. and Tigist M.  Instruction as Human Communication Interaction Educationists definition of communication is: “it is a process by which information, decision and directions pass through a social system, and the ways in which knowledge, opinions and attitudes are formed or modified”. Loomis and Brrgle Psychologists definition of communication is: “It is the force by which an individual communicator transmits stimuli to modify the behavior of other individuals”. Howland You may define communication as the “a means of exchanging messages or an act of giving information and receiving a response”. For a message there is a source ( sender)& receiver. When we send the message you should know our audience 25 By Abebech J. and Tigist M.  Two types of communication 1. Verbal 2. non-verbal In verbal communication, we use words/language in the written or spoken form. Non-verbal communication is often given secondary importance, but it is much more important than verbal communication 26 By Abebech J. and Tigist M.  non-verbal communication includes: a series of gestures, such as facial expression, signs, body movement, eye contact, tone of voice, and sounds. In normal interpersonal communication 5-10 percent of total communication is verbal while 90-95 percent is non-verbal. People can receive valuable information through non-verbal cues such as: ▪ Eye contact ▪ Facial expression ▪ Head nodding or shaking ▪ Making sounds/Signs ▪ Playing with objects ▪ Touch ▪ Taste 27 By Abebech J. and Tigist M.  Summary Both communication and instruction involve Sharing, transferring and construction of information. Instruction and communication are in separable processes. There cannot be instruction that do not involve communication. Their differences could be that of the purpose or intention. The purpose of instruction is educational, but there will also be communication in which its intention is not educational. Communication is action that involves people, environment, materials and time. 28 By Abebech J. and Tigist M.  Elements of the Communication Process Communication is a process of creating commonness 29 By Abebech J. and Tigist M.  Communication has the following major components. Message -A piece of information spoken or written, to be passed from one person to another Sender/Transmitter- The person who conveys message is known as communicator or sender. Encoding (Communication Symbol)-The process of conversion of the subject matter into symbols is called as encoding. 30 By Abebech J. and Tigist M.  Communication has the following major components. Communication Channel-The words, symbols, or signs selected should be transmitted to the receiver or listener through certain channel or medium. Receiver is the person to whom the message is meant for the sender. Decoding -is the process of translation of an encoded message into ordinary understandable language. Acting -According to the understanding of the message, the receiver acts or implements the message. Feedback-is though the last element, but an important one in the communication process. 31 By Abebech J. and Tigist M.  Types or Forms of Human Communication Forms of communication in the learning activities are: There are four forms of human communication that are commonly identified (Gordon in Birara Gebru, 2006). Intra-personal Communication Interpersonal Communication Intergroup (Mediated) Mass Communication 32 By Abebech J. and Tigist M.  Intra-Personal Communication Is Communication transaction that takes place within one individual. This is said to be the initial form of communication. It starts right from the first day of conception along with the cell division Learning is basically an intra-personal communication activity. 33 By Abebech J. and Tigist M.  Interpersonal Communication Interpersonal Communication is a type of communication where there is one-to-one interaction or interaction among a small group. the most commonly used form of communication. Intrapersonal communication is a type of communication whereby a person interacts with herself is intrinsic or reflective. is a distinctive, ever changing transactional form of human communication that involves mutual influence usually for the purposes of relationship management 34 By Abebech J. and Tigist M.  Mediated Communication also called media communication is communication at a distance use some means that creates the connection between the source and the receiver. is basically interpersonal communication where identified source communicates with identified receiver. 35 By Abebech J. and Tigist M.  Mass Communication Mass Communication is the process of creating shared meaning between the mass media and their audiences. Mass communication is a type of communication where a large body (millions of people)of people is addressed. So all forms of communication are used but the main one would be interpersonal. 36 By Abebech J. and Tigist M.  Purposes of Interpersonal Communication 1.Entertainment 2. Persuasive, 3. Sale/advertisement 4. Educative The educative purpose of interpersonal communication happens when the communication is intended to help individual change their behavior in relatively permanent way the change can be in understanding (cognitive domain); and or in skill (psychomotor domain); and/or in the attitude change (affective domain). The change benefits the receiver more than the source. 37 By Abebech J. and Tigist M.  Purposes of Interpersonal Communication According to psychologists, change of behavior happens for various reasons as follows. Compliance- change in order not to be punished or to get benefit out of the change-e.g. stopping when red light is on at cross roads. Identification-Change in order to oneself with others. E.g. we act like our friends to keep on as a friend; we act just like our religious group and ethnic group. The essential element is anchorage or attachment that lets the change to happen. It sustains or strengthen our attachment Internalization -change that comes as a result of congruence with one’s value system. coincides with ones belief system and change is accepted. You boil water before drinking if it is not clean. 38 By Abebech J. and Tigist M.  Models of Communication in the Instructional Process Three major models of communication namely: 1. The teacher centered model of communication 2. The medium centered model of communication 3. The learner centered model of communication By Abebech J. and Tigist M. 39  The teacher centered model of communication This model assumes the teacher as both the source and medium of communication. This is a one way communication that makes students passive receivers of knowledge from their teachers. This model has its root from the Aristotelian source- centered model of communication The teacher centered model of communication assumes the learner as blank sheet on which the teachers write whatever they know 40 By Abebech J. and Tigist M.  The medium centered model of communication Sometimes the medium is more important in bringing the desired change in behavior. The medium is the method that carries the message. Medium determines learning by simplifying message. By Abebech J. and Tigist M. 41  The learner centered model of communication It values the role of students’ needs, background experience and aspirations in the process of teaching- learning which is a process of communication. Learner centered communication is against the one way communication that makes students passive receivers of knowledge from their teachers. it is assumed that effective learning is the result of active participation of the learner in the T-L- P process 42 By Abebech J. and Tigist M.  Summary The process of teaching and learning is a process of communication. It’s about Sharing, transferring information and construction of meaning. Instruction and communication are in separable processes. There cannot be instruction that do not involve communication. Their differences could be that of the purpose or intention. The purpose of instruction is educational, but there will also be communication in which its intention is not educational In a classroom, the sender must check on the physical aspects of the situation; such things as adequate ventilation, proper lighting and setting are important. Any mismatch between communication message and audience’s predisposition, interest, needs etc results in resistance, thus minimizing the communication effects. 43 By Abebech J. and Tigist M.  Systematic Planning for use of media: ASSURE Model The use of media and technologies effectively, requires a systematic plan for their use. The utilization of the ASSURE model as a guide is suggested, which identifies six major steps in an instructional planning process. By Abebech J. and Tigist M. 44  Assure Model The Assure Model is: – A procedural guide for planning and delivering instruction that integrates technology and media into the teaching process. A systematic approach to writing lesson plans. A plan used to help teachers organize instructional procedures. A plan used to help teachers do an authentic assessment of student learning. A model that can be used by all presenters. 45 By Abebech J. and Tigist M.  Assure Model ASSURE is an acronym for: A: Analyze Learners Characteristics S: State Objectives S: Select, modify, or design materials U: Utilize materials R: Require Learner’s Response E: Evaluate By Abebech J. and Tigist M. 46  Analyze Learners Characteristics General Characteristics This is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity. 47 By Abebech J. and Tigist M.  Analyze Learners Characteristics Entry Competencies This is a description of the types of knowledge expected of the learners. Ask questions such as: ▪ Do the learners have the knowledge base required to enter the lesson? ▪ Do the learners have the entry competencies and technical vocabulary for this lesson? ▪ Have the learners already mastered the skills you are planning to teach? ▪ Do the learners have biases or misconceptions about the subject? 48 By Abebech J. and Tigist M.  Analyse Learners Characteristics Learning Styles This is a description of the learning stylistic preferences of the individual members of the class. First of all the instructor will want to find the learners perceptual preferences and strengths. The main choices are auditory, visual, and tactile/kinesthetic. Slower learners tend to prefer kinesthetic experiences. 49 By Abebech J. and Tigist M.  Analyse Learners Characteristics The instructor will then determine the information processing habits of the learners. This category includes a broad range of variables related to how individuals tend to approach the cognitive processing of information. Finally the instructor will determine the motivational and physiological factors of the learners. 50 By Abebech J. and Tigist M.  Analyze Learners Characteristics When it comes to motivational factors the instructor needs to consider things such as anxiety, achievement motivation, social motivation, cautiousness, and competitiveness. The most prominent influences in physiological factors are sexual differences, health, and environmental conditions. 51 By Abebech J. and Tigist M.  State Objectives These are statements describing what the learner will do as a result of instruction. Things to keep in mind as you write your objectives are: Focus on the learner, not the teacher Use behaviors that reflect real world concerns Objectives are descriptions of the learning outcomes and are written using the ABCD format. By Abebech J. and Tigist M. 52  State Objectives Audience: Who is the audience? Specifies the learner(s) for whom the objective is intended. Behavior: What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real- world skill. Use an action verb 53 By Abebech J. and Tigist M. By Abebech J. and Tigist M. 54 By Abebech J. and Tigist M. 55  56 By Abebech J. and Tigist M.  57 By Abebech J. and Tigist M.  58 By Abebech J. and Tigist M.  59 By Abebech J. and Tigist M.  60 By Abebech J. and Tigist M. By Abebech J. and Tigist M. 61 By Abebech J. and Tigist M. 62  63 By Abebech J. and Tigist M. By Abebech J. and Tigist M. 64 By Abebech J. and Tigist M. 65 By Abebech J. and Tigist M. 66  67 By Abebech J. and Tigist M.  n i t o ne o f u End By Abebech J. and Tigist M. 68