Definition of Technology & Educational Technology PDF

**DEFINITION OF TECHNOLOGY** The word "**technology**" comes from the Greek word "**techne**" which means craft or art. Technology is not just machines. It is a "**planned**, systematic method of working to achieve planned outcomes-a process not a product. Base from **Dale 1969**, Technology also...

**DEFINITION OF TECHNOLOGY** The word "**technology**" comes from the Greek word "**techne**" which means craft or art. Technology is not just machines. It is a "**planned**, systematic method of working to achieve planned outcomes-a process not a product. Base from **Dale 1969**, Technology also refers to any valid and reliable process or procedure that is derived from basic research using the scientific method. Based from **Wikipedia**, Technology refers to "all the ways people use their inventions and discoveries to satisfy their needs and desires." **Emmanuel Mesthene,**"Technology is the organization of knowledge for the achievement of practical purposes", **Alfred P. Sloan** "Technology is the application of science, engineering and industrial organization to create a human-build world." **INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)** All technologies surround us are known today as Information and Communications Technology. (ICT). Computers are part of ICT and even old technologies are considered part of it. By the United Nations Development (UNDP), ICT are basically information- handling tools- a variety a set of goods, application and services that are used to produce, store, process, distribute and exchange information. **ROLE OF ICT IN EDUCATION** - It can serve multiple teaching functions. - ICT can be used as drill and practice - To help solve problems - To access information in different fields - It can be used in different teaching and learning models. These learning models (Spring, 2004) include: Classroom interactive learning. Independent learning Networked learning. - Organizational learning, Managed learning Information can be delivered in an instant **EDUCATIONAL TECHNOLOGY** Educational Technology is a combination of two terms education and technology. **Education** refers to the process of bringing up or leading out the inherent potentialities from the pupil. It is the process by which the knowledge, skills and attitude are transmitted to the members of the community. **Technology** refers to the techniques as well as technical contrivances which enhance a process. It is a systematic way way of applying the techniques to achieve an objective. According to **G.O.M. Leith** Educational Technology is the application of scientific knowledge about learning and the conditions of learning to improve the effectiveness and efficiency of teaching and learning". **5 m's of ET** - Media - Men - Materials - Machine - Method **Educational Technology** is a system of **5M"s** in education in which machines, material, men, media, and methods are interrelated and work together for the fulfillment of specific educational objectives. Technology explosion has yielded several new machines, materials and media which have great potential for use in the educational enterprise. An adequate knowledge of theory and practice of educational technology and their proper use would enable the teacher to understand and effectively discharge his new roles in the educational system in the age of "information explosion", "knowledge explosion" and "expectation explosion". **Meaning of Educational Technology** - Educational Technology refers to how people use their inventions and discoveries to satisfy their educational needs and desires. - It is "a complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solution to those problems, involved in all aspects of human learning. - Based from David H. Jonassen, Educational Technology is a theory about how problems in human learning are identified and solved. - Is a profession like teaching. It is made up of organized effort to implement the theory, intellectual technique and practical application of educational technology David Jonassen - Based from Lucido and Borabo, Educational Technology is a field study which is concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process. **Principles of Educational Technology** While using educational technology in classroom teacher should consider the following principles. 1. **Principle of Purposiveness** There shall be a definite purpose in using technological methods and devices in classrooms. Use of it should not be considered as a substitute for teaching. 2. **Principle of Economy** While suggesting a machine or method, the affordability must be considered. 3. **Principle of ease in the use of an aid** When a teacher selects one aid from among a possible set, he should have the competency to handle it. It is better to avoid complicated gadgets. 4. Principle of Availability Availability must also be considered while selecting a hardware or software. 5. Principle of Simplicity Easy to use or simple methods are recommended than the complicated ones. It should not confuse the minds of pupil. 6. Principle of Stimulation The technology used in the classroom should be inspirational. They are meant to supplement oral and written presentation. 7 Principle of Self-preparation It is preferred to use self- prepared learning materials and method for the transparency in preparation. **Other Terms Associated with Educational Technology** A. **Technology in Education** The application of technology to any of those processes involved in operating the institutions in which house the educational enterprise. It includes the application of technology to food, health. Finance, scheduling, grade, reporting and other processes which support education within institutions. B. **Instructional Technology** Refers to those **aspects** of educational technology that "are concerned with instruction as contrasted to designs and operations of educational institutions. C. **Technology Integration** Means learning technologies to introduce, reinforce, supplement and extend skills.". Technology is. A part and parcel of instructional technology, which in turn is a part of educational technology. **DIGITAL DIVIDE** - Is a term generally referred in the education sector to showcase inequalities in physical access to Technology. - Digital divide or the digital split is a term that refers to the gap between demographics and region That have access to modern information and communications technology, and those that don't or have restricted access. **GENERATIONAL DIFFERENCES** A. **Baby Boomers** were taught in a linear fashion. They read books. Not only that, they read books from cover-to-cover. B. **Gen Xers** were taught in pods or modules. C. **Millennials** were taught in a more constructivist environment. They did research in a networkedStructure. D. **Gen Zs** were born with technology. They will never know what life was like without the internet, Gen Z learners don't see technology as a tool, they see it as a regular part of life. E. **Generation Alpha,** also called the iGeneration, is the most influential generation of the 21^st^ century. Generation Alpha are children born from **2010 to 2025.** **CONCEPTS OF LEARNING** **What is Learning?** Learning is acquiring new knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. It is also the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment. The VARK model has four core learning styles: visual, auditory, reading and writing, and kinesthetic. Here's a rundown of the four different learning styles. **Visual learners** retain information better when it is presented in a graphic format, such as arrows, charts, diagrams, symbols, and more. Visual learners benefit from clear pictures of information hierarchy, just as designers do when emphasizing specific design elements. **Auditory learners,** also known as "aural" learners, prefer to listen to information that is presented to them verbally. These students thrive in group settings with vocal collaboration and may also enjoy reading aloud to themselves. **Reading and writing learners** succeed with written information on worksheets, presentations, and other text-heavy resources by focusing on the written word. These students take notes and perform well when they can refer to written text. **Kinesthetic learners** are physically active, hands-on, and thrive when all of their senses are engaged during course work. Because of the course's hands-on lab component, these students perform well in scientific studies. **Learning Style/Characteristics** **Visual** - Preference for written instructions, photographs and illustrations to view. **Aural (Auditory)** - Preference for listening to instruction and discussion - Remembers through verbal repetition **Reading** - Preference for written instructions and Materials **Kinesthetic/ Tactile** - Preference for getting physically involved - Remembers by doing or experiencing **UNIT 2** There are many alternative delivery systems that can reach out to learners from all walks of life varying from ages to areas of interests. **ID or ISD Instructional design (ID)**, also known as **instructional systems design (ISD)**, involves an iterative process of planning outcomes, selecting effective strategies for teaching and learning, choosing relevant technologies, identifying educational media and measuring performance" Before designing learning, it helps to know the learning styles of the students. ID or ISD Instructional design (ID), also known as instructional systems design (ISD), involves an iterative process of planning outcomes, selecting effective strategies for teaching and learning, choosing relevant technologies, identifying educational media and measuring performance" Before designing learning, it helps to know the learning styles of the students. **INSTRUCTIONAL DESIGN** Instructional Design is the creation of instructional experiences which make the acquisition of knowledge and skill more efficient, effective and appealing. (Merrill, Drake, Lacy, Pratt, 1996. **Major Components of Instructional Design INSTRUCTIONAL DESIGN** **TOOLS** - Process - Theory - Physical **PEOPLE** - Management - SMES - Learner **ORGANIZATION** - Government - Higher Ed - Deped INSTRUCTIONAL DESIGN MODELS A. ADDIE Design Model ADDIE is an instructional design model that helps instructors, instructional designers and training specialist plan and create instruction. 1. **Analysis** - The Analyze phase is the foundation for all other phases of instructional design. During this phase, you must define the problem, identify the source of the problem and determine possible solutions - The analysis phase generally consists of four sub phases, The development of Instructional goals, an instructional analysis, a learner analysis, development of learning objectives - The phase may include specific research techniques such as needs analysis, job analysis and task analysis. - The outputs of this phase often include the instructional goals, and a list of tasks to be instructed. These outputs will be the inputs for the Design phase. 2. **Design** - The Design phase involves using the outputs from the Analyze phase to plan a strategy for developing the instruction. - During this phase, you must outline how to reach the instructional goals Determined during the Analyze phase and expand the instructional foundation. - Some of the elements of the Design Phase may include writing a target population description, conducting a learning analysis, writing objectives and test items, selecting a delivery system, and sequencing the instruction. - The outputs of the Design phase will be the inputs for the Develop phase. 3. **Development** - The Develop phase builds on both the Analyze and Design phases. The purpose of this phase is to generate the lesson plans and lesson materials. - During this phase you will develop the instruction, all media that will be used. In the instruction, and any supporting documentation. This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction). 4. **Implementation** - The Implementation phase refers to the actual delivery of the instruction,Whether it's classroom-based, lab-based, or computer-based. - The purpose of this phase is the effective and efficient delivery of instruction. - This phase must promote the students' understanding of material, support the students' mastery of objectives, and ensure the students' transfer of knowledge from the instructional setting to the job. 5. **Evaluation** - This phase measures the effectiveness and efficiency of the instruction. - Evaluation should actually occur throughout the entire instructional design process within phases, between phases, and after implementation. - Evaluation may be Formative or Summative **Formative Evaluation** is ongoing during and between phases. The purpose of this type of evaluation is to improve the instruction before the final version is implemented. **Summative Evaluation** usually occurs after the final version of instruction is implemented. This type of evaluation assesses the overall effectiveness of the instruction. Data from the Summative Evaluation is often used to make a decision about the instruction (such as whether to purchase an instructional package or continue/discontinue instruction). B. **ASSURE Design Model** The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning. The ASSURE model Incorporates Robert Gagne's events of instruction to assure effective use of media in instruction. A-Analyze learners S-State standards & objectives S-Select strategies, technology, media & materials U- Utilize technology, media & materials R-Require learner participation E-Evaluate & revise C. **Dick & Carey Design Model** The Dick and Carey Model was first proposed in the book The Systematic Design of Instruction published in 1978 by Walter Dick and Lou Carey. The model looks at instructional design as a systems view of instruction as opposed to the view of instruction as isolated parts. Similar to the Kemp model, the Dick and Carey model focuses on the interrelationship between elements in the design process. For the Dick and Carey model those elements are context, content, learning and instruction. Dick and Carey believe that the instructor, learners, materials, instructional activities, delivery system, and learning work together to produce the desired outcomes. As seen in the illustration, the components of this model are executed iteratively and in parallel with each other The 10 Components of the Dick and Carey Model 1. **Identify the instructional goals**- the skills, knowledge, and/or attitude that a learner Will be expected to acquire. 2. **Conduct instructional analysis identify** - what a learner must recalto perform a particular task.. 3. **Analyze learners and contexts-** what are the general characteristics of the learners including prior knowledge and skills need to meet the objectives. 4. **Performance objectives-** writing an objective for the learner consists of three parts:The behavior, the condition, and the degree. Objectives must be measurable in order to Accurately assess the performance. 5. **Develop the assessment tools-** types of tests could pre-test-post-test, practice items,Etc. 6. **Develop instructional strategies-** pre-instruction activities, content presentation, participations and assessment. 7. **Develop and select instructional materials.** 8. **Design and conduct formative evaluation of instruction-**identify areas of the instructional materials that are in need of improvement. 9. **Revise instruction** based on poor test items and/or poor or unsuccessful instruction methods. 10. **Design and conduct summative evaluation.** D. **GAGNE's Nine Events of Instruction** Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. Keeping these stages in mind as you plan for a class session or online module can give your lesson plans a strong foundation. The following information includeincludees"an explanation of each of the nine events as well as examples of how an instructor may apply the Nine Events of Instruction in the development and instruction of a course. 1. **Gain attention:** - Obtain students' attention so that they will watch and listen while the instructor Presents the learning content. 2. **Inform learners of objectives:** - Allow students to organize their thoughts and prioritize their attention regarding What they are about to learn and do.. 3. **Stimulate recall of prior learning:** - Encourage students to build on previous knowledge or skills. 4. **Present the content:** - Show and explain the material you want students to learn. 5. **Provide "learning guidance"** - Provide students with instructions on how to learn, such as guided activities or Common pitfalls. With learning guidance, the rate of learning increases because Students are less likely to lose time or become frustrated by basing performance On incorrect facts or poorly understood concepts. 6. **Elicit performance (practice):** - Allow students to apply knowledge and skills learned 7. **Provide feedback:** - Give students feedback on individualized tasks, thereby correcting isolated Problems rather than having little idea of where problems and inconsistencies.In learning are occurring. 8. **Assess performance:** - Help students identify content areas they have not mastered. 9. **Enhance retention and transfer to the job:** - Prepare students to apply information to personal contexts. This increases Retention by personalizing information. E. **DALE's Cone of Experience** Dale's Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reaches the peak of the cone. Also, according to **Dale**, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stage can be mixed and are interrelated that fosters more meaningful learning. - **Direct Purposeful Experiences.** These are first hand experiences which serve as the foundation of learning. - **Contrived Experiences.** In this level, representative models and mock-ups of reality are being used in order to Provide an experience that as close as reality. - **Dramatized experiences.** In this level, learners can participate in a reconstructed experiences that could give them Better understanding of the event or of a concept. - **Demonstrations.** It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. - **Study Trips.** This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. - **Exhibits** The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. - **Television and motion pictures etc.** The next levels would be the level of television and motion pictures and still pictures,Recordings, and Radio. For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and audio devices that can be used by a group of learners that could enhance and extend learning experience Visual symbolic and Verbal symbolic The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved in This level are words, ideas, principles, formula, and the likes. **LEARNING DELIVERY MODALITY** The **traditional delivery** which is classroom teaching with no technology at all perhaps is very rare these days or with technology today but does not come in the context of blended and online learning. Most teachers today make use of the web-based instruction such as **blended learning;** online (distance) learning and augmented learning which is used to supplement Synchronous communication (face to face real-time conversations allow people to explore, through writing or talking). Students can learn online and through face-to-face teaching and teachers are expected to redesign their teaching approach which could adapt hybrid or flexible learning with both synchronous and asynchronous communication. Learners today, under blended learning are engaged in a formal online learning on their own while also attending face to face. The **Brick and Mortar /Traditional instruction** is structured education program and technology enriched while formal /informal online learning where content and instruction are delivered using the internet, allows students some element of control of time, place, path, and/or pace. In comparison with Blended learning that comes with the different models. The appropriateness and usability of digital media used in classroom for example carries. With it the usage of other sources software, Web sites, and other technologies or the adoption of electronic services by the student services from Registrar's office to student ID that can make transactions better and deliver innovative student friendly services. A. **Traditional Face-to-Face Learning** This is a method of teaching where the learner can actively participate, receive immediate feedback, and develop their socioemotional skills while the teacher and learners are both physically present in the classroom. **B. Distance Learning** 1. **Modular Distance Learning** Individualized instruction entails allowing learners to use self-learning modules (SLMs) in print or digital format/electronic copy, depending on the learner's context, and other learning resources such as Learner's Materials, textbooks, activity sheets. Study guides, and other study materials. Students use a computer, tablet PC, or smartphone to access electronic copies of learning materials. E-learning materials, including offline E-books, can be delivered via CDs, DVDs, USB storage, and computer-based applications. The teacher is In charge of keeping track of the students' progress. Students can contact the teacher via e-mail, phone, text message/instant messaging, and other means. When possible, the teacher should make home visits to students who need remediation or assistance. Any member of the family or other community stakeholder is required to serve as a para-teacher. 2. **Online Distance Learning** Features the teacher in the role of facilitator, encouraging active participation from learners while they are geographically separated from one another during instruction by using a variety of technologies accessed through the internet. Peer-to-peer and learner-teacher interaction are made easier by the internet. Live, synchronous instruction is possible with online education. Participants must have a strong and reliable internet connection. In comparison to other forms of distance learning, it is More interactive. Real-time responses are given. The students can access online Resources, complete and turn in assignments, participate in webinars, and take virtual Classes. Using a learning management system or related technologies allows for Effective practice of this. D. **Blended Learning** This describes a method of teaching that combines in-person instruction with one or more of the following: online distance learning, modular distance learning, and TV/radio-based instruction. The schools will be able to reduce face-to-face instruction, maintain social distance, and reduce the number of people outside the home at any given Time by utilizing blended learning. D. **Homeschooling** This Alternative Delivery Mode (ADM) seeks to give students access to high- quality basic education through a home-based setting that will be supported by trained, qualified parents, guardians, or tutors. Families are free to educate their children in accordance with their own beliefs, worldviews, and moral principles, and to modify the academic calendar to fit the needs of their household.