EdTech Reviewer

Lesson 1 - DEFINING EDUCATIONAL TECHNOLOGY

Educational Technology “Educational Technology involves the application
of systems, techniques and aids to improve the process of human learning”
(Collier et. Al., 1971). “Educational Technology is a study and ethical practice
of facilitating learning and improving performance by creating, using and
managing appropriate technological processes and resources” (AECT, 2008)

Views In Educational Technology

 Educational Technology as a Theoretical Construct
It is an abstraction or a set of principles, ideas, concepts, precepts,
theories, assumptions and guidelines pertaining to how learning is affected
with the use of technology. As a theoretical construct, it is underpinned by
theories of teaching and is anchored on principled design.
 Educational Technology as a Discipline
It is a platform or venue for the application of theories and principles to
address problems and issues pertinent to education and instruction. It is an
area where technology is applied to further learning in particular and the
whole educative process as a whole.
 Educational Technology as a Profession
It may be related as a circle of practitioners involved in the design and
implementation of technology in the instructional process. As it is, it is a field
of endeavor.

DEFINING EDUCATIONAL TECHNOLOGY

Parankimalil (2015)
Behavioral Technology - Principle of teaching and learning that
govern behavior
Instructional Technology - Strategies, techniques, devices employed
to achieve the objectives
Teaching Technology - The application of philosophical, scientific,
sociological knowledge to teaching.
Instructional Design - Context of teaching, teaching tools and timely,
relevant instructional approaches
Training Psychology - The entire training task composed of task
outline preparation, task analysis and task sequencing
Cybernetic Psychology - Purports that human beings are machine
and that changes among learners may achieve by their behavior
System Analysis - A process to address perceived problems achieved
through diagnosis, interventions, implementation, evaluation and
feedback

Working Areas of Educational Technology

 Curricular Development and Engineering
 Teaching and Learning Strategies
 Audio-visual Materials
 Educational Objectives
 Teacher Training
 Feedback and Feedback Mechanism
 Hardware, software, and Peopleware
 Learning Environment

Behaviorist Theory (B.F Skinner)

Learning as a stimulus Response Chains
Educational Technology programs can offer consistent, reliable
impetuses and reinforcement on an individual basis.

Concept MEANING

Positive Reinforcemen Something is added to increase

t
likelihood of a behavior
Negative Reinforceme Something is removed to incre
nt e
likelihood of a behavior
Positive Punishment Something is added to decreas
likelihood of a behavior
Negative Punishment Something is removed to decre
he
likelihood of a behavior.
Information Processing Theory (Atkinson and Shiffrin)
The Mind as a computer

Technology may entice learners attention and offer recursive application and
practice on an individual basis.

Cognitive-Behavioral Theory (R. Gagne)

Providing Conditions for Learning
Technology such as computers can provide quick, accurate report or data on
learner’s competence level and offer an array of activities to fulfill instructional
episodes.

Systems Theory and Systematic Instructional Design

Managing the complexity of teaching
Technology applications can offer a series of information, practice and
assessment and can offer quick, accurate, information on learner’s
development

Social Activism Theory (John Dewey)

Learning as a Social Experience
Technology provides occasions for collaboration; visual stimuli aid learners in
understanding abstract concepts

Social Cognitive Theory (Albert Bandura)

Social Influences on Learning
The Learners may learn from models they see in variety of media channels

Scaffolding Theory (Lev Vygotsky)

Learning as a cognitive building process
Technology can offer different avenues for learning the same content or
materials that result in the understanding of complex concepts.

Child Development Theory (Jean Piaget)

Stages of Development
Technology can offer “electronic manipulatives” that aid investigative tasks for
different stages of development

.Multiple Intelligences (Howard Gardner)

The Role of Intelligence in Learning
Technology offers students opportunities to showcase how much they have
learned by taking various roles in a collaborative project.
Lesson 2 Models of Technology Adoption

Models of Adoption of both “idea” and “product” (Hooper and Rieber,

1997)

Familiarization - It refers to teacher’s initial encounter with technology.

Teachers would have their first experience with technology through pre-
service and in-service trainings they have attended.
Utilization - It refers to the stage when teachers try-out the technology in
classroom. This, however, may result in either continued use of technology or
departure from it.
Integration - It refers to the conscious and constant use of technology in the
classroom and that absence of it would deter or impede instruction.
Reorientation - It refers to the phase where teachers rethink about and reflect
on their classroom
practices and the purpose of the classroom and channel their attention from
teacher-centered learning.
Evolution - It refers to the phase where the educational system as a whole
and educational technology in particular evolves or changes for it becomes
relevant and effective.

Models of Technology Adoption (Toledo, 2005)

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Pre-Integration:
 Lack of university leadership
 Few faculty using computer technology
 Stand-alone classes offered to meet credentialing requirements
 Lack of infrastructure to provide funding, support, and resources

Transition
 Change in support of leadership at the university, school, and / or
department levels
 Increased interest and vision for the use and integration of computer
technology filters down to the teacher educators
 Requirements of technology standards produces shift

Development
 Schools, colleges and departments of education begin to complete tasks
that enable them to infuse computer technology throughout the curriculum
 Acquisition of technical resources such as computers for faculty, computer
laboratories
 Hiring of education technology faculty and specialists
 Planning and implementation of new faculty development programs

Expansion
 Further movement in the department toward providing the needed
education technology hardware, software and systematic training for
faculty success in computer technology integration
 Strengthening of the relationships between the support personnel and the
faculty
 Presence of these relationships produce positive impact on the faculty
levels of use and integration
 Creation of an environment in which faculty are encouraged to risk trying
new technologies and methodologies

System-Wide Integration
 Evidence of the integration of standards proficiencies for students
indicated
 Computer technology being imbedded into each of the teacher education
courses
 Faculty and students enthusiasm for integration increases

Traditional and Contemporary Role of Technology in Education

Product Technologies Idea Technologies
 Filmstrips, cassette players and
recorders
Simulation
Laser discs, computers
Television Modelling
Calculator
visualization
Smart phone
Tablet
Smart board
Print-based materials
Books
Worksheets
Transparencies
Computer software
Audiovisual equipment
 It will help students in the future career especially those who need
wireless technology
 It addresses diversity in learning styles
 It gives students the chance to interact
 It helps teachers prepare students for the real world environment
 It keeps students engaged.
 It makes the classroom a happier place.
 It allows students to access updated information faster than before
 It breaks the tradition of passive learning.
 It makes students more responsible.
 It allows students to access digital materials and databases.

Student-Centered Curriculum:Transforming Phase

 Aspect Activity
Active Activities are determined by students, Small group
Many different activities ,Pace determined by lear
Collaborative Working in teams, Heterogenous groups
Supporting each other
Creative Productive Learning
Find new solutions to problems
Integrative Integrating theory and practice
Relations between objects
Thematic, Teamwork of Teachers
Evaluative Student-directed
Diagnostic

LESSON 3:Choosing Instructional Media:Principles and Factors to be

Noted

Seven Principles in Choosing Instructional Media

1. Interaction between students and the teacher
This principle is significant since most students have been used to
study in a cooperative environment.
This is done by being studentcentered instruction
Interconnectivity could be accomplished through the web services or
internet-basedcommunication.
2. Student to Student Interaction - This peer relationship is an essential
way to establish online relationship where students can perform better
3. Active Learning - This learning approach is also called as experiential
learning, trial and error, or learning by doing.
4. Rich, rapid, feedback - This principle involves giving comments or
remarks where the teacher could be reached in case the student needs a
boost.
5. Time on Task - This principle tells that many students would like to enroll in
online education as they are benefitted work and career-wise
6. High expectations of the student’s ability to learn - Instructors in
online education generate a lot of innovative lessons that students can
readily avail of. Group work online sparks student-student reaction that
serves as a potent impetus to strive for a best performance.
7. Respect for different talents and ways of learning - Diversity is always
present among learners but in online education, teachers have the
capacity to conceptualize and produce virtual lessons and materials to
meet the varying needs of the students.

Ballado (2012) Principles in Selecting Instructional Materials

Principle of Appropriateness
Instructional Materials should clearly state the aims of the lessons.
Instructional Materials are applicable to the grade level.
The vocabulary, concepts, and methods should be suitable to the class
level.

Principle of Authenticity
The instructional materials should be factual and well defined, timely, and
reliable

Principle of Use
There should be alternative instructional materials that could be used in
case the ones that are first created fail or be lost or corrupted on the screen or
websites

Principle of Interest
Instructional materials should be designed in such a way that could spur the
enthusiasm of the learners to go on with their tasks or work.
The materials should fire up their imagination and boost their desire to learn
and explore more avenues of learning

Principle of Organization and Balance

The instructional materials and their contents should be aligned with the
curriculum.
The objectives should be based on the SMART and topics should be in
sequential manner
They should also prompt the learners to cultivate their imagination and
their ingenuity

Factors in Selecting Instructional Media

1. Learning Tasks and Conditions
2. Learners
3. Context
4. Media Attributes

Other factors are…

Cost/
Viability Accessibility
Social-political
Appropriateness
Cultural Friendliness
Openness/ Flexibility
Interactivity
Motivational Value
Effectiveness

Brock (2013) proposes the ff. considerations in evaluation webbased

educational technology tools
Accessibility
Learning Curve
Cost
Authentication
Sharing Options
End Product
Intellectual Property
Privacy

Lesson 4: Technology Integration into Instructional Processes

TECHNOLOGY INTEGRATION in INSTRUCTIONALPROCESSES

It is the consistent and regular application of technological tools in the
classrooms to foster optimal learning, prompt and supportive means, geared
toward the attainment of a common goal. It is a fusion of the curricular tasks
and technology. It is a method that provides expanded opportunities for
the learners to understand their lessons and task on hand.

Benefits of Technology Integration

 It serves as a doorway to the modern materials
 It offers efficient means to gather and safeguard data.
 It aids in establishing global collaboration among students, teachers and
experts
 It provides a chance to share ideas through different media forms
 It helps in providing reliable evaluation methods
 It serves as a venue for presentation of new findings; new knowledge

Types of Technology Integration

Online Learning and Blended Classrooms
Independence Motivation Time management:
 Using Videos which are recorded lectures from online campus sessions
about a course/subject, synchronous real time sessions.
 Using Audio like podcast recordings of teacher and audio from online
courses
 Using Text such as peer-reviewed research, articles and journals, blog
post, textbooks from online sources
 Using Assessment tools in online sources
Blended Learning or Blended Classroom
 Rotation Model
Students rotate on a fixed schedule between learning modalities
 Flex Model
 Students move on an independently learning customized, fluid
schedule among modalities
 A La Carte Model
It is not a whole school experience. Some students take A La Carte
and others take face-to face at a brick and mortar campus
 Enriched Virtual Model
Students seldom meet face-to-face any weekday. They begin at full-
time online and then go on blended programs

Project-based Learning
This is a dynamic approach in which students entirely explore the real world
problems and challenges and acquire deeper knowledge.

Game-Based Learning
This makes use of competitive exercises that have fantasy elements where
learners engage in a learning activity through a storyline

Learning with Mobiles and Handheld Devices

This focuses on learning in digital world with advanced mobile devices
Instructional Tools
Today’s schools use a variety of digital or instructional resources to support the
educative process. Ex. Interactive White Board

Web-based Projects, Exploration & Research

Teachers encourage the students to doonline research, go on virtual field trips and explore
the web for many articles to go to global. Ex, Google Scholar, ERIC, School Publication

Student-created Media like Podcasts, Videos, or slideshows

One of the central ideas of digital or media literacy is developing the artistic potentials or the
student’s imaginations, and stimulating their capabilities to express their marvelous ideas. Ex,
YouTube, podcast

Collaborative Online Tools

Connecting with others online can be a powerful experience, both for teachers and for
students. Ex, Google Drive, Google Docs, Google Form, Turitin

Using Social Media to Engage Students

There are three ways why using social media is beneficial to engage students in learning.
1. Bring in the experts.
2. Addressing current issues
[Link] technical skills