Educational Technology 2

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Educational Technology 2 (Ed Tech 2) Conventional Educational Technology Systems and their Application

Educational technology 2 is concerned with “Integrating Technology into Teaching and Learning.” Specifically this is focused on introducing, reinforcing, supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational technology. Mainly directed to student teachers, also professional teachers who may wish to update their knowledge of educational technology, it is our goal that this course can help our target learners to weave technology in teaching with software (computer programmed learning materials) becoming a natural extension of their learning tools. Necessarily, Educational Technology 2 will involve a deeper understanding of the computer a well as hands-on application of computer skills. But this is not to say that the goal of the course is to promote computer skills. Rather, the course is primarily directed at enhancing teaching-and-learning through technology integration. In essence, the course aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technological changes particularly in the thriving global information and communication technology (ICT) environment. Educational Technology 2 objectives: • • • • • To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners. To impart learning experiences in instructional technology-supported instructional planning. To acquaint students on Information Technology or IT-related learning theories with the computer as a tutor. To learn to use and evaluate computer-based educational resources. To engage learners on practical technology integration issues including managing IT classrooms, use of the Internet for learning, cooperative learning through the use of information technology. To inculcate higher-level thinking and creativity among students while providing them knowledge of IT-related learning theories.



Trends in Educational Technology Educational Technology in the Asia Pacific Region Progressive countries in the Asia Pacific Region have formulated state policies and strategies to infuse technology in schools to provide confidence to educators that they are taking the right steps in adopting technology in education. Five progressive states/city imposing ICT policies and strategies in schools, namely New Zealand, Australia, Malaysia, Singapore and Hong Kong. Educational Technology in the New Zealand (CT Goals and Strategy) Goal Government with the education and technology sectors, community groups, and industry envisions supporting to the development of the capability of schools to use information and communication technologies in teaching-and-learning and in administration. Strategy • • • Improving learning outcomes for students using ICT to support curriculum. Using ICT to improve the efficiency and effectiveness of educational administration. Developing partnerships with communities to enhance access to learning through ICT.

Focus areas: • • Infrastructure for increasing schools’ access to ICTs to enhance education. Professional development so that school managers and teachers can increase their capacity to use ICT.

Initiatives • • • • An on-line resource center with centrally managed website for the delivery of multimedia resources to schools. A computer recycling scheme. A planning and implementation guide for schools. ICT professional development school/clusters.

Educational Technology in the Australia Planning, funding and implementation strategies: • • • • • • • Fast local and wide area networks linking schools across the state and territory. Substantial number of computers in schools, ensuring adequate access. Continuing teacher training in the use of technology for instruction. Technical support to each school. Sufficient hardware and software. Digital library resources. Technology demonstrations as models for schools.

Educational Technology in the Malaysia (Smart School-Level Technology Project) Teaching-and-Learning includes: • • • • • • Classroom with multi-media, presentation facilities, e-mail and groupware for collaborative work. Library media center with database for multimedia courseware and network access to the internet. Computer laboratory for teaching, readily accessible multimedia and audiovisual equipment. Multimedia development center. Studio / theatre with control room. Teachers’ room with on-line access to courseware catalogues and databases, information and resource management systems and professional networking tools, such as e-mail and groupware. Server room. Administration offices capable of accessing the network.

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Educational Technology in the Singapore (Master plan for IT in Education) Curriculum and assessment: • • • A balance between acquisition of factual knowledge and mastery concepts and skills. Students in more active and independent learning. Assessment to measure abilities in applying information and communicating.

Learning resources: • • • Development of a wide range of educational software for instruction. Use relevant internet resources for teaching-and-learning. Convenient and timely procurement of software materials.

Teacher development: • • • Training on purposeful use of IT for teaching. Equipping each trainee teacher with core skills in teaching with IT. Tie-ups with institutions for higher learning and industry partners.

Physical and technological infrastructure: • • • Pupil computer ratio 2:1 Access to IT in all learning areas in the school. School wide network and school linkages through wide area network (WAN), eventually connected to Singapore ONE.

Educational Technology in the Hongkong (Education Program Highlights) IT initiatives: • • • • • 40 computers for each primary school and 82 computers for each secondary schools. About 85,000 IT training places for teachers at four levels. Technical support for all schools. Information Education Resource Center. IT coordinator for each of 250 schools.

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Computer rooms for the use of students after normal school hours. An IT Pilot Scheme. Review of school curriculum to incorporate IT elements. Development of appropriate software in collaboration with government, the private sector, tertiary institutions and schools. Exploring feasibility of setting up an education-specific Intranet.

ICT in Education ICT is a generic term referring to technologies, which are being used for collecting, storing, editing and passing on information in various forms (SER, 1997)  ICT does not automatically add quality to teaching and learning.  ICT application in education can accelerate and improve learning on a number of fronts from basic skills, problem solving, information management, establishing life-long learning habits and concepts development.  It can also provide the means of gathering, connecting and analyzing data about teaching and learning.

ICT- centered Teaching Learning Presentation outline  Teacher centered Philosophy  Learner centered Philosophy  ICT centered Philosophy  ICT Skills and competencies  ICT Tools and Digital Techniques  Computers in Education  Web based teaching/ learning  Exploratory learning  Visual representations  End Note

Application of Educational Technology Looking through progressive state policies that support technology-in-education,. And other new developments in pedagogical practice, our educators today have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt. Today, one can see a greater need for teachers to acquire not only computer literacy, but competence as well. The list of audiovisual aids available to or schools may not even apply any more since modern-day computer hardware and software have rendered them obsolete. Sad to say, some software materials acquired by school about five years ago are not even compatible anymore to more recent computer systems. the use of film strip/, 8mm/ 16 mm projectors, also VHS players have also become obsolete. due to the speedy turnover of technology advancement , it is wise therefore for school administrators to decide on technology upgrading along mediumterm (5-years) term only. In a word, don't invest in technology hardware/system that may become a white elephant in a few years time. More recent ET in education practice Recent changes have also occurred in the area of pedagogical theory and practice. it is now accepted that the contribution of the computer to pedagogy makes up for "good instruction." owing to the development, teachers must therefore acquire or improve on their computer skill as well as their "computer-in-the-classroom" skills. the following trends should be recognized: *Through school or training center computer courses, present-day students have become computer literate. They send e-mail, prepare computer encoded class reports, even make powerpoint presentation sometimes to the surprise of their media tradition-bound teachers. *Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons.

*Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills. *Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which students rely less on teachers as informationgivers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems. In sum, these trends and new level of learning require the appropriate use of state-of-the art instruction with the use of IT, tapping the computer's information and communication tools (such as, word processors, database, spreadsheets, presentation software, e-mail, Internet conferencing, etc.) Obstacles to IT pedagogical practice Especially for educators living in developing or peasant economies, objections are likely to be heard such as that the use of the computer is time-consuming and expensive. Besides there is also the danger of a technology-centered classroom along the fear that computers may soon replace teachers. Identify instruction goals Virtue is in moderation and so, there is truly a need for teachers to balance their time for the preparation and application of instructional tools. Through wise technical advice, schools can also acquire the most appropriate hardware and software. At the same time, training should ensure that the use of ET is fitted to learning objectives. In addition, teachers should acquire computer skills for so that they can serve as models in integrating educational technology in the teaching-learning process.

Basic Concepts on Integrating Technology in Instruction External manifestations of technology integration into instruction: • • • • • • There’s a change in the way classes are traditionally conducted. The quality of instruction is improved to higher level. There is planning by the teacher on the process of determining how and when technology fits into the teaching-learning process. The teacher sets instructional strategies to address specific instructional issues/problems. The use of technology provides the opening of opportunities to respond to these issues/problems. Technology occupies a position in the instructional process.

Choose ET media
Identify objectives

Plan instructional activities
Implement instruction Make assessment on learning outcomes and effectiveness of ET application Recycle instruction Analyze learners

Figure1- SYSTEMATIC INSTRUCTIONAL PLANNING PROCESS Following modern trends in technology-related education, schools should now foster a student-centered learning environment, wherein students are given leeway to use computer information sources in their assignments, reports and presentations in written, visual, or dramatic forms.

All these suggestions show that teachers and schools can no longer avoid the integration of educational technology in instruction. Especially in the coming years, when portable and mobile computing will make computing activities easier to perform, the approaches to classroom pedagogy must change. And with continuing changes in high-speed communications, mass storage data, including the revolutionary changes among school libraries, educators should be open for more drastic educational changes in the years ahead.

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