Meaning of Educational Technology
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.
Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.
Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.
Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.
Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.
Roles of Educational Technology in learning
Technology has many roles in learning. In terms of traditional role, technology is a delivery vehicles for instructional lessons. In this role, he learner learns from the technology and the technology serves as a teacher. In other words, the learner learns the content presented by the technology in the same way that the learner learns knowledge presented by the teacher. From the traditional point of view, technology serves as sourse and preseter of knowledge and it is assumed that knowledge is embedded in technology.
From the constructivist point of view, educational technology serves as learning tools that learners learn with. It engages learners in" active ,constructive, intentional, authentic, and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning. Technology serves as supporter of knowledge construction such as representing learner's ideas, understanding and beliefs,producing organized,multimedia knowledge bases by learners. It serves as informatin vehicles for exploring knowledge to support learning by constructing such as accesing needed informatin,comparing perspectives ,beliefs and world views.It serves as context to support learning -by - doing like representing and simulating meaningful real- world problems,situation and contexts,defining a safe ,controllable problem space for student thinking. It serves as a social medium to support learning by conversing like for instance collaborating wih others, discussing, arguing,and building consensus among members of the community. It serves as intellectual partner to support learning- by- reflecting such as helping learners articluate and represent what they know,reflecting of what they have learned and how they come to know it,supporting learner's internal negotiatins and meaning making.
Whether used from traditional or constructivist point of view,when used effectively, research indicates that techology increases student's learning, undrestanding,and achievement but also augments motivtion to learn , encourages collaborative learning and supports the development of critical thinking and problem-solving skills.
By effectively using the technology, I can now apply my learning.
The Cone of Experience in Learning
Edgar Dale (April 27, 1900 in Benson, Minnesota, – March 8, 1985 in Columbus, Ohio) was an American educationist who developed the Cone of Experience. He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures. Born and raised in North Dakota he received a B.A. and M.A. from the University of North Dakota and a Ph.D from the University of Chicago. His doctoral thesis was titled "Factual Basis for Curriculum Revision in Arithmetic with Special Reference to Children's Understanding of Business Terms." and is precursor for his later work with vocabulary and readability. He was a professor of education at Ohio State University.
In 1933 Dale wrote a paper on how to effectively create a high school film appreciation class. This paper has been noted for having a very different view of adolescent interaction with films than that taken by the Film Control Boards of the time.
