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Chapter 1: Concepts About Educational Technology
Objectives:
a.) Define the concepts that are related to Educational Technology
b.) Apprise the use of technology as means of developing learning
c.) Associate technology in learning process
DIFFERENT CONCEPTS OF TECHNOLOGY
• Technology as the use of gadgets, tools, or equipment to perform a task
expediently and efficiently
It is the knowing, making, modifying, and using of tools, machine, techniques,
crafts, systems, and methods of organization, in order to solve a problem, improve a
pre-existing solution to a problem, achieve a goal, handle an applied input/output
relation or perform a specific function.
In school, students use their cell phones to tell their parents that they will come
home late because they will practice for a play to be shown during school’s foundation
day. The gadget, which is a cell phone, allows communication to reach the target faster
and smoother
A teacher can ask her students to inform her about their progress in the class
through email, which both the teacher and the students can readily access.
A student uses a printer to get a copy of his paper to be submitted to the
teacher easily and neatly.
Another student can send his paper via electronic mail to
the teacher to meet the deadline for submission.
• Technology as the collection of tools, including
machinery, modifications, arrangements, and procedures
This refers to reliable devices that enable one to make
presentations repeatedly.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 1
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Teachers and students show PowerPoint presentation using the computer and
LCD to enhance teaching and learning. Furthermore, the PowerPoint can also be
shown repeatedly so there is no need to print the presentation.
Other materials are digital storytelling and games which can be repeatedly used
in class discussions. Digital story-telling immerses the learner into the dynamics of
digital communication and self-expression. It includes a collection of photo stories and
arranged sequentially to capture certain events in one’s life like a memorable field trip in
a factory, celebrating the school’s foundation day, and communicating through the use
of television or computer, and LCD memorable moments in a student’s life like
graduation, school fair, and other events.
• Other Gadgets as Technology
Some people need to use gadgets or tools to perform home chores faster like
washing machine, rice cooker, hair blower, electric fan, floor publisher, electric food
mixers, blenders, and grinders. Other technology-related appliances are radio,
television, music player, and digital camera. These equipment’s entertain people
through listening, watching, or documenting events. Technology is used by following a
process and most often desired products are obtained.
A student uses a hair dryer to facilitate styling a newly shampooed hair before
coming to class.
Classroom in schools are equipped with electric fans to provide a well-ventilated
and convenient environment.
Students use electric food mixers,
blenders, and grinders in their Technology and
Livelihood class to produce some delicacies
for sale. Production becomes fast and
efficient and the entrepreneurial activity
resulting from the product results to a good
realization of fast production, efficient time
management, and a gainful profit yield.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 2
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Student gatherings are made more memorable and happier with the use of music
players, amplifiers, digital cameras, televisions, and microphones.
• The Teacher as a Technology
After describing some gadgets associated with technology, one very
important technology asset is the teacher. The
teacher facilitates learning through the use of
varied instructional materials like books, the
blackboard, magazines, newspaper, library
materials, and visual aids. Furthermore, the
teacher creates situations through the use
of a repertoire of teaching methods and
strategies to facilitate learning. A number of theories of
learning are applied by the teacher as well as repeated practices, monitoring, and
evaluation of instruction to make sure that students will learn. All the teacher’s effort and
creativity in teaching are considered technology.
The teacher uses visual technology, verbal technology, sound technology, and
manipulative technology. These technologies cater to the use of the senses to enhance
perception and grasp of knowledge among students.
The teacher uses gadgets and tools to make learning fast, efficient, and effective.
The teacher uses many teaching aids such as real objects (realia), pictures, show
cards, charts, bulletin board, blackboard and chalk, handouts, workbooks, practice
exercise, audio visual materials like radio, tape recorder, tape and videotapes in
introducing new lessons. The teacher shows videotapes about natural occurrences like
erupting volcano, stages in the growth of a plant, life cycle of a butterfly and many more
when giving lectures and conducting class discussions about the lessons. The teacher
develops modules for students’ learning depending upon their ability levels. Modules
are also used for individualized study or independent activity when the teacher is unable
to meet the class due to suspension of classes.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 3
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In evaluating the students, the teacher may use rating scale, scorecard,
checklist, tests and rubrics. These materials can be presented using a blackboard,
hand-outs, paper-and-pencil tests, printed rubrics, or PowerPoint presentation.
There is a need to change from the traditional roles of technology-as-teacher to
technology-as-partner in the learning process. Earlier, it was believed that students
cannot learn from technology. On the other hand, technology can support meaning-
making by students. This will happen when students learn with technology. To realize
this, the following assumptions about technology are agreed upon.
1. Technology is more than hardware. It is made up of any reliable technique of
method of engaging learning, such as cognitive learning strategies and critical
thinking.
Example: The use of metaphor. If you are an insect, which insect would you like
to be? Probable answers: A firefly. Why? So, I can give light to others. A
butterfly. Why? So, I can enjoy the colorful wings.
2. Learning technologies can be any environment of definable set of activities that
engage learners in active, constructive, intentional, and authentic learning.
Technology can be introduced in a form of a game.
Example: A game called: GETTING TO KNOW YOU GAME. Here is how to play
it. The students are given a copy of this paper (shown below).
☺ ☺
…does not know
…is a loner
how to swim
…has no
…loves attending …is a native of …is a fan of
…is good in math Facebook
parties this place Daniel Padilla
account
…is afraid of the
dark
☺ …has a laptop ☺ …has pet cats
…has not
☺ …has written
many poems
watched “Frozen”
the Walt Disney
…has traveled to
other country
☺
Movie
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 4
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3. Technologies are not simply conveyors or communicators of meaning but they
can also serve as resource materials for reflection and other thinking skills.
Example: The students may surf information from the computer, but they should
be asked to give their own understanding by clarifying, illustrating, classifying,
summarizing, inferring, comparing, or explaining.
• The students can download researches about learning styles as well as
questionnaires about learning styles. In this case, they undertake activities as a
result of downloading materials from the computer learning styles by
downloading.
4. Technologies support learning when:
• They fulfill a learning need.
Example: Students can download sample rubrics to enable them to create their
own rubric.
• Interactions with technologies are learner-initiated and learner-
controlled. Example: The students develop PowerPoint
presentation to make a clear and interesting
report within a given time limit. When slides are
presented, the classmates can easily understand
the ideas being presented.
5. Interactions with the technologies are conceptually and
intellectually engaging. Example: The students create
diagrams to show relationships between two variables in
presenting frameworks like achievement in Algebra is significantly
related to achievement in Mathematics.
6. Technologies should function as intellectual tool kits that enable
learners to build more meaningful personal interpretations and
representations of the world. These tool kits must support the
intellectual functions that are required by a course of study.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 5
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Example: Computer programs like word processing, provides the user with tool
kits like speller, thesaurus, grammar checker, download of varied information,
and many other tools which help the students in their research, paper
presentation, games, animation, using of colors, fonts, pictures, and desktop
publishing.
7. Learners and technologies should be intellectual partners in the learning process,
where cognitive responsibility for performing is distributed to the part of the
partnership that performs it the best. Technology tools like laptop serves as a
study gadget and partners of students.
Example: Many students have laptop, which serve as a technological partner in
their studies. They also make materials using the different tool kits to facilitate the
preparation of schoolwork in the different subjects of their courses.
CONCEPTS OF EDUCATIONAL
TECHNOLOGY
• Educational technology as the selection, development, managing and use of
appropriate technological processes and resources.
The teacher and the learner should be able to select technologies which can help
learners attain the intended outcomes of instruction. If there are principles to be learned,
experiments can be used. For instance, in teaching the principle "acid reacts on metal,”
the students can use a metal container and heat vinegar in it. Later, the students can
investigate the discoloration in the metal container. The application of this principle can
be applied in keeping acidic food. For instance, fruit salads with pineapple should never
be kept in metal container because pineapple is acidic. The result will be spoilage of the
food. The process of performing the experiment is a technology.
The development of a storyboard by taking pictures using a digital camera about
a certain event like a field trip to the farm is an application of technology in developing
materials for presenting stories in a class. The pictures taken can be transferred to a
computer as a story is woven according to the varied events demonstrated by the
farmer. The teacher can give modules to the students to work on their own during
important meetings held during class time. In this case, a module is a technology which
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 6
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enables the students to work on their lessons in the absence of a teacher. Sometimes,
modular instructions are downloaded from the computer, so students can avail of it even
if at home, in the library or in any place where they can hook online.
• Educational Technology as the choice of appropriate principles in the
preparation and utilization of conventional and non-conventional technology
tools as well as traditional and alternative teaching strategies.
As application of theory and practice, Educational Technology has five domains
namely, design, development, utilization, management and evaluation of processes and
resources for learning (Association for Educational Communication and technology or
AECT).
Five Domains of Technology Domains Description
DESIGN - Establishing a framework to guide in planning the educational
technology.
DEVELOPMENT - Using the design or framework, materials are produced and
developed.
UTILIZATION - Implementing and using the learning materials used to enhance
knowledge and skills of learners. It is also known as the action
phase.
EVALUATION - Monitoring, assessing, and giving judgment on the extent of
usefulness of the learning material in achieving the expected
outcomes.
MANAGEMENT - It is applied in the implementation of all different domains and its
effect on the outcome of learning.
DOMAINS OF EDUCATIONAL
TECHNOLOGY
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 7
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• Domain 1 – Design
The theory and practice of design includes Instructional System Design, (I
instructional strategies, and learner’s characteristics.
• Instructional
System Design
THEORY AND • Instructional
PRACTICE Strategies
• Learner’s
Characteristics
Technology is based on a theory. Theories are results of experts’ studies.
Technology utilizes Design Development Management Utilization Evaluation Theory
and Practice theories to build or develop tools and gadgets. The most re theory to
technology is constructivism, here are some reasons why constructivism facilitates
knowledge construction:
1. Constructivism provides representation of reality. Designing programs can be
meaningful if the learner experienced the activities which are familiar and real. The
senses are involved in its use and the activities designed are built on the learner’s past
experiences. Example is answering exercises about experiments which the learner
underwent. Law of gravity can be publicized by dropping two objects (one light weighed
and one is heavy). The learner can answer the following questions: Which
object reached the ground faster? Which of the objects reached the ground
slower? What is the time difference after each object touched the ground?
2. Constructivism represents the natural complexity of the real world.
Design the life cycle of a butterfly starting from a worm to a full-blown
butterfly. The students may be asked to show the stages by taking pictures
through a digital camera. Later when the cycle is completed, a story can be
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 8
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written using the computer and downloading the story in a PowerPoint presentation.
3. Constructivism represents authentic tasks which focus on contextualizing
rather than abstracting. The teacher can design evaluation tools with the use of
samples for very well-made cell phone holder made from beads, satisfactory made cell-
phone holder from beads, and poorly made cell-phone holder out of beads. Upon
finishing the project, the students can rate their works by comparing it with the
evaluation samples. The design of the evaluation instrument is a technology.
4. Constructivism provides real world case-based learning environments rather
than predetermined instructional events. The constructivist uses technology from
past experiences and knowledge to come up with something new and unique. An
example is the experience from the real-world of keeping oneself healthy through proper
nutrition in preparing vegetable like leafy green Malunggay leaves into varied recipes
like Malunggay juice, Malunggay ice cream, and Malunggay okoy.
5. Constructivism fosters reflective practice. The teacher can request the
students to create scenarios of their learning experiences on the
teacher's way of motivation. They can be asked to write reflective
journals about the motivation applied by the teacher and react on
the extent of its effectiveness using their own opinion. Motivation
is a form of technology.
6. Constructivism promotes context and content. Context
and content are the bases of student's reflection and
understanding about the lesson. The teacher designs situations
where the students recall the context and content of certain issues or
events which the students have experienced watching or hearing. For
instance, the context of an erupting volcano will have an adverse
effect on the lives and crops of the people. Likewise, the students
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 9
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can write their reflections about this event. The content of the volcano’s lava will surely
be harmful to the people living near the volcano but the people prefer to stay in their
houses. Some social negotiations for the collaborative effort to convince the people to
vacate the area can be offshoots of students' ideas on how to conduct collaborative
construction of knowledge through social negotiations. Here, social negotiation is a form
of technology.
Practice is repeated action in applying a particular theory. It promotes continuous
implementation or use of a particular gadget, tool, or activity. Through continuous
practice, mastery eventually takes place.
Technology starts with design which includes Instructional System Design, (ISD),
Instructional strategies, and learner’s characteristics. ISD provides a framework to guide
the program designer.
Just like a tailor, a pattern is necessary in sewing well-fitted pants for the
customer. A recipe is needed to yield a good dish to be served as meals. A teaching
guide will help the teachers use a textbook effectively.
In designing technology, instructional strategies follow the identification of the
instructional design. The strategies might involve single learner or group of learners. It
may also include the teaching method like direct or indirect teaching.
Computer games frequently involve one or two players. Usually, tutorial
programs involve one player.
Another factor in designing instructional strategies
is knowledge of the characteristics of the learner,
their interests, and needs. A simple teaching
program design is created for beginners while a
more complicated one is made for older mature learners.
Visual aids are also designed based on the age level of
the learners. Teenagers and early adolescents enjoy
adventure, and adult images rather than characters well-loved by
young children.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 10
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Digital storytelling will be interesting to learners who are fond of using digital
camera, composing, and documenting events, like class field trips, school fair, and other
school celebrations. Technology gadgets like cell phone, iPod, laptops, and others are
specially designed for students who are fond of music, dances, movies, and films.
• Domain 2 – Development
DEVELOPMENT
• Print technologies
• Audio technologies
THEORY AND • Still visuals
PRACTICE • Audio-visual technologies
• ICT’s
• Electronic technologies
• Integrated technologies
•
The theory and practice of development of educational technology includes print
technologies, audio technologies, still visuals, audio-visual technologies, information
and communication technologies, electronic technologies, and integrated technologies.
Development of print technologies in the computer focuses on the senses. The
varied media corresponds to the senses in the formation of insights and perceptions.
Technologies related to printed materials cater to the sense of sight and the reading
skills.
In using the computer, varied fonts, clip arts and colored figures are available to
suit the artistic skill of the user.
Audio technologies are provided to accompany presentations that cater to the
sense of hearing. Religious songs and the National Anthem are available for the
opening of the program and songs for ice breakers are available.
Other technologies under development are still visuals and audio visuals to make
presentations interesting and appealing to the senses.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 11
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• Domain 3 – Utilization
UTILIZATION
• Media utilization
THEORY AND • Implementation
PRACTICE • Institutionalization
• Policies and
regulation
The theory and practice on utilization of educational technology includes media
utilization, implementation, institutionalization and policies and regulation.
Technology is the phase where learning materials are considered, implemented,
and used in actual teaching and learning activities. After realizing the merit of the
material, then it is institutionalized and the policies, and regulations are set about its
use, replication, and documentation.
Information and Communication Technology (ICT) and other materials can be
taken from the computer through surfing, paraphrasing, cutting, and pasting. These
materials can be sent or recorded through electronic technologies like the electronic
mail and integrated technologies through social media like Facebook, Twitter, and
others.
• Domain 4 – Management
MANAGEMENT
• Project management
THEORY AND • Resources management
PRACTICE • Management of delivery
system
• Diffusion of innovation
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 12
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The theory and practice on management of educational technology includes
project management, resources management, management of delivery and diffusion of
innovation. Management of the project starts when the materials are designed,
management is undertaken during the material development, and utilization up to
monitoring and evaluation of the usefulness and worth of the materials. It ensures
management of resources and delivery systems. Management also includes the use of
computer laboratory, checking of electrical connections, and sharing of the materials
among the teachers and staff of the school.
• Domain 5 – Evaluation
EVALUATION
• Problem analysis
EVALUATION • Measurement
• Formative evaluation
• Summative evaluation
The theory and practice of evaluation of educational technology includes problem
analysis, measurement, formative evaluation, and summative evaluation.
This phase shows the different processes involved in judging the worth of the
materials produced. The teacher and students use a variety of evaluation instruments
depending on the skill or knowledge being evaluated like paper-and-pencil test for
knowledge, an attitude scale for attitude and feelings, and performance test for skills.
The teacher also uses rubrics, checklist, rating scale, and authentic assessments.
A software is available to evaluate the finished learning materials. There are
specifications which may include organization, content, relevance, creativity,
appropriateness, and audience impact. The developer can also device evaluation
instruments that fit well to the materials produced.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 13
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Technology Focus
The focus on integration of technology will be on facilitating and enhancing the
teaching-learning episodes undertaken by both the teachers and the students. The
degree of utilization of tools and techniques to improve student learning constitute the
main concern of Educational Technology manifested by the acquisition of the intended
learning outcomes.
Technological Competence
Technological Competence refers to the ability to use with ease and confidence
the equipment, tools or gadgets mentioned above. The correct and careful use of these
tools and gadgets will lead to satisfaction of the user. Likewise, proper use will
guarantee safety, good results and good product. Well-used digital camera will lead to
good pictures. Gadgets powered by electricity must be used properly to avoid accidents
and unsatisfactory products. The guiding principle in technological competence is to
master the instructions first before using the equipment, tools or gadgets.
REFERNCE: Tabbada, E. V., Buendia, M. M., Educational 14
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