Cases on Educational Technology Planning, Design, and Implementation (original) (raw)
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LECTURE NOTES ON EDUCATIONAL TECHNOLOGY EDU 4206
LAHIBATS Press, 2024
The vision of this course is to heighten the integration of technological skills to bring about effective teaching and learning. ____________________________________ COURSE DESCRIPTION Technology is not only machine and hoe that function. In addition, it is a way of doing things, for example various instructional approaches and little things teachers create and use to enhance teaching and learning. This course adopts a border definition of educational technology and is aimed at enabling students harness the power of various technologies for purposes of teaching and learning. Particular attention will be paid to development in ICTs and their potential to enhance the quality of education.
Contemporary Technology Support for Education
CBU International Conference Proceedings
The information and communication technologies (ICT) have penetrated into almost all areas of human life. They have a dual impact on education – increase learning efficiency and train students actively to use innovations. We assess this impact by examining teachers’ experience with innovative tools in Bulgarian schools. In an anonymous online survey, we investigate their opinions on the issues related to technology integration in contemporary classrooms. The research shows that educators appreciate the benefits of technology implementation in the teaching-learning process, but they need a single structured system encompassing all technological resources and tools. This work proposes a conception for a smart classroom – an innovative learning environment that can establish and control suitable conditions for education as well as to impact the instructional process directly.
An Overview of Technology in Education Sector
IJRASET, 2021
Technology gives moment-to-moment openness to data, which is the reason its quality in the classroom is so fundamental. Advanced cells, PCs, and tablets are now a ubiquitous component of daily existence for understudies and educators the same. It's just normal that the utilization of innovative gadgets in the class are investigated to make significant learning encounters for understudies, everything being equal. Nowadays, it is almost hard to find a classroom that doesn't have no less than one PC in it. Fortunately, research recommends adding innovation to a classroom can positively affect instructing and learning. Using various sorts of innovation in the classroom, including a virtual study hall, makes students who are effectively drawn in with learning targets. The implementation of innovation likewise makes pathways for separate guidance to meet the exceptional necessities of understudies as individual students inside a more extensive classroom environment. In current time, smart classes is a new innovation development that is quick turning into a basic for each institute in the world. It is an in-the-study hall innovation arrangement that has changed instructing and getting the hang of, connecting with a huge number of schools and schools.
AN ASSIGNMENT TOPIC: EDUCATIONAL PROBLEMS AND SOLUTIONS FROM THE KNOWLEDGE OF EDUCATIONAL TECHNOLOGY
2019
Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. Technology is perhaps the strongest factor shaping the educational sector today. Calculators, textbooks, projectors, computers and tablets, internet connectivity, smart boards etc. are some of the technological gadgets that have found their way into classrooms to aid the learning process. Technology can be a “force multiplier” for the teacher. Instead of the teacher being the only source of help in the classroom, students can interact with audio-visual instructional materials provided by the teacher to bolster the efforts made in the classroom. This piece sets out to identify some educational problems and explain how educational technology offers sustainable solutions to these problems.
Lesson 1: A Review of Educational Technology 1
The Educational Technology 1 (ET-1) course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology tools ranging from traditional to modern educational media. Truly, the foundation for a truly satisfying exposure to educational technology has been firmly laid down by the ET-1 course, starting with thorough treatment of the history of educational technology, quality education, and the roles of ET in the 21st millennium. In ET-1, the learner was also oriented towards averting the dangers of dehumanization which technology brings into societies, such as through ideological propaganda, pornography, financial fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect peoples and cultures while widening the gap between rich and poor countries. On the application of educational technology to instruction. Educational Technology 1 showed the 4 phases of application of educational technology in teaching-and-learning, namely; (a) setting of learning objectives (b) designing specific learning experiences (c)evaluating the effectiveness of the learning experiences visa -vis the learning objectives, and (d) revision as needed of the whole teaching-learning process, or elements of it, for further improving future instructional activities. Adding to the technology sophistication of the learners, Educational Technology 1 fittingly refined the distinction between educational technology and other concepts, such as instructional technology (which is the use of technology in instruction, different from school management), audiovisual aids (or learning media to stir the senses for more effective learning). COMMUNICATION DEVICES:
Current trends in educational technology research
Cognition, Brain, and Behavior, XI, 2007
Th is study examined 259 master's theses in the fi eld of educational technology completed in Turkey during 2000-2007. Th e results suggested that quantity and quality of educational technology research varied according to years and universities. A great majority of the theses employed quantitative paradigm, and qualitative studies made about one fourth of the total studies. Approximately 80 % of the theses were based on descriptive models using questionnaires, tests, and scales as data gathering instruments. Th e samples included university students in three out of every four theses. A signifi cant majority of the theses employed descriptive statistical techniques and only a limited number of experimental theses conducted inferential statistical analyses. Th e most frequently investigated topics were computer-assisted instruction, alternative teaching and learning approaches, web-based learning, diffi culties in integrating information technologies into educational practice, Internet-based learning, and distance education.
An Overview of Progress and Problems in Educational Technology
2001
Educational technologists have promised that great advances and improvements in learning and instruction would occur on account of new and emerging technologies. Some of these promises have been partially fulfilled, but many have not. The last decade of the previous century witnessed the consolidation of new approaches to learning and instruction under the banner of constructivism. This so−called new learning paradigm was really not all that new, but renewed emphasis on learners and learning effectiveness can clearly be counted as gains resulting from this constructivist consolidation within educational research. At the same time, technology was not standing still. Network technologies were increasing bandwidth, software engineering was embracing object orientation, and wireless technologies were extending accessibility. It is clear that we can now do things to improve education that were not possible twenty years ago. However, the potential gains in learning and instruction have yet to be realized on a significant global scale. Why not? Critical challenges confront instructional designers and critical problems remain with regard to learning in and about complex domains. Moreover, organizational issues required to translate advances in learning theory and educational technology into meaningful practice have yet to be addressed. The current situation in the field of educational technology is one of technification. New educational technologies are usable only by a scarce cadre of technocrats. Constructivist approaches to learning have been oversimplified to such a degree that learning effectiveness has lost meaning. As a consequence, education is generally managed in an ad hoc manner that marginalizes the potential gains offered by new learning technologies. This paper presents an overview of progress and problems in educational technology and argues that educational program management must be integrally linked with technology and theory in order for significant progress in learning and instruction to occur on a global scale.
Efforts to Support and Expand the Use of Educational Technology as a Means of Delivering Learning
IJIET (International Journal of Indonesian Education and Teaching)
Indonesian government has made improving basic education a priority, and indicated that it sees technology as a way to provide teachers with the means to teach innovative lessons while closing the performance gap between rural and urban schools and between poorer and richer provinces. The role of technology must be aligned with the existing education ecosystem. It should not replace the traditional education system that involves teachers, schools, universities and parents, albeit offering wide range of information and allowing independent learning. Education is not only about learning in school, but also building a character. That is why the role of technology is intended as a tool to support the learning process, to open access, and improve quality. This paper describes the efforts taken by the Indonesian government in supporting and expanding the use of technology in the field of education in Indonesia. The discussions are supported by related research findings and literature.DOI:...
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There were also some challenges in the environment. The academy is more shifted to a role that prepares the students for future life. Also, new forms of research are emerging and practices need to keep up. There was also found to be lack of training in education and teacher training for digital media literacy, even though its importance is increasing. The trends and technologies in the training field are mobile computing and ubiquitous wireless, context-aware devices, simple augmented reality, grassroot video, cloud computing, open content, social media and user-created content, social networking and collaboration webs, and virtual worlds. The research describes these in more detail with examples. The collected case studies show examples of these new technologies in practice. Many large companies have the resources to utilize these technologies. The cases also show that companies have planned new training and couching frameworks that incorporate the new technologies and tie them as part of the existing learning system of the companies. Also, there are hints that the business models and cooperation networks are evolving around the multichannel learning paradigm.