T1 Educational Technology Final 090112

7/28/2019 T1 Educational Technology Final 090112

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EDU3105 T1 EDUCATIONAL TECHNOLOGY

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TOPIC 1 EDUCATIONAL TECHNOLOGY

SYNOPSIS

This topic discusses the concept of technology, the concept of teaching, the concept of

educational technology, the role of learning theory, identify instructional technology

domain and explain the function of the domain. Also discussed are the principles, the

role and importance of educational technology in teaching and learning.

LEARNING OUTCOME

By implementing learning activities in this topic, teacher will be able to:

i. Explain the concept of educational technology

ii. Explain educational technology domain

iii. Explain the principles of educational technology

iv. Describe the role and importance of educational technology in teaching and learning

TOPIC FRAMEWORK

1.1 Concepts of Educational Technology

1.2 Domain-Domain Instructional Technology

1.3 Principles of Educational Technology

1.4 Role and Importance of Educational Technology in Teaching and Learning

1.1 Concepts of Educational Technology

Think

What do you understand by the term technology?

What is educational technology?

What is the importance of educational technology in teaching and learning?

How is technology used for learning?


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The word technology comes from the Greek word, "techne" meaning skill in using

knowledge systematically until achieving the usual practice of performing a task.

Technology is not simply a tool and machine. It encompasses process and ideas.

Strength lies primarily in the technology and ideas, and the success in achieving a

purpose or objective lies in the tool. Based on the original meaning of the Greek word, it

is only appropriate if Galbraith (1967) defines technology as:

...the systematic application of scientific knowledge and other

organized knowledge to practical tasks.

Instructional technology is a systematic way to develop, implement and evaluate the

whole process of teaching and learning in terms of specific objectives based on

research, education and human communication and use of human resources and non-

human to produce more effective teaching.

The term technology is often associated with the tools of modern technology, especially

electronic devices such as televisions, video cassette recorders, laser disc game, game

disc, cassette tape recorders, LCD projectors and other visual projectors. Sometimes

technology means the development and modernization of an organization thriving and

developing because of the use of technological tools.

Technology is not simply a tool and machine. It encompasses the process and ideas. Its

strength lies mainly on the processes and ideas, while the success in achieving a

purpose or objective lies in the tool. This means that, in the planning of the lesson, pre-

planning involving the use of the same idea in the form of theories, approaches, method

and so forth is the most important process. Tool is a "catalyst" to achieve success.

There is another interpretation of the technology by Evans and Nation (2000) who reject

the concept of a technological tool. It is said as follows:

Technology is not a tool it is an art or science of how to use a tool for

a purpose.

Evans dan Nation (2000)


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Technology is how we use the tool to meet a need. Use is not seen solely in terms of

science, but also art. So, if a chalkboard or whiteboard in the classroom obsolete

apparently beautified and used to raise the understanding of learning, then that

technology. But if the board is idle and never find a way to optimize utilization, and dwelt

as obsolete tool.

Educational Technology is defined as the study and ethical practice

of facilitating learning and improving performance by creating, using,

and managing, appropriate technological processes and resources

(AECT, 2004).

Educational technology is very broad in education to the extent that the concept of

educational technology encompasses an educational organization itself. The concept

and meaning can be discussed from various angles.

1.2 Educational Technology domain

Reflection

What is the domain of educational technology?

What is the role of instructional technology domain?

What is the relationship between instructional technology domains?

This topic will discuss the two domains of instructional technology, that is Instructional

Technology Domain 1977 and 1994.

1.2.1 Instructional Technology domain 1977

Based on the definition of instructional technology issued by the AECT (Association for

Educational Communication and Technology (1977):

Instructional technology is a complex and integrated process involving people,

procedures, ideas, devices and organization for analyzing problems and designing,


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evaluating and managing the solution to the problems in situations where the learning

process is focused and controlled.

Instructional technology domain is divided into three functions, namely:

i. teaching management functions;

ii. development function of teaching, and

iii. function of learning resources.

Each domain has their role, moving in a systematic and integrated approach towards

their students, as the target group that will receive the result of the entire process takes

place. From this context, the effect is to make a positive impact that students do better in

their studies.

Technology domain is initiated by development functions of teaching, followed by

function of learning resources. Teaching management function acts as the primary

management of both these functions.

1.2.1.1 Teaching Development Function

The function of this domain is to analyse learning and design problems, implement and

evaluate solutions to these problems. It involves a process that consists of several

stages.

The first stage is conceptualising theoretical model for solving the problems. Thus, the

research is conducted to obtain scientific information on students, teaching and learning,

learning resources and so on. Here the theories and models are developed and tested.

Having identified a suitable theoretical model, the next task is to design lessons in line

with the theory. Strictly speaking, the theory is now changed into a specification that will

be the basis for instructional construction of teaching. It begins with an analysis of the

students, writing objectives, selecting instructional strategies, selecting teaching media

and also determine the specifications of the media.


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From this specification, we implement media publications, written scripts, graphics, and

images. In addition, computer-based teaching program and handling tools were also

included. In the area of reproduction or publication, all kinds of teaching media can be

produced as long as there is specificity. Media that have been produced cannot continue

to be used. It should be evaluated first in order to really give the desired effect.

The most emphasised aspect of this evaluation is its ability to meet the requirements of

objectives. In addition, an assessment of the technical quality is also performed. After

evaluation, recommendation will be presented to determine whether or not it is accepted,

rejected or accepted with correction.

Once confirmed its effectiveness, then the media is ready for use. At the application

level, the students are assisted to select learning resources (media teaching part

thereof) in accordance with their learning and help them use the selected source.

Students' progress is monitored during their learning activities.

To ensure that learning resources are always available, logistics and space for collection

must be provided. This is where the learning resources are cataloged, maintained and

distributed. Finally, to ensure the development of educational technology can be

followed, the dissemination of information on instructional technology collected and

disseminated. This is done through the provision of advisory services, training and

reporting.

1.2.1.2 Function of Learning Resources

In instructional technology, solutions to these problems fall into function of learning

resources. This problem consists of message, manpower, materials, equipment,

techniques and places or situations (settings). Each of these component can be used

separately or together to facilitate the teaching and learning process. At the application

level and logistics, learning resources are selected, used and disseminated. Therefore,

this domain is the result of processes that occur in the domain of educational

development or function.


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Learning resource is anything that store and transmits information to students. One of

them is message. Message contains information received by the students. For example,

lesson, instruction, and others.

Humans are receivers, sender or disseminator of messages. Humans in the school

context are teachers, students, principals and parents. Materials also store messages

that will be transmitted in the form of notes, books, tapes, videos, learning modules (as

module) and compact discs. Messages are transmitted through equipments such as

projectors, audio recorders, video disc players and so on. Technique is about how

materials, equipments and people used to send information such as discussions,

excursion, electronic mail and other.

Finally, place or situation is the overall environment in which the message is transmitted

such as classrooms, resource rooms, science laboratories and others. Relation to the

learning resources, it should be noted that not all specifically designed for learning.

However, it still can be used as a learning resource, such as TV advertising, consumer

catalogs, the story of a movie or TV, museums, zoos, internet and more. In this case, the

resources available are as important as the resources produced. Therefore, students

and teachers need to know how to use these resources.

1.2.1.3 Functions of Teaching Management

The main function of management is to supervise and control the development of

learning resources so as instructional technology can function effectively. Its functions

include managing the organization and employees. The focus of the organization was to

administer project management by identifying organizational needs, determine goals and

objectives. Next, in the question of expense management, purchasing and related

matters and also the administrative procedures relationship purposes within and outside

the organization.

Personnel management is responsible in issues related to the recruitment, supervision

and evaluation of employees. The main purpose of personnel management is to create a

good relationship as well as to improve communication between employees.


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Based on the above explanation, cannot be denied that instructional technology is

integrated in any human endeavour, procedures and ideas to achieve a specific

objective. In order to solve problems, all functions have to move in a systematic and

integrated manner.

1.2.2 Educational Technology Domain 1994

Based on the definition of instructional technology issued by the AECT (Association for

Educational Communication and Technology (1994), domain of educational technology

in 1994 was a continuation of the domain in 1977. There are five domains in instructional

technology now compared three previously. But that does not mean that there were

many differences between the domains because domain development domain, usage

domain and evaluation domain of are already included in the teaching expansion

functions. Each domain has its own theory and practice, and it can function

independently or interact with other domains. This interaction was not necessarily in a

linear form.

Interpretation of instructional technology issued by AECT in 1994: states that

instructional technology is the theory and practice of designing, developing, using,

managing and evaluating the processes and resources for learning. (AECT 1994)

Clearly, the definition states that the theory and practice form the basis of any actions

taken. Logically, a person involved with a job should have the knowledge that can

support their practices.

Theory means concepts, constructs, principles and proposals that contribute to the body

of knowledge. While, Practice means the application of knowledge to solve problems.

For example, some theories say the intent and motive for learning is closely related to

the quality of learning.

The five domains within the definition of instructional technology covers the theory and

practice of design, development, utilization, management and evaluation of processes

and resources for learning:


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i. Design domain

ii. Development domain

iii. Use domain

iv. Management domain

v. Evaluation domain

Diagram 1.1: Educational Technology Domain 1994

1.2.2.1 Design domain

Design is the process to determine the instructional system components, characteristics

and needs for learning. This domain covers four main areas:

i. Instructional systems design

ii. Message design

iii. Instructional strategies

iv. Pupil characteristics

Instructional system design is an organized or systematic procedures for analyzing,

designing, building, implementing and evaluating instructional materials, an educational

unit, a course or a curriculum that would help or improve the students learning, and

teachers teaching.


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The second area involves the design of message planning to determine the manner and

media format the most effective in delivering messages to the students.

The third area is instructional strategy involving the process of selecting and organizing

learning activities in lesson units, content, learning domains, methods and media best

suited to reinforce the learning process.

The last area in the domain of design is analysis of pupil characteristics such as

determining the skills, knowledge, and attitudes that affect the learning process.

1.2.2.2 Development domain

The second domain in the instructional technology is the development or construction.

This domain involves the process of translating the design specifications. Instructional

materials consist of printed materials, audio-visual materials, computer-based materials

and multimedia materials.

1.2.2.3 Use domain

The third domain in the instructional technology is the use. Use is the act of using

methods and instructional models, materials and media tools and environment to

enhance the learning process.

1.2.2.4 Management domain

The fourth domain is management This domain involves control of the instructional

technology through planning, organization, coordination and supervision of the resource

center or technology education to enable organized and effective.teaching and learning.

1.2.2.5 Evaluation domain

Evaluation is the process to determine the suitability and effectiveness of teaching and

learning or educational programs such as student achievement assessment, evaluation


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of the use of media, evaluation of the design and construction of teaching material and

evaluation of programs or educational media project.

There are four categories of evaluation. Those are the problem analysis, evaluation

criteria, formative assessment and summative assessment.

Instructional technology is a complex process in analyzing education needs through

systematic, scientific and rational mean. For simplicity purpose, the term instructional

technology is used synonymous with educational technology.

1.3 Principles of Educational Technology

Ministry of Education have drawn out a guideline on the principles of educational

technology in teaching and learning process (Ministry of Education, 2012). The

principles are:

The use of technology in teaching and learning is only a supporting material for teachers

to teach and not a substitute for teaching. The using of educational technology is to help

teachers teach and help students learn a subject content more effectively. It is used for

teaching and learning and not for entertainment or to show the ability of teachers to use

technology, also not to waste time while waiting for the learning of pupils over.

Educational resources selected based on their appropriateness in terms of topics and

learning objectives, student background, class size and physical condition of the

classroom.

Educational resources should be used to achieve the objectives and the development of

teaching and learning, either for

i. introduction of the topic,

ii. educational development which includes explanation of concept, or

iii. closing or conclusion

iv. assessment on the understanding of the topic.


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Educational resources are used according to the appropriate time to optimize the

teaching and learning

The use of educational resources must be planned in three stages, namely:

i. Before use - planning time and manner relate to the topic being taught

ii. During use - planning reviews and emphasising the important aspects that will

accelerate the process of learning

iii. After use - planning further activities / enrichment and reinforcement

1.4 Role and Importance of Educational Technology in Teaching and Learning

Reflection:

What is the role of educational technology in teaching and learning?

How does the impact of educational technology in teaching and learning

process?

Technology education is a media application, system, and technical approach towards

teaching and learning environment. One of the main role and approaches of educational

technology are to promote positive learning environment, changes in the decision-

making level, changes in the system or changes in the approach to teaching and

changes in learning experience.

1.4.1 Changes in Decision Making Level

Accordingly, Malaysia school syllabus or curriculum are established by the Ministry of

Education. The syllabus has been drafted based on student skill levels in different age

groups. During the planning of this syllabus or curriculum, this curriculum planners will

collaborate with instructional designers to determine the use of educational technology in

the school curriculum.

In the past, the use of media is planned during the implementation of curriculum. As a

result, numerous problems have arisen, such as lack of teacher preparation in teaching

and learning and difficulty in obtaining appropriate media materials to help teachers


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implement teaching and learning. The presence of educational technology somehow has

contributed changes in the habits implemented in the past. Now the education system is

more efficient and capable of producing effective learning to pupils in a shorter time.

For example, in the implementation of PPSMI Teaching and Learning of Science and

Mathematics in English, the curriculum has been outlined and media sources produced

in tandem. This can help teachers in choosing media sources that suits to be used in the

classroom. Apart from saving teachers time, it also makes learning more effective and

systematic.

With the advent of technology education, the implementation of the teaching curriculum

is set to become more effective, convenient, state of the art and provide a positive

impact on pupils' learning.

1.4.2 Changing the System or Teaching Approaches

Apart from changing the decision-making level, educational technology also serves to

change the system or approach. Educational technology reform could affect the system

or the process of teaching and learning approach. Educational technology can also

change the system or the conventional approach, receive distance learning system,

open class system or independent school system.

For example, the products of educational technology is now able to produce a more

systematic and organized system that can benefit teachers and students and facilitate

teaching and learning. Creation of software to provide teachers timetable (System

Windjaws), and most recently teaching system based on the 'IES' (Interaction Education

System) ease the implementation of teaching and learning. In IES teachers use

computer software during the implementation of the teaching and the students respond

using the 'remote control' to provide feedback. Through this system, teachers can track

faster learning outcomes of teaching at all times. Teachers are also able to identify the

level of understanding of individual pupils more easily.

Educational Technology has also changed system of teaching, for example distance

learning that uses information technology as a mediator of knowledge. The study and


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creation of cutting-edge technology of intellectual scholars have made possible changes

to the system diversity and a more productive approach to create a generation of

scholars who are more eminent.

1.4.3 Changing the Learning Experience

Use of educational technology can also change the learning experience. Learning

experience is very important to make effective learning, and can change student

behavior. Thus, the learning experience is an important aspect in the implementation of

the curriculum.

For the success of the curriculum, careful planning and rigorous shall be arranged so

that it can help students get the learning experience based on the objective set by the

teacher based on the curriculum that was enacted. Plans such as the use of appropriate

media either using computer applications, simulations, demonstrations or any other

materials to help students understand the learning should be determined so that the

critical and creative thinking can be generated in the classroom so that pupils are able to

apply the learning in their daily lives.

Technology has also changed the education system with various methods of teaching

and learning techniques such as learning in groups or alone, with human resources

(teachers) and non-technological (computer software), cooperative learning and actively

engage students and encourage students to think more critically and creatively. These

changes are important to provide a meaningful learning experience to the students to

master a lesson.

1.4.4 Promoting a Positive Learning Environment

Use of effective technology in teaching can stimulate positive learning environment

(effectively) and attract students. Use the latest technology such as the use of laptops,

slide to boost student attention optimally if carried out systematically. There are a variety

of learning approaches that can be implemented in the classroom using educational

technology in order to generate an effective learning environment. Among the


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approaches that can be practiced to promote a positive learning environment are

cooperative, collaborative learning, team approach and an individual approach.

1.4.5 Promoting Cooperative Approach

Cooperative approach is involves students working together and be responsible for each

member of the group. In this approach, all members must work together in groups to

solve a given problem. In this approach the teacher is responsible for ensuring that each

student in the group work together well. Social skills are critical among members of the

group to help the group achieve its objectives and maintain positive relationships. In

implementing this approach the teacher must motivate the students by giving recognition

and appreciation for a given task accomplish.

For example, in science, teachers give assignments to students to find any information

related to the Solar System. Pupils are given time to collect information in the library and

computer labs. The findings are presented in class using media applications produced

by pupils. These activities can produce students who have high self-confidence, ICT

literate and able to communicate effectively.

1.4.6 Promoting Collaborative Approach

Collaborative learning requires the involvement of all team members. It requires

challenging ideas, support and improve an idea to consensus group. In this approach,

students will gather ideas or data, share experiences, discuss among themselves, and

solve problems together. In this approach, each team member are committed to perform

a given task and ready to help each other to improve their academic performance.

For example, in the teaching and learning of science, the teacher asked students to find

a solution to a problem such as factors affecting corrosion. Pupils are asked to evaluate

the factors affecting corrosion and perform an experiment to support their opinions.

Here, teachers can encourage students to use a variety of resources to assist their

teaching media, such as movies slide show, the observation and the acquisition of

information from internet. Besides encouraging students to communicate, teachers can


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also give emphasis on the use of educational technology such as searching for material

on the internet.

Reflection

What other role of educational technology?

Why technology is needed in education today?

SUMMARY

In this topic we have discussed the concept of technology, the concept of teaching, the

concept of educational technology, the role of learning theory, instructional technology

domain, identify and explain the function of the domain. Also discussed are the

principles, the role and importance of educational technology in teaching and learning.

REFERENCES

AECT . Association for Educational Communications and Technology (1977). The

definition of educational technology. Washington DC: AECT.

AECT, Association for Educational Communication and Technology (1994). The

definition of educational technology. Washington: AECT.

AECT, Association for Educational Communication and Technology (2004). Definition

and Terminology Committee document MM4.0. The meanings of educational

technology. Washington DC: AECT.

Kementerian Pelajaran Malaysia (2012). Akses pada November 12, 2012 daripada

[http://bibliografi.moe.edu.my/sumberpendidikan/images/psp/Huraian_Sukatan_Modul_B

ab_1.pdf]

Evans T. & Nation D. (Eds) (2000), Changing university teaching: Reflections on

creating educational technologies. London: Kogan Page.

Galbraith, J.K. (1967). The new industrial state. Boston: Houghton Mifflin.


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Hedges, William D. Hopkins, L. Thomas. The encyclopedia of education. Vol. 4. New

York, NY: Crowell-Collier Educational Corporation, 1971.

Yusup Hashim. (1998). Teknologi pengajaran. Shah Alam: Siri Pendidikan Fajar Bakti.

T1 Educational Technology Final 090112

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