DIFFERENT CONCEPTS OF TECHNOLOGY Technology as the use of gadgets, tools, or equipment to perform a task expediently and efficiently
It is the knowing, ma making, king, modifying, and using of tools, machines, techniques, techniques, crafts, systems, systems, and methods 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. - Students use their their cell phones phones to communicate to their their parents. - A teacher can ask her students to inform her about their progress in the class through email. - A student uses a printer to get a copy of his paper to be submitted to the teacher easily and neatly. electron ic mail to the teacher to meet the deadline for submission. - Another student can send his paper via electronic
Technology as the collection of tools, including machinery, modifications, arrangements and procedures.
This refers to reliable devices devices that enable enable one to make presentations presentations repeatedly. repeatedly. - Teachers and students show PowerPoint presentation to enhance teaching and learning. immerses the learner into into the dynamics dynamics of digital communication communication and self-expression. self-expression. It - Digital story telling immerses includes a collection of photo stories and arranged sequentially to capture certain e vents 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 washing machine, rice cooker, hair blower, electric fan, floor polisher, electric food mixers, blenders, and grinders. Other technology-related appliances are radio, television, music player, and digital camera.
The Teacher as a Technology
The teacher facilitates facilitates learning through the use of varied instructional materials materials like the books, 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. 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. tools to make learning fast, efficient, and effective. effective. The teacher The teacher uses gadgets and tools uses many teachings aids such as real objects (realias), pictures, show cards, charts, bulletin board, blackboard and chalk, handouts, workbooks, practice exercises, audio visual materials like radio, tape recorder, tape and videotapes in introducing new lessons. The teacher develops modules for students' learning depending upon their ability levels. students, the teacher may use rating scale, scorecard, checklist, tests and In evaluating the students, rubrics.
Assumptions about Technology 1. Technology is more than hardware. It is made up of any reliable technique or method of engaging learning, such as cognitive learning strategies and critical thinking. E x a m p l e : T h e u s e o f m e t a p h o r . If you are an insect, which insect would you like to be? P r o b a b l e a n s w e r s : A firefly. W h y ? So I can give light to others. A butterfly. W h y ? So I can enjoy the colorful wings. 2. Learning technologies can be any environment or definable set of activities that engage learners in active, constructive, intentional, and authentic learning. Technology can be
introduced in a form of a game. 3. Technologies are not simply conveyors or communicators of meaning but the y can also serve as resource materials for reflection and other thinking skills. E x a m p l e : 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 n eed. E x a m p l e : Students can download sample rubrics to enable them to create their own rubric. I n t er a c t i o n s w i t h t e c h n o l o g i e s a r e l e ar n e r - i n i t i a t e d a n d l e a r n e r - c o n t r o l l e d . E x a m p l e : 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. I n t e r ac t i o n s w i t h t h e t e c h n o l o g i e s a r e c o n c e p t u a l l y a n d i n t e l l ec t u a l l y e n g a g i n g . E x am p l e : 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. T ec h n o l o g i e s s h o u l d f u n c t i o n a s i n t e l le c t u al t o o l k i t s 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. E x a m p l e : 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. E x a m p l e : 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, technolog ical processes and resources.
d e v e l o p m e nt ,
managing
and
use
of
a ppropriate
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 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 on line.
E d u c a t i o n a l T ec h n o l o g y a s t h e c h o i c e o f a p p r o p r i a t e p r i n c i p l e s i n t h e p r e p a r a t i o n a nd u t i l i z a t i o n o f c o n v e n t i o n a l a n d n o n - c o n v e n t i o n a l t ec h n o l o g y t o o l s as w e l l a s t r a d i t i o n a l a n d a l t e r n a t i v e t ea c h i n g strategies.
As applicat ion of theor y and pra ctice, Educat ional Technology has fi ve dom ains nam ely, design, development, utilization, management and evaluation of processes and resources for learning (Association for Educational Communication and technology or AECT).
Design
Evaluation
Development
Theory and Practice
Management
Utilization
Five Domains of Technology
Domains Design Development Utilization Evaluation Management
Description Establishing a framework to guide in planning the educational technology. Using the design or framework, materials are produced and developed. Implementing and using the learning materials used to enhance knowledge and skills of learners. It is also known as the action phase. Monitoring, assessing, and giving judgment on the extent of usefulness of the learning material in achieving the expected outcomes. It is applied in the implementation of all different domains and its effect on the outcome of learning.
DOMAINS OF EDUCATIONAL TECHNOLOGY D o m a i n 1 – D e s i g n
The theory and practice of design includes Instructional System Design, (I instructional strategies, and learner’s characteristics. Technology is based on a theory. Theories are results of experts’ stu dies. Technology utilizes
theories to build or develop tools and gadgets. The most re theory to t echnology is constructivism, Here are some reasons why constructivism facilitates knowledge construction: 1. C o n s t r u c t i v i s m p r o v i d e s r e p r e s e n t a t i o n o f r ea l i t y . 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 written using the computer and downloading the story in a PowerPoint presentation. 3. C o n s t r u c t i v i s m r e p r e s e n t s a u t h e n t i c t a s k s w h i c h f o c u s o n c o n t e x t u a l i z i n g r a t h e r t h a n a b s t r a c t i n g . The teacher can design evaluation tools with the use of samples for very wellmade 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. C o n s t r u c t i v i s m p r o v i d e s r e a l w o r l d c a s e -b a s e d l ea r n i n g e n v i r o n m e n t s r a t h e r t h a n p r e - d e t e r m i n e d i n s t r u c t i o n a l e v e n t s . 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 m a l u n g g a y leaves into varied recipes like m a l u n g g a y juice, m a l u n g g a y ice cream, and m a l u n g g a y okoy. 5. C o n s t r u c t i v i s m f o s t e r s r e f l e c t i v e p r ac t i c e . 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. C o n s t r u c t i v i s m p r o m o t e s c o n t e x t a n d c o n t e n t . Context and content are the bases of student's reflection and understanding about the lesson. T he 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 can write their reflections abo ut 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. P r a c t i c e is repeated action in applying a particular theory. It promotes continuous im plementation
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 characterist ics. 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. Ano ther factor in des ign ing ins truct ion al strateg ies is knowledge of the characterist ics 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. 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, i-pod, laptops and others are specially designed for students who are fond of music, dances, movies, and films. D o m a i n 2 – D e v e l o p m e n t
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 techn ologies are pro vid ed to acc ompany presentati ons that cat er 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. D o m a i n 3 – Utilization
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, r eplication, 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 a n d integrated technologies through social media like Facebook, Twitter, and others. D o m a i n 4 – M a n a g e m e n t
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 inclu des the use of computer laboratory, checking of electrical connections, and sharing of the materials among the teachers and staff of the school. D o m a i n 5 – E v a l u a t i o n
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 sof twa re is available to evaluate the finished lea rni ng mater ial s. There are specificat ions whi ch may include organization, content, relevance, creativity, appropriateness, and audience impact. The developer can also device evaluation instruments that fit well to the materials produced. 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 i ntended 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.
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