Educational Technology Educational
technology
is
also
termed as
instructional
technology, information
and
communication technology (ICT) in education, Ed.Tech. and learning technology.
It is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." A closely related term is e-learning, refers to “the use of modern technology, such as computers, digital technology, networked digital devices and associated software and courseware with learning scenarios, worksheets and interactive exercises which facilitate learning”. Educational technology is utilized by learners and educators in many settings, such as home, school, higher education, and business and professions. As a terminology, educational technology encompasses both material objects, such as machines and networking hardware, and also aspects such as instructional theory and learning theory.
Background Educational technology is an integral part of society today.Information today. Information and communications technology in technology in education refers both to an array of tools, and also to the principles for their effective application, that advance learning. Thus educational technology relies on a broad definition of the word "technology", encompassing both material objects, such as machines and networking hardware, and also broader aspects of education such as organizational systems, learning methodologies and techniques, and skills assessments. Examples of these two dimensions are material aspects such as internet based learning, and educational
psychology aspects
such
as instructional
theory, learning
theory, media
psychology and human human performance technology, fields of study that apply theories of human behaviour to educational technology. technology. In other words, although there is some semantic debate (argument), educational technology refers to all valid and reliable applied education science, such as equipment, as well as processes and procedures that are derived from scientific research. As such, educational technology in a given context may refer to theoretical, algorithmic or heuristic (empirical) processes, and does not necessarily imply physical technology. This vocabulary is consistent with educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources" and the definition by the Association for f or Educational Communications and Technology (AECT), which denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning." Educational technology thus refers to the use of both physical hardware and educational theoretic. It encompasses several domains, including learning theory, computer-based training, online learning,
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and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology. These categories are addressed in turn in the sections of this article: e ducational approaches to learning; 1. Educational technology as the theory and practice of educational
2. Educational technology as technological tools and media that assist in the t he communication of knowledge, and its development and exchange; 3. Educational technology for learning system management (LMS), such as tools for student and curriculum management, and education management information systems (EMIS). (EMIS). 4. Educational technology itself as an educational subject ; such courses may be called "Computer Studies" or "Information "Information and Communication Technology (ICT)" Technology (ICT)"
Benefits Benefits of incorporating technology into the classroom may include:
Easy-to-access course materials . Course material on a website allows learners to study at a time
and location they prefer and to obtain the study material very quickly.
Student motivation. According to James Kulik, who studies the effectiveness of computers used
for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes. Teachers must be aware of their students' motivators in order to successfully implement technology into the t he classroom. Students are more motivated to learn when they are interested in the subject matter, which can be enhanced by using technologies in the classroom and targeting the need for screens and digital material that they have been stimulated by outside of the classroom.
More opportunities for extended learning . According to study completed in 2010, 70.3% of
American family households have access to the internet. According to Canadian Radio Television and Telecommunications Commission Canada, 79% of homes have access to the internet. This allows students to access course material at home and engage with the t he numerous online resources available to them. Students can use their home computers and internet to conduct research, participate in social media, email, email, play educational games and stream videos. Using online resources such as Khan Academy or TED Talks can help students spend more time on specific aspects of what they may be learning in school, but at home. These online resources have added the opportunity to take learning outside of the classroom and into any atmosphere that has an internet connection. These online lessons allow for students who might need extra help to understand materials outside of the classroom. These tutorials can focus on small concepts of large ideas taught in class, or the other way around. Schools like MIT have MIT have even made their course materials free online so that anybody can access them. Although there are still some aspects of a classroom setting that are missed by using these resources, they are still helpful tools to add additional support to the already existing educational system.
Wide participation. Learning material can be used for long distance learning and are accessible
to a wider audience.
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Improved student writing . It is convenient for students to edit their written work on word
processors, which can, in turn, improve the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.
Differentiated Instruction. Educational technology provides the means to focus on active
student participation and to present differentiated questioning strategies. It broadens individualized instruction and promotes the development of personalized learning plans in some computer programs available to teachers. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways. This allows some students to individually progress from using low ordered skills gained from drill and practice activities, to higher level thinking through applying concepts creatively and creating simulations. In some cases, the ability to make educational technology individualized may aid in targeting and accommodating different learning styles and levels. Overall, the use of internet in education has had a positive impact on students, educators, as well as the educational system as a whole. Effective technologies use many evidence-based strategies (e.g., adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers. It is important for teachers to embrace technology in order to gain these benefits so they can address the needs of their digital natives
Additional Benefits
The Internet itself has unlocked a world of opportunity for students. Information and ideas that were previously out of reach are a click away. Students of all ages can connect, share, and learn on a global scale.
Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.
Using technology in the classroom can allow teachers' to effectively organize and present lessons. Multimedia presentations can make the material more meaningful and engaging.
““Technology’s impact in schools has been significant, advancing how students learn, how teachers teach and how efficiently and effectively educational services can be delivered,” said Carolyn April, director, industry analysis, CompTIA.” With emerging t echnologies such as tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the classroom, the reliance on IT by the education market will only grow in the years ahead.”
Studies completed in "computer intensive" settings found increases in student-centric, cooperative and higher order learning, students writing skills, problem solving, and using technology. In addition, positive attitudes toward technology as a learning tool by parents, students and teachers are also improved.
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E-learning (or eLearning) is the use of electronic media, educational technology and information and
communication technologies (ICT) in education. E-learning 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, underly many elearning processes. E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used. E-learning includes, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction , computerbased training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, virtual education, virtual learning environment s (VLE) (which are also called learning platforms), m-learning, and digital education. These alternative names individually emphasize a particular digitization approach, component or delivery method, but conflate to the broad domain of elearning.
Background E-learning is an inclusive term that describes educational technology that electronically or technologically supports learning and teaching. Bernard Luskin, a pioneer of e-learning, advocates that the "e" should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic." This broad interpretation focuses on new applications and developments, and also brings learning and media psychology into consideration. Parks suggested that the "e" should refer to "everything, everyone, engaging, easy". Depending on whether a particular aspect, component or delivery method is given emphasis, a wide array of similar or overlapping terms has been used. As such, e-learning encompasses multimedia learning (MML), technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) which are also called learning platforms, m-learning, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multimodal instruction. Every one of these numerous terms has had its advocates, who point up particular potential distinctions. In practice, as technology has advanced, the particular "narrowly defined" aspect that was initially emphasized has blended into "e-learning." As an example, "virtual learning" in a narrowly defined semantic sense implies entering the environmental simulation within a virtual world, for example in treating posttraumatic stress disorder (PTSD). In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that not taught in a classroom faceto-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing. Students and instructors communicate via these technologies. The worldwide e-learning industry is economically significant, and was estimated in 2000 to be over $48 billion according to conservative estimates. Developments in internet and multimedia technologies are the basic enabler of e-learning, with consulting, content, technologies, services and support being identified as the five key sectors of the e-learning industry. Information and communication technologies (ICT) are used extensively by young people.
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E-learning expenditures differ within and between countries. Finland, Norway, Belgium and Korea appear to have comparatively effective programs. Educational approach The extent to which e-learning assists or replaces other learning and teaching approaches is variable, ranging on a continuum from none to fully online distance learning. A variety of descriptive terms have been employed (somewhat inconsistently) to categorize the extent to which technology is used. For example, 'hybrid learning' or 'blended learning' may refer to classroom aids and laptops, or may refer to approaches in which traditional classroom time is reduced but not eliminated, and is replaced with some online learning. 'Distributed learning' may describe either the e-learning component of a hybrid approach, or fully online distance learning environments. Another scheme described the level of technological support as 'web enhanced', 'web supplemented' and 'web dependent'. (Sloan Commission). Synchronous and asynchronous
E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency of other participants′ involvement at the same time. Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period of time. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time. Asynchronous learning may use technologies such as email, blogs, wikis, and discussion boards, as well as web-supported textbooks, hypertext documents, audio video courses, and social networking using web 2.0. At the professional educational level, training may include virtual operating rooms. Asynchronous learning is particularly beneficial for students who have health problems or have child care responsibilities and regularly leaving the home to attend lectures is difficult. They have the opportunity to complete their work in a low stress environment and within a more flexible timeframe. In asynchronous online courses, students proceed at their own pace. If they need to listen to a lecture a second time, or think about a question for a while, they may do so without fearing that they will hold back the rest of the class. Through online courses, students can earn their diplomas more quickly, or repeat failed courses without the embarrassment of being in a class with younger students. Students also have access to an incredible variety of enrichment courses in online learning, and can participate in college courses, internships, sports, or work and still graduate with their class. Both the asynchronous and synchronous methods rely heavily on self-motivation, self-discipline, and the ability to communicate in writing effectively. Linear learning
Computer-based learning or training (CBT) refers to self-paced learning activities delivered on a computer or handheld device such as a tablet or smartphone. CBT often delivers content via CDROM, and typically presents content in a linear fashion, much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT), the primary difference being that WBTs are delivered via Internet using a web browser. Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as multiple choice questions, drag-and-drop, radio button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates. CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. For example, CBTs offer user-friendly solutions for satisfying continuing education requirements. Instead of limiting students to attending courses or reading printed manuals, students are able to acquire knowledge and skills through methods that are much more
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conducive to individual learning preferences. For example, CBTs offer visual learning benefits through animation or video, not typically offered by any other means. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can easily be embedded to enhance the learning. However, CBTs pose some learning challenges. Typically the creation of effective CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director ) is often more complex than a subject matter expert or teacher is able to use. In addition, the lack of human interaction can limit both the type of content that can be presented as well as the type of assessment that can be performed. Many learning organizations are beginning to use smaller CBT/WBT activities as part of a broader online learning program which may include online discussion or other interactive elements. Collaborative learning
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks. CSCL is similar in concept to the terminology, "e-learning 2.0" and "networked collaborative learning" (NCL). Collaborative learning is distinguishable from the traditional approach t o instruction in which the instructor is the principal source of knowledge and skills. For example, the neologism "e-learning 1.0" refers to the direct transfer method in computer-based learning and training systems (CBL). In contrast to the linear delivery of content, often directly from the instructor's material, CSCL uses blogs, wikis, and cloud-based document portals (such as Google Docs and Dropbox). With technological Web 2.0 advances, sharing information between multiple people in a network has become much easier and use has increased. One of the main reasons for its usage states that it is "a breeding ground for creative and engaging educational endeavors." Using Web 2.0 social tools in the classroom allows for students and teachers to work collaboratively, discuss ideas, and promote information. According to Sendall (2008), blogs, wikis, and social networking skills are found to be significantly useful in the classroom. After initial instruction on using the tools, students also reported an increase in knowledge and comfort level for using Web 2.0 tools. The collaborative tools also prepare students with t echnology skills necessary in today's workforce. Locus of control remains an important consideration in successful engagement of e-learners. According to the work of Cassandra B. Whyte, the continuing attention to aspects of motivation and success in regard to e-learning should be kept in context and concert with other educational efforts. Information about motivational tendencies can help educators, psychologists, and technologists develop insights to help students perform better academically. Classroom 2.0
Classroom 2.0 refers to online multi-user virtual environments (MUVEs) that connect schools across geographical frontiers. Also known as "eTwinning",computer-supported collaborative learning (CSCL) allows learners in one school to communicate with learners in another that they would not get to know otherwise,[28][29][30] enhancing educational outcomes and cultural integration. Examples of classroom 2.0 applications are Blogger and Skype. E-learning 2.0[edit]
E-learning 2.0 is a type of computer-supported collaborative learning (CSCL) system that developed with the emergence of Web 2.0.[32][33][34] From an e-learning 2.0 perspective, conventional e-learning systems were based on instructional packets, which were delivered to students using assignments. Assignments were evaluated by the teacher. In contrast, t he new e-learning places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life.[35]This phenomenon has also been referred to as Long Tail Learning[36][37] E-learning 2.0, in contrast to e-learning systems not based on CSCL, assumes that knowledge (as meaning and understanding) is socially constructed. Learning takes place through conversations about content and grounded interaction about problems and actions. Advocates of social learning claim that one of the best ways to learn something is to teach it to others.[37]
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In addition to virtual classroom environments, social networks have become an important part of Elearning 2.0. Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education.[38] Mobile Assisted Language Learning (MALL) is the use of handheld computers or cell phones to assist in language learning. Traditional educators may not promote social networking unless they are communicating with their own colleagues.[39] Virtual worlds for e-Learning have been amongst the first applications being deployed in clouds in order to exploit the characteristics of Cloud computing with respect to on-demand provision of resources during runtime.[40]
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Types of Educational Technology EDUCATIONAL TECHNOLOGY
MULTIFACETED CONCEPT
LUMBSDAINE (1964)
Has listed 3 distinct approaches
EDUCATIONAL TECHNOLOGY I or HARDWARE APPROCH
EDUCATIONAL TECHNOLOGY II or SOFTWARE APPROCH
EDUCATIONAL TECHNOLOGY III or SYSTEM APPROCH
EDUCATIONAL TECHNOLOGY I or HARDWARE APPROCH
MACHINES
APPLIANCES
EQUIPMENTS
SILVERMAN
HAS STATED IT HAS ORIGINE IN PHYSICAL SCIENCES AND ENGINEERING. IT IS BASED ON THE CONCEPT OF SERVICE USING TECHNOLOGY IN EDUCATION
MECHANICAL and TECHNOLOGICAL REVOLUTION Has almost mechanized the teaching learning process USE OF HA is a lot to reach the educational benefit to masses with great ease and in a cost effective way.
Hardware aids
We usually includes those machine like appliances and equipment's which are considered to be technical in terms of their composition and working
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Audio and visual Hardware aids,
Audio aids Radio :General broadcast Educational broadcast
Visual aids Projector : O H P Micro Projector
Overhead projector TAPERECORDER :record player
OPAQUE or Transparent Projector
Audio _ visual Hardware aids Television Video slides Closed circuit television (CCTV ) VIDEOTAPE or CASSATTE RECORDER
Computer
Storehouse of knowledge
Good source of self instruction
Helps all stakeholders
Best substitute for traditional teaching aid
EDUCATIONAL TECHNOLOGY II or software approach
OWES its ORIGINE to the Behavioral sciences and their applied aspect concerning the p psychology of learning
SOLID TECHNOLOGY
INSTRUCTIONAL Procedure
Hence known as
INSTRUCTIONAL Or
BEHAVIOURAL TECHNOLOGY
ORIGNATED FROM THEORIES OF LEARNING A PROCESS ORIENTED TECHNIQUE Which Develops and utilizes software aids fo r bringing the desirable changes in the students
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Software aids •
Blackboard or chalk board
•
Bulletined board or Information board
•
Flannel board
Pictures
PROPER AND JUDICIOUS SELECTION OF PICTURE
Should follow the following criteria
1. General value –Who are the students . 2. Suitability, Realistic ,Artistic 3. TECHNICALLY CORRECT 4. Clear and meaningful
GRAPHIC SOFTWARE AIDS
MAPS
GRAPHS
CHARTS
GLOBES
DIAGRAMES
PHOTOGRAPHS
POSTERS FLASHCARDS
NEWS PAPERS
MODELS
CATOONS
DIORAMA -3 dimensional miniature model making use of small objects.
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VISUAL AND PROJECTIVE SOFTWARE AID
SLIDES
FILMSTRIPS
VEDIOS
TRANCEPERANCIES
CAI
PROGRAMMED LEARNING PACKAGES
TELECONFERANCING
EDUCATIONAL TECHNOLOGY iii or system approach
Related with the concept of system engineering
Owes it ORIGIN to the computer science.
Here TECHNOLOGY STANDS FOR SYSTEMATIC WAY TO DESIGN, CARRY OUT AND EVALUATE THE TOTAL PROCESS OF EDUCATION IN TERM OF SPECIFIC OBJECTIVE.
IN SA CONTINUOUS COMPARISION OF DIFFRENET ROLES PLAYED BY MEN MACHINE AND MEDIA IN A SYSTEM OF EDUCATION AND DEVELOP AN APPROPRIATE INSTRUCTIONAL STRATEGY
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Role
INDIVIDUALIZATION OF INSTRUCTION
MULTISENSORY
AN EFFICIENT AND PRODUCTUVE TO MANAGES EDUCATIONAL PROCESSES
PROPER INPUT
FULFILLES THE EXPECTATIONS OF DISTANCE ,CORRESPONDENCE LEARNING
PURPOSEFUL AND PRODUCTIVE
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Technology in education Concepts and Definitions Educational Technology has no agreed upon definition.
“Technology is commonly thought of in terms of gadgets, instrument, machines, and devices….most (educators) will defer to technology as computers”
- Muffoletto (1994)-p.5 Integrating Education Technology into Teaching (IETIT)
“Only about a decade ago, a history of technology in education since 1920 placed the emphasis on
radio and television, with computers as an a fterthought.” --Cuban, 1986 (IETIT) p.5
However, Saettler (1990) urges “The historical function of educational technology is a process rather than a product.”
Any useful definition of educational technology , therefore, must focus on the process of applying tools for educational purposes, and the materials used.
In education, the combination of process and product merges instructional procedures with instructional tools.
Technology in Education as Media and Audiovisual Communications
Audiovisual movement: ways of delivering information that could be used as alternatives to lectures and books.
Audiovisual communications: the “branch of educational theory and practice concerned
pri marily with the design and use of messages which control the learning process.” (Saettler, IETIE,p6)
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AECT- Association for Ed. Commo. and Technology.
Technology in Education as Instructional Systems
1960s and 1970s
Human and non-human resources (teachers and media).
Systematic approach to designing, developing, and delivering instruction matched to carefully identified needs.
International Society for Performance Improvement.
Validating and creating instruction.
Technology in Education as Vocational Training Tools
Technology in Education:
1. School learning prepares students for the world of work. 2. Vocational training can be a practical means of teaching.
ITEA (International Technology Education Association).
Technology in Education as Computers and Computer-based Systems
Instructional and supportive applications of computers.
Computers began to be used in classrooms in 1960s until 1990 and was known as educational computing.
By the mid-1990s, educational computing became known as educational technology.
ISTE (International Society for Technology in Education) holds the following views:
Approaches to Technology in Education
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An emphasis on Computer Systems
Computers as media are becoming more complex and more capable. Computer systems are subsuming other forms of media. The perceived complexity of computer-based systems has made it more difficult for educators to effectively integrate software and computer media into classrooms.
Background on Computer-based Educational Technology
What’s a computer?
Hardware Providing the Electronic Capability
Software Communicating with the Hardware
Any electromechanical device that accepts input, processes input and produces output.
Software in a Computer System
Systems Software ( Types of Operating Systems)
Applications Software (used for Education, Entertainment, or Edutainment)
Systems Software (Types of Operating Systems)
Unix
Ms-DOS
Apple Dos, ProDOS
Macintosh DOS, System 7
Windows 95
Applications Software for Education
Tool Software: 1. Word Processing 2. Spreadsheets 3. Database Management 4. Integrated Packages 5. Graphics Software 6. Communications Software 7. Other Tools
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Tool Software: 1. Word Processing 2. Spreadsheets 3. Database Management 4. Integrated Packages 5. Graphics Software 6. Communications Software 7. Other Tools
Programming Software: 1. BASIC 2. Logo 3. FORTRAN 4. COBOL, SNOBOL 5. C 6. Pascal 7. PL/1
Courseware: 1. Tutorial 2. Drill & Practice 3. Simulation 4. Instructional Games 5. Problem Solving
Hardware: Providing the Electronic Capability
1. Input functions:
•
Keyboard
•
Mouse
•
Joystick and game paddle
•
Bar-code reader
•
Scanner
•
Touch screen and light pen
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2. Output Functions
•
Printers
•
Monitors
3. Input and Output Functions
•
Disk drives
The CPU’s Steps
Step 1. The controller gets an instruction from the system’s internal memory and puts it in a register.
Step 2. The controller directs the ALU to do necessary computations. Step 3. The controller gets the result from the register and s tores it once again in internal memory. CPU: Central Processing Unit
ALU : stands for Arithmetic/Logic Unit
Control Unit: directs the activities of the whole system.
The Internal and External Memory and Communication Functions
The internal memory functions:
A limited amount of space is arranged inside the computer for storage of instructions. For example: RAM and ROM.
The external memory functions:
External storage devices can store larger quantities of information. For Example: Hard Disks and CD-ROM.
Types of Computer Systems
Personal Computers
Mini and Mainframe Computers
Supercomputers
– Cost , the number of users that can be supported, size, speed, and storage capacity distinguish between these.
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The Developments During the Period before Microcomputer
IBM 1500 system in universities and
Stanford University and the CCC
Control Data Corporation (CDC) and the PLATO System
Brigham Young University and the TICCIT System
Computerized instructional management systems
The “Microcomputer Revolution” in Education
The Minnesota Educational Computing Consortium (MECC) and the software publishing movement.
MicroSIFT, EPIE, and other courseware evaluation e fforts.
Courseware authoring activities.
The Computer Literacy Movement
Logo and Problem-Solving
The emergence of integrated learning systems.
Current Types of Educational Technology Systems Standalone Personal Computers
Portable units (PDAs)
Workstations
Labs
Networked Stations: From LANs to MANs
“Networks are for sharing”(Kee 1994), and this sharing was designed to make computing activities more efficient and cost-effective.
A network centralizes resources and cuts down on handling of individual disks.
Types of LANs
Physical design
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Function (transmission method or protocol)
* Token ring method * Ethernet method
Three kinds of cable for connecting LANs
Coaxial cable: Designed to transfer signals with minimal interference.
Twisted pair cable: An inexpensive way of handling ARCnet, Ethernet, and token ring connections.
Fiber optic cable:Allow networks to send large amounts of information at high speeds.
Current Applications of Educational Technology Systems
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Instructional Technology Applications:
--Instructional software --Interactive video-based materials --Courses through distance learning
– Productivity Tools: --Prepare print instructional materials --Keep records and analyze data --Prepare and make instructional and informative presentations --Organize time and materials
– Tools for Students: -- Writing assignments -- Helping with research -- Assisting with learning tasks in various content areas -- Developing products and presentations.
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Necessity of ICTs
•
Globalization of
•
Economy
•
Information
•
Tech Innovations
•
Knowledge-based
•
•
Economy
•
Society
Escalating Demand
for Education
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Potential: 1. Expanding Educational Opportunities
•
Radio Broadcast
•
Interactive Radio Instruction
•
Television
•
Virtual Schools
•
Virtual Universities
2. Increasing Efficiency Issues
Dual Shift Systems
Multigrade Schools
Small Urban or Rural Schools
Flexibility in Learning Schedule
Broadcast Radio
Interactive Radio
Educational TV
Virtual Online Courses
Solutions
3. Enhancing Quality of Learning
Potential
•
Motivate and engage learners
•
Bring life to concepts and processes
•
Foster inquiry
•
Provide flexibility
•
Allow application of information
•
Provide access to world of information
•
Bring the world into the classroom
•
Offer collaborative opportunities and communication
•
Offer tutored and individualized learning
Solutions
•
Radio and TV
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•
Multimedia Learning Modules
•
Virtual Labs
•
Connecting to the Worlds
•
Designing and Creating Things
4. Enhancing Quality of Teaching
Issues
•
Difficult Profession
•
No One-Shot Training
•
Continuum
Initial Training
Lifelong Upgrading
Connecting
Solutions
•
Multimedia Training and Support System
•
Training Videos
•
Teacher Development Portal
•
Internet Resources for Teachers
5. Facilitating Skill Formation
•
New Workplace Realities
•
E-Training
Just-in-Time
Convenient Place
Up-to-Pate
User-centric
Simulations
Competency-based multi-media
Video and Interactive media
Workplace Training
Solutions
6. Sustaining Lifelong Learning
Issues
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Workers need to learn new skills
Modern societies demand constant updating
The “educated” can become obsolete
Life-cycle pattern is changing
Solutions
Radio and TV
Multimedia Packages
Online Courses
Open Universities
“Third Age” Universities
7. Improving Policy Planning & Management
•
Management of Institutions and Systems
– School: Admissions, student flow, personnel, staff development, facilities… – System: School mapping, personnel payroll, MIS, communication, information, . . . •
Management of Policy Making
– Storage and analysis of data – Construction and assessment of policy scenarios – Tracer studies and tracking systems 8. Advancing Community Linkages Growth in ICT Access
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1400
1200
1000
800
600
400
200
0 1991
1992
1993
1994
Main telephone lines (millions)
1995
1996
1997
1998
Mobile cellular subscribers (millions)
1999
2000
2001
Personal computers (millions)
2002
2003
Internet users (millions)
Telephones, Cellular phones and PCs per 1,000 inhabitants
14
12
10
Tele hone subscribers/100 Cellular subscribers/100
8
PCs/100 6
4
2
0 Afri
America &
US and
Asi
Euro
Ocea
•
ICT access varies within countries
•
Disparities is magnified by gender factor
•
ICT access contributes to escape from poverty
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WOR
•
ICT access for all requires attention to
– Infrastructure – Cost – Laws and regulations Radio Stations and Receivers
Suitcase Radio Station Crank Radio Digital Satellite Radio Crank/Solar Radio
Telecenters
Women-Friendly Telecenters
•
Within accepted culture; fosters harmony
•
Women do not have to travel far
•
Center meets needs of men and women
•
No childcare problem
•
Space is roomy and provides privacy
•
Staff is well integrated
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From Potential to Effectiveness 1. Educational Policy 2. Approach to ICTs 3. Infrastructure 4. ICT-Enhanced Content 5. Committed and Trained Personnel 6. Financial Resources 7. Integration 8. Piloting and Evaluation
ICT ――►Education More Effective and Responsive
“We do not think anymore of the spectacle of printing every time weread a book, the phenomenon of TV every time we watch a movie, or the miracle of the telephone every time we make a call. The ultimate success of ICTs for learning will be attained when we stop marveling about the ICTs and apply our minds and emotions to the wonders oflearning.”
Namibia Schoolnet
5. Costing and Budgeting Total Cost of Ownership
28
Acquisition - hardware and software
Installation and configuration
Connectivity
Maintenance :
Supplies:
8-10%
Utilities:
4-8%
Computer training
Retrofitting of physical facilities
replacement costs (5-7 years)
15-20% of initial investment
5-10%
31-48%
Additional Costs
Acquisition and creation of content materials
Orientation and training of staff
Testing, evaluation and adjustment
29
