presentation of instructional technology
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CHAPTER 10:COMPUTER AS DISCRETE TEACHING TOOLS
THEREAT
GR EVOLUTION
PRESENTERS:
SIR MOHD SHUKRI BIN NORDINLECTURER:
1. MUHAMMAD FAUZAN BIN M NOOR 2. MUHAMMAD HAIQAL FIRDAUS BIN HASSIM 3. KU-AHMADFURGON ETAE 4. MOHAMMAD SAIFUL AZLAN BIN YAACOB
EDT 1303 IN
STRUCTIO
NAL
TECHN
OLO
GY
Instructional Technology by Fauzan Muhammad IIUM is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
-By the 1960s, the educational potential of computers was being spoken of in awe.
- Gil Hughson “The greatest change you will have to accept is the technology revolution which is leading us into the age of the computer.”- Seymour Papert “The computer is the Proteus of machines. Its essence is its universality, its power to simulate. Because it can take on a thousand forms and can serve”
-The initial general use of computers in teaching in schools began in the mid to later 1970s, at the senior school level.-In the latter 1970s, the situation changed significantly with the introduction of personal computers.
Apple’s Dot Matrix Printer
1982:Commodore 64
MS DOS
Compaq’s Portable PC
- All of these early personal computers were aimed at the general consumer market- but the Apple and BBC Acorn were also pitched successfully at the school market.- in 1984, Apple’s release of its first Macintosh
Macintosh
- While Microsoft introduced a PC with GUI in 1985 with its Windows 1.0
Window 1.0
- in 1990 release Windows 3.0
Window 3.0
- The latter part of the 1980s saw significant increases in the power and in particular the memory of all the personal computers, and in the use of the 1.2 MB floppy disks.
-In the early 1990s in Australia the move began to give all students in the school—or at least a significant proportion—their own laptop.
-The next major development in the use of personal computers as the instructional technology was the creation of the World Wide Web and the launch of the ‘information superhighway’.
-in real terms by the start of the twenty-first century personal computers in most schools had become but one of a suite of digital instructional technologies.
Get the teachers using instructional technology wisely and extensively
Get the teachers using instructional technology wisely and extensively
Begin integrating the use of computers across the curriculum in both the primary and secondary sectors
Get the teachers using instructional technology wisely and extensively
Begin integrating the use of computers across the curriculum in both the primary and secondary sectors
Had a strong marketing imperative about laptop/computer
Get the teachers using instructional technology wisely and extensively
Begin integrating the use of computers across the curriculum in both the primary and secondary sectors
Had a strong marketing imperative about laptop/computer
Focus on the technical aspect of the implementation and ensuring that the equipment worked , and how it might be used by all teachers.
Located in a computer laboratory or two , with a teacher or two given control of the operation
Located in a computer laboratory or two , with a teacher or two given control of the operation
School have introduced organizational constraints that were to play a major part in limiting the use of not only computers,but in time all manner of digital instructional technology
Located in a computer laboratory or two , with a teacher or two given control of the operation
School have introduced organizational constraints that were to play a major part in limiting the use of not only computers,but in time all manner of digital instructional technology
Almost all principals and educational administrators interviewed indicated that they left the deployment of and the best way to use the computers
Located in a computer laboratory or two , with a teacher or two given control of the operation
School have introduced organizational constraints that were to play a major part in limiting the use of not only computers,but in time all manner of digital instructional technology
Almost all principals and educational administrators interviewed indicated that they left the deployment of and the best way to use the computers
Research and interviews or program specifically designed to provide school and education authority leaders with the skills and understanding needed to make the best use of the computers
Drop in the relative price of computers (the number of uses will increase especially the number of primary school)
Drop in the relative price of computers (the number of uses will increase especially the number of primary school)
To employ appropriate implementation strategies by move the school based management(SBM) and devolving of responsibility for computer deployment wholly to the school
Drop in the relative price of computers (the number of uses will increase especially the number of primary school)
To employ appropriate implementation strategies by move the school based management(SBM) and devolving of responsibility for computer deployment wholly to the school
Well- intentioned teachers or teacher-librarians were simply ‘lumbered’ with the task of making best use of the computers
Drop in the relative price of computers (the number of uses will increase especially the number of primary school)
To employ appropriate implementation strategies by move the school based management(SBM) and devolving of responsibility for computer deployment wholly to the school
Well- intentioned teachers or teacher-librarians were simply ‘lumbered’ with the task of making best use of the computers
To use the computers across the curriculum intensified
In the US, a survey undertaken by The Greaves Group and published as America’s Digital Schools 2006 Report documents the continuing quest across the US to achieve what it terms ‘ubiquitous computing’; that is, a 1:1 student–computer ratio.
In the US, a survey undertaken by The Greaves Group and published as America’s Digital Schools 2006 Report documents the continuing quest across the US to achieve what it terms ‘ubiquitous computing’; that is, a 1:1 student–computer ratio.
In 2007, the new national Labor Government in Australia announced a ‘digital education revolution’ by promising to provide a personal computer for every student in Australia in Years 9 to 12.
Chris Dede from Harvard University made the telling observation in 1998:I feel additional concern about attempts to supply every student with continuous access to high performance computing and communications because of the likely cost of this massive investment. Depending on the assumptions made about the technological capabilities involved, estimates of the financial resources needed for such an information infrastructure vary (Coley, Cradler, & Engel, 1997). Extrapolating the most detailed cost model (McKinsey & Company, 1995) to one multimedia-capable, Internet-connected computer for every two to three students yields a price tag of about ninety-four billion dollars of initial investment and twenty-eight billion dollars per year in ongoing costs, a financial commitment that would drain schools of all discretionary funding for at least a decade. For several reasons, this is an impractical approach for improving education. (Dede, 1998, p. 2)
The use made of computers as discrete instructional technologies by teachers and students in the classroom did grow in the 1980s and 1990s, but ultimately remained small.
Meredyth et al. in 1998 note:
While many reports extol the potential benefits of computer use in classrooms international surveys suggest that around the world, the use of information technology in classrooms is the exception rather than the rule. (p. 13)
Larry Cuban in his aptly titled 2001 publication Oversold and Underused observed:
Teachers at all levels have used the technology basically to continue what they have always done: communicate with parents and administrators, prepare syllabi and lectures, record grades and assign research papers. These unintended effects must have been disappointing to those who advocate more computers for schools. (p. 178)
Cuban makes the telling point:
Teachers tend to overestimate frequency of computer use. The discrepancy between self report and practice is common not only of teachers but also among other professionals.
(Cuban, 2001, p. 201)
In the Australian study undertaken by Meredyth et al. in 1998 it was found that:
• 8 per cent of students had spent less than ten minutes using IT per week• 9 per cent: 10–20 minutes• 12 per cent: 20–30 minutes• 15 per cent: 30–40 minutes• 20 per cent: 40–60 minutes• 34 per cent: more than an hour (p. 106)
Meredyth et al. reported that:
The OTA’s Teachers and Technology: Making the Connection report (1995, p. 20) found that in the United States schools computers were used about two hours per student per week, and that only 9% of secondary school students report using computers for English class and 3% for social studies class. (p. 13)
Meredyth et al. reported that:
The OTA’s Teachers and Technology: Making the Connection report (1995, p. 20) found that in the United States schools computers were used about two hours per student per week, and that only 9% of secondary school students report using computers for English class and 3% for social studies class. (p. 13)
Pelgrum, writing as late as 2004, observed:
In most EU (European Union) countries ICT is not used very frequently by a majority of students at school. (Balanskat, Blamire & Kefala, 2006, p. 11)
THEREAT
GR EVOLUTION
6ISSUES USING COMPUTER IN EDUCATION
The desire to improve the computer-to-student brought to a head of the funding of instructional technology. The demand of PC for student was financed from the small proportion of the school budget.
Finance:
Basically, schools have been organized around class groups. Teachers are required to teach groups not individually. Teacher needs instructional technology that can readily be used by class groups. At first, personal computers were designed to be used by individuals and not with classes.
School organization:
THREE MAJOR EFFECTS OF PLACEMENT ALL COMPUTER IN LAB
• Teachers had to rely on the traditional teaching tools available in the classroom. They could not – except occasionally by taking their class to the lab.
• Teachers had to use a highly personalised teaching style.• The computing would be handled by the specialist teachers in the lab
Another variable impacting on the use of computers was security, and what some of those interviewed have described as the ‘locked cupboard syndrome’ of school administrator. Most teachers were not prepared to undergo the hassle of setting up and returning the machines.
Security:
Considerable mention was made of the lack of appropriate, on going training programs for teacher, on both the technical and pedagogical elements. In brief, little money was included in the computer rollouts for teacher training, or even time for teacher to become acquainted with the technology
Teacher training:
REFERENCES
The use of instructional technology in schools - By Mal Lee & Arthur WinzenriedIn-text: (Alghazo, 2010)Bibliography: Alghazo, I. (2010). The use of instructional technology in schools - By Mal Lee & Arthur Winzenried. British Journal Of Educational Technology, 41(2), E33-E34. http://dx.doi.org/10.1111/j.1467-8535.2010.01060_9.x
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