Download - What is Educational Technology?
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EDUCATIONAL TECHNOLOGY
Mary Jimbeth P. Tan
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WHAT IS EDUCATIONAL TECHNOLOGY? Is the study and ethical practice of
facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources
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It is often associated with instructional theory and learning theory
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According to ( AECT ) Association for Educational Communications and Technology, Definitions and Terminology Committee
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Ed. Tech. includes other systems used in the process of developing human capabili
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Media Technology – is the field of study that applies theories in human behavior to educational technology
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ROOTS OF EDUCATIONAL TECHNOLOGY
Edward Thorndike (1874-1949)
- a student of psychologist William James at Harvard
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he tested the psychological theories of the day using the empirical method and came up with his theory of “connectionism”
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reward or punishment, success or failure, satisfaction or annoyance ff. an action did more to strengthen or weaken associations
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He began to take into account the ideas of motivation, incentive, and environment as they influence learning
He proposed the “Theory of Instruction”
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He felt teachers should reward learners’ expressions of desirable connections and create discomfort for expressions of undesirable connections
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FIVE PRINCIPLES OF TEACHING AND LEARNING 1. Self – Activity 2. Interest 3. Preparation or Mental set 4. Instruction should be individualized 5. Socialization
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His emphasis on Individualized Instruction and Self- activity
20th century – programmed instruction movement and the work of the behaviorists ( B.F. Skinner )
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INDUSTRIAL MODEL OF EDUCATION - during 1800s - large classrooms w/ blackboards
At the end of the century - Individual Laboratory Activities
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Early 20th CenturyUnder the influenced of Thorndike & Dewey- interest grew in Individualized Instruction
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PRINCIPLE CHARACTERISTICS OF INDIVIDUALIZED INSTRUCTION 1. students could learn and advance at their own rate with a minimum of teacher direction
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2. Self-instruction materials produced and distributed on a mass scale, took the place of teacher-centered instructions
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VISUAL EDUCATION the movement began in the adult education of the late 19th century
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It was consistent with the conceptual change models of Thorndike, Dewey, and Montessori
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Proponents of visual education classified instructional experiences in terms of their degree of concreteness or abstraction
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More concrete experiences included contrived activities ( such as laboratory experiments) , demonstrations, field trips, exhibits, motion pictures, stereographs, still pictures, and visual symbols
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Abstract end the continuum were verbal symbols or words
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