Republic of the PhilippinesMINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATIONFatima, General Santos City

Lesson 3: The Role of Educational Technology in the 21st Century

Presented to: Prof. Sestina F. SalomeSchedule: TFR/ 9:00-10:30

Presented By: Berly J. Lebrita BSED-Filipino

THE ROLE OF EDUCATIONAL TECHNOLOGY IN THE 21 ST CENTURY

• While it is difficult to make precise predictions, it is quite likely that technology we are totally unaware today may be developed in the years following the turn of the century. It may also be technology that totally changes the way we think about the world and the opportunities for the delivery of effective and efficient education.

Three Current Trends

1. The first is a gradual shift towards a more student-centered approach to learning.

2. An ever widening realization that there is more to education than teaching basic facts and principles serious attempt should be made to cultivate the various non-cognitive skills and attitudes.

3. The third and probably the most important in the longer term is an almost explosive increase in the use of new information technology in practically all aspects of education and training.

Student-Centered Learning Education

• The shift to a more student- centered approach to learning will accelerate in the incoming years. Educators should ensure that the implementation of new educational technology is carefully thought through, so as to enrich the learning process.

• The move towards more student-centered techniques will still not replace completely the teacher institution- centered approach but there will be a slow but there will be a slow and steady increase in the use of student-centered learning within the traditional system.

Student-Centered Learning Education

• Over the last decade education has increasing become a lifetime experience and many people find that they have to continue studying, in order to gain extra qualification and expertise that they need to survive in inreasingly technical and computer-based society.

Teaching Higher Cognitive and Non- cognitive Skills

• In tertiary education, there has been and increasing emphasis on group learning technique

• A group learning activity has been given further impetus by the development of science and technology-based games, simulation and case studies.

Teaching Higher Cognitive and Non- cognitive Skills

• These techniques of instruction are ideally suited for use in teaching the various higher cognitive and non-cognitive skills.

For example: Decision making; Communication and interpretation skills

The Spread of New Information Technology

• Information technology in all its various forms and manifestations is making an increasing impact on education as years go by.

• The current trend will speed up rapidly.• Aiding this spread of the use of computer is

the availability of cheap micro-computers. And the universal use of the information technology of the printing press

• Educational transformation is coming not because of the increasing ineffectiveness of schools in meeting society’s needs – though that is certainly a good reason – but due to their growing unaffordability. We now see student-teacher ratios in some urban settings climbing to unworkable levels of 40 plus, even 60 pupils per class (Dolan, 2011; Dillon, 2011).

The 2010 U.S. National Educational Technology Plan (U.S. Department of Education, 2010) provides some important ideas on the impact of these

advances in learning technologies, sketching both opportunities and challenges

Learning• Learning can no longer be confined to the

years we spend in school or the hours we spend in the classroom: It must be life-long, life-wide, and available on demand.

•Technology provides access to a much wider and more flexible set of learning resources than is available in classrooms and connections to a wider and more flexible set of “educators,” including teachers, parents, experts, and mentors outside the classroom.

•Engaging and effective learning experiences can be individualized or differentiated for particular learners (either paced or tailored to fit their learning needs) or personalized, which combines paced and tailored learning with flexibility in content or theme designed to fit the interests and prior experience of each learner.

Teaching

• Connected teaching offers a vast array of opportunities to personalize learning. Many simulations and models for use in science, history, and other subject areas are now available online, including immersive virtual and augmented reality environments that encourage students to explore and make meaning in complex simulated situations (Dede 2009)

Teaching

• All institutions involved in preparing educators should provide technology-supported learning experiences that promote and enable the use of technology to improve learning, assessment, and instructional practices.

References:• Corpuz, B and Lucido, P. Educatiional Technology 1, Lorimar Publishing Inc.,MM,

Philippines, 2008 • Dede, C. (2010). Reflections on the draft national educational technology plan

2010: Foundations for transformation. Educational Technology 50, 6 (November-December), 18-22.

• Dede, C., & Bjerede, M. (2011) Mobile learning for the 21st century: Insights from the 2010 Wireless Edtech conference. San Diego, CA: Qualcomm.http://www.wirelessedtech.com/

• Dillon, S. (2011). Tight budgets mean squeeze in classrooms. New York Times(March 6). Downloaded on April 16, 2011 fromhttp://www.nytimes.com/2011/03/07/education/07classrooms.html?_r=1&pagewanted=print

• Dolan, M. (2011). Detroit schools cuts plan approved. Wall Street Journal (February 22). Downloaded on April 16, 2011 fromhttp://online.wsj.com/article/SB10001424052748703610604576158783513445212.html

• U.S. Department of Education. (2010). Transforming American education: Learning powered by technology [National Educational Technology Plan 2010]. Washington, DC: Office of Educational Technology, U.S. Department of Education.http://www.ed.gov/technology/netp-2010

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