Introduction to Educational Technology

• Meaning and History of Educational Technology

• Educational Media and Its Related Terms

• Contributions of Instructional Media to the Learning Process

• Guidelines in the Selection of Instructional Media

• Edgar Dale’s Cone of Experience

• Pie Graph on Senses and Perception

• Distracters of Instruction

• Reasons for Using Instructional Media in the Classroom

Outline

Education vs Instruction

-process used to impart learning

- enterprise of supplying the conditions which ensure growth or adequacy of life irrespective of age

-act of imparting learning

- act of providing activities, materials and guidance that facilitates learning in either formal or informal situations

Educational technology is a holistic application of learning theories to enhance communication through the use of instructional tools to impact learning.

It includes planning, design, implementation, and assessment of instruction in relation to a given learning environment.

What is Educational Technology?

Broadcast Media Mass Media- medium that disseminates info to a large number of recipients via telecom

- media envisioned and designed to reach a very large audience

- radio and television

- newspapers, magazines, comics, radio, television

Audio Media Visual Media- emphasizes use of hearing

-emphasizes use of the sense of sight

- radio, audio discs, recordings, language lab, etc.

- charts, pictures boards, diagrams, maps, models, etc.

Audiovisual Media- emphasizes use of hearing and seeing

- TV, videotapes / discs, sound filmstrips, printed materials with recorded sound

Hardware Software

equipment and related electronic and mechanical components

programs, printouts, or instructional materials that go with the machine

Print Media Non-Print Media

- printed word is used predominantly in transmitting information

- info is transmitted predominantly through AV media- guide sheets,

handouts, study guides, manuals, newsletters, books

- TV, models, real objects, audio recordings/discs, etc.

3300 BCPointed sticks were used to inscript signs

and symbols on leaves and bark of trees

History of Educational Technology

3100 BCCuneiform in Mesopotamia was

developed

3000 BC• Hieroglyph and Papyrus in

Egypt• Spartan and Athenian

Education

History of Educational Technology

600 ADUse of a quill pen

888 ADDiamond Sutra

was printed

1440Johannes Gutenburg completed

the printing press

History of Educational Technology

1790Pencil was invented

1801Use of blackboard

in a military school

1805Pestalozzi Method was developed

History of Educational Technology

1826First permanent image

using camera obscura

1840Froebel coined the word

“kindergarten”

1884First proper fountain

pen was invented

History of Educational Technology

1907Maria Montessori’s Casa dei Bambini

was established

1920s• Use of educational films• Sidney Pressey’s teaching

machines

1930s• Airing of first instructional TV• 16mm sound motion picture made inroads into

education

History of Educational Technology

1940s• Movies, filmstrips, radio

and other pictorial devices were used in military trainings

• Vannevar Bush envisioned the Memex

• Modern version of ball point pen was invented1950s

• programmed instruction by B.F. Skinner• Bloom created the taxonomy of educational

objectives

History of Educational Technology

1960s• Use of whiteboard• Use of computers in schools• Instructional films became more

creative• Large scale TV availability

1970s• Proliferation of instructional design

models• Development of needs assessment

procedures

History of Educational Technology

1980s• Digitized communication and

networking in education started• CBI / CBT flourished

1990s• Hypertext and

hypermedia influence the field

• Learning management systems (LMS) were used

2000s• Internet technologies are

more integrated in the academe

• Web 2.0 tools• Web conferencing

History of Educational Technology

Contributions of Instructional Media to the Learning Process

1. Determine the needs2. Check a variety of sources3. Obtain and preview materials4. Try the materials out with students5. Compare any competing materials6. Make your selection7. Keep accurate records

Guidelines in the Selection of Instructional Media

Size

Color

Easy to Handle

Durability

Economy

Relevance Novelty

Criteria in Evaluating Instructional Media

Edgar Dale’s Cone of Experience

- a classification system for the varied types of instructional media and mediated learning experiences

- progression is from the most concrete experiences to the most abstract

Edgar Dale’s Cone of Experience

-opportunity to use several senses was considered in the cone

- as you move up the cone, fewer senses are involved

-each level above its base moves a learner a step further away from real-life experiences

Edgar Dale’s Cone of Experience

-common misconception: a value of an activity increases with its realism and learners’ understanding grow by beginning with direct experience and progressing to increasingly abstract activities

Edgar Dale’s Cone of Experience

- not made up of inflexible divisions as bands are not arranged in rank order

-combine concrete and abstract experiences to develop rich, full, deep, and broad experience and understanding

Verbal Symbols

VisualSymbols

Recordings, Radio, Still Pictures

Motion Pictures

Television

Exhibits

Field Trips

Demonstrations

Dramatized Experiences

Contrived Experiences

Direct, Purposeful Experiences

Degree of Abstraction

Low

High

Edgar Dale’s

Cone of Experienc

e

Direct Purposeful Experience- unabridged version of life itself- “learning by doing”- direct participation as well as responsibility of the outcomes- considered the basis for the most effective and lasting learning but not everything can be effectively and safely learned through it

Edgar Dales’ Cone of Experience

Contrived Experiences- “editing of reality” since the real thing is unmanageable, confusing or difficult or dangerous to bring in the classroom- mock-ups, models, specimens- because of simplification, misconception might be developed

Edgar Dales’ Cone of Experience

Dramatized Experiences- stirring and attention-getting activity that helps the student understand intimately the character he portrays- helps bring into the classroom certain realities that are not available such as events of the past

Edgar Dales’ Cone of Experience

Demonstrations- visualized explanation of a process or how something is done, an idea or fact- may just require observation but students may be asked to do what has been shown

Edgar Dales’ Cone of Experience

Field Trips- also called study trips- let students experience what cannot be experienced in the classroom- can be time-consuming, expensive, and dangerous- can provide rich experiences in learning about objects, systems, or situations

Edgar Dales’ Cone of Experience

Exhibits- to expose students to objects or processes that are impossible to bring into the classroom- expose students to new ideas, discoveries, and inventions- may be prepared by the teacher or students

Edgar Dales’ Cone of Experience

TV and Motion Pictures

- “windows to the world”

- solution to time /space constraints

- effective in presenting movements and events

- good substitute for dangerous first-hand experience

- misconceptions about idea, time, and size may develop

Edgar Dales’ Cone of Experience

Recordings, Radio, and Still Pictures- audio and visual materials that help concretize verbal abstraction

Edgar Dales’ Cone of Experience

Visual Symbols- are no longer realistic reproduction of physical things for these are highly abstract representations - flat maps, graphs, charts, diagrams

Edgar Dales’ Cone of Experience

Verbal Symbols- principal medium of communication (written or spoken)- do not clearly resemble idea or objects for which they stand for- may be a word, an idea, a scientific principle, or a formula

Edgar Dales’ Cone of Experience

Edgar Dale’s Cone of Experience

Implications:

-do not use only one medium in isolation

- use many instructional devices to help students conceptualize his experience

Edgar Dale’s Cone of Experience

Implications:

-avoid teaching directly at the symbolic level of though without adequate foundation of the concrete

-“rootless experiences will not have the generative power to produce additional concepts and will not able the learner to deal with the new situations that he faces”

Edgar Dale’s Cone of Experience

Implications:

-don’t get stuck in the concrete

-bring students to the symbolic level to develop higher order thinking skills

Distracters of Instruction

The teacher cannot always explain or show to the class everything by himself because there are topics or lessons that are:

1.happening too quickly or too slowly (films, charts, movies, specimens)

2.too complex to be appreciated (mock-ups, models, diagrams, charts, pictures)

Reasons for Using Instructional Media in the Classroom

3. too small to be observed (telescope, microscope, lens, drawings, films, slides, models, pictures)

4. too large to be easily comprehended (models, mock-ups, films, slides, diagrams)

Reasons for Using Instructional Media in the Classroom

5. too dangerous to permit live observation (simulators, films, slides, pictures)

6. taking place some distance away in time and in space (simulators, films, field trips, dramas, slides, pictures)

Reasons for Using Instructional Media in the Classroom

• Alensub, S.A. (1986). Lecture notes in the Development on Non-Print Instructional Media in USP, Davao City.

• Barriers to effective communication. Retrieved from http://www.rsc-ne-scotland.ac.uk/ie/Who%20Am%201%203/Who%20Am%201%203-590.htm on June 6, 2010.

• Broadcast Media. Retrieved from http://www.cput.ac.za/library/infoLit/media.htm on April 17, 2009.

• Corpuz, Brenda B. and Lucido, Paz I (2008) Educational Technology. Quezon City: Lorimar Publishing, Inc.

• Corpuz, Brenda B. and Salandanan, Gloria G. (2007) Principles of Teaching 1. Quezon City: Lorimar Publishing, Inc.

• Garo, Candelaria D. (2004) Educational Technology . Mandaluyong City National Book Store.• Lucido, Paz I. and Borabo (1997) Educational Technology. Quezon City: Katha Publishing Co., Inc.• Newby, Timothy J, Stepich, Donald A., Lehman, James D. and Russell James D. (2000)

Instructional Technology for Teaching and Learning. New Jersey: Prentice-Hall, Inc.• Seven Barriers to Great Communication by Eric Garner . Retrieved from

http://www.hodu.com/barriers.shtml on June 6, 2010• The Barriers to Effective Communication. Retrieved from

http://ezinearticles.com/?The-Barriers-to-Effective-Communication&id=1210011 on June 6, 2010.• What Are The Barriers Of Communication? Retrieved from http://www.blurtit.com/q382203.html

onJune 6, 2010.

References