EDUCATIONAL TECHNOLOGY

Mary Jimbeth P. Tan

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

It is often associated with instructional theory and learning theory

According to ( AECT ) Association for Educational Communications and Technology, Definitions and Terminology Committee

Ed. Tech. includes other systems used in the process of developing human capabili

Media Technology – is the field of study that applies theories in human behavior to educational technology

ROOTS OF EDUCATIONAL TECHNOLOGY

Edward Thorndike (1874-1949)

- a student of psychologist William James at Harvard

he tested the psychological theories of the day using the empirical method and came up with his theory of “connectionism”

reward or punishment, success or failure, satisfaction or annoyance ff. an action did more to strengthen or weaken associations

He began to take into account the ideas of motivation, incentive, and environment as they influence learning

He proposed the “Theory of Instruction”

He felt teachers should reward learners’ expressions of desirable connections and create discomfort for expressions of undesirable connections

FIVE PRINCIPLES OF TEACHING AND LEARNING 1. Self – Activity 2. Interest 3. Preparation or Mental set 4. Instruction should be individualized 5. Socialization

His emphasis on Individualized Instruction and Self- activity

20th century – programmed instruction movement and the work of the behaviorists ( B.F. Skinner )

INDUSTRIAL MODEL OF EDUCATION - during 1800s - large classrooms w/ blackboards

At the end of the century - Individual Laboratory Activities

Early 20th CenturyUnder the influenced of Thorndike & Dewey- interest grew in Individualized Instruction

PRINCIPLE CHARACTERISTICS OF INDIVIDUALIZED INSTRUCTION 1. students could learn and advance at their own rate with a minimum of teacher direction

2. Self-instruction materials produced and distributed on a mass scale, took the place of teacher-centered instructions

VISUAL EDUCATION the movement began in the adult education of the late 19th century

It was consistent with the conceptual change models of Thorndike, Dewey, and Montessori

Proponents of visual education classified instructional experiences in terms of their degree of concreteness or abstraction

More concrete experiences included contrived activities ( such as laboratory experiments) , demonstrations, field trips, exhibits, motion pictures, stereographs, still pictures, and visual symbols

Abstract end the continuum were verbal symbols or words