Educational Technology
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This document provides an outline and overview of the author's educational technology portfolio. It includes: 1) An introduction to the author and their background. 2) A brief overview of educational technology, including its goals and four main perspectives. 3) A reflection on the author's learning in two educational technology courses, highlighting how it has helped them understand digital literacy and the needs of 21st century students. 4) A concluding statement about the importance of technology skills for today's students and their role as responsible citizens.
Educational Technology
- 2. Outline a. The Student ~ This contains a brief introduction of myself b. Educational Technology in a Nutshell ~ This contains facts about Educational Technology 1 and 2 c. Learning Through EdTech 1 and EdTech 2 ~ This contains my significant learnings about EdTech 1 and EdTech 2 in a form of reflection d. The Students after EdTech ~ This contains final statement/concluding statement of my portfolio
- 4. Krystal May T. Sevilla 19 years old #360 Phase 1A Javalera, General Trias, Cavite
- 5. *Studying in Cavite State University taking up Bachelor in Secondary Education major in English *Working student at McDonald’s * Officer in Education Circle s.y. 2015-2016
- 6. b. Educational Technology in a Nutshell
- 7. Educational Technology Educational technology is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization.
- 8. Goals of Educational Technology "Technology provides us with powerful tools to try out different designs, so that instead of theories of education, we may begin to develop a science of education. But it cannot be an analytic science like physics or psychology; rather it must be a design science more like aeronautics or artificial intelligence. For example, in aeronautics the goal is to elucidate how different designs contribute to lift, drag maneuverability, etc. Similarly, a design science of education must determine how different designs of learning environments contribute to learning, cooperation, motivation, etc." (Collins, 1992:24).
- 9. Educational technology research always had an ambitious agenda. Sometimes it only aims at increased efficiency or effectiveness of current practice, but frequently it aims at pedagogical change. While it can be considered as a design science it also addresses fundamental issues of learning, teaching and social organization and therefore makes use of the full range of modern social science and life sciences methodology.
- 10. Four Perspectives That Define Educational Technology 1. Educational technology as media and audiovisual communications —This movement produced audiovisual communications or the "branch of educational theory and practice concerned primarily with the design and use of messages that control the learning process“. The view of educational technology as media to deliver information continues to dominate areas of education and the communications industry
- 11. 2. Educational technology as instructional systems and instructional design- Based on efficiency studies and learning theories from educational psychology, they advocated using more planned, systematic approaches to developing uniform, effective materials and training procedures. Their view was based on the belief that both human (teachers) and nonhuman (media) resources could be part of an efficient system for addressing any instructional need. Therefore, they equated "educational technology" with "educational problem solutions."
- 12. 3. Educational technology as vocational training- Also known as technology education, this perspective originated with industry trainers and vocational educators in the 1980s. They believed that an important function of school learning is to prepare students for the world of work in which they will use technology and that vocational training can be a practical means of teaching all content areas such as math, science, and language.
- 13. 4. Educational technology as computer systems- As computers began to transform business and industry practices, both trainers and teachers began to see that computers also had the potential to aid instruction. From the time computers came into classrooms in the 1960s until about 1990, this perspective was known as educational computing and encompassed both instructional and administrative support applications.
- 17. c. Learning Through EdTech 1 and EdTech 2
- 18. Some say that the computer technology is a barrier or destruction in learning. They say that it is really a baneful invention that it interfere really in that process. But they should know that computer technology is not only about entertainment purposes, neither Facebook nor Twitter - not to any social networking sites. Hence, computer technology plays a very important and vital part in the process of learning. Imagine, in just one click, there will be a millions of data and facts instantly. In just a browse in the World Wide Web, you can meet lots of information and knowledge you need. Computer technology and Internet is a very important tool in transforming the traditional classroom into one that is learner-centered. We cannot deny the fact that the modern students are into the technology and gadgets, so the best way to learn all the stuff inside the classroom is the integration of technology in learning.
- 19. The art of teaching has several skills attached to it. These are not skills that we gain over night, but teachers have to develop these skills through extensive practice and analysis of the 21st century learner. In light of this the words of (Prensky, 2001) are holding true that “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.” As I willingly accepted the opportunity to explore educational technology, my darkened state was lit as it was brought to my attention how technology savvy the 21st century learners are. As a result the educators have to keep in tuned to effectively teach the students we have today. The educational technology course has really helped me to get an understanding of what digital literacy really is and adjustments that teachers will have to make in order to effectively teach the 21stcentury students.
- 20. Adjustments which include the implementation of electronic books dispensing students work via social Medias and itunes and including simulations in the teaching learning process. Therefore, new strategies and stringent policies have to be implemented in ordered to satisfy the needs of the learners. The course has lend me to understand that the technological advancement of the 21st century learner has a positive implication for the teaching and learning process while the changes in behavior has resulted in rigid policies being implemented to curtail the behavior of the students. This has lead teachers to join the educational revolution that is taking place in our environment.
- 21. d. The Students after EdTech
- 22. Technology undeniably plays a central role in modern life. Personal, domestic, and international interactions, including commerce, occur via technology. The increasing tide of globalization and widespread communications accentuate the importance of our students’ learning to effectively use the tools available. The internet is not designed to be merely a social networking venue, but provides bountiful information, and can offer a portal into other cultures. As a Social Studies teacher, part of my role is to make my students responsible citizens. In this era, technology savvy plays a significant role in shaping citizens who will be able to contribute more to the greater good. Basic literacy is now frequently insufficient for employers; they want new employees to be able to use computers for a variety of tasks, not limited to office applications.
- 23. This is a real issue. How we talk about our schools can act to define the reality of the school. Communication scholars refer to this as socially constructed reality through communication. As I have written before, ultimately the symbolic meanings placed on spaces, texts or mission is in the mind of those receiving the message. Beauty is in the eye of the beholder and all that …
- 24. In cases where mission and identity is seemingly overshadowed by contradictory messages, feelings of hurt, anger and confusion can arise. In the story above, as the only words being offered to socially construct the meaning of “school” were technology, 1:1, iPads… the teacher felt the entire focus of the school was shifting from the 450 year old tradition of Ignatian education. The teacher felt threatened which led to a feeling of isolation which led to anger and eventually a relationship out of balance.
- 25. Thank you