Introduction to Educational Technology

Outline 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

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

What is Educational Technology? 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.

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 Audiovisual 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.

History of Educational Technology 3300 BC Pointed sticks were used to inscript signs and symbols on leaves and bark of trees 3100 BC Cuneiform in Mesopotamia was developed 3000 BC Hieroglyph and Papyrus in Egypt Spartan and Athenian Education

History of Educational Technology 600 AD Use of a quill pen 888 AD Diamond Sutra was printed 1440 Johannes Gutenburg completed the printing press

History of Educational Technology 1790 Pencil was invented 1801 Use of blackboard in a military school 1805 Pestalozzi Method was developed

History of Educational Technology 1826 First permanent image using camera obscura 1840 Froebel coined the word “kindergarten” 1884 First proper fountain pen was invented

History of Educational Technology 1907 Maria 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 Movies, filmstrips, radio and other pictorial devices were used in military trainings Vannevar Bush envisioned the Memex Modern version of ball point pen was invented 1950s programmed instruction by B.F. Skinner Bloom created the taxonomy of educational objectives

History of Educational Technology 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 Digitized communication and networking in education started CBI / CBT flourished 1990s Hypertext and hypermedia influence the field Learning management systems (LMS) were used

History of Educational Technology Internet technologies are more integrated in the academe Web 2.0 tools Web conferencing

Contributions of Instructional Media to the Learning Process

Guidelines in the Selection of Instructional Media Determine the needs Check a variety of sources Obtain and preview materials Try the materials out with students Compare any competing materials Make your selection Keep accurate records

Criteria in Evaluating Instructional Media Durability Size Economy Color Easy to Handle Relevance Novelty

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

Edgar Dale’s Cone of Experience High Edgar Dale’s Cone of Experience Verbal Symbols Visual Symbols Recordings, Radio, Still Pictures Motion Pictures Degree of Abstraction Television Exhibits Field Trips Demonstrations Dramatized Experiences Contrived Experiences Low Direct, Purposeful Experiences

Edgar Dales’ Cone of Experience 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 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

Reasons for Using Instructional Media in the Classroom The teacher cannot always explain or show to the class everything by himself because there are topics or lessons that are: happening too quickly or too slowly (films, charts, movies, specimens) 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)

References 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.