1 EDUCATIONAL TECHNOLOGY Pertemuan Matakuliah: G0454/Class Management and Education Media Tahun: 2006

2 I. EDUCATIONAL TECHNOLOGY : Technology applied to the teaching and learning process. It includes the processes involved in analyzing instructional problems and devising, implementing, evaluating and managing solutions to those problems. ( so, not only includes media used to deliver instruction ).

3 EDUCATIONAL TECHNOLOGY ( or Instructional technology ) takes many different forms and includes simple kinds of machines ( e.g. overhead projectors, slide projectors) as well as complex, powerful computers and software.

4 Research indicates that using technology in your classroom can significantly improve instruction and students’ learning. Educational technology offers a number of advantages for instruction, from providing simple audio visual demonstrations of concepts to allowing Ss to interact with concepts and materials in a way that would otherwise be difficult, dangerous, or impossible, and to collaborate with Ss across the world.

5 The pace of technological development is astonishing, and exciting opportunities for improved instruction are becoming readily available to the average classroom teacher. As recent surveys have indicated, many classroom teachers do not use technology at all in their teaching and those who do use technology do not take full advantage of its potential.

6 ADVANTAGES of using Technology The technologies available can help you manage your instructions by assisting you in record keeping, grade tracking, lesson planning, and determining whether individual Ss have met their instructional goals. Technology allows some activities that simply would not be possible otherwise, e.g. experiment on genetics.

7 3.Technology can allow Ss to work on problems that, although possible, would not be feasible in the real world, either due to safety considerations or because the problems are rare occurrences, e.g. avionics equipment. 4.Newer forms of technology such as CD-ROMs and laser videodiscs offer Ss the advantage not only reading and hearing about process and changes, but actually seeing the dynamics of such changes.

8 II. How is Technology currently used How is it used in the classroom ? Recent surveys indicate that although computers are increasingly available to teachers, the machines are of limited computing power. Although more teachers are incorporating technology into instruction in some way, teachers who regularly use computers are still very much in the minority. When technology is used regularly, it is often used for “lower-level” purposes. This issue will be viewed from : 1. Quantitative aspects 2. Qualitative aspects

9 Quantitative Aspects Based on several surveys done in USA : 1.Most schools had to severely limit the amount of time any individual students spent working with computers because they had large number of students but with only very few machines. 2.As a result, most students learned more about the equipment and software available at that time than about academic content and skills. 3.The kinds of computers the school have make it difficult for teachers to take advantage of some of the newer developments in educational research. Such small machines simply do not have the memories and processing capacities to run he programs. How about in our country ??

10 Qualitative Aspects The conclusion from the statistics in USA : 1.Most of the computer time of elementary school students was spent in academic subject areas, especially mathematics and reading / language art activities. 2.Highschoolers spent only 25% of their computer time on work in academic content areas. Half of their computer time was spent learning “computer-specific skills”: these students were being taught how to use software packages ( e.g. word processing programs, database programs, etc ), keyboarding skills, and programming, and not how to use these tools to learn subject matter or to solve problems in any content area.

11 Why is there such an emphasis on instructing students in how to use computers rather than having them to use the machines as ways to learn content or problem-solving aids ? 1.Perhaps the basics simply must come first. Before a student can use a computer to solve a complex genetics problem or to write an insightful essay, that students need to know how to type and how to input, manipulate and store data. 2.It is easier to teach the basics and mechanics. Teaching students to engage in quality thinking is a formidable task. 3.Many of the machines available to the teachers are of limited capacity. 4.Much of the software available has not been geared toward higher-level problem solving. 5.Teachers may simply not be aware of, or resistant to, different uses of technology.

12 Why don’t more teachers use technology ? 1.Poor software and no development time 2.Belief that computers don’t help 3.Lack of long-range planning 4.The computer as a competitor 5.Lack of administrative support 6.Increased time and effort required 7.Fear 8.Different role for teachers 9.Societal resistance Can you explain and give examples of those reasons ?