Educational technology
From Wikipedia, the free encyclopedia
Educational technology is the systematic and creative blending of "idea" and "product" technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. "Product" technologies are tangible; for example, computer hardware or software. "Idea" technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using "educational technology."
The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology. The particular case of the meaningful use of high-technology to enhance learning in K-12 classrooms and higher education is known as technology integration. Several universities have recently opened tracks for graduate programs in the field of Educational Technology.
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[edit] History
One of the earliest disciplines of educational technology was instructional systems design (ISD). This was used by the United States military during World War II, in order to train large numbers of people more effectively. In a common ISD model, the ADDIE Model, the steps involved are: analysis, design, development, implementation, and evaluation.
[edit] Theories and practices
The Encyclopedia of Educational Technology [1] places the theories and practices of educational technology into six categories: cognition and learning, analysis, design, development, implementation, and evaluation.
[edit] Cognition and learning
Cognition and learning is about the mechanisms by which people process information. Since the Cognitive Revolution of the 1960s and 1970s, learning theory has undergone a great deal of change. Much of the theoretical framework of Behaviorism was retained and a new paradigm was begun. Like the Behavioral learning theories of the past, Cognitive learning theory is based on objective, empirical data. Cognitive theories look beyond behavior to explain brain-based behavior.
New theoretical frameworks are emerging to complement the behavioral theories of previous eras. Today researchers are concentrating on topics like Cognitive load, Situated learning, and Information Processing Theory.
See also E-learning, M-learning, Habituation, Sleep-learning, Metacognition, Overlearning, Operant conditioning, Observational learning, Zone of proximal development, Bloom's taxonomy, Cooperative learning,
[edit] Analysis
Analysis is the use of processes for gathering basic information needed for the design of a training programme. The results of analysis answer some basic questions: who?, what?, when? and where?
See also: Human Performance Technology
[edit] Design
Design is the use of information gained from analysis to create an outline training programme.
See also: Instructional Systems Design, ADDIE Model, Mind map, Distance education, SCORM, Blended learning, Mnemonic, Project-based learning, Information mapping
[edit] Development
Development is the building of an outline training programme into a usable training programme.
See also: Assistive technology, Educational animation
[edit] Implementation
Implementation is the actual use of a completed training programme. Success relies heavily on the effectiveness of the trainer.
See also: Concept map, Technology Integration, Technological Pedagogical Content Knowledge or TPCK, Instructional design coordinator
[edit] Evaluation
Evaluation is the assessment of the effectiveness of all aspects of training programme development. The results are used to improve the programme.
See also: Computer-adaptive test, Educational evaluation, Rubrics (education), Usability testing
[edit] Educational technology and the humanities
Research from the Alberta Initiative for School Improvement (AISI) [2] indicates that inquiry and project-based approaches, combined with a focus on curriculum, effectively supports the infusion of educational technologies into the learning and teaching process. Below are some promising practices and emerging applications specifically related to learning and technology within humanities disciplines:
- Social Studies - Under Construction -Global Studies and Citizenship
- English Language Arts - Under Construction - Changing Space of Text and Reading
[edit] Societies and journals
Learned societies concerned with educational technology include:
- Association for Educational Communications and Technology
- Association for Learning Technology
- International Society for Technology in Education - ISTE [3]
Journals on the subject of educational technology include:
- ALT-J - Research in Learning Technology
- Australasian Journal of Educational Technology
- Educational Technology & Society
- International Journal of Educational Technology
- [From Now On - The Educational Technology Journal]
[edit] See also
- Instructional technology
- Instructional theory
- Learning theory (education)
- Educational psychology
- Educational research
- Technological Pedagogical Content Knowledge
- M-learning
- E-learning
- Flexible Learning
- Mind Map
[edit] References
- Encyclopedia of Educational Technology. Retrieved on November 10, 2005.
- AISI Technology Projects Research Review. Retrieved on July 17, 2006.
[edit] Further reading
- Januszewski, Alan (2001). Educational Technology: The Development of a Concept. Libraries Unlimited. ISBN 1-56308-749-9.
- Kumar, K L (1997). Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers. New Delhi: New Age International. ISBN 81-224-0833-8.
- Encyclopedia of Educational Technology, a comprehensive resource of articles about Educational Technology, published by the Department of Educational Technology, San Diego State University
- L Low & M O'Connell, Learner-Centric Design of Digital Mobile Learning, Queensland University of Technology, 2006.
- Professor Brian J. Ford, Absolute Zeno, Laboratory News p 16, january 2006.
- McKenzie, Jamie (2006). [4] Inspired Writing and Thinking.
- Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Monahan, Torin (2005). Globalization, Technological Change, and Public Education. New York: Routledge: ISBN 0-415-95103-8.
- Soni, S K (2004). An Information Resource on Educational Technology for:Technical & Vocational Education and TRaining (TVET). Sarup & Sons Publishers,Location- New Delhi, e-mail <sarupandsonsin@hotmail.com. ISBN 81-7625-506-8.
- Jonassen, D H (2006). Modeling with Technology: Mindtools for Conceptual Change. OH: Merrill/Prentice-Hall.
