Educational Technology

Educational

technology

is

also

termed as

instructional

technology, information

and

communication technology (ICT) in education, Ed.Tech. and learning technology.

It is "the study and ethical practice of facilitating learning and improving performance by creating,
using and managing appropriate technological processes and resources."
A closely related term is e-learning, refers to the use of modern technology, such as computers,
digital technology, networked digital devices and associated software and courseware with learning
scenarios, worksheets and interactive exercises which facilitate learning.
Educational technology is utilized by learners and educators in many settings, such as home, school,
higher education, and business and professions. As a terminology, educational technology
encompasses both material objects, such as machines and networking hardware, and also aspects such
as instructional theory and learning theory.

Background
Educational technology is an integral part of society today. Information and communications
technology in education refers both to an array of tools, and also to the principles for their effective
application, that advance learning.
Thus educational technology relies on a broad definition of the word "technology", encompassing
both material objects, such as machines and networking hardware, and also broader aspects of
education such as organizational systems, learning methodologies and techniques, and skills
assessments.
Examples of these two dimensions are material aspects such as internet based learning,
and educational

psychology aspects

such

as instructional

theory, learning

theory, media

psychology and human performance technology, fields of study that apply theories of human
behaviour to educational technology.
In other words, although there is some semantic debate (argument), educational technology refers to
all valid and reliable applied education science, such as equipment, as well as processes and
procedures that are derived from scientific research. As such, educational technology in a given
context may refer to theoretical, algorithmic or heuristic (empirical) processes, and does not
necessarily imply physical technology.
This vocabulary is consistent with educational technology as "the study and ethical practice of
facilitating learning and improving performance by creating, using and managing appropriate
technological processes and resources" and the definition by the Association for Educational
Communications and Technology (AECT), which denoted instructional technology as "the theory
and practice of design, development, utilization, management, and evaluation of processes and
resources for learning."
Educational technology thus refers to the use of both physical hardware and educational theoretic. It
encompasses several domains, including learning theory, computer-based training, online learning,

and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects
to describing the intellectual and technical development of educational technology. These categories
are addressed in turn in the sections of this article:
1. Educational technology as the theory and practice of educational approaches to learning;
2. Educational technology as technological tools and media that assist in the communication of
knowledge, and its development and exchange;
3. Educational technology for learning system management (LMS), such as tools for student
and curriculum management, and education management information systems (EMIS).
4. Educational technology itself as an educational subject; such courses may be called
"Computer Studies" or "Information and Communication Technology (ICT)"

Benefits
Benefits of incorporating technology into the classroom may include:

Easy-to-access course materials. Course material on a website allows learners to study at a time
and location they prefer and to obtain the study material very quickly.

Student motivation. According to James Kulik, who studies the effectiveness of computers used
for instruction, students usually learn more in less time when receiving computer-based
instruction and they like classes more and develop more positive attitudes toward computers in
computer-based classes. Teachers must be aware of their students' motivators in order to
successfully implement technology into the classroom. Students are more motivated to learn
when they are interested in the subject matter, which can be enhanced by using technologies in
the classroom and targeting the need for screens and digital material that they have been
stimulated by outside of the classroom.

More opportunities for extended learning. According to study completed in 2010, 70.3% of
American family households have access to the internet. According to Canadian Radio Television
and Telecommunications Commission Canada, 79% of homes have access to the internet. This
allows students to access course material at home and engage with the numerous online resources
available to them. Students can use their home computers and internet to conduct research,
participate in social media, email, play educational games and stream videos.
Using online resources such as Khan Academy or TED Talks can help students spend more time
on specific aspects of what they may be learning in school, but at home. These online resources
have added the opportunity to take learning outside of the classroom and into any atmosphere
that has an internet connection. These online lessons allow for students who might need extra
help to understand materials outside of the classroom. These tutorials can focus on small
concepts of large ideas taught in class, or the other way around. Schools like MIT have even
made their course materials free online so that anybody can access them. Although there are still
some aspects of a classroom setting that are missed by using these resources, they are still helpful
tools to add additional support to the already existing educational system.

Wide participation. Learning material can be used for long distance learning and are accessible
to a wider audience.

Improved student writing. It is convenient for students to edit their written work on word
processors, which can, in turn, improve the quality of their writing. According to some studies,
the students are better at critiquing and editing written work that is exchanged over a computer
network with students they know.

Differentiated Instruction. Educational technology provides the means to focus on active

student participation and to present differentiated questioning strategies. It broadens
individualized instruction and promotes the development of personalized learning plans in some
computer programs available to teachers. Students are encouraged to use multimedia components
and to incorporate the knowledge they gained in creative ways. This allows some students to
individually progress from using low ordered skills gained from drill and practice activities, to
higher level thinking through applying concepts creatively and creating simulations. In some
cases, the ability to make educational technology individualized may aid in targeting and
accommodating different learning styles and levels.
Overall, the use of internet in education has had a positive impact on students, educators, as well
as the educational system as a whole. Effective technologies use many evidence-based strategies
(e.g., adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers. It is
important for teachers to embrace technology in order to gain these benefits so they can address
the needs of their digital natives

Additional Benefits

The Internet itself has unlocked a world of opportunity for students. Information and ideas that
were previously out of reach are a click away. Students of all ages can connect, share, and learn
on a global scale.

Using computers or other forms of technology can give students practice on core content and
skills while the teacher can work with others, conduct assessments, or perform other tasks.

Using technology in the classroom can allow teachers' to effectively organize and present lessons.
Multimedia presentations can make the material more meaningful and engaging.

Technologys impact in schools has been significant, advancing how students learn, how
teachers teach and how efficiently and effectively educational services can be delivered, said
Carolyn April, director, industry analysis, CompTIA. With emerging technologies such as
tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the
classroom, the reliance on IT by the education market will only grow in the years ahead.

Studies completed in "computer intensive" settings found increases in student-centric, cooperative

and higher order learning, students writing skills, problem solving, and using technology. In
addition, positive attitudes toward technology as a learning tool by parents, students and teachers
are also improved.

E-learning (or eLearning) is the use of electronic media, educational technology and information and
communication technologies (ICT) in education. E-learning includes numerous types of media that
deliver text, audio, images, animation, and streaming video, and includes technology applications and
processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well
as local intranet/extranet and web-based learning. Information and communication systems, whether
free-standing or based on either local networks or the Internet in networked learning, underly many elearning processes.
E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be
instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning,
but it can also be used in conjunction with face-to-face teaching, in which case the term blended
learning is commonly used.
E-learning includes, and is broadly synonymous with multimedia learning, technology-enhanced
learning (TEL), computer-based instruction (CBI), computer managed instruction, computerbased training (CBT), computer-assisted instruction or computer-aided instruction (CAI),
internet-based training (IBT), flexible learning, web-based training (WBT),
online
education, virtual education, virtual learning environments (VLE) (which are also called learning
platforms), m-learning, and digital education. These alternative names individually emphasize a
particular digitization approach, component or delivery method, but conflate to the broad domain of elearning.

Background
E-learning is an inclusive term that describes educational technology that electronically or
technologically supports learning and teaching. Bernard Luskin, a pioneer of e-learning, advocates
that the "e" should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended,
excellent, and educational" in addition to "electronic." This broad interpretation focuses on new
applications and developments, and also brings learning and media psychology into
consideration. Parks suggested that the "e" should refer to "everything, everyone, engaging, easy".
Depending on whether a particular aspect, component or delivery method is given emphasis, a wide
array of similar or overlapping terms has been used.
As such, e-learning encompasses multimedia learning (MML), technology-enhanced learning (TEL),
computer-based training (CBT), computer-assisted instruction (CAI), internet-based training
(IBT), web-based
training (WBT), online
education, virtual
education, virtual
learning
environments (VLE) which are also called learning platforms, m-learning, digital educational
collaboration, distributed learning, computer-mediated communication, cyber-learning, and multimodal instruction.
Every one of these numerous terms has had its advocates, who point up particular potential
distinctions. In practice, as technology has advanced, the particular "narrowly defined" aspect that was
initially emphasized has blended into "e-learning." As an example, "virtual learning" in a narrowly
defined semantic sense implies entering the environmental simulation within a virtual world, for
example in treating posttraumatic stress disorder (PTSD). In practice, a "virtual education course"
refers to any instructional course in which all, or at least a significant portion, is delivered by the
Internet. "Virtual" is used in that broader way to describe a course that not taught in a classroom faceto-face but through a substitute mode that can conceptually be associated "virtually" with classroom
teaching, which means that people do not have to go to the physical classroom to learn. Accordingly,
virtual education refers to a form of distance learning in which course content is delivered by various
methods such as course management applications, multimedia resources, and videoconferencing.
Students and instructors communicate via these technologies.
The worldwide e-learning industry is economically significant, and was estimated in 2000 to be over
$48 billion according to conservative estimates. Developments in internet and multimedia
technologies are the basic enabler of e-learning, with consulting, content, technologies, services and
support being identified as the five key sectors of the e-learning industry. Information and
communication technologies (ICT) are used extensively by young people.

E-learning expenditures differ within and between countries. Finland, Norway, Belgium and Korea
appear to have comparatively effective programs.

Educational approach
The extent to which e-learning assists or replaces other learning and teaching approaches is variable,
ranging on a continuum from none to fully online distance learning. A variety of descriptive terms
have been employed (somewhat inconsistently) to categorize the extent to which technology is used.
For example, 'hybrid learning' or 'blended learning' may refer to classroom aids and laptops, or may
refer to approaches in which traditional classroom time is reduced but not eliminated, and is replaced
with some online learning. 'Distributed learning' may describe either the e-learning component of a
hybrid approach, or fully online distance learning environments. Another scheme described the level
of technological support as 'web enhanced', 'web supplemented' and 'web dependent'. (Sloan
Commission).
Synchronous and asynchronous
E-learning may either be synchronous or asynchronous.
Synchronous learning occurs in real-time, with all participants interacting at the same time, while
asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or
information without the dependency of other participants involvement at the same time.
Synchronous learning refers to the exchange of ideas and information with one or more participants
during the same period of time. Examples are face-to-face discussion, online real-time live teacher
instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone
is online and working collaboratively at the same time.
Asynchronous learning may use technologies such as email, blogs, wikis, and discussion boards, as
well as web-supported textbooks, hypertext documents, audio video courses, and social
networking using web 2.0. At the professional educational level, training may include virtual
operating rooms. Asynchronous learning is particularly beneficial for students who have health
problems or have child care responsibilities and regularly leaving the home to attend lectures is
difficult. They have the opportunity to complete their work in a low stress environment and within a
more flexible timeframe.
In asynchronous online courses, students proceed at their own pace. If they need to listen to a lecture
a second time, or think about a question for a while, they may do so without fearing that they will
hold back the rest of the class. Through online courses, students can earn their diplomas more quickly,
or repeat failed courses without the embarrassment of being in a class with younger students. Students
also have access to an incredible variety of enrichment courses in online learning, and can participate
in college courses, internships, sports, or work and still graduate with their class.
Both the asynchronous and synchronous methods rely heavily on self-motivation, self-discipline, and
the ability to communicate in writing effectively.
Linear learning
Computer-based learning or training (CBT) refers to self-paced learning activities delivered on
a computer or handheld device such as a tablet or smartphone. CBT often delivers content via CDROM, and typically presents content in a linear fashion, much like reading an online book or manual.
For this reason, CBT is often used to teach static processes, such as using software or completing
mathematical equations. Computer-based training is conceptually similar to web-based training
(WBT), the primary difference being that WBTs are delivered via Internet using a web browser.
Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as
multiple choice questions, drag-and-drop, radio button, simulation or other interactive means.
Assessments are easily scored and recorded via online software, providing immediate end-user
feedback and completion status. Users are often able to print completion records in the form of
certificates.
CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or
classroom-based instruction. For example, CBTs offer user-friendly solutions for satisfying
continuing education requirements. Instead of limiting students to attending courses or reading printed
manuals, students are able to acquire knowledge and skills through methods that are much more

conducive to individual learning preferences. For example, CBTs offer visual learning benefits
through animation or video, not typically offered by any other means.
CBTs can be a good alternative to printed learning materials since rich media, including videos or
animations, can easily be embedded to enhance the learning.
However, CBTs pose some learning challenges. Typically the creation of effective CBTs requires
enormous resources. The software for developing CBTs (such as Flash or Adobe Director) is often
more complex than a subject matter expert or teacher is able to use. In addition, the lack of human
interaction can limit both the type of content that can be presented as well as the type of assessment
that can be performed. Many learning organizations are beginning to use smaller CBT/WBT activities
as part of a broader online learning program which may include online discussion or other interactive
elements.
Collaborative learning
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage
or require students to work together on learning tasks. CSCL is similar in concept to the terminology,
"e-learning 2.0" and "networked collaborative learning" (NCL).
Collaborative learning is distinguishable from the traditional approach to instruction in which the
instructor is the principal source of knowledge and skills. For example, the neologism "e-learning 1.0"
refers to the direct transfer method in computer-based learning and training systems (CBL). In
contrast to the linear delivery of content, often directly from the instructor's material, CSCL
uses blogs, wikis, and cloud-based document portals (such as Google Docs and Dropbox). With
technological Web 2.0 advances, sharing information between multiple people in a network has
become much easier and use has increased. One of the main reasons for its usage states that it is "a
breeding ground for creative and engaging educational endeavors."
Using Web 2.0 social tools in the classroom allows for students and teachers to work collaboratively,
discuss ideas, and promote information. According to Sendall (2008), blogs, wikis, and social
networking skills are found to be significantly useful in the classroom. After initial instruction on
using the tools, students also reported an increase in knowledge and comfort level for using Web 2.0
tools. The collaborative tools also prepare students with technology skills necessary in today's
workforce.
Locus of control remains an important consideration in successful engagement of e-learners.
According to the work of Cassandra B. Whyte, the continuing attention to aspects of motivation and
success in regard to e-learning should be kept in context and concert with other educational efforts.
Information about motivational tendencies can help educators, psychologists, and technologists
develop insights to help students perform better academically.
Classroom 2.0
Classroom 2.0 refers to online multi-user virtual environments (MUVEs) that connect schools across
geographical frontiers. Also known as "eTwinning", computer-supported collaborative
learning (CSCL) allows learners in one school to communicate with learners in another that they
would not get to know otherwise,[28][29][30] enhancing educational outcomes and cultural integration.
Examples of classroom 2.0 applications are Blogger and Skype.
E-learning 2.0[edit]
E-learning 2.0 is a type of computer-supported collaborative learning (CSCL) system that developed
with the emergence of Web 2.0.[32][33][34] From an e-learning 2.0 perspective, conventional e-learning
systems were based on instructional packets, which were delivered to students using assignments.
Assignments were evaluated by the teacher. In contrast, the new e-learning places increased emphasis
on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such
as Second Life.[35]This phenomenon has also been referred to as Long Tail Learning[36][37]
E-learning 2.0, in contrast to e-learning systems not based on CSCL, assumes that knowledge (as
meaning and understanding) is socially constructed. Learning takes place through conversations about
content and grounded interaction about problems and actions. Advocates of social learning claim that
one of the best ways to learn something is to teach it to others.[37]

In addition to virtual classroom environments, social networks have become an important part of Elearning 2.0. Social networks have been used to foster online learning communities around subjects as
diverse as test preparation and language education.[38] Mobile Assisted Language Learning (MALL) is
the use of handheld computers or cell phones to assist in language learning. Traditional educators may
not promote social networking unless they are communicating with their own colleagues.[39]
Virtual worlds for e-Learning have been amongst the first applications being deployed in clouds in
order to exploit the characteristics of Cloud computing with respect to on-demand provision of
resources during runtime.[40]

Types of Educational Technology

EDUCATIONAL TECHNOLOGY
MULTIFACETED CONCEPT
LUMBSDAINE (1964)
Has listed 3 distinct approaches
EDUCATIONAL TECHNOLOGY I or HARDWARE APPROCH
EDUCATIONAL TECHNOLOGY II or SOFTWARE APPROCH
EDUCATIONAL TECHNOLOGY III or SYSTEM APPROCH

EDUCATIONAL TECHNOLOGY I or HARDWARE APPROCH

MACHINES
APPLIANCES
EQUIPMENTS

SILVERMAN
HAS STATED
IT HAS ORIGINE IN PHYSICAL SCIENCES AND ENGINEERING.
IT IS BASED ON THE CONCEPT OF SERVICE USING TECHNOLOGY IN EDUCATION

MECHANICAL and TECHNOLOGICAL REVOLUTION

Has almost mechanized the teaching learning process
USE OF HA is a lot to reach the educational benefit to masses with great ease and in a cost effective
way.
Hardware aids
We usually includes those machine like appliances and equipment's which are considered to
be technical in terms of their composition and working

Audio and visual Hardware aids,

Audio aids

Visual
aids

Radio :General
broadcast
Educational
broadcast

Projector : O H P
Micro Projector

Overhead projector
TAPERECORDER
:record player

OPAQUE or
Transparent
Projector

Audio _ visual Hardware aids

Television
Video slides
Closed circuit television (CCTV)
VIDEOTAPE or CASSATTE RECORDER

Computer
Storehouse of knowledge
Good source of self instruction
Helps all stakeholders
Best substitute for traditional teaching aid

EDUCATIONAL TECHNOLOGY II or software approach

OWES its ORIGINE to the Behavioral sciences and their applied aspect concerning the p
psychology of learning
SOLID TECHNOLOGY
INSTRUCTIONAL Procedure
Hence known as
INSTRUCTIONAL Or
BEHAVIOURAL TECHNOLOGY

ORIGNATED FROM THEORIES OF LEARNING

A PROCESS ORIENTED TECHNIQUE
Which
Develops and utilizes software aids for bringing the desirable changes in the students

Software aids

Blackboard or chalk board

Bulletined board or Information board

Flannel board

Pictures
PROPER AND JUDICIOUS SELECTION OF PICTURE
Should follow the following criteria
1. General value Who are the students .
2. Suitability, Realistic ,Artistic
3. TECHNICALLY CORRECT
4. Clear and meaningful

GRAPHIC SOFTWARE AIDS

MAPS
GRAPHS
CHARTS
GLOBES
DIAGRAMES
PHOTOGRAPHS
POSTERS FLASHCARDS
NEWS PAPERS

MODELS
CATOONS
DIORAMA -3 dimensional miniature model making use of small objects.

10

VISUAL AND PROJECTIVE SOFTWARE AID

SLIDES
FILMSTRIPS
VEDIOS
TRANCEPERANCIES
CAI
PROGRAMMED LEARNING PACKAGES
TELECONFERANCING

EDUCATIONAL TECHNOLOGY iii or system approach

Related with the concept of system engineering
Owes it ORIGIN to the computer science.
Here TECHNOLOGY STANDS FOR SYSTEMATIC WAY TO DESIGN, CARRY OUT AND EVALUATE
THE TOTAL PROCESS OF EDUCATION IN TERM OF SPECIFIC OBJECTIVE.

IN SA CONTINUOUS COMPARISION OF DIFFRENET ROLES PLAYED BY MEN MACHINE AND MEDIA IN

A SYSTEM OF EDUCATION AND DEVELOP AN APPROPRIATE INSTRUCTIONAL STRATEGY

11

Role
INDIVIDUALIZATION OF INSTRUCTION
MULTISENSORY
AN EFFICIENT AND PRODUCTUVE TO MANAGES EDUCATIONAL PROCESSES
PROPER INPUT
FULFILLES THE EXPECTATIONS OF DISTANCE ,CORRESPONDENCE LEARNING
PURPOSEFUL AND PRODUCTIVE

12

Technology in education
Concepts and Definitions
Educational Technology has no agreed upon definition.

Technology is commonly thought of in terms of gadgets, instrument, machines, and

devices.most (educators) will defer to technology as computers
- Muffoletto (1994)-p.5 Integrating Education
Technology into Teaching (IETIT)

Only about a decade ago, a history of technology in education since 1920 placed the emphasis on
radio and television, with computers as an afterthought.
--Cuban, 1986 (IETIT) p.5

However, Saettler (1990) urges

The historical function of educational technology is a process rather than a product.

Any useful definition of educational technology, therefore, must focus on the process of applying
tools for educational purposes, and the materials used.

In education, the combination of process and product merges instructional procedures with
instructional tools.

Technology in Education as Media and Audiovisual Communications

Audiovisual movement: ways of delivering information that could be used as alternatives

to lectures and books.
Audiovisual communications: the branch of educational theory and practice concerned
primarily with the design and use of messages which control the learning process.
(Saettler, IETIE,p6)

13

 AECT- Association for Ed. Commo. and Technology.

Technology in Education as Instructional Systems

1960s and 1970s
Human and non-human resources (teachers and media).
Systematic approach to designing, developing, and delivering instruction matched to
carefully identified needs.
International Society for Performance Improvement.
Validating and creating instruction.

Technology in Education as Vocational Training Tools

Technology in Education:
1. School learning prepares students for the world of work.
2. Vocational training can be a practical means of teaching.
ITEA (International Technology Education Association).

Technology in Education as Computers and Computer-based Systems

Instructional and supportive applications of computers.
Computers began to be used in classrooms in 1960s until 1990 and was known as
educational computing.
By the mid-1990s, educational computing became known as educational technology.
ISTE (International Society for Technology in Education) holds the following views:

Approaches to Technology in Education

14

An emphasis on Computer Systems

Computers as media are becoming more complex and more capable.

Computer systems are subsuming other forms of media.

The perceived complexity of computer-based systems has made it more difficult for
educators to effectively integrate software and computer media into classrooms.

Background on Computer-based Educational Technology

Whats a computer?
Hardware Providing the Electronic Capability
Software Communicating with the Hardware
Any electromechanical device that accepts input, processes input and produces output.
Software in a Computer System
Systems Software ( Types of Operating Systems)
Applications Software (used for Education, Entertainment, or Edutainment)
Systems Software (Types of Operating Systems)
Unix
Ms-DOS
Apple Dos, ProDOS
Macintosh DOS, System 7
Windows 95
Applications Software for Education
Tool Software:
1. Word Processing
2. Spreadsheets
3. Database Management
4. Integrated Packages
5. Graphics Software
6. Communications Software
7. Other Tools

15

 Tool Software:
1. Word Processing
2. Spreadsheets
3. Database Management
4. Integrated Packages
5. Graphics Software
6. Communications Software
7. Other Tools
Programming Software:
1. BASIC
2. Logo
3. FORTRAN
4. COBOL, SNOBOL
5. C
6. Pascal
7. PL/1
Courseware:
1. Tutorial
2. Drill & Practice
3. Simulation
4. Instructional Games
5. Problem Solving
Hardware: Providing the Electronic Capability
1. Input functions:

Keyboard

Mouse

Joystick and game paddle

Bar-code reader

Scanner

Touch screen and light pen

16

2. Output Functions

Printers

Monitors

3. Input and Output Functions

Disk drives

The CPUs Steps

Step 1.
The controller gets an instruction from the systems internal memory and puts it in a register.
Step 2.
The controller directs the ALU to do necessary computations.
Step 3.
The controller gets the result from the register and stores it once again in internal memory.
CPU: Central Processing Unit
ALU : stands for Arithmetic/Logic Unit
Control Unit: directs the activities of the whole system.

The Internal and External Memory and Communication Functions

The internal memory functions:
A limited amount of space is arranged inside the computer for storage of instructions. For
example: RAM and ROM.
The external memory functions:
External storage devices can store larger quantities of information. For Example: Hard Disks and
CD-ROM.

Types of Computer Systems

Personal Computers
Mini and Mainframe Computers
Supercomputers

Cost , the number of users that can be supported, size, speed, and storage capacity
distinguish between these.

17

The Developments During the Period before Microcomputer

IBM 1500 system in universities and
Stanford University and the CCC
Control Data Corporation (CDC) and the PLATO System
Brigham Young University and the TICCIT System
Computerized instructional management systems

The Microcomputer Revolution in Education

The Minnesota Educational Computing Consortium (MECC) and the software publishing
movement.
MicroSIFT, EPIE, and other courseware evaluation efforts.
Courseware authoring activities.
The Computer Literacy Movement
Logo and Problem-Solving
The emergence of integrated learning systems.

Current Types of Educational Technology Systems

Standalone Personal Computers
Portable units (PDAs)
Workstations
Labs

Networked Stations: From LANs to MANs

Networks are for sharing(Kee 1994), and this sharing was designed to make computing
activities more efficient and cost-effective.
A network centralizes resources and cuts down on handling of individual disks.

Types of LANs
Physical design

18

 Function (transmission method or protocol)

* Token ring method
* Ethernet method

Three kinds of cable for connecting LANs

Coaxial cable: Designed to transfer signals with minimal interference.
Twisted pair cable: An inexpensive way of handling ARCnet, Ethernet, and token ring
connections.
Fiber optic cable:Allow networks to send large amounts of information at high speeds.

Current Applications of Educational Technology Systems

19

Instructional Technology Applications:

--Instructional software
--Interactive video-based materials
--Courses through distance learning

Productivity Tools:

--Prepare print instructional materials

--Keep records and analyze data
--Prepare and make instructional and informative presentations
--Organize time and materials

Tools for Students:

-- Writing assignments
-- Helping with research
-- Assisting with learning tasks in various content areas
-- Developing products and presentations.

20

Necessity of ICTs

Globalization of

Economy

Information

Tech Innovations

Knowledge-based

Economy

Society

Escalating Demand

for Education

21

Potential:
1. Expanding Educational Opportunities

Radio Broadcast

Interactive Radio Instruction

Television

Virtual Schools

Virtual Universities

2. Increasing Efficiency
Issues

Dual Shift Systems

Multigrade Schools

Small Urban or Rural Schools

Flexibility in Learning Schedule

Broadcast Radio

Interactive Radio

Educational TV

Virtual Online Courses

Solutions

3. Enhancing Quality of Learning

Potential

Motivate and engage learners

Bring life to concepts and processes

Foster inquiry

Provide flexibility

Allow application of information

Provide access to world of information

Bring the world into the classroom

Offer collaborative opportunities and communication

Offer tutored and individualized learning

Solutions

Radio and TV

22

Multimedia Learning Modules

Virtual Labs

Connecting to the Worlds

Designing and Creating Things

4. Enhancing Quality of Teaching

Issues

Difficult Profession

No One-Shot Training

Continuum

Initial Training

Lifelong Upgrading

Connecting

Solutions

Multimedia Training and Support System

Training Videos

Teacher Development Portal

Internet Resources for Teachers

5. Facilitating Skill Formation

New Workplace Realities

E-Training

Just-in-Time

Convenient Place

Up-to-Pate

User-centric

Simulations

Competency-based multi-media

Video and Interactive media

Workplace Training

Solutions

6. Sustaining Lifelong Learning

Issues

23

Workers need to learn new skills

Modern societies demand constant updating

The educated can become obsolete

Life-cycle pattern is changing

Solutions

Radio and TV

Multimedia Packages

Online Courses

Open Universities

Third Age Universities

7. Improving Policy Planning & Management

Management of Institutions and Systems

School: Admissions, student flow, personnel, staff development, facilities

System: School mapping, personnel payroll, MIS, communication, information, . . .

Management of Policy Making

Storage and analysis of data

Construction and assessment of policy scenarios

Tracer studies and tracking systems

8. Advancing Community Linkages

Growth in ICT Access

24

1400

1200

1000

800

600

400

200

0
1991

1992

1993

1994

Main telephone lines (millions)

1995

1996

1997

1998

Mobile cellular subscribers (millions)

1999

2000

2001

Personal computers (millions)

2002

2003

Internet users (millions)

Telephones, Cellular phones and PCs per 1,000 inhabitants

14
0
12
0
10
0

Telephone subscribers/100
Inhabitants
Cellular subscribers/100
Inhabitants
PCs/100
inhabitants

8
0
6
0
4
0
2
0
0
Afri
ca

America
w/o&US
Canad

US and
Canada

Asi
a

Euro
pe

Ocea
nia

ICT access varies within countries

Disparities is magnified by gender factor

ICT access contributes to escape from poverty

25

WOR
LD

ICT access for all requires attention to

Infrastructure

Cost

Laws and regulations

Radio Stations and Receivers

Suitcase Radio Station

Crank Radio
Digital
Satellite Radio
Crank/Solar Radio

Telecenters

Women-Friendly Telecenters

Within accepted culture; fosters harmony

Women do not have to travel far

Center meets needs of men and women

No childcare problem

Space is roomy and provides privacy

Staff is well integrated

26

27

From Potential to Effectiveness

1. Educational Policy
2. Approach to ICTs
3. Infrastructure
4. ICT-Enhanced Content
5. Committed and Trained Personnel
6. Financial Resources
7. Integration
8. Piloting and Evaluation

ICT Education More Effective and Responsive

We do not think anymore of the spectacle of printing every time we read a book, the phenomenon
of TV every time we watch a movie, or the miracle of the telephone every time we make a call.
The ultimate success of ICTs for learning will be attained when we stop marveling about the ICTs and
apply our minds and emotions to the wonders of learning.

Namibia Schoolnet

5. Costing and Budgeting

Total Cost of Ownership

28

Acquisition - hardware and software

Installation and configuration

Connectivity

Maintenance :

Supplies:

8-10%

Utilities:

4-8%

Computer training 5-10%

Retrofitting of physical facilities

replacement costs (5-7 years)

15-20% of initial investment

31-48%

Additional Costs

Acquisition and creation of content materials

Orientation and training of staff

Testing, evaluation and adjustment

29