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EDU 230

EDU 230. EDUCATIONAL TECHNOLOGY. Abiola AKINGBEMISILU. Course Outline (Part One). Definition of Education, Curriculum and Society. Definition of Technology, Properties of Technology. Edmodo code:jpa8dz. Course Outline (Part One) Cont’d.

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EDU 230

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  1. EDU 230 EDUCATIONAL TECHNOLOGY Abiola AKINGBEMISILU

  2. Course Outline (Part One) • Definition of Education, Curriculum and Society. • Definition of Technology, Properties of Technology. • Edmodo code:jpa8dz

  3. Course Outline (Part One) Cont’d • Definition of Educational Technology and its essential Elements. • Why Educational Technology (Importance).

  4. Course Outline (Part One) Cont’d • System approach to Instruction • Introduction to learning theory • Communication Models • Introduction to e-learning

  5. Reference Materials • A. Abimbade, (2004) Principles and Practice of Educational Technology • A.A Adekomi(1999) A handbook of Educational Communication and Technology • Femi Adeosun, (1998) The Technology of Education

  6. Reference Materials • Journal of e-Learning (JOEL) Vol.1 Number 1(2005) • T.A Balogun & A. Abimbade, (2006) Introduction to Instructional Technology

  7. The Concept Education • Many Scholars had given various definitions on Education. Some sees it as Schooling- E.g Primary School/ Primary Education Others sees it has Training – E.g. In- Service Training /Education. So what do you think?...

  8. Education • Education can be summarised as a process through which we acquire knowledge, skills and habits to elicit attitudes of positive value which make us positively functional in our environment.

  9. Curriculum • This is the subject matter of instruction. • It is the organised, planned and sequential set of learning contents that is derived from the environment in other to solve the possible challenges of that environment through instruction.

  10. Society • Structured community of people: a structured community of people bound together by similar traditions, institutions, or nationality. • Subset of community: a particular section of a community that is distinguished by particular qualities.

  11. Technology • Is the complex and systematic integration process of Man, Machine, Ideas and Procedure with the aim of determining and resolving human problems or challenges.

  12. Technology NB: The process of improvement is the Technology and not the By-product

  13. Educational Technology • Merging the Two Words together, we can define Educational Technology as the integration(weaving together) of Variables (Factors) in order to find out the problems involved in the process of acquiring Knowledge, Skills and Habits with the aim of solving these Problems.

  14. Educational Technology • According to AECT,(1979) Edu.Tech. Is a complex integration process involving people, procedure, ideas, devices and organisations for analyzing problems and devising, implementing, evaluating and managing solution to those problems involved in all aspect of human learning.

  15. Functional Definition of Educational Technology Educational Technology Technology in Education Technology of Education Man, Machine, Ideas, rocedure System Approach to Education Materials, Activities. Hardware of Education Behavioural Science Technology Instructional System/ Learning Outcome

  16. Technology in Education • This embraces the use of AV, Media, Information and Communication Technology, educational data processing and tele- communication. It involves the use of equipment of hard ware machine e.g. Projector, Cassette player etc

  17. Technology of Education • This concerns the use of systematic and scientific procedure in Educational practices. Technology of Education may be applied to : (1)Analysis of Instructional Materials (2) Organisation of Instructional Process (3) Organisation of Educational process

  18. Elements of Educational Technology • 1. Identification of Educational problems that should be solved. • 2. Understand the audience and its needs. • 3. Specification of goals and objectives.

  19. Elements of Educational Technology Con’t • 4.Establishment of priorities among problems. • 5. Examination of various alternatives for solving the educational problems. • 6. Identification of necessary financial, physical and human resources pre- requisites to the achievement of established goals/objectives.

  20. Elements of Educational Technology Con’t • 7. Analysis of contact or message which will lead to the achievement of objectives. • 8. Development of evaluation systems. • 9. Development of a feed back system between the learner and the teacher.

  21. Why Educational Technology(Importance) • When Edu.Tech. Is carefully employed in Teaching –Learning Process it has the following functions: • 1. It makes education become more productive by speeding up the rate of learning in learners. • 2.It provide a more scientific base for designing instruction.

  22. Why Educational Technology(Importance) • 3. It makes instruction richer and powerful. • 4. it makes learning to become more concrete, real, immediate and permanent. • 5. It helps to individualise instruction.

  23. Why Educational Technology(Importance) • 6. It makes access to education equitably distributed. • 7. It provides Teacher the chance of motivating the learners, arousing their interest as well as sustaining their learning tempo.

  24. Why Educational Technology(Importance) • 8. It offers experience in learning which may not be easily obtained through any other means.

  25. System Approach to Instruction • What is a system? A system is a unit consisting of many parts, all working together to achieve desired objectives e.g Solar system, body system, school system etc • A system may also be seen as a set of rules linked together in an ordinary way to show a logical plan e.g. economic system

  26. Attribute of a system • Organised, complex but unitarily whole • Made up of several parts(sub system) • Organised to accomplish a goal • Conceptual or physical

  27. Classification of system • Simple Vs. Complex • Opened Vs. Closed • Macro Vs. Micro • Dynamic Vs. Static/stable • Physical Vs. Non physical • Deterministic Vs. Probabilistic

  28. System approach to Instruction is a holistic way of looking at the teaching –learning process. It ensures a much more comprehensive consideration of most of the factors in an instructional situation

  29. Importance of System Approach to Instruction • It helps to reveal omission, redundancy and inconsistencies • It helps to force attention on the requirement and performance of the total system • It ensures methodology of instruction • It helps in the organisation, planning and evaluation of educational programmes

  30. Process of system approach to Instruction • Planning Stage • Development Stage • Execution (Implementation) Stage • Evaluation Stage • Revision/ modification of the system Stage

  31. Planning Stage involves • Identification of needs (needs assessment) • Translation of needs into general objectives • Formulation of enabling specific objectives • Identify possible constraints

  32. Development stage involves • Identify learners characteristic and determine their entry behaviour • Preparation of Instructional content(lesson plan) • Selection of relevant learning experience • Selection of teaching modes/method • Selection of media

  33. Execution / Implementation stage involves Here the teacher must ensure: • Adequate mastery of subject matter • Adequate use of appropriate reinforcement mechanism • Effective verbal and symbolic communication • Active learners participation

  34. Evaluation stage This help to check how far learning has take place. Evaluation should serve the following functions: • Helps to check the effectiveness of teachers methodology and appropriateness of instructional material • It helps to identify the possible areas of remediation or improvement • It serve as a means of positive reinforcement to the learners • It serve as a means of reporting performance to parents, government, decision panels etc • It helps to identify the strength and weakness of learners

  35. Revision/ Modification stage • Here, identified problems or mistakes are corrected. Possible areas of modification are: • Instructional content • Methodology of teaching • Instructional resources • Choice of personnel • Learning environment modification

  36. Model of system approach to Instruction Select learning experience Select teaching mode Need Assessment General Objective Specific Objective Entry behaviour Implement evaluate Select media Knowledge of result/ feedback

  37. Learning theories to instruction • Learning theories are postulations by scholars(educational psychologist) towards learning. Since Edu.Tech. Is to identify educational problems and to solve them, there is the need to look into few theoretical foundations of human learning. • 1. Stimulus-Response Theory S O R

  38. Example of S-R theory was tried by a Russian psychologist(I.P. Pavlov 1849-1936) who did a study on classical conditioning of a dog. Ringing of bell before feeding a dog, makes the dog to salivate after hearing the bell

  39. Classical Conditioning

  40. Skinner box is another example of S-R theory, where a rat gets food after pressing a lever.(programmed learning)

  41. Operant conditioning

  42. 2. Law of exercise and effect • The law of exercise says that frequent as well as the most recently performed activities tends to be repeated(practice makes for perfections). Therefore drills and exercise should improve learning. • The law says that responses which are followed by pleasure as reward are likely to happen again

  43. Practice, motivation, reinforcement, repetition, reward, punishment are the main concepts that the learning theories explains.

  44. Communication Models • This is a structure that shows relationship between all the elements of the communication process. • Kinds of communication models: • i. Engineering Model • ii. Modified David Berlo’s Communication model • iii.Shannon &Weaver Model • iv.HaroldLasswell’s model • v.John Ball’s Model

  45. Engineering Model • Information goes in one direction (One way model)monologue & not dialogue. Source Destination

  46. Modified David Berlo’s Communication model Noise factor Noise factor Receiver/ Destination Sender/Source Message Channel

  47. Shannon & weaver Model Source Transmitter (Encodes) Channel Receiver (Decodes) Noise Destination Feedback

  48. Harold Lasswell’s model Says in to with (S) Who (M) What (C) which (F) What effect (R) Whom

  49. John Ball’s Model Has is Has Has which has and is Constantly changing Value Man Message Purpose environment

  50. Open –Ended Communication System Frustration Interaction Boredom Teacher Learner

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