EDU3222: EDUCATIONAL TECHNOLOGY

1. EDU3222: EDUCATIONAL TECHNOLOGY g By; Bello, Ahmed. Department of Science Education Federal University of Kashere Gombe State.

2. MODULE II: Historical Development of Educational Technology • Introduction • Stone age era • Slates and blackboard era • Books and pamphlets • mimeograph and Gestetner stencil • Hypertex and slide projectors • Computer and internet era

3. Historical Development of Educational Technology The historical development of educational technology can be traced back to the earliest time when stones, leaves, tree trunks, animal skin, paintings on caves and walls were the highest technology used for knowledge sharing and preservation.

4. Creative Writings on Animal Skins & Stone Carvings

5. Cont, Shortly after these periods, writing on slates, blackboards and various types of abacus for conducting simple numerical calculations were introduced.

6. Writing on Slates and Blackboards

7. Abacus for conducting simple numerical calculations

8. Cont, Books and pamphlets which were the advanced technology on the former were made available and have held a prominent role in education by helping people learn in ways that are easier, faster, and less expensive.

9. Cont, From the early twentieth century, duplicating machines such as the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 10–50 copies) for office correspondences, business communications, and classroom use.

10. Mimeograph and Gestetner Stencil Devices

11. Cont, These were equally used in the production of the first multiple choice, large scale assessment for the Army to assess the intelligence and more specifically the aptitudes of World War I military recruits.

12. Cont' The use of media for instructional purposes is generally traced back to the first decade of the 20th century with the introduction of educational films (1900s) and Sidney Pressey's mechanical teaching machines (1920s). Further large-scale use of technologies was employed in training soldiers during and after WWII using films and other mediated materials, such as overhead projectors.

13. Cont' The concept of hypertext is traced back to Bush's description of memex in 1945. However, slide projectors were widely used during the 1950s particularly in educational institutional settings.

14. Motion Picture Projectors

15. Slide Projector

16. Cont' In 1960, the University of Illinois initiated a classroom system based in linked computer terminals where students could access informational resources on a particular course while listening to the lectures that were recorded via some form of remotely linked device like a television or audio device.

17. Cont' In the early 1960s, Stanford University psychology Professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach mathematics and reading to young children in elementary schools in East Palo Alto, California.

18. Cont' In 1963, Bernard Luskin installed the first computer in a community college for instruction. Working with Stanford and others helped develop computer-assisted instruction.

19. Cont' In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning as well as developments in the use of computer for learning.

20. Cont' In 1976, Bernard Luskin launched Coastline Community College as a "college without walls" using television station KOCE-TV as a vehicle. In the UK the, Council for Educational Technology supported the use of Computer Aided Learning (1973–77) and the Microelectronics Education Programme (1980–86).

21. Cont' By the mid-1980s, accessing course content becomes possible at many college libraries. In computer-based training (CBT) or computer- based learning (CBL). The learning interaction was between the student and computer drills or micro-world simulations. Digitized communication and networking in education started in the mid-1980s.

22. Cont' The development of video compression technology in the early 2000s led to the introduction of lecture capture systems for recording and streaming classroom lectures in 2008. Similarly, webinars are now used largely for delivering lectures over the internet. This was also accompanied by the widespread use of audio and video conferencing system.

23. Cont' More recently, adaptive learning, which analyses learners’ responses then re-directs them to the most appropriate content area, based on their performance was developed. Learning analytics, which also collects data about learner activities and relates them to other data, such as student performance, is a related development.

24. Cont' By 2008, using web technology to create the first ‘connectivist’ Massive Open Online Course (MOOC) was introduced. It is a community of practice that linked webinar presentations and blog posts by experts to participants’ blogs and tweets, with just over 2,000 enrolments. The courses were open to anyone and had no formal assessment.

25. Cont' In 2012, two Stanford University professors launched a lecture-capture based MOOC on artificial intelligence, attracting more than 100,000 students, and since then MOOCs have expanded rapidly around the world.

26. Cont' Social media, a sub-category of computer technology, cover a wide range of different technologies, including blogs, wikis, YouTube videos, Twitter, Skype and Facebook. Mobile devices such as phones, ipad, ipods PDAs, PCs and tablets are the prime movers of social media system.

27. Some useful lessons to be learned • New technologies rarely completely replaces an older technology in philosophy, principles and practice. For instance, DVD players replaces gramophone,video replaces motion pictures,digital projector replaces overhead projectors e. t. c.

28. Educational Technology in Nigeria • The advent of educational technology in Nigeria could be traced back to the activities of Christian missionaries who arrived Nigeria in the 1st half of 18th century. • Teacher made objects and materials were used for enhancement of lesson delivery

29. Cont, • The 1st practical utilization of modern technology in teaching and learning processes was the establishment of radio and television station established by the then early western region in Ibadan around 1968. • Similar facilities were established in Enugu and Kaduna in 1971.

30. In 1977, the military Government realised that; • No positive development could be achieved in teacher education except edutech. is fully deployed both in teaching, learning and management of schools. • The gov’t centralised the isolated facilities in Kaduna and called it National Educational Technology Centre (NETC).

31. The task of NETC includes; • Design and produce instructional materials for use at all levels of education. • Select and document all items imported and locally produced for use in schools. • Design and produce radio & televisionprogrammes for use by radio Nigeria and NTA.

32. Cont, • Organise seminars, workshops and conferences for teachers and other educational managers on the design, production and management of educational media. • Provide consultancies to teachers, schools and other allied organisations on the design, production, management and storage of educational media.

33. Cont, • Similarly, the government directed all state ministries of education to establish and manage facilities directly concern with the use of educational technology variously called; • Educational Technology Centre • Education Resource Centre • Centre for curriculum material production.

34. Cont, • The government further directed all teacher production institutions to establish a comprehensive centre for educational technology. • In deed, NCCE leads in that direction because it instituted that all Federal and State Colleges of Education should have a functional centre for educational technology otherwise, their programmes could not be accredited.

35. Cont, • Conversely, such directive have not been successful in the universities. Thus, most universities do not have a functional facility concern with pedagogy or educational technology. • Is that the reason why products of Faculty of Education in Nigeria perform below expectation as compared to graduates from Colleges of Education in Nigeria?

36. Use logical reasons to substantiate the assumption that products of Faculty of Education in Nigerian Universities perform below expectation in pedagogy as compared to graduates from Colleges of Education?

37. SELECTION AND UTILIZATION OFINSTRUCTIONAL MATERIALS

38. MODULE III: INSTRUCTIONAL OUTLINES 1. Instructional materials 2. Criteria for the Selection of Instructional Materials 3. Procedure for Utilization of Instructional Materials 4. Benefit of Utilizing of Instructional Materials 5. Educational Boards 6. Instructional Materials VS Chalkboard; • Realia • Charts • Models

39. Instructional Materials • Instructional materials are materials & objects used for the dissemination of information quickly, widely and effectively. • Nsofor and Bello, (2015) defined instructional materials as those devices and materials (including hardware and software) which can be used by educators to present a complete body of information to learners.

40. Instructional materials help in; • focusing attention & motivating learners. • clarifying complex events or situations • magnifying or reducing objects. • educating more people in less time.

41. Criteria for the Selection of Instructional Materials • Instructional objectives: This is one of the major determinants in selection. This is usually based on the topic/concept to be taught and what the teacher sets out to achieve. • Availability: Before any selection, one must be sure that such materials or equipment is existing, and easy to purchase, borrow or produced.

42. Cont, • Target audience characteristics: The age, culture and the background of learners should be taken into consideration when selection is being made of any instructional material. • Teachers’ capability: The teacher must ensure that he/she is capable of identifying and utilizing effectively the form of instructional material selected.

43. Cont, • Cost: Financial implications of whatever materials to be selected should be considered. Thus, issues of availability of fund for procurement and cost effectiveness for production should be settled before selection is made. • Dynamic factors: such as the size of target audience, learners’ preferences and available time should be taken into consideration when selecting instructional materials for use.

44. Procedure for Utilization of Instruc. Materials • Prepare the learning environment to ensure that equipment, facilities, electricity, ventilation and temperature are suitable. • Ensure that the student are well arranged, seated and free from all hindrances so that every student will benefit and get motivated enough to guarantee their readiness.

45. Cont, • Try out the materials to ensure they are in good working condition. • Use the materials only when and where necessary and put them aside immediately after use so that it does not cause distractions • Allow some time for interpersonal interactions, and reactions from students

46. Benefit of Proper Utilization of Instructional Materials • They increase rate of learning, retention and recall, and save teachers precious time which can be used for other gainful activities. • With instructional materials, learning becomes real, concrete and immediate. • They help to individualize instruction, thus enable students to learn at their own pace and time.

47. Educational Boards • Varieties of Educational boards include chalkboard, flannel boards, bulletin boards, magnetic boards and interactive white boards. • Chalk board are of various types which include, wall chalkboard, mobile chalkboard, pulley chalkboard, etc.

48. Techniques for Using a Chalkboard • Print, unless you can write legibly • Verify that your words are large enough to be seen easily from the back of the room. • Use colored chalk to separate ideas/add emphasis. • Do not talk and write at the same time. When you write on the board stop talking and concentrate on what you are writing.

49. Cont, • Maintain eye contact with the class, not with the board. Avoid looking at the board during discussion, but use a long pointer instead so that you can stand aside. • Write short sentences/phrases, but avoid abbreviations. • Hold the chalk firmly with downward strokes, and rotate the chalk as you use it so that lines will be uniform as the chalk wears.

50. Instructional materials used in conjunction with chalkboards includes;