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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 Tech nology. 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 . The term is distinct from technology education: educational technology is about using technology to educate, whereas technology education is learning about technology. Several universities have recently opened tracks for graduate programs in the field of Educational Technology. HISTORY One of the earliest fields of study within educational technology was Instructional Systems Design (ISD). This was developed 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. =Theories and practices= Three main theoretical schools have been present in the educational technology literature. These are Behaviorism , Cognitivism and Constructivism . Each of these schools of thought are still present in todays literature but have evolved as the Psychology literature has evolved. BEHAVIORISM This theoretical framework was developed in the early 20th century with the animal learning experiements of Throndike. Many Psychologists like B.F.Skinner, and Ivan Pavlov used these theories to describe and experiment with human learning. While still very useful this philosophy of learning has lost favor with educators. But Behavior learning theory (e.g Classical Conditioning and Operant Conditioning ) is still very useful to explain lower level unconscious Implicit Memory and learning. COGNITIVISM 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 empirical or psychological framework of Behaviorism was retained even though 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 learning. New cognitive frameworks are emerging that complement and even explain the behavioral theories of previous eras. Today researchers are concentrating on topics like Cognitive Load , Situated Learning , and Information Processing Theory. These theories of learning are very useful as they guide the design of instructional technologies. CONSTRUCTIVISM Constructivism is the belief that students can guide their own learning through collaboration of others with similar ability and experiences. Technology allows for collaboration amongst a variety of people through a variety of sources, such as video-conferencing, blogging, smartboards, etc… Constructivist learning requires students to utilize their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning. These new concepts are linked to the prior knowledge therefore, proving that all learning is connected. Constructivists’ believe that one learns by problem solving and incorporating real life experiences into newly acquired knowledge. The role of the teacher then becomes that of a facilitator of knowledge. Educators, from the constructivist’s perspective, must make sure that the prior learning experiences are appropriate and related to the concepts needed to be taught. Constructivists rely on the importance of laying the ground work for learning. Jonassen (1997) suggests "well-structured" environments are useful for novice learners as "ill-structured" environments are useful for more advanced learners. Educators utilizing technology when teaching with the Constructivist perspective should choose technologies that reinforce prior learning perhaps in a problem-solving environment. Students are encouraged to self-reflect to make connections (prior knowledge to current experiences) and validate what is being learned. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma3know.htm http://www.sedl.org/scimath/compass/v01n03/ Jonassen, D. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. ''Educational Technology Research & Development'', 45, 65–94. =Instructional Technique and Technologies= Problem-Based Learning, Project-Based learning and Inquiry Learning are all active learning instructional techniques used to teach learners. Technology can be incorporated into project, problem, inquiry based learning as they all have a similar educational philosophy. All three are student centered, typically involving real world scenarios in which students are actively engaged in critical thinking activities. Both the process students engage in and end products of all the learning theories can be implemented with a number of technological tools. Learners should be guided during the instructional process, but after initial instruction has taken place these more active techniques may be used. Quite often an instructor will introduce material through a lecture and then offer a think quest or web quest as reinforcement. These teaching strategies would be beneficial because they provide students with a structured presentation of the problem or project. During the first phase students begin the inquiry process, they can brainstorm using web mapping software or an interactive whiteboard to record their initial thoughts and create a plan of action. Both of these products promote student interaction and input into the developmental process. "We find that when you put the two, (inquiry based learning and true technology integration) together there's a synergy created that really boosts students' learning" (Brannigan, 2002). Incorporating technology into project, problem, and inquiry based learning will make these educational theories applicable to today’s changing society. Project-Based learning Retrieved June 15th,2007,from http://en.wikipedia.org/wiki/Project_Based_Learning Project-Based and Problem-Based: The same or different? Retrieved June 15th,2007,from http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm Brannigan, Cara. (June 5, 2002). "Study: Missouri's ed-tech program is raising student achievement." eSchool News. As quoted in Technology and Academic Achievement by Les Foltos http://www.newhorizons.org/strategies/technology/foltos.htm ENGAGED LEARNING IN TECHNOLOGY''' ''' The Encyclopedia of Educational Technology {Link without Title} places the theories and practices of educational technology into six categories: cognition and learning, analysis, design, development, implementation, and evaluation. In today’s society technology is an ever increasing factor in many aspects of life. From our homes to businesses it continues to drive society. In education, technology is a compelling force that needs to be coupled with the curriculum to create an engaged learning atmosphere that allows learners to become skilled technicians with an endless passion for learning. With the use of technology students will become engaged learners who are responsible for their own learning. They engage in the learning process by problem solving, reflecting, synthesizing, evaluating, and continuously applying their new skills. According to NCREL, learning should be authentic and set up to be challenging, multidisciplinary, and real world based. Assessment is an ongoing process connecting the curriculum and instruction. This assessment is achieved through observations, interviews, examining artifacts, and presentation both by students and teachers. Teachers are facilitators who guide the students in the process of their learning. They need to construct meaningful, interactive, lessons that engage the students in the curriculum. Teachers need to be fully aware of the technology that engages students on a daily basis, and use that technology as a stepping stone to build upon in the classroom. ''The use of this technology begins early. According to a Kaiser Family Foundation survey, 31 percent of children age three and under are already using computers. Sixteen percent use them several times a week, 21 percent can point and click with a mouse by themselves, and 11 percent can turn on the computer without assistance. What's more, a third of children -- many as young as 11 years old -- use blogs and social networking sites at least two or three times a week. Yet two-thirds of parents don't even know what a blog is, according to a report by NCH Children's Charities and Tesco Telecoms.'' The information found in these studies, confirms the importance of technology in the classroom. Technology is a powerful tool that can be used in the engaged learning process. This process creates a classroom that is an environment for a continuous learning community. Copyright © 2007 Learning Point Associates. All rights reserved. Retrieved June 17, 2007, from http://www.ncrtec.org/capacity/profile/profwww.htm Reference: Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994), Designing Learning and Technology for Educational Reform. North Central Regional Educational Laboratory. Retrieved June 18, 2007, from http://www.arp.sprnet.org/admin/supt/eval.htm Bielema, Cheryl PHD (2000) Engaging Learners with Technology, University of Missouri, St. Louis, MO Retrieved June 20, 2007 from http://www.umsl.edu/services/cte/PDFs/IDEA2.pdf LeClaire, Jennifer (2006) Kids and Tech: How Much Is Too Much?, TechNewsWorld, Retrieved June 20th from http://www.technewsworld.com/story/52677.html =Other interests= EDUCATIONAL TECHNOLOGY AND THE HUMANITIES Research from the Alberta Initiative for School Improvement (AISI) {Link without Title} 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:
SOCIETIES AND JOURNALS Learned societies concerned with educational technology include:
Journals on the subject of educational technology include:
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 , E-learning , M-learning , Habituation , Sleep-learning , Metacognition , Overlearning , Operant Conditioning , Observational Learning , Zone Of Proximal Development , Bloom's Taxonomy , Cooperative Learning , ''See also:'' Human Performance Technology Instructional Systems Design , ADDIE Model , Mind Map , Distance Education , SCORM , Blended Learning , Mnemonic , Project-based Learning , Information Mapping Assistive Technology , Educational Animation Computer-adaptive Test , Educational Evaluation , Rubrics (education) , Usability Testing REFERENCES FURTHER READING
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