Education Technology: What ICT Brings to

the Classroom?
Slide Title
• What ICT brings to the classroom?
• Shared learning resources
• Shared learning spaces
• The promotion of collaborative learning
• The move towards autonomous learning
 Integrating educational technology
a) Sparse Technology is rarely used or available. Students
rarely use technology to complete assignments or
projects.
b) Basic Technology is used or available occasionally? Often in
a lab rather than the classroom. Students are
comfortable with one or two tools and sometimes
use these tools to create projects that show
understanding of content.
c) Comfortable Technology is used in the classroom on a fairly
regular basis. Students are comfortable with a
variety of tools and often use these tools to create
projects that show understanding of content.
d) Seamless Students employ technology daily in the classroom
using a variety of tools to complete assignments and
create projects that show a deep understanding of
content.
 The difference between
using technology and integration technology:
Using technology Technology integration
Technology usage is random, arbitrary and often an Technology usage is planned and purposeful
afterthought
Technology is rare or sporadically used in the classroom. Technology is routine part of the classroom environment

Technology is used purely for the sake of using Technology is used to support curricular goals
technology. and learning objectives
Technology is used to instruct on content. Technology is used to engage students with content
Technology is mostly being used by the instructor(s). Technology is mostly being used by the students
Focus on simply using technologies. Focus on using technologies to create and
develop new thinking processes
More instructional time is spent learning how to use the More instructional times is spent
technology using the technology to learn
Technology is used to complete lower-order thinking tasks Technology is used to encourage
higher-order thinking skills
Technology is used solely by individuals working alone Technology is used to facilitate collaboration
in and out of the classroom
Technology is used to facilitate activities that are feasible Technology is used to facilitate activities
or easier without technology that would otherwise be difficult or impossible
Technology is used to deliver information Technology is used to construct and build knowledge
Technology is peripheral to the learning activity. Technology is essential to the learning activity
Use of technology in education (www.edweek.org
• Technology infrastructure
• Research
• E-learning
• Mobile computing
• Social networking

• History of educational technology

• Educational technology is a multifaceted and integrated process
involving people, procedure, ideas, devices, and organization,
where technology from different fields of science is borrowed as
per the need and requirement of education for implementing,
evaluating, and managing solutions to those problems involved in
all aspects of human learning.
 Educational technology, broadly speaking, has passed through five stages.

• First stage. Coupled with the use of aids like charts, maps, symbols, models,
specimens and concrete materials. The term educational technology was used as
synonyms to audio-visual aids.
• Second stage. Associated with the electronic revolution’ with the introduction and
establishment of sophisticated hardware and software. Use of various visual aids like
projector, magic lanterns, tape recorder, radio and television brought a revolutionary
change in the educational scenario.
• Third stage. Coupled linked with the development of mass media which in turn led to
communication revolution for instructional purposes. Computer-assisted instruction
(CAI) used for educational since 1950s become popular during this era.
• Fourth stage. Discernibly by the individualized process of instruction. The invention of
programmed learning and programmed instruction provided by a new dimension to
educational technology. A system of self-learning based on self-instructional materials
and teaching machines emerged.
• Fifth stage. Influenced by the concept of system engineering or system approach
which focuses on language laboratories, teaching machines, programmed instruction,
multimedia technologies and the use of the computer in instruction.
Rationale of use of technology
• Engagement
• Using technology involves students in the learning process.
• Students using technology become active in the learning process instead of
passive listeners.
• One-to-one technology enables access, manipulation, and presentation of
information and knowledge
• It can be a very creative process, especially with multimedia.
• Using technology can reduce discipline problems if students are more interested in
their work
• Using technology allows students to take ownership of their work.

• Empowerment
• Using technology transforms the teacher from authority-expert to facilitator when
the students are guided to use technology to find answers online.
• Students are transformed from passive recipients of the teacher’s knowledge to
active participants in knowledge-seeking and knowledge-construction.
• Teachers often learn new technology programs along with students.
•
• Access to information and communication
• Technology can offer increased accessibility if the students have computer
and internet access in their homes.
• Assignments, activities, assessments, multimedia, etc. can be provided
over the web and completed anywhere, providing for a wider range of
instructional opportunities for anytime anywhere learning.
• Differentiation
• Technology frequently provides greater opportunities for differentiation
for students.
• Computers targeted at multimedia applications showing pictures, sounds,
and videos are conducive to the learning styles of various learners.
• Several software programs have exercise that are targeted at
differentiating to the various academic levels of students in the classroom
to improve areas of weakness
• Transparency
• Students use of technology can a make thinking and problem-
solving process more transparent to the teacher
• Digital files can provide documentation of the process the
student ahs engaged in to solve problems.
• It is often easier to store and retrieve these files electronically
than on paper. Screen-monitoring software allows teachers to
observe students in the process of class work.
• Efficiency
• Using technology can reduce the workload on the teacher for
mundane tasks such as organization and distribution of
electric learning materials, grading of multiple choice
questions.
• Cooperative grouping and collaboration
• Educators frequently utilize cooperative grouping strategies
and technology integration at the same time since technology
is very conducive to group work, team problem solving, etc.
• Having students work in partnership or small groups with a
computer based activity as a guide allows students to work
collaboratively to complete a technology-based activity.
• Using technology allows for the free exchange of information
• The widespread use of compatible text, presentation, and
image software allows information to be exchanged more
easily than ever before.
• Archiving
• Technology allows teachers to more efficiently save and
documents student work for archival purposes.
• Whether students are working on paper that saved under
their name or scanning in classroom worksheets that identify
where a student is in their learning at a set point of time,
technology gives the power to save information in ways that
are impossible through traditional means.
• Computers provide easy storage and access to student’s
accumulating portfolio of work.
• Students can better gauge their own progress and avoid
repeating tasks already accomplished.
• Preparation for college and career.
• With computers and various forms of technology moving
more prominently into the mainstream of typical life and
business, it is important to expose our students to
different types of technology.
• Gaining experience in word processing, various software
program, internet research etc. Are essential to
education needs for students to become successful in the
workplace.
• Using technology allows for a smooth transition from
school to work and school to college.
• Reflection of current practice
• Using technology is familiar to today’s middle class
students.
• Technology is use is part of the normal learning process
for many of these students; it is in their comfort zone”
and highly integrated into their non-school life in forms
of gaming, messaging, cell phones, etc.
• For those students who are not conversant with
technology in their non-school life, the use of technology
in school is critical.
• Problem-solving and project-based learning
• Developing deep competency using the problem solving
environment provided by the computer.
• Technology helps promote a positive shift forward more
projects based, hands on learning, away from lecture
based learning.
• Lecture based learning will or, and should not, disappear.
• The information manipulation environment provided by
one-to-one technology allows teachers to reduce their
reliance on lecturing.
Subject – area reasons for using technology
• Writing across the curriculum
• Word processing software makes writing a significantly more
enjoyable process for students.
• Students will or do more writing and revision when they have
access to word-processing software.
• Mathematics
• Can be made richer and engaging by helping students explore
math with the aid of software tools like Spreadsheets (excel)
• Science education can be greatly enhanced by the data
gathering, data analysis, and simulation software tools that
run within the digital workshop that computers provide.
• History, social studies and current events
• Instruction can be tremendously enriched by students having
immediate access to the vast wealth information available on the
internet including news, primary sources, and databases.
• Foreign language
• Instruction success correlates highly with the times students are
able to spend in immersive environments.
• The multimedia capabilities of laptops allow students to spend
more time listening and speaking in the language of instruction.
• With the right software, and set of headphones, a laptop can
function just like language lab work station.
• Laptops are also providing access, through the internet, to the
media of the countries where the language of instruction is the
native language.
• Art, music, and drama
• Instruction is significantly enhanced when students
use various software programs to assist in the
creation of artwork, music, scripts and digital video.
• Students can visit virtual museums, listen to or watch
great performances, and have their own music
practice supported and analyzed.
Issues in education and technology
• The use of information and communications technology (ICT) is
now a central part of education provision and practice. Consider the
following key questions about education and technology;
• What is education technology – and why does it matter?
• Is technology inevitably going to change education?
• What can history tell us about education and technology?
• Does technology improve learning?
• Does technology make learning fairer?
• Will technology replace the teacher?
• Will teacher replace the education institution?
• Is technology leading to a generation gap between learners and
education?
• Education and technology – so what now?
Type Advantages Limitations
1. textbook  Provides an online that the  In many classes, it becomes the
teacher can use in planning only point of view in the course
courses, units and lessons  They are usually written for a
 Summarizes a great deal of national audience, so they do not
pertinent information consider local issues or
 Enables the students to take community problems
home in convenient form most  Because they are geared for the
of the material they need to greatest number of average
learn for the course students, they may not meet the
 Provides the common needs and interest of any
resources for all students to particular group of students
follow
 Includes teaching aids and
summaries and review
questions
 Provides teacher with ideas
 Relieves the teacher of
preparing material fit for the
course
3.  It allows for spontaneity, speed  Sometimes it is overused
chalkboard/dis and change  Many teachers rely to heavily on it
play board  It can fit the tempo of any to the exclusion of other visual aids
lesson in any subject
 It is particularly valuable for
emphasizing the main points of
a lesson and working out
problems for the whole class to
see
4.Audio  They are easy to prepare  They involve auditory organ only
materials  They are portable and easy to  They have a tendency for overuse
operate  They are sensitive to noise and
 When duplicated, it is easy and other unnecessary sounds
economical
 The enhance the learning of
verbal information
 They capture real sound
 They allow one to record and
listen to his/her own sound
 They enable one to repeat
listening as frequently as
desired
5. Visuals (  Permit close-up study at  Bring ambiguous ideas
realias, individuals own pacing when not labelled
pictures,  Attracts students  Not adaptable for large
graphs, attention and classes
photograph concentration  Require photographic skills
s, etc.)  Add variety and interest and equipment
to the lesson
 Cut down unnecessary
teacher taking time

6. overhead  Can present information  Cause bulb to blow after

transparenci in systematic and longer use
es and developmental
projectors sequences
7. slides /  Results in realistic  Can get out of sequence
slides reproduction of original and be projected
projector subjects incorrectly if sides are
 Can be combined with handled individually
taped narration from
greater effectiveness
 May be adapted to a
group or individual use

8.  Magnify visual images  Impose unpredictable

television  Allow scheduling constraints
telecommunication or
the ability to observe an
event at a distance
 Enable one to see
unreachable places
9. video  Playback capability  Must fir technical
tape/ video  Of video recording requirements of television
cassette permits analysis of the video
on-the-spot action  Script writing is difficult and
time –consuming

10. internet  Allows students to  Difficulty in acquiring open

converse and discuss communication line
curriculum-based  Installation and equipments
projects with other fees and equipments are
students beyond the expensive
local community
 Acquire wide range of
on-line information as
well as on-line
publication
11. computer program  Allow one to learn at his own pace and can
renew the materials as many times as
needed for understanding
 Allow interactive presentation purposes
 Are being used even in the absence of the
teacher
 Allow one to commit errors and be
corrected without being humiliated in
front of the class
Factors affecting the selection of media
instruction
• Human factors
• Learner factor
• Individual differences
• Attention span
• Number of learners
• Physical abilities of learners
• Teacher factor
• Skills
• Habits
• Attitudes
• Instructional/ pedagogical method
• Practical constraints
• Objectives
• Availability
• Time
• Resources
Factors affecting resistance to change in Media
utilization in the classroom
• Technophobia – refers to one’s fear in the use of technology
due to limited exposure to new ideas and new equipment
• Inhibition of human contact- between teacher and pupils
• Economic reliability – when faced with technical problems
• Lack of production ability – unavailability of commercialized
programs that really fit in the local curriculum
• No standardization – refers to the incompatibility among
different brands of microcomputers operating systems.
• Lack of integration in the classroom – should be done right at
the planning stage and not as an afterthought.
Slide Title