This document provides an overview of the history and theories of educational technology. It begins with a short history starting in the 1920s with Pressey's self-testing machine and branching into computer-assisted instruction in the 1960s and large-scale teaching systems in the 1970s. Key learning theories are also summarized, including Dewey's instrumental inquiry, Engestrom's activity theory, and Pask's conversation theory. The document concludes with a discussion of evaluating learning, referencing John Hattie's meta-analyses on visible learning factors that influence learning success.

1. EDUC 209 – DR. MA. GRACIA JURIAL

2. By: JEFFREY LOIS MAESTRADO
PHILLIP ROY ABOGATAL
MARILOU ABOGATAL
HANNA BALDIVINO

4. Pedagogy
- “The theory and practice of teaching, learning and
assessment”
Educational technology
- Interactive technology to enable effective learning (may
include fixed, desktop, mobile and wearable devices and their
software)

5. Technology Enhanced Learning
- Learning supported by individual or multiple technologies.
In Europe, now used in preference to e-learning, or computer-
assisted learning

6. ▪A short history of educational technology (Mr. Maestrado)
▪Theories of learning with technologies (Mr. & Mrs. Abogatal)
▪Evaluation of learning with technologies (Ms. Baldivino)

8. ▪1920s: Pressey’s Self-testing machine
The teaching machine that Pressey
developed resembled a typewriter
carriage with a window that revealed
a question having four answers. On
one side of the carriage were four
keys. The user pressed the key that
corresponded to the correct answer.

9. ▪1920s: Pressey’s Self-testing machine
When the user pressed a key, the
machine recorded the answer on a
counter to the back of the machine and
revealed the next question. After the
user was finished, the person scoring
the test slipped the test sheet back into
the device and noted the score on the
counter.

10. ▪1920s: Pressey’s Self-testing machine
Emerging themes
● Educational technology
● Self-paced learning
● Interactive learning
● Learning design
● Formative assessment
● Motivation for learning

11. ▪1950s: Branching programs
●Based on theories from cybernetics
(adaptive systems, feedback control)
●Using information from errors to
eliminate incorrect responses
(vs. ensuring correct responses and
reinforcing them)

12. ▪1950s: Branching programs
●Student is presented with multiple
choice response
●Feedback depends on the student’s
response
●Move towards adaptive and
personalized teaching

13. ▪1950s: Branching programs
Multiple choice branching

14. ▪1950s: Branching programs
Multiple choice branching

15. ▪1960s: Computer-assisted instruction
• Computer-based teaching
• Adaptive teaching systems
• Programming languages for
education (BASIC: Beginner’s All
Purpose Symbolic Instruction
Code)

16. ▪1960s: Computer-assisted instruction
Instructivist pedagogy
• Learning as information transfer
• Instructor-led
• Sequenced learning elements
• Inform – test –explain
• Adaptivity & personalization

17. ▪1970s: Large scale teaching systems
• Large scale projects
• Networked teaching systems
• Logo and microworlds Computers as
coaches
• AI-based intelligent tutoring systems

18. ▪In 1970’s
• PLATO IV - was the first generalized
computer-assisted instruction system.
• LOGO PROGRAMMING FOR
CHILDREN - Learning through
programming computers, Claims that
programming, proceduralisation and
debugging are valuable problem-solving
skills.

19. ▪In 1980’s
Microcomputers in education –
• Multimedia personal computers
• Videodisks
• Networked-based teaching and
computer-supported collaborative
learning
• Educational simulations
• Commercial teaching and training
packages

20. ▪In 1990’s
Online Learning–
• Edutainment
• Integration of video, animation,
hypermedia
• Notebook computers
• Web-based learning environments
(VLEs, MLEs)
• Integrated learning systems
• Intelligent agents

21. ▪In 2000’s
Mobile Learning–
• Web-based virtual learning
environments in universities and
colleges
• Mobile and contextual learning
• Seamless learning
• Multimedia learning spaces
• Spoken language interaction with
tutoring systems

22. OLD AND NEW LEARNING (1990S – 2010S)

24. ▪The new science of learning
•Computational learning
•Infer structural models from the environment
•Learn from probabilistic input
•Social learning
•Learning by imitation
•Shared attention
•Intersubjectivity
•Neural learning
•Learning supported by brain circuits that
link perception and action

25. ▪The new science of learning
• Developmental learning
• Behavioral and cognitive development
• Neural plasticity
• Teaching and learning
• Principles of effective teaching
• Contextual and temporal learning
• Learning within and across contexts
• Cycle of engagement and reflection
• Technology-enabled learning
• Learning as a distributed socio-technical
system
• Orchestration of learning

26. ▪The new science of learning
“Insights from many different
fields are converging to create a
new science of learning that may
transform educational practice”
“A key component is the role of
‘the social’ in learning.What
makes social interaction such a
powerful catalyst for learning?”

27. ▪Types of learning

28. ▪A theory of learning for the mobile age

29. ▪What is distinctive about learning in a mobile age?
• Mobility as a central concern
• Learners are continually on the move
• Need to understand learning as a
mobile and contextual activity
• Involves a blend of portable,
wearable and fixed technologies
• Embraces learning in both formal and
informal settings
• Scalable and sustainable

30. John Dewey’s Instrumental inquiry
● Knowing is activity in the world, involving a combination of thoughts and
external artefacts as tools for inquiry
● Every reflective experience is an instrument for production of meaning
● Inquiry-led learning
Yrjö Engeström’s Expansive Activity Theory
● Learning is a cultural-historical activity mediated by tools, including
technology and language
● Activity systems contain the possibility for expansive transformation, as
contradictions are internalized and resolved
● Social-constructivist learning

31. Gordon Pask’s Conversation Theory
● Conversation is the fundamental process of learning
● Learning is a cybernetic process of “coming to know” through mutual
adjustment and negotiation
● Conversational learning

32. ▪John Dewey’s Instrumental inquiry
● Education should be based upon the quality of experience
● For an experience to be educational, there must be continuity and
interaction
● Continuity: experience comes from and leads to other experiences
● Interaction: when the experience meets the internal needs or goals of
a person
● Pragmatic instrumentalism: Knowing is activity in the world, involving
a combination of thoughts and external artefacts as tools for inquiry

33. ▪Dewey and social learning
“The principle that development of experience comes
about through interaction means that education is
essentially a social process. This quality is realized in the
degree in which individuals form a community group. It is
absurd to exclude the teacher from membership in the
group. As the most mature member of the group he has a
peculiar responsibility for the conduct of the interactions
and inter-communications which are the very life of the
group as a community.”

34. ▪Dewey and reflective learning
Learning comes when a person strives to overcome a problem or breakdown
in everyday activity, or recognizes part of the continual flow of activity and
conversation as worth remembering
Every reflective experience is an instrument for the production of
meaning
A mis-educative experience is one that stops or distorts growth for future
experiences A non-educative experience is when a person has not done any
reflection and so has not obtained lasting mental growth

35. ▪Example
#University as an activity system
● Learning at university is an activity system shaped by the history of higher
education and mediated by tools, including technology and academic language
● Teaching and learning activity is the focus of analysis
● Teaching and learning activity systems are multi-voiced: many teaching
methods, learning strategies, cultures
● Teaching and learning systems in universities are shaped over time
● University systems contain the possibility for expansive transformation. For
example, students bringing their own devices into lectures initially caused
tensions and disruptions, but also possibilities for radical transformation to a more
student-centered learning activity.

37. Evaluation Is used in Ed Tech and its means
considering the merits of the material used. its strength
and weaknesses as a tool for learning. It includes mainly
aspects of consideration like size, attractiveness,
relevance, and economy, ease of handling, novelty and
practicality.

38. ▪Evaluating learning
#Visible Learning
● synthesis of over 800 meta-studies of what
influences learning success
● All the meta-studies used a standard
measure of “effect size”

39. ▪Evaluating learning
#Visible Learning – John Hattie
● Important influences on learning success:
- make learning expectations and progress
visible
- provide rapid feedback