3. Educational Technology
the study and ethical practice of facilitating learning
and improving performance by creating, using, and
managing appropriate technological processes and
resources
4. Technology in Education
1.Students demand it.
2.New teachers are demanding it.
3.Kids are the digital native.
4.Kids can learn at their own pace.
5.With technology, there are no
limitations.
5. 6. Technology has the ability to enhance
relationships between teachers and
students.
7. Testing has gone online
8. Multitude of resources
9. Technology keeps kids engaged.
10. Technology is necessary to succeed
outside of primary and secondary
education
20. CLASSICAL CONDITIONING
• Developed by Ivan Pavlov
• Also called as the Pavlovian conditioning
STAGES OF CLASSICAL CONDITIONING
1.Before Conditioning
2.During Conditioning
3.After Conditioning
21.
22. Connectionism Theory
•Law of Readiness
•Law of Exercise
•Law of Effect
Principles
1. Learning requires both practice and rewards (laws of effect /exercise)
2. A series of S-R connections can be chained together if they belong to
the same action sequence (law of readiness).
3. Transfer of learning occurs because of previously encountered
situations.
4. Intelligence is a function of the number of connections learned.
24. 1.Meaningful Learning:
Non-arbitrary, non-verbatim, substantive incorporation of
new knowledge into cognitive structure.
Deliberate effort to link new knowledge with higher order
concepts in cognitive structure
Learning related to experiences with events or objects.
Affective commitment to relate new knowledge to prior
learning.
25. 2.Rote Learning:
Arbitrary, verbatim, non-substantive incorporation of new
knowledge into cognitive structure.
No effort to integrate new knowledge with existing
concepts in cognitive structure.
Learning not related to experience with events or
objects.
No affective commitment to relate new knowledge to
prior learning.
26. PHASES OF MEANINGFUL LEARNING
Phase One: Advanced Organizer
Phase Two: Presentation of Learning Task
Phase Three: Strengthening Cognitive Organization
27. Gestalt Theory
Gestalt is a decisive trend in psychology history. It was born in
Germany at the beginning of the 20th century. It was Christian von
Ehrenfels, an Austrian philosopher, who gave this movement its
name in The Attributes of Form, his most important work. There is
no perfect English translation of the term “gestalt”. But we can
interpret it as “totality”,”figure”,”structure”,”configuration” or
“organized unity”.
28. Gestalt Theory Laws
1. Law of Prägnanz
“simplify
what we
perceive
and prefer
simplicity”
30. 3. Law of proximity
“elements
closest to
each other
tend to form
a group”
31. 4. Law of similarity
“things with
similar
appearance
will be
group
together”
32. 5. Common Fate law
“elements that
seem to move
together
towards a
certain
orientation are
perceived as a
whole”
33. 6: Law of Closure
“our minds
craves for
completion”
34. 7. Law of Good Continuity
“even if two or
more objects
intersect, our
minds will still see
them as
uninterrupted and
different objects
that do not share
stimulus”
35. Cumulative Learning Theory
• Developed by Robert Gagne
• Different instructional approaches are used to
achieve maximum learning
36. NINE ESSENTIAL STEPS OF INSTRUCTION
• Gain attention - Present stimulus to ensure reception of
instruction.
• State the learning objective - What will the pupil gain from the
instruction?
• Stimulate recall of prior learning - Ask for recall of existing
relevant knowledge.
• Present the stimulus - Display the content.
• Provide learning guidance
• Elicit performance - Learners respond to demonstrate
knowledge.
• Provide feedback - Give informative feedback on the learner's
performance.
• Assess performance - More performance and more feedback, to
reinforce information.
• Enhance retention and transfer to other contexts
37. The Zone of Proximal
Development
An important concept in sociocultural theory is
known as the zone of proximal development.
According to Vygotsky, the zone of proximal
development "is the distance between the
actual development level as determined by
independent problem solving and the level of
potential development as determined through
problem-solving under adult guidance or in
collaboration with more capable peers."
38.
39.
40. PRINCIPLES IN THE SELECTION AND
UTILIZATION OF ED TECH.
1.Encourages contact between students and faculty
2.Develops reciprocity and cooperation among
students
3.Encourages active learning
4.Gives prompt feedback
5.Emphasizes time on task
6.Communicates high expectations
7.Respects diverse talents and ways of learning
47. Information Retrieval
is understood as a fully automatic process that responds to a
user query by examining a collection of documents and
returning a sorted document list
48. Information Science
the study of processes for storing and retrieving
information, especially scientific or technical
information.
49. Key Terms in ICT
1.Computer: an electronic device for storing and
processing data, typically in binary form
2.Document: a piece of written, printed, or
electronic matter that provides information or
evidence or that serves as an official record.
3.File: a collection of data stored in one unit,
identified by a filename.
4.Data: information processed or stored by a
computer.
5.Email: Electronic Mail
50.
51. Local Area Network (LAN) – covers a small area
Metropolitan Area Network (MAN) – whole city
Wide Area Network (WAN) – nationwide
Personal Area Network (PAN) – private connection
52. MOTHERBOARD
Also called as mainboard, is the printed circuit board (PCB)
found in computers. It holds many of the essential electronic
components of the system such as the CPU, memory, video
cards, network cards, and hard drives.
53. CPU (Central Processing Unit)
Is the brain of the
computer that performs
calculations. It is
comprised of millions of
logic gates that is used
for variety of operations.
54. Common Computer Acronyms
•BIOS – Basic Input Output System
•MAC - Macintosh
•OS – Operating System
•PC – Personal Computer
•PDF - Portable Document Format
•RAM - Random Access Memory.
•ROM - Read Only Memory
•VGA - Video Graphics Array
•FTP - File Transport Protocol
•HTML - HyperText Markup Language.
•HTTP - Hypertext Transfer Protocol.
•IP - Internet Protocol
•ISP - Internet Service
•URL - Uniform Resource Locator.
•USB - Universal Serial Bus
55. Generations of Computer
First Generation: Vacuum Tubes (1940-1956)
Second Generation: Transistors (1956-1963)
Third Generation: Integrated Circuits (1964-1971)
Fourth Generation: Microprocessors (1971-Present)
Fifth Generation: Artificial Intelligence (Present and Beyond)
1. Kids like to be interactive, and learning through technology has now become a part of their lifestyle.
For new teachers, technology is considered a necessity for the learning environment.
Engaging with technology in the classroom has not only helped them learn better, but they also acquire multi-tasking skills. At this day in age, they hardly know how to learn without it.
With the integration of technology in education, children have the ability to slow down and go back over lessons and concepts, and more advanced kids can go ahead.
Having access to other information outside of the book gives students many different ways to learn a concept.
6. When teachers effectively integrate technology into subject areas, teachers grow into roles of adviser, content expert, and coach.
7. Testing online is the way of the future, but it has a lot of advantages. Assessing students’ performance can be done instantly with technology. Beyond seeing test scores in real-time, teachers can better track and understand students’ grasp of the subject.
8. Computers, tablets, and other forms of technology bring multiple resources for the teacher that’s not in the book.
9. The students of this generation are considered technological learners. They learn best being more interactive, and technology is what helps them do that.
10. These days, technology means more than just learning basic computing skills. Technology has made itself part of every aspect of our lives today, and the students who understand it are the ones who succeed in the business world.
Design is the process of specifying conditions for learning. The purpose of design is to create strategies and products at the macro level, such as programs and curricula, and at the micro level, such as lessons and modules.
Development is the process of translating the design specifications into physical form. It includes hardware, software, visual and auditory materials, as well as the programs or packages which integrate the various parts.
Those engaged in utilization are responsible for matching learners with specific materials and activities, preparing learners for interacting with the selected materials and activities, providing guidance during interaction, providing for assessment of the results, and incorporating this usage into the continuing procedures of the organization.
These skills include planning and organizing programs, supervising personnel, planning and administering budget and facilities, coordinating policies and procedures, and providing leadership.
Within this domain, evaluation is the process of determining the merit, worth or value of an instructional program, project or product for the purpose of making a judgment.
A – Analyze Learners
S – State Standards and Objectives
S – Select Strategies, Technology, Media, and Materials
U – Utilize Technology, Media, and Materials
R – Require Learner Participation
E – Evaluate and Revise (student, teacher, IM)
Pavlov’s Dog Experiment
Food is naturally the UCS and the drooling of the dog is the UCR.
The bell (NS) is rang before the food is served
Every bell sound (NSCS) makes the dog drool (CR)
Edward Thorndike
2. interest in math good in math engineering course
contiguity - the sequential occurrence or proximity of stimulus and response, causing their association in the mind.
Clarify the aims of the lesson, present organizer
Logical order of learning task
Clarify ideas, apply ideas actively
Perception tends to organize the elements in the simplest possible way. Our brain prefers harmonious compositions. Therefore, we simplify what we perceive and prefer simplicity.
We will have realized that it is impossible to perceive the faces and the cup at the same time. We can only see one figure at a time
The elements closest to each other tend to form a group as if they were one set. If you look at three piles of candy, you’ll notice three groups instead of seeing all the candy separately.
Similar figures seem to have the same shape. Their similarity may be due to the fact that they have a similar color, shape or any other characteristic that allows us to draw a parallel between them. We know that each tree has its own characteristics; not all trees have exactly the same height and color. However, from this point of view, they seem to us to be practically the same because of their similarity.
Elements that seem to move together towards a certain orientation are perceived as a whole. If we see some children running to an ice cream stand, we will look at them as a whole. However, we can also look at them one by one if we are interested. In this case, we perceive the group in a homogeneous way.
We tend to mentally close the contours to simplify reality. If we see a slightly curved curve that is practically closed, we will notice a circumference. This photograph leads us to imagine a closed line that unites all people. We see that they are separate, but our brain reduces the information.
We prefer to ignore the abrupt changes in an image we are seeing. Generally speaking, we pay more attention to the characteristics of a stimulus that allow us to perceive a smooth continuity.
Gain
State
Stimulate
Present
Provide Guidance
Gain
State
Stimulate
Present
Provide Guidance
Scaffolding: the process in which teachers model or demonstrate to the students
Interaction between the student and teacher (or tutor, or other expert)
Student-student interaction
Active learning
Rich, rapid feedback
Time on task
High expectations of the student's ability to learn
Respect for different talents, ways of learning
Subs-For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy.
Aug-a student might augment a presentation on, say, the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation.
Mod-A student presenting research on the 14th Amendment, to continue our example, might create his or her own unique graphic organizer for the class that not only includes the usual multimedia resources but represents a new product or synthesis of existing material.
Red-students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution.
Query – request for data or information
Turnaround document – other people can search for your research and classify it as a source document
IP Address- is a digital code specific to each computer that is hooked up to the Internet.
- Uniform Resource Locator which is a path to a certain file on the World Wide Web.