1. Educational technology historian Paul Saettler (1990) says that the earliest reference to
educational technology seems to have been made by radio instruction pioneer W W Charters in
1948, and instructional technology was first used by audiovisual expert James Finn in 1963.
Even in those early days, definitions of these terms focused on more than just devices and
materials. Saettler notes that a 1970 Commission on Instructional Technology defined it as both
"the media born of the communication revolution which can be used for instructional
purposes ... " (p. 6) and "a systematic way of designing, carrying out, and evaluating the total
process of learning and teaching. . ." (p. 6).
Educational technology, sometimes termed EdTech or Learning Technology, is the study and
ethical practice of facilitating learning and improving performance by creating, using and
managing appropriate technological processes and resources.[1] The term educational
technology is often associated with, and encompasses, instructional theory and learning theory.
While instructional technology is "the theory and practice of design, development, utilization,
management, and evaluation of processes and resources for learning," according to the
Association for Educational Communications and Technology (AECT) Definitions and
Terminology Committee,[2] educational technology includes other systems used in the process
of developing human capability. Educational technology includes, but is not limited to,
software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But
there is still debate on what these terms mean.[3]
This Critical Issue was coauthored by Ann Holum, Ph.D., and Jan Gahala, M.A. Holum's doctoral
work on the use of interactive media to improve children's story-understanding skills sparked
her ongoing interest in integrating technologies in K-12 literacy settings; she currently is an
independent educational consultant. Gahala is a technical specialist in NCREL's Communications
department.
ISSUE: Educational technology is nudging literacy instruction beyond its oral and print-based
tradition to embrace online and electronic texts as well as multimedia. Computers are creating
new opportunities for writing and collaborating. The Internet is constructing global bridges for
students to communicate, underscoring the need for rock-solid reading and writing skills. By
changing the way that information is absorbed, processed, and used, technology is influencing
how people read, write, listen, and communicate.

2. Although technology promises new ways to promote literacy, educators' reactions to it have
been mixed. Some have embraced technology with unbridled enthusiasm while others have
held it at arm's length with a healthy skepticism. Yet the growing influence of technology has
caused many educators to acknowledge that they need information on teaching literacy skills in
the Digital Age. To serve that need, this Critical Issue offers research, best practices, and
resources that support integration of new technologies into literacy instruction.
Educational technology is the study and ethical practice of facilitating learning and improving
performance by creating, using, and managing appropriate technological processes and
resources.
As a field, educational technology emphasizes communication skills and approaches to teaching
and learning through the judicious use and integration of diverse media. Scholars in the field
examine the uses of innovative media and technologies for education, examining all aspects
from direct student learning to management and impacts on institutions. As in all forms of
applied technology, the field studies how theoretical knowledge and scientific principles can be
applied to problems that arise in a social context. Practitioners in educational technology seek
new and effective ways of organizing the teaching and learning process through the best
possible application of technological developments. These activities rely upon a body of
knowledge for successful and ethical implementation, rather than routine tasks or isolated
technical skills.

3. What is sentence
a set of words that is complete in itself, typically containing a subject and predicate, conveying
a statement, question, exclamation, or command, and consisting of a main clause and
sometimes one or more subordinate clauses.
Kinds of Sentences According to Structure
A sentence may consist of one clause (independent clause) or more clauses (independent and
dependent clauses). An independent clause is also called main clause. A dependent clause is
also called subordinate clause.
On the basis of numbers of clause and types of clauses present in a sentence, sentences are
divided in to four kinds.
Simple Sentence
A simple sentence consists of only one independent clause containing a subject and a verb
and it expresses complete thought. There is no dependent clause.
“An independent clause (also called main clause) is called a simple sentence.”
Examples.
He laughed.
She ate an apple.
They are sleeping.
I bought a book.
Compound Sentence
A compound sentence consists of at least two independent clauses joined by coordinating
conjunctions. There is no dependent clause in compound sentence. The coordinating
conjunctions use to join independent clauses are “for, and, nor, but, or, yet, so”. Independent
clauses can also be joined by a semicolon (;). A comma may or may not be used before the
conjunction in compound sentence.

4. Examples
I like an apple but my brother likes a mango.
I helped him and he became happy.
He failed two times yet he is not disappointed.
I asked him a question; he replied correctly.
Complex Sentence
A complex sentence consists of one independent clause and at least one dependent clause
joined by subordinating conjunction (because, although, since, when, unless etc) or relative
pronoun (that, who, which etc).
Examples
I met the boy who had helped me.
She is wearing a shirt which looks nice.
You can’t pass the test unless you study for it.
If a complex sentence begins with an independent clause, a comma is not used between clauses
in a complex sentence. If a complex sentence begins with dependent clause then a comma is
use after dependent clause in a complex sentence. See the following example.
He is playing well although he is ill.
Although he is ill, he is playing well.
Complex - Compound Sentence
A complex-compound sentence consists of at least two independents and one or more
dependent clauses. It is also sometimes called compound-complex Sentence.
Examples
1. He went to college and I went to a market where I bought a book.
2. I like Mathematics but my bother likes Biology
because he wants to be a doctor.

5. In the first sentence of above sentence, there are two independent clauses “he went to
college” and “I went to a market”, and one dependent clause “where I bought a book”.
KINDS OF SENTENCES
Sentences may be classified according to the purpose of the speaker or writer. The four
principal
purposes of a sentence are described below.
1. The declarative sentence is used to make a statement of fact, wish, intent, or feeling.
ex. I have seen that movie twice. I wish I could go on the picnic.
2. The imperative sentence is used to state a command, request, or direction. The subject is
always
"You," even though it may not be expressed in the sentence.
ex. (You) Be on time for dinner. (You) Open the window, please.
3. The interrogative sentence is used to ask a question. It is followed by a question mark.
ex. Do you have a sweater? Are you having a bad day?
4. An exclamatory sentence is used to express strong feeling. It is followed by an exclamation
point.
ex. Don't burn yourself out! Keep out! He screamed, “Help
1. I wish I could go to Colorado this summer. 1
2. Please set the table for lunch. 2
3. The vice-president will visit Egypt next week. 1
4. Don't you ever get tired of watching television? 3
5. We bought our car in April, 1975. 1
6. Didn't I meet you at Rainbow Lake last summer? 3

6. 7. Have you ever roasted a turkey? 3
8. Ouch! I burned my finger! 4
9. Turn left at the second stop sign. 2
10. San Marino is the smallest republic in Europe. 1
11. Initial the top right-hand corner of each sheet of paper. 2
12. Richard Martin's short stories have appeared in many magazines. 1
13. Have you ever read The Red Badge of Courage? 3
14. You can't be serious! 4
15. Meet me at seven o'clock in front of the library. 2
16. Why are you so worried about the exam? 3
17. Don't close your mind to the other side of the question. 2
18. Nancy wants to be a doctor. 1
19. I can't believe it's all over! 4
20. Do you attend concerts given by the Chicago Symphony Orchestra? 3
pred·i·cate
nounGRAMMAR
predik t/ˈ ə
1.
the part of a sentence or clause containing a verb and stating something about the subject (e.g.,
went home in John went home ).]
sub·ject
noun
s bj kt/ˈ ə ə
1.

7. a person or thing that is being discussed, described, or dealt with.
"I've said all there is to be said on the subject"
synonyms: theme, subject matter, topic, issue, question, concern, point; More
a person or circumstance giving rise to a specified feeling, response, or action.
"the incident was the subject of international condemnation"
GRAMMAR
a noun phrase functioning as one of the main components of a clause, being the element about
which the rest of the clause is predicated.
LOGIC
the part of a proposition about which a statement is made.
MUSIC
a theme of a fugue or of a piece in sonata form; a leading phrase or motif.
a person who is the focus of scientific or medical attention or experiment.
synonyms: participant, volunteer; More
2.
a branch of knowledge studied or taught in a school, college, or university.