Roles and functions of educational technology in the 21st century education 2

1. Roles and Functions of Educational
Technology in the 21st Century
Education.
Ma. Jessica P. Fuentes
BSED-2F
Educ-2d, 3:30-4:30PM

2. • The term 21st century has become the central part of
educational thinking and planning for the future.
• The last few years have brought much talk of “21st
century skills” but little certainty about why and how skill
demands are actually changing, students really need
better or different skills to succeed in life and work in the
21st century.
• It's about maximizing the impact of technology todevelop
proficiency in the 21st century skills, support innovative
teaching and learning, and create robust education
support system.

3. Instruction should be student-
centered
• The term student-centered
learning refers to a wide
variety of educational
programs, learning
experiences, instructional
approaches, and academic-
support strategies that are
intended to address the
distinct learning needs,
interests, aspirations, or
cultural backgrounds of
individual students and groups
of students.

4. Education should be collaborative
• Collaboration is a
working practice
whereby individuals
work together to a
common purpose to
achieve goals.

5. Learning should have context
• Learning context is an area
which must be addressed if
meaningful learning is to take
place. All learning must be
placed in the learners context
if it is to have meaning.
• There is actually no such thing
as "new" knowledge. In order
to acquire new information,
the brain must place it in the
context of something that is
already known. You can't learn
what you don't already know.

6. The role of Technology in 21st
Century Learning
• Technology allows for 24/7 access to
information
• Constant social interaction, and
• Easily created and shared digital content.

7. Important functions of Educational
Technology
1. Improvement in teaching
-Most instructors regard their teaching as an
intensely personal matter. While they may be
more than willing to allow colleagues to critique
their written work, they are unlikely to invite them
into their classrooms to observe and make
comments.
However, teaching is like any other academic
endeavor—it is an acquired skill, one more
easily gained if you get specific feedback on how
you are doing.

8. 2. Analysis of the Teaching-Learning
Process
-Individual students may be better
suited to learning in a particular way,
using
distinctive modes for thinking, relating
and creating.

9. 3. Enhancing Goals of Education
-The objectives of education are being
reviewed and revised with the passage of
time. Educational helps in enhancing the
right objectives in the light of the
changed circumstances and changed
environment.

10. 4. Development of Curriculum
-Curriculum development includes a
variety of activities around the creation
of planned curriculum, pedagogy,
instruction, and delivery methods for
guiding student learning.

11. 5. Development of Audio-Visuals Aids
- The term audio-visual aid refers to anything
that an extension agent uses to help to convey
the message when communicating with
farmers. The spoken word is the agent's main
communication tool, but, whether the agent is
speaking to a large village meeting or
discussing a problem in a field with a group of
farmers, its impact and effectiveness can be
greatly increased by the use of suitable audio-
visual aids.

12. 6. Improvement of Learning
-Educational Technology analyses the
process of learning and the related
theories. It facilities more and more of
learning in less time.

13. 7. Training of Teachers
- The changed type of environment with
new curriculum and new materials is to
be handled by the teachers.

14. 8. Teaching-Learning Strategies
- A strategy plays an important role in
the hands of a teacher in every teaching-
learning situation.

15. Generally speaking, the 21st century
skills concept is motivated by the belief
that teaching students the most relevant,
useful, in-demand, and universally
applicable skills should be prioritized in
today’s schools, and by the related belief
that many schools may not sufficiently
prioritize such skills or effectively teach
them to students.

16. The basic idea is that students, who will
come of age in the 21st century, need to
be taught different skills than those
learned by students in the 20th century,
and that the skills they learn should
reflect the specific demands that will
placed upon them in a complex,
competitive, knowledge-based,
information-age, technology-driven
economy and society.