INFORMATIO ND COMMUNICATION OF TECHNOLOGY
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The document is a presentation submitted by Pradeep C, a teacher trainee at J.S.S. Institute of Education in Sakleshpur, for the second semester of 2017-2018. It defines ICT as a set of technological tools used to communicate, create, disseminate, store, and manage information. Some key characteristics of ICT are that it supports teaching and learning, enhances teacher training, caters to individual differences, minimizes psychological barriers, and provides effective audio visual effects. The scope of ICT includes anywhere, anytime learning, access to authentic and up-to-date information, a variety of learning resources, e-learning, and distance learning. ICT is needed in education to address
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The document is a presentation submitted by Samseena, a teacher trainee at J.S.S. Institute of Education in Sakleshpur, for their ICT course in the second semester of 2017-2018. It defines ICT as technologies used to communicate and create, disseminate, store, and manage information. The presentation discusses the characteristics of ICT in supporting teaching and learning, enhancing teacher training, catering to individual differences, minimizing psychological barriers, and using effective audiovisual effects. It also covers the scope of ICT in enabling anytime, anywhere learning, providing authentic and up-to-date information, accessing a variety of learning resources, e-learning, and distance learning. Finally, it lists
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The document is a presentation submitted by Seema Kouser, a teacher trainee at J.S.S. Institute of Education in Sakleshpur, for the second semester of the 2017-2018 academic year. It defines ICT as a set of technological tools used to communicate and manage information. It notes that ICT supports teaching and learning, enhances teacher training, caters to individual differences, and minimizes psychological barriers through effective audiovisual effects. ICT also allows for anywhere, anytime learning through access to authentic and up-to-date information, a variety of learning resources, and e-learning and distance learning. The needs of ICT in education are listed as population explosion, knowledge explosion, mass education
LESSON 3
The document discusses the roles of educational technology in learning from a constructivist perspective. It identifies technology as tools that can support knowledge construction by representing learners' understandings. Additionally, technology can serve as an information vehicle for exploring knowledge to support learning by constructing, a context for learning by doing, a social medium for learning by conversing, and an intellectual partner for learning by reflecting. The roles aim to support learners in accessing information, collaborating with others, and reflecting on what they have learned.
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Educational technology is the use of technological tools and resources to facilitate learning. It engages learners through active, constructive, and collaborative learning experiences. Educational technology can serve as a source of knowledge, a learning tool, and an intellectual partner that supports knowledge construction, learning by doing, exploring information, conversing with others, and reflecting on the learning process. When used effectively, educational technology helps students learn in ways that are more engaging and relevant to 21st century learners.
Roles of educational technology in learning (1)
Technology can play either a traditional role by delivering instructional lessons, or a constructivist role as a learning partner. In the constructivist way, technology helps learners build personal interpretations by gathering, thinking about, analyzing, and synthesizing information to construct their own meaning. Proper implementation of technology in the classroom gives students more control over their learning and moves from teacher-dominated to more learner-centered environments.
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Educational technology has evolved over time from focusing on audiovisual communications to becoming a complex, integrated process for analyzing problems and developing solutions to improve learning. Early definitions emphasized facilitating learning through developing and using a range of learning resources, while more recent definitions stress the systematic design and application of technology to improve instruction, performance, and learning. Educational technology offers advantages like promoting independent learning, preparing students for the future, and allowing teachers to create exciting learning environments, but also presents disadvantages such as potentially diminishing students' interest in studying and raising new instructional challenges for teachers.
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The document discusses the roles of educational technology in learning from a constructivist perspective. It identifies technology as tools that can support knowledge construction by representing learners' understandings. Additionally, technology can serve as an information vehicle for exploring knowledge to support learning by constructing, a context for learning by doing, a social medium for learning by conversing, and an intellectual partner for learning by reflecting. The roles aim to support learners in accessing information, collaborating with others, and reflecting on what they have learned.
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This presentation by Michelle Reed and Billy Meinke was presented at the Open Education Global Conference on April 25, 2018, in Delft, Netherlands. Abstract: For over a century, academic librarians in the United States have provided instruction designed to help patrons effectively navigate and use the resources and services provided by the library. Today we refer to this type of learning experience in terms of “information literacy.” As digitization has shaped the ways that we access and share information, so, too, has information literacy evolved to represent a more nuanced relationship between the people who create and consume information and the systems we use to communicate in a networked world. In January 2016, the Association of College and Research Libraries (ACRL) adopted a new Framework for Information Literacy for Higher Education, which transitioned librarians from a skills-based approach to teaching and learning to a conceptual one. Though the language in the Framework is student-centric, as are the information literacy programs that operate out of academic libraries, we argue that the knowledge practices and dispositions represented in the document apply to educators as much as they do to the students we serve—particularly in the context of open education. With its heavy focus on copyright and licensing, outreach and education about open educational resources (OER) provide a perfect opportunity to explore how concepts of information literacy can guide our work with faculty, staff, and administrators who are new to open education or who have fallen prey to misinformation about OER. Additionally, though the term “information literacy” grew from libraries, we acknowledge that librarians do not fully own the responsibility of deepening our communities’ understanding of the information ecosystem. In this presentation, a librarian and an instructional designer discuss how information literacy concepts can inform how we support open education and how we leverage existing information literacy programs to broaden the impact of our work. Paper: https://uta-ir.tdl.org/uta-ir/handle/10106/27285
portfolio in educational technology 1 & 2
Educational technology is the use of technological tools and resources to facilitate learning. It engages learners through active, constructive, and collaborative learning experiences. Educational technology can serve as a source of knowledge, a learning tool, and an intellectual partner that supports knowledge construction, learning by doing, exploring information, conversing with others, and reflecting on the learning process. When used effectively, educational technology helps students learn in ways that are more engaging and relevant to 21st century learners.
Roles of educational technology in learning (1)
Technology can play either a traditional role by delivering instructional lessons, or a constructivist role as a learning partner. In the constructivist way, technology helps learners build personal interpretations by gathering, thinking about, analyzing, and synthesizing information to construct their own meaning. Proper implementation of technology in the classroom gives students more control over their learning and moves from teacher-dominated to more learner-centered environments.
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Educational technology has evolved over time from focusing on audiovisual communications to becoming a complex, integrated process for analyzing problems and developing solutions to improve learning. Early definitions emphasized facilitating learning through developing and using a range of learning resources, while more recent definitions stress the systematic design and application of technology to improve instruction, performance, and learning. Educational technology offers advantages like promoting independent learning, preparing students for the future, and allowing teachers to create exciting learning environments, but also presents disadvantages such as potentially diminishing students' interest in studying and raising new instructional challenges for teachers.
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The document outlines two roles of educational technology in learning: the traditional role and the constructivist role. In the traditional role, technology serves as a delivery vehicle for instruction and presents knowledge to students. In the constructivist role, technology serves as a learning tool for students to actively construct knowledge through interaction, representation, collaboration, problem-solving, and reflection. Technology supports learning by allowing students to access information, represent ideas, produce multimedia works, solve real-world problems, converse with others, and reflect on their thinking.
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From a constructivist perspective, educational technology can serve in several roles to support learning. It can act as a tool for learners to construct knowledge by representing their ideas and producing multimedia knowledge bases. Technology can also act as an information vehicle for learners to access information, compare perspectives and support learning through exploration. Additionally, technology can provide contexts for learners to problem solve and represent real-world situations in a safe environment. A further role is using technology as a social medium to facilitate collaboration, discussion and discourse among learners. Finally, technology can serve as an intellectual partner to help learners reflect on what they know and how they came to know it.
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The document discusses the challenges of implementing smart schools in Malaysia. It introduces smart schools as part of Malaysia's Multimedia Super Corridor project aimed at developing active, tech-savvy learners. However, some key challenges include heavy upfront investments required for facilities and infrastructure, ensuring teachers are ready to teach with technology through proper training, and potential underutilization of smart school resources without sufficient technical support. The goals of smart schools are to develop a knowledgeable, innovative workforce and bridge the digital divide through equitable access to technology-enabled education.
L 3 THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Lesson 3, all about the roles of educational technology in learning.
"Technology makes the world a new place."
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The document discusses the roles of educational technology in learning. It describes how technology can make the world a new place, serve as vehicles for delivering lessons, and act as teachers. Additionally, technology can partner in the learning process, be used as tools to construct knowledge, provide information to support learning through exploration, offer contexts for learning by doing, enable social learning through conversation, and act as intellectual partners for learning through reflection.
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The document outlines two roles of educational technology in learning: the traditional role and the constructivist role. In the traditional role, technology serves as a delivery vehicle for instruction and presents knowledge to students. In the constructivist role, technology serves as a learning tool for students to actively construct knowledge through interaction, representation, collaboration, problem-solving, and reflection. Technology supports learning by allowing students to access information, represent ideas, produce multimedia works, solve real-world problems, converse with others, and reflect on their thinking.
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"Technology makes the world a new place."
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The document discusses the roles of educational technology in learning. It describes how technology can make the world a new place, serve as vehicles for delivering lessons, and act as teachers. Additionally, technology can partner in the learning process, be used as tools to construct knowledge, provide information to support learning through exploration, offer contexts for learning by doing, enable social learning through conversation, and act as intellectual partners for learning through reflection.
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1. The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of scientific knowledge about learning and learning conditions to improve teaching and learning effectiveness and efficiency.
2. The objectives of educational technology include transmitting information, serving as a role model, assisting in skill development, and providing feedback. The scope is as wide as education itself and includes areas like administration, testing, and instructional processes.
3. Educational technology helps individualize instruction, equalize educational opportunities, and improve teaching quality. It aims to study phases of teaching and learning as well as teaching principles, skills, and theories.
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