The document discusses three main approaches to educational technology: 1) Hardware approach, which focuses on applying machines and physical devices to teaching. This includes teaching machines and tools for mass media education. 2) Software approach, which applies principles of teaching and learning to directly shape student behavior. 3) Systems approach, which takes a problem-solving perspective and involves training psychology, systems analysis, mission analysis, and functional analysis. It views education as an evolving process impacted by advances in science and technology.

3. The are following Educational technology mainly used in this era;
1) Hardware approach or first Educational technology
2) Software approach or second Educational technology
3) Systems approach
Hardware approach
• Its origin lies in the application of physical or engineering to education and
training system.
• Technology of machines is closely related to a technology of teaching.
• Teaching machine is the only mechanical aid to be designed and invented to
fulfill an instructional requirement.
 The mechanization is being introduced in preservation, transmission, and
advancement of human knowledge.
 The mass media movement, as a result of this approach, is now contributing a
lot to convey the educational benefits to masses with great ease and in a cost
effective way.

4. Software approach
• It refers to the application of the teaching-learning principles to the direct and
deliberately shaping of behavior.
The systems approach involves three instructional designs;
 i) Training psychology:
It is related to problems of training and making teaching and learning more effective so
as to make behavior modification through feed back and reinforcement.
 ii) Systems analysis:
System analysis is more objective while making any system workable and worthwhile.
The systems of a system are as follows:
 Sub-system: Subsystem of a system is that which is not visible but can be felt and
smelt. For example, the degradation of an institution can be felt on the basis of the
groupism among teachers and students.
 System: System of an institution or a place or a country should be understood in
relation to education.
 Supra-system: no system can be studied without considering its supra-system. For
example the teachers of an institution could not get their salaries for the last six
months, this will effect on the efficiency and skill resulting into bad results.

5. SYSTEMS APPROACH
 Systems Approach is a problem-solving process in which the problem
solver engages in series of steps taking at solving a particular identified
educational problem. Broadly speaking, systems approach comprises of
two major parts, namely: (i) system analysis, and (ii) system synthesis.
 Education is a life long process. Every process changes from time to
time, so has education changed in various ways. The revolution in
science and technology has influenced the entire education system. We
apply innovations of science and technology in the field of education
in achieving the desired goals and objectives. Thus a new field of
education called educational technology has emerged. Educational
technology is an effective means of communication which uses a wide
range of instructional media like Radio, TV, Closed Circuit TV, Films,
Computer etc. Educational technology is not only an audio-visual aid
but is also a systematic way of teaching and learning in terms if specific
objectives.

7.  Mission analysis:
On the other hand refers to the determination of
the end product of the system analysis. It includes
the various steps of identifying an overall “mission
objective”.
 Functional Analysis:
As is expected, it is closely related to mission
analysis. It consists of breaking down of functions
earlier identified under mission analysis with a view
of grouping them into various components that
would make for a functional mission profile.

8. Types of Instructional technology
 There are many types of communication technology and a variety of specific
programs that exist for students to interact with instructors:
 Email:
Messages sent to one or more users through electronic forums.
 Instant messaging (IM):
Synchronous communication carried on through a variety of host sites or programs.
Can happen individually or as a group.
 Texting:
The use of cell phones to write and send messages to one or more people.
 Video conferencing:
The use of webcams or other electronic recording media to conduct a course.
 Podcasting:
Recording voice to audio files which can be downloaded and listened to via portable
devices (mp3s) and which can be used in the transmission of course materials.
 Blackboard:
University-adopted web framework for courses. Can involve many additional add-on
tools which can offer live chats, IM, email, messages, and posting of announcements.
 Social networking sites:
Web sites designed to connect people together and through which email messages,
IMs, and posts can be used to communicate. Examples include facebook, myspace,
linkedin, and twitter.

9.  Software Types
Drill and practice, tutorials or computer-based instruction, and simulations. Teachers need to know what
these are as well as why, when, and how to incorporate them into their teaching.
 Integrated Learning Systems
Also known as computer-managed instruction. Teachers need to know what this is, how to use it, when
to use it, with what grade levels and subject areas to use it, with what students to use it, and its role in the
educational process.
 Equipment Use
Digital camera, scanner, camcorder, CD-writer, computer, modem, printer, VCR, LCD projector, laser-
disc player, and others. Teachers need to know how to use them and how they can be used in the
classroom.
 Multimedia Integration
Create and find graphics, images, audio files, video files, and animations. Import these multimedia
objects into their presentations and learning materials.
 Audio and Video Conferencing
Understand what these are and how to incorporate them into the educational process. Understand
various teaching methods that best utilize these tools. Understand how these can affect how we learn.
 Classroom Configurations
How to best equip and utilize technology in the classroom. How to use the technology in the classroom.
Classrooms need multimedia technology in each classroom
• Web Board
How to use it, how to set up discussion groups for students, how to post assignments and readings, and
how to use it for students to post their assignments. Teachers need to understand how and why this
technology can affect their teaching approach.

10.  Web Pages
How to create web pages, how to use them in their teaching, and why they should use them. Web pages can have many functions for
displaying information and creating student interaction. Web pages can also be used for helping students be more independent
learners.
 The Internet
What it is, how to use it, and how to incorporate it into the teaching/learning process. Teachers need to know how to search for
information, how to critically analyze and evaluate this information, use FTP (file transfer protocol), telnet, email, mailing lists, and
newsgroups. Teachers need to know how this powerful system can affect what is learned and how learning can best occur.
 Software Review and Evaluation
How to select appropriate software for specific grade levels and content areas, how to evaluate the effectiveness of this software, and
what types of software are available. Teachers need to be thoroughly familiar with many of the software options available and
understand when and how to use them in the classroom.
 Integration of Technology
Teachers need to understand the three technological configurations available – additive, integrated, and independent. They need to
understand which configuration that they would like to implement, why this one is best for them and their students, and how to
implement this method of integration.
 Design and Create Instructional Materials
How to design and create various instructional materials for learners. Teachers need to understand design principles, how to create
instructionally effective materials, to create range from bulletin boards and transparencies to PowerPoint, HyperStudio, and web-
based materials.
 Moral, Legal, and Ethical Issues
Teachers need to understand these issues and how they might affect what and how they teach. These issues might be copyright and
fair use issues to issues involving access to information. Teachers need to be aware of society’s view on the use of technology and
how these issues might affect what they can do in the classroom.
 New Software and Hardware
Teachers need to keep up with what types of instructional materials and tools that are being developed and how these new materials
might be useful to them as teachers. They need to learn how to use these new materials and how to incorporate them into their
teaching.

11. Instructional & Communication Technology
Flow chart

12.  Instructional technology is a systematic way of designing, carrying out,
and evaluating the total process of learning and teaching in terms of
specific objectives, based on research in human learning and
communication and employing a combination of human and non-
human resources to bring about more effective instruction President‟s
Commission on Instructional Technology. Instructional Technology is
the Development (Research, Design, Production, Evaluation, Support-
Supply, Utilization) of Instructional Systems Components (Messages,
Men, Materials, Devices, Techniques, Settings) and the Management of
that development Organization, Personnel) in a systematic manner with
the goal of solving educational problems.
 Instructional technology is concerned with improving the effectiveness
and efficiency of learning in educational contexts, regardless of the
nature or substance of that learning. …Solutions to instructional
problems might entail social as well as machine technologies.
 Instructional Technology is the theory and practice of design,
development, utilization, management, and evaluation of processes and
resources for learning Association for Educational Communications and
Technology.