Learning theories related to educational technology
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The document discusses different learning theories related to educational technology: 1. Behaviorism focuses on acquiring new behaviors through reinforcement like classical and operant conditioning. 2. Cognitivism views learning as information processing in the mind like receiving, organizing, storing and retrieving information. 3. Constructivism sees learners building new ideas based on prior knowledge. Educational technology can help elicit learning outcomes according to the different theories and be used for mastery learning by repeatedly exposing students to technology. A Venn diagram is suggested to illustrate the differences between learning theories.
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Educational technology
Educational technology refers to the application of scientific knowledge and methods to improve the process of education. It has evolved over time from the use of early teaching aids to incorporate hardware like computers, software programs, and systems approaches. Modern educational technology also utilizes digital technologies, online learning platforms, virtual and augmented reality, and adaptive learning methods. It is a multidisciplinary field that draws from cognitive science, computer science, psychology and other areas to enhance teaching and learning experiences.
History of educational technology
The history of educational technology can be traced back to ancient cultures that developed systems of knowledge and invented writing to record and transmit information. In ancient Greece, the term "techne" referred to the systematic application of knowledge to instruction. Major contributors in the 19th century included Edward Thorndike, who formulated the scientific theory of learning, and John Dewey, who introduced the scientific method to instruction. The 19th century also saw effective technological developments like textbooks, blackboards, and improved writing tools. Visual instruction became popularized through photography's invention. Instructional television and early computers were developed throughout the 20th century, leading to the internet revolution of the 1990s.
Chapter 5: Learning theories related to educationa Technology
This document discusses learning theories related to educational technology. It describes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism focuses on how information is processed, stored, and retrieved. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge and experiences. The document also provides principles for effective instruction, technology utilization, media utilization, and text utilization that align with these theories.
The Roles of Educational Technology in Learning
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
Educational Technology
Educational technology refers to the use of technological tools and resources in education to improve the teaching and learning process. It involves optimizing learning through the application of scientific methods and new equipment. Key aspects of educational technology include clarifying objectives, organizing content logically, specifying the teaching and learning process, acquiring knowledge through models of teaching, providing feedback, and selecting, evaluating and optimizing media. The role of technology in education is to provide 24/7 access to information, enable constant social interaction and sharing of digital content, and integrate technology comprehensively to develop 21st century skills like creativity, critical thinking, collaboration and information management.
History Of Educational Technology
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
Instructional technology(gcet)
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
Role of Educational Technology in the 21st Century
Role of Educational Technology in the 21st Century
Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
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Educational technology
Educational technology refers to the application of scientific knowledge and methods to improve the process of education. It has evolved over time from the use of early teaching aids to incorporate hardware like computers, software programs, and systems approaches. Modern educational technology also utilizes digital technologies, online learning platforms, virtual and augmented reality, and adaptive learning methods. It is a multidisciplinary field that draws from cognitive science, computer science, psychology and other areas to enhance teaching and learning experiences.
History of educational technology
The history of educational technology can be traced back to ancient cultures that developed systems of knowledge and invented writing to record and transmit information. In ancient Greece, the term "techne" referred to the systematic application of knowledge to instruction. Major contributors in the 19th century included Edward Thorndike, who formulated the scientific theory of learning, and John Dewey, who introduced the scientific method to instruction. The 19th century also saw effective technological developments like textbooks, blackboards, and improved writing tools. Visual instruction became popularized through photography's invention. Instructional television and early computers were developed throughout the 20th century, leading to the internet revolution of the 1990s.
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This document discusses learning theories related to educational technology. It describes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism focuses on how information is processed, stored, and retrieved. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge and experiences. The document also provides principles for effective instruction, technology utilization, media utilization, and text utilization that align with these theories.
The Roles of Educational Technology in Learning
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
Educational Technology
Educational technology refers to the use of technological tools and resources in education to improve the teaching and learning process. It involves optimizing learning through the application of scientific methods and new equipment. Key aspects of educational technology include clarifying objectives, organizing content logically, specifying the teaching and learning process, acquiring knowledge through models of teaching, providing feedback, and selecting, evaluating and optimizing media. The role of technology in education is to provide 24/7 access to information, enable constant social interaction and sharing of digital content, and integrate technology comprehensively to develop 21st century skills like creativity, critical thinking, collaboration and information management.
History Of Educational Technology
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
Instructional technology(gcet)
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
Role of Educational Technology in the 21st Century
Role of Educational Technology in the 21st Century
Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
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Education Technology
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2. It then discusses assumptions about technology in learning, including that technology is more than hardware, should support active and authentic learning, and function as intellectual tools for students to build interpretations of the world.
3. The last part describes educational technology as the selection, development, use and management of technologies and resources for learning, with five domains: design, development, utilization, management, and evaluation.
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Educational Technology
This document provides an overview of educational technology including its meaning, objectives, and scope. It defines educational technology as the application of scientific knowledge and methods to improve the teaching and learning process. The objectives of educational technology are to more effectively transmit information, serve as a role model for students, and contribute to improved learning outcomes. Educational technology has a broad scope and can be applied at both the macro level, such as curriculum development, and the micro level, including classroom instruction and assessment.
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Constructivism: Knowledge Construction / Concept Learning
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
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The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
Learning theories
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Selecting and Use of Instructional Materials
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
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scope of educational technology including the roles of educational technology
reference: Basic concepts in educational technology 1 by Ballado
Psychological foundations of curriculum
The document discusses several psychological perspectives that influence curriculum development, including behaviorism, cognitivism, constructivism, and humanism. It provides overview of major theorists like Pavlov, Thorndike, Piaget, and Rogers, and explains their core concepts such as stimulus-response theory, information processing, knowledge construction, and the importance of emotions and learner-centered approach. A curriculum developer should have knowledge of learning psychology to understand how students learn and design effective instruction based on cognitive and affective factors.
Different Types of Instructional Materials
The document discusses different types of instructional materials that can be used to aid in the transfer of information from teachers to students. It describes instructional materials as including power point presentations, books, articles and materials for projects. It then discusses the roles instructional materials can play in mass instruction, individualized learning and group learning. The document goes on to classify instructional materials into four main types: printed and duplicated materials, non-projected display materials, still projected display materials, and technological instructional media. It provides examples for each type of material.
Technology in Teaching and Learning
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
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Instructional system group ppt
This document discusses instructional technology and instructional systems. It provides definitions of instructional design and instructional systems design. It outlines the history of instructional systems from World War II to present day. It also discusses skills used in the classroom like pre-instructional skills, teaching skills, and the ADDIE instructional design model. Objectives of instructional systems are to help students learn better through technology. Techniques like audio, visual, and role play are used. While technology provides benefits, there are also disadvantages like laziness, cost, and lack of support.
[EDUCATIONAL TECHNOLOGY 2] Audio media
Audio media includes radio broadcasts and recordings that transmit sound through waves. Radio broadcasts can reach large audiences and be recorded to ensure accurate presentations, though they only allow one-way communication. Recordings allow two-way interaction and can be reused. Audio is effective for storytelling, stimulating imagination, teaching language, and aiding those with reading difficulties. Chalkboards and bulletin boards visually display information for teaching. Chalkboards allow for erasing mistakes and pacing demonstrations. Bulletin boards approach, develop and summarize units. E-boards act as digital libraries and data visualization tools to facilitate group discussions and decision making.
Technology in Education and Technology of Education
Educational technology can be explained by looking at "Technology in Education" and "Technology of Education". Technology in Education refers to the application of various tools and media like audio, visual, audio-visual and broadcast media to improve education. It takes a hardware approach. Technology of Education refers to applying educational theories from fields like psychology and philosophy to improve the teaching-learning process. It takes a software approach focusing on methods, strategies and system design. The two areas differ in their basis, approaches, examples and costs, with Technology of Education being less expensive as it does not require specialized hardware skills.
Education Technology
Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment and learning materials in order to improve teaching and learning. It is important to keep in mind that the purpose of educational technology (also referred to as instructional technology) is to improve education. We must define the goals and needs of education first and then we use all our knowledge, including technology, to design the most effective learning environment for students.
Unit III: Theories and principles in the use of design of technology driven l...
This document discusses Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can influence learning retention rates. It presents the Cone of Experience as having 11 bands of experiences ranging from concrete to abstract: (1) Direct experiences allow for 90% retention rates while (2) reading allows only 10%. The Cone also represents a progression from easy to difficult as it moves up levels of abstraction. Using a variety of instructional methods that incorporate different sensory modes can help develop higher-order thinking skills in students.
Ict and assessment of learning
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
Education for 21st Century
The document discusses visions and frameworks for education in the 21st century. It covers several key points:
1. Education systems need to shift from a focus on content delivery to building students' capacities and skills for a changing world. This includes emphasizing skills like collaboration, critical thinking, and technology use.
2. Schools must move beyond standalone institutions and form networks to enrich curriculum and connect with communities. Data should also be used to drive decision-making.
3. A 21st century education emphasizes flexibility, creativity, and addressing real-world problems through project-based learning. It prepares students with skills beyond the classroom like citizenship and careers.
4. Effective technology-enhanced learning environments support, facilitate
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1. The document discusses different definitions and perspectives on technology, including technology as tools to solve problems efficiently, reliable devices for presentations, and gadgets for tasks like cooking and entertainment.
2. It then discusses assumptions about technology in learning, including that technology is more than hardware, should support active and authentic learning, and function as intellectual tools for students to build interpretations of the world.
3. The last part describes educational technology as the selection, development, use and management of technologies and resources for learning, with five domains: design, development, utilization, management, and evaluation.
The ASSURE Model
The document discusses the ASSURE model, a systematic approach for crafting instructional lessons that integrate technology. It outlines the 6 steps of the ASSURE model: 1) Analyze learners, 2) State objectives, 3) Select methods/media/materials, 4) Utilize methods/media/materials, 5) Require learner participation, and 6) Evaluate performance. It also provides tips for developing digital stories, including brainstorming concepts, creating storyboards, collecting materials, editing using software, and considering script elements like point of view and pacing.
Curriculum Design
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Lesson 10: Projected Media
This document discusses projected media and its use in teaching. It begins by outlining the learning objectives which are to describe examples of projected media, point out their advantages and disadvantages, and use them in mock teaching demonstrations. It then provides examples of different types of projected media like overhead projectors, slides, film strips and CRT projectors. For each type, it highlights their key features and advantages. The document also shares tips for effectively utilizing projected materials and factors that affect the quality of projected images.
Educational Technology
This document provides an overview of educational technology including its meaning, objectives, and scope. It defines educational technology as the application of scientific knowledge and methods to improve the teaching and learning process. The objectives of educational technology are to more effectively transmit information, serve as a role model for students, and contribute to improved learning outcomes. Educational technology has a broad scope and can be applied at both the macro level, such as curriculum development, and the micro level, including classroom instruction and assessment.
Curriculum implementation
This document discusses factors that limit and facilitate curriculum implementation. It begins by defining key concepts like innovation, curriculum, and implementation. It then contrasts two approaches to implementation: the programmed approach, which aims to clearly specify the innovation, and the adaptive-evolutionary approach, which accepts the innovation will change during implementation. Research finds the latter may be more effective for complex innovations. Successful implementations attend to all dimensions of change, adapt to local contexts, and involve practitioners in the process.
Constructivism: Knowledge Construction / Concept Learning
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
dEVELOPMENT OF Instructional materials and media
The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
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The document discusses the curriculum and assessment policy statement (CAPS) for natural sciences in South Africa. It compares the traditional curriculum to the revised CAPS curriculum, noting shifts from passive to active learning, rote learning to critical thinking, and textbook-centered teaching to learner-centered facilitation. It outlines the principles of social transformation, high knowledge and skills, integration and progression that underlie the new CAPS curriculum. The document also discusses the specific aims of CAPS to develop scientific inquiry skills, subject content knowledge, and understanding of science's uses in society. It provides examples of curriculum content and skills in the four knowledge areas of life and living, matter and materials, energy and change, and planet Earth and beyond.
LOS ALUMNOS DACTILARES
This document discusses the role of technology in education from a constructivist perspective. It explains that from a constructivist view, technology should serve as a partner in the learning process by engaging learners actively and supporting meaningful, authentic, cooperative learning. It then outlines five specific roles for technology: as a tool, information vehicle, context, social medium, and intellectual partner to support knowledge construction, learning by doing and reflecting, and discourse within learning communities.
Teaching Methods and Strategies.pptx
1. The document discusses various teaching approaches and methods, including teacher-centered vs learner-centered approaches, and direct teaching vs indirect teaching.
2. It also covers specific teaching methods like direct instruction/lecture method, demonstration method, inquiry method, and the scientific method.
3. For each approach and method, it provides details on how to implement them effectively in the classroom, the advantages and disadvantages, and how they differ from each other.
Achieving Learning Outcomes, Incorporating Technology
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
Group 3-curriculum-development-report-final-1
The document discusses the key components and approaches of curriculum. It identifies the main components as aims, goals and objectives; subject matter or content; learning experiences; and evaluation approaches. It elaborates on each of these components, including describing different types of objectives according to Bloom's and Krathwohl's taxonomies. The document also examines various curricular approaches like behavioral, managerial, systems, and humanistic approaches. It provides references from educational theorists to support the different aspects of curriculum discussed.
Report in strat
The document discusses meaningful learning theory and its application in classroom learning. It explains that meaningful learning involves guiding learners to connect new information to prior knowledge, presenting lessons in a way that makes sense to students, and providing experiences that allow students to build associations. It also discusses three conditions for learning: motivation, retention, and transfer of learning. Motivation involves directing student behavior and addressing needs. Retention requires incorporating learning into patterns and avoiding conditions like disuse. Transfer of learning applies knowledge across situations.
Demonstrate an Understanding of Learner Centered Principles.pptx
This document discusses principles of learner-centered teaching and learning. It covers cognitive and metacognitive factors like the nature of learning processes, goals of learning, and knowledge construction. It also discusses motivational and affective factors such as intrinsic motivation and the effects of motivation on effort. Additionally, it outlines individual differences factors, developmental and social influences on learning, and how the context of learning can impact the learning process. Research studies highlighted found that learner-centered teaching had a significant positive impact on students' learning outcomes and development of learning skills and strategies.
TLE-505-Research-for-Innovative-Teaching-Strategies.pptx
Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Best Practices in the Teaching of Science
The document discusses best practices for teaching science based on research. It identifies four key practices: engaging preconceptions, organizing knowledge around core concepts, supporting metacognition, and cooperative learning. Cooperative learning involves positive interdependence, accountability, group processing, social skills, interaction, and specific tasks. Additional best practices discussed include using empirical approaches, active learning strategies, inquiry labs, discourse, challenging tasks, feedback, and addressing misconceptions. The goal is for students to be actively engaged in the practices of science.
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- 1. Learning Theories Related to Educational Technology Acuña, Ashley Jane C. Mariano, Chris Aira M. Salas, Apple Jane D. Valencia, Katherine C. Visitacion, Miche Norlyn N.
- 2. Objectives At the end of the chapter, students are expected to: • Compare the different learning theories related to technology for teaching and learning as to 1. Key concepts relevance to education technology and strategies applying the different theories 2. Technology Utilization
- 3. LEARNING It is a process of acquiring, remembering, and applying skills, knowledge, attitudes and other modes of response. It involves relatively permanent change in behavior or knowledge as a result of an experience or practice. What is Learning? Process Product
- 4. LEARNING THEORIES • BEHAVIORISM- acquisition of new b e h a v i o r . • C LASSICAL CONDITIONING - when a natural reflex responds to a s t i m u l u s . •OPERANT CONDITIONING- when response to stimulus is reinforced.
- 6. COGNITIVISM -information is received, organized, stored and retrieved by the mind. -focuses on the brain
- 7. CONSTRUCTIVISM -learners construct new ideas or concepts based upon their current/past knowledge Relevance of Education technology.
- 9. - Educational technology used by the teacher can help elficit the outcomes. -to be utilized in developing mastery learning. - When students are repeatedly exposed to a technology until such time that mastery of a skill, knowledge, and attitudes is manifested by the students
- 14. Make a Venn Diagram that shows the differences of learning theories