Role of Technology and Media in Education EDTK3004 Wk1.pptx
1. Role of Technology and
Media in Education
*Introduction to educational media and
technology
* Learning Styles
INTRODUCTION AND DEFINTION OF TERMS
2. Technology
This is the term that most people use
to describe gadgets, instrument
machines and devices.
However, most educators believe that
technology means computers
“Technology… is not a collection of
things and devices but a way of
acting” (Muffoletta, 1994, as cited in Roblyer, p.6)
3. A Definition of Educational
Technology
Educational Technology is a
combination of the processes and tools
involved in addressing educational needs
and problems, with an emphasis on
applying the most current tools: computers
and their related technologies (Roblyer,
2003, p.6)
The “application of technological processes
and tools which can be used to solve
problems of instruction and learning” (Seels
and Richey, 1994, p.4)
4. Educational Media
Channels of communication that carry
messages with an instructional
purpose
The different ways and means by
which information can be delivered or
experienced by a learner
5. Why use Technology in
Education?
Motivation
Unique Instructional capabilities
Support for new instructional approaches
Increased teacher productivity
Skills for the information age
6. Motivation
Gaining the attention of learners
Engaging students through production
work
Increasing perceptions of control
7. Unique Instructional
Capabilities
Providing learner access to education and
information sources
Helping learners visualize problems and solutions.
Tracking learner progress.
Linking learners to learning tools.
8. Support for New Instructional
Approaches
Cooperative learning
Shared intelligence
Problem solving and higher level skills
9. Increased Teacher
Productivity
Freeing time to work with students by helping
with production and record keeping tasks.
Providing accurate information quickly.
Allow teachers to produce better looking
student friendly teaching materials
11. Learning Styles
Many people recognize that each
person prefers different learning styles
and techniques.
Learning styles group common ways
that people learn.
Everyone has a mix of learning styles.
12. The Seven Learning Styles
Visual (spatial):You prefer using pictures, images, and
spatial understanding.
Aural (auditory-musical): You prefer using sound and
music.
Verbal (linguistic): You prefer using words, both in
speech and writing.
Physical (kinesthetic): You prefer using your body,
hands and sense of touch.
Logical (mathematical): You prefer using logic,
reasoning and systems.
Social (interpersonal): You prefer to learn in groups or
with other people.
Solitary (intrapersonal): You prefer to work alone and
use self-study
13. Why understand learning
styles?
Your preferred styles guide the way
you learn.
They also change the way you
internally represent experiences, the
way you recall information, and even
the words you choose.
14. Why understand learning
styles?
Research shows us that each learning
style uses different parts of the brain.
By involving more of the brain during
learning, we remember more of what
we learn.
Researchers using brain-imaging
technologies have been able to find
out the key areas of the brain
responsible for each learning style.
15. Role of Media and
Technology in Education
ICT Basics and the implications of ICT on
classroom instruction and management
Issues in media and technology
16. Definition of ICT
ICT is short for "Information and
Communication Technologies." It is similar to
IT (Information Technology), but focuses
more on telecommunications mediums, such
as the Internet, cell phone networks, and
satellite technology.
Modern forms of ICT have made it possible
for users across the world to communicate
with each other in real-time on a regular
basis.
Examples include instant messaging, video-
conferencing, online multiplayer gaming, and
social networking websites.
17. Basics of ICT
Information and Communications
Technologies (ICT) education is
basically our society’s efforts to teach
its current and emerging citizens
valuable knowledge and skills around
computing and communications
devices, software that operates them,
applications that run on them and
systems that are built with them.
18. Basics of ICT
ICT is complex and quickly changing,
and it is confusing for many people.
It is so pervasive in the modern world
that everyone has some
understanding of it, but those
understandings are often wildly
divergent.
Knowledge of and ability to use ICT
has become necessary in order to
effectively execute daily tasks in our
19. Effect of ICT in schools
A study was done in Finland to
investigate the effects of Information and
Communication Technology (ICT) on
school from teachers’ and students’
perspectives.
The focus was on three main subject
matters: on ICT use and competence, on
teacher and school community, and on
learning environment and teaching
practices.
As a result, we briefly look at these areas
of the study.
20. ICT in Schools (A Study)
The results indicate that the technical
resources for using ICT both at school
and at homes are very good.
In general, students are capable and
motivated users of new technology;
these skills and attitudes are mainly
based on home resources and leisure-
time use.
DO YOU THINK THIS IS THE SAME
IN JAMAICA? WHY OR WHY NOT?
21. ICT in Schools (A Study)
Students have the skills to use new kinds
of applications and new forms of
technology, and their ICT skills are wide,
although not necessarily adequate; the
working habits might be ineffective and
even wrong.
With this in mind, it has become
important to integrate ICT in teaching
and learning to harness these skills and
to develop good working habits among
students.
22. ICT in Schools (A Study)
There is a generation gap in ICT use and
competence between teachers and
students.
This is apparent especially in the ICT-
related pedagogical practices in the
majority of schools.
The new digital affordances not only
replace some previous practices; the
new functionalities change many of our
existing conceptions, values, attitudes
and practices.
23. ICT in Schools (A Study)
The very different conceptions that
generations have about technology
leads, in the worst case, to a digital gap
in education; the technology used in
school is boring and ineffective
compared to the ICT use outside school,
and it does not provide the competence
needed for using advanced technology in
learning.
IS IT THE SAME IN JAMAICA? HOW
CAN WE FIX THIS PROBLEM? (see
24. ICT in Schools (A Study)
The results indicate that in schools which
have special ICT projects (“ICT pilot
schools”) for improving pedagogy, these
have led to true changes in teaching
practices.
Many teachers adopted student-centred
and collaborative, inquiry-oriented
teaching practices as well as practices
that supported students' authentic
activities, independent work, knowledge
building, and students' responsibility.
25. ICT in Schools (A Study)
This is, indeed, strongly dependent on
the ICT-related pedagogical competence
of the teacher.
However, the daily practices of some
teachers still reflected a rather traditional
teacher-centred approach.
As a matter of fact, very few teachers
ever represented solely, e.g. the
knowledge building approach; teachers
used various approaches or mixed them,
based on the situation, teaching and
learning goals, and on their pedagogical
and technical competence.
26. ICT in Schools – Activity
A. In reflecting on our system in
Jamaica, name three (3) factors that
can be a deterrent to the integrating of
ICT in the classroom instruction and
management.
B. Please find a research similar to
this one that relates to the Caribbean
or Jamaica and copy the link.
In the space provided on OurVLE,
please state these factors and post
the link found.
27. Issues in Media and
Technology
Although integrating ICT and other
technologies have shown significant
benefits there are a few pitfalls.
These pitfalls vary, but are the main
reasons why some educators opt not
to implement these tools and
strategies in their classrooms.
28. Issues in Media and
Technology
The appropriate resources may not be
available for use or may not be
sufficient to be utilised by all
educators.
Some educators may not have the
requisite skills to utilise the available
resources.
Utilising these resources can be time
consuming to implement or integrate
in a lesson or activity.
29. Issues in Media and
Technology
Individuals may not use materials
properly and abuse of rights may
occur (eg. See Copyright and Fair
Use)
These resources can be quite
expensive to obtain and use.
WHAT ARE SOME OTHER ISSUES
THAT YOU ARE AWARE OF?
30. References
Definition of ICT retrieved from
http://pc.net/glossary/definition/ict
What is ICT and Why is it important?
retrieved from
http://www.mpict.org/ict_education_defin
ed_importance.html
Lisa, Ilomaki. The effects of ICT on
school: teachers’ and students’
perspectives retrieved from
https://pdfs.semanticscholar.org/09a6/2d
0c51d773656626d90122a5601e5003050
b.pdf
31. References
Integrating Educational Technology into
Teaching by Roblyer Chapter 1, p.5-28.
Educational Technology for Teaching and
Learning by Timothy J. Newby et al.
Learning Styles retrieved from
http://www.learning-styles-
online.com/overview/
Learning Styles and Preferences retrieved
from
http://www.nwlink.com/~donclark/hrd/styles.
html
