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JOHN PATRICK GUIGUE PROF. CLAIRE A. MACABALANG

Research Work Educational Technology

1. What is the difference between educational technology from instruction technology? Cite some

examples in explain the concept

Educational technology(also called learning technology) is the study and ethical practice of facilitating learning

and improving performance by creating, using and managing appropriate technological processes and resources."

The term educational technology is often associated with, and encompasses,instructional theory andlearning

theory.

Instructional technologyis "the theory and practice of design, development, utilization, management, and

evaluation of processes and resources for learning," according to the Association for Educational Communications

and Technology (AECT) Definitions and Terminology Committee.

Actually if you look into its meaning, they are partly the identical. But they do have the same

goal, developing the human capability in which the tool for it is using all kinds of technological

resources. Based on my research in the same site above Instruct ional Technolo gyis a part of educational

technology. It also covers the processes and systems of learning, does it tells that, Instruction Technology is a

Educational Technology.

Now there difference. Educational Technology organizes the process how to use Instructional Technology.

Instructional Technology is the tool and Educational Technology is the procedure for using that tool. That is for my

own opinion.

Example:

Cameras, CD players, PDA's, GPS devices, computer-based probes, calculators and electronic tools we

have yet to discover, this will be the Instructional Technology. The role of Educational Technology is toorganize these tools in a way that it will be successful medium of instruction.

Reference:

https://ict3year.wikispaces.com/Difference+between+Educational+Technology,+Instructional+Technolo

gy+and+Information+%26+Communication+Technology

http://en.wikipedia.org/wiki/Instructional_theoryhttp://en.wikipedia.org/wiki/Learning_theory_%28education%29http://en.wikipedia.org/wiki/Learning_theory_%28education%29http://en.wikipedia.org/wiki/Learning_theory_%28education%29http://en.wikipedia.org/wiki/Learning_theory_%28education%29http://en.wikipedia.org/wiki/Instructional_theory

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2. How does educational technology differ from technology in education? Use the arrows below to

differentiate the two concepts.

Educational Technology The study and ethical practice of

facilitating learning and

improving performance by

creating, using and managing

appropriate technological

processes and resources

Development of teaching and

learning

Applies theories of instruction,

learning, behavioral and

cognitive psychology to

assessment, design,implementation, and evaluation

of instructional material.

Applies research, theory,

technologies, and psychology to

solve instructional and

performance problems.

The particular approach used to

achieve the ends of education.

Design instruction

Produce instructional materials

Manage instructional computing

services or learning resources

collections.

Apply theories of cognition and

research to utilize technology

for the benefit of the learner.

Technology in Education Is integration technology in

education to make an

innovation

use of technology or added

material for much more

effective teaching

use technology for Interactivity,

Content delivery/revision,

Managing learning and

resources, Collaboration,

Communication, Sense of

cohort, Variety of teaching andlearning preferences, Formative

and summative assessment

it may be non-projected and

projected media

Non-projected media

o Real Objects

o Models

o Field trips

o Kits

o Audio Materials

Projected mediao Slides

o Video, VCD, DVD

o Computer/multimedia

presentation

o Opaque projection

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3. Explain: Technology should serve as a tool for better education, not a replace the human

interaction.

In my own understanding of this phrase:

It tells that human interaction is important in education that education process will notwork properly if there is no teacher and learner interaction. In South Korea they have a new

technology if using in teaching English, and even so, the children learns how to speak English, it

does not replace the real human teacher. How can a robot a robot develop the learners

cognitive faculties and appetitive faculties completely? Only humans can understands the

feelings of another human thats why we have the competencies and qualities of being a good

teacher and Code of Ethics of Professional Teachers if we want to be future teachers. But still

integrating technology will be a big help in education process, it will be an innovation in teaching

and help the learners to understand easier than the traditional way of teaching. Technology will

be upgrading the quality of teacher-and-learning in school. It will increase teachers capabilities

in effective learning and students will gain mastery of lessons.

4. What are the reasons why mobile learning became appealing to the learners nowadays?

Lets start with its definition:

Mobile learning: Learning a variety of content and skills anytime, anyplace with

a small device light enough to be carried in one hand.

Chris Dede

Timothy E. Wirth Professor in Learning Technologies

Harvard University

The reasons why mobile learning became appealing to the learners nowadays becauseas 21stcentury students, they dont justbe contented what is learned inside the classroom and

in the school library. They add some information that is not found in the net. By carrying

smartphones learners can carry plenty of books in his pocket and we call it eBooks. And

Technology has taken many of the elements traditionally associated with higher education. That

how 21st

century students used to be nowadays.

Here are some key points why is it appealing:

Mobile learning presents pedagogical possibilities for seamless, interactive, contextual, and

individualized learning.

Library applications of mobile technologies for learning cover several areas of need.

o Orientations and tours become self-guided, engaged learning.

o

Point-of-need instruction is enhanced when delivered to mobile devices.o In-class use and classroom response systems are improved by smartphones and

tablets.

o Instructional outreach involves making content accessible where the users are.

Considerations for the use of mobile devices in library instruction include knowing the

mobile habits of your community, their instructional needs, and how to optimize

instructional content for mobile use.

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It develops learners in decreasing the population of non-traditional learners and adopts news trendof learning because of technology. Because of online learnings students is being attracted to it because youcan study anywhere and anytime by using your smart phones and internet.

HOW STUDENTS LEVERAGE MOBILE LEARNING

Attend class remotely

Conduct Internet-based research Collaborate on class projects

Take notes or record lectures to refer to later

Take videos of class presentations or experiments for later study

Access online textbooks

Communicate with classmates (via email, IM, or text message)

Communicate with instructors (via email, IM, or text message)

Receive reminders or alerts about assignments and exams

Access LMS to check schedules, grades, etc.

Organize work

Review the recording of a missed class through their LMS

Share and edit calendars or organize bookmarks Create or share documents, videos, or podcasts

Coordinate calendars with classmates or share bookmarked websites

Get IT, library, and other support

HOW INSTRUCTORS LEVERAGE MOBILE LEARNING

Expand reach of classroom to students on mobile devices

Capture lectures

Distribute recordings through LMS, iTunes U, and YouTube

Collaborate with peers on research projects

Attend professional development sessions and faculty meetings

5. Research the Cone of Experience. Explain its implication to teaching.

What is Dales cone of experience?

The cone of experience is a pictorial device used to explain the interrelationships of the

various types of audio-visual media, as well as their individual positions in the learning

process.

The cone's utility in selecting instructional resources and activities is as practical today as

when Dale created it.

Principles on the cone of Experience:

The cone is based on the relationships of various educational experiences to reality (real

life), and the bottom level of the cone, "direct purposeful experiences," represents reality

or the closest things to real, everyday life.

The opportunity for a learner to use a variety or several senses (sight, smell, hearing,

touching, movement) is considered in the cone.

Direct experience allows us to use all senses.

Verbal symbols involve only hearing.

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The more sensory channels possible in interacting with a resource, the better the chance

that many students can learn from it.

Each level of the cone above its base moves a learner a step further away from real- life

experiences, so experiences focusing only on the use of verbal symbols are the furthest

removed from real life.

Motion pictures (also television) are where it is on the cone because it is an observational

experience with little or no opportunity to participate or use senses other than seeing and

hearing.

Contrived experiences are ones that are highly participatory and simulate real life

situations or activities.

Dramatized experiences are defined as experiences in which the learner acts out a role or

activity.

Dales Cone of Experience implication to learning to teaching is that it helps you to create

learners depth understanding with regards to what the teacher is teaching by relating it to

real life situation or by experiencing it learning by doing.