THE PAPER

MEDIA, TECHNOLOGY AND LEARNING

To fulfill Teaching Media course assignments

Group Name :

1. Heny Cariza Apriliyani 1988203001

2. Adinna Octa Martaningtyas 1988203002
3. Kusnul Kotimah 1988203012
4. Syifa Fuadiyah Rinadi 1988203015

THE COLLEGE OF TEACHER TRAINING AND EDUCATION

PGRI TRENGGALEK THE ENGLISH DEPARTMENT

2021/2022
 TABLE OF CONTENTS

TABLES OF CONTECT.................................................................................... i
CHAPTER I
INTRODUCTION............................................................................................... ii
1.1 Background of The Research..................................................................... ii
1.2 Indentification of The Problem.................................................................. iv
1.3 The Objective............................................................................................ v
CHAPTER II
MEDIA................................................................................................................. 1
2.1 The Definition of Media............................................................................ 1
2.2 The Purposes of Media.............................................................................. 2
2.3 The Usages of Media................................................................................. 4
2.4 Kind of Media............................................................................................ 5
2.5 The Sosial Impact of Media....................................................................... 5
2.6 The Advantages ........................................................................................ 7
2.7 The Disadvantages of Media..................................................................... 7
CHAPTER III
TECHNOLOGY.................................................................................................. 9
3.1 The Definition of Technology................................................................... 9
3.2 The Usages of Technology........................................................................ 9
3.3 The Principles of Technology.................................................................... 10
3.4 The Advantages of Technology................................................................. 13
CHAPTER IV
Learning............................................................................................................... 16
4.1 The Definition of Learning........................................................................ 16
4.2 The Purposes of Learning.......................................................................... 16
4.3 The Advantages of Learning...................................................................... 17
4.4 How To Practice (Use)............................................................................... 17
CHAPTER V
5.1 Conclusion................................................................................................. 29

i
 CHAPTER I

INTRODUCTION

1.1 Background of the Research

According to Macmillan Dictionary Blog the word media is a
plural form of the Latin word ‘medium’ meaning ‘middle ground or
intermediate’. Its usage as a word to describe newspapers, radio and other
sources of information likely derives from the term ‘mass media‘ which
was a technical term used in the advertising industry from the 1920s on.1
According to Wikipedia Technology is the sum of any techniques,
skills, methods, and processes used in the production of goods or services
or in the accomplishment of objectives, such as scientific investigation.
Technology can be the knowledge of techniques, processes, and the like,
or it can be embedded in machines to allow for operation without detailed
knowledge of their workings.2
According to Oxford University Press “In many educational
psychology textbooks, learning is often defined as a relatively permanent
change in behaviour, knowledge and thinking skills as a result of
experience” (see, for example, Krause, Bochner, Duchesne & McMaugh,
2010; Santrock, 20113
The history of media, because both Pakistan and Bangladesh were
part of British India until 1947, the early media history of these two
countries relates to the development of the Muslim press on the Indian
subcontinent, with particular reference to the media that originated within
the territory the two countries now occupy. Calcutta, in Bengal, was a
heartland of newspaper publication from 1780 to1846. Media historians of
both countries refer to J. A. Hicky's Bengal Gazette or Calcutta General
Advertiser, established in 1780, as the first newspaper on the subcontinent.
A Bengali monthly magazine for youth, Dig-Darshan, came out in 1818,
followed by the weekly Samachar Darpan and the monthly Friend of
1
https://www.macmillandictionaryblog.com/media
2
https://en.wikipedia.org/wiki/Technology
3
https://www.oup.com.au/media/documents/higher-education/he-samples-pages/he-teacher-
ed-landing-page-sample-chapters/NAGEL_9780195519655_SC.pdf

ii
 India in 1819. Rangpur Barta, which came out in 1847, survived until
1857.4
The history of technology, the history of the invention of tools and
techniques and is one of the categories of world history. Technology can
refer to methods ranging from as simple as stone tools to the
complex genetic engineering and information technology that has emerged
since the 1980s. The term technology comes from the Greek word techne,
meaning art and craft, and the word logos, meaning word and speech. It
was first used to describe applied arts, but it is now used to describe
advancements and changes which affect the environment around us.5
The history of learning, During the 17th century, the education
system evolved into a structure that is somewhat reflective of what we
know learning to be today.  The church stepped in because they wanted
children to be able to read.  The learning was frequently done through
inculcation and again, fun and play were replaced by hard work and
repetition.  Into the 19th century tests and exams were set up to be able to
evaluate the effectiveness of the training (Grey, 2008).6
Define media and technology isn’t enough by knowing the origin
word of media and thechnology or just by its history. We need to explore
and research all of the aspect of media to make a conclusion based on a
data and a fact.
Defining learning is not always easy and at times seems ambiguous
with a myriad of intricacies and idiosyncrasies, making one single
definition very difficult to attain. Indeed, the word ‘learning’ itself has a
number of meanings depending on the context in which it is used, but it is
the core business of educational institutions and, as such, warrants some
detailed exploration.

1.2 Indentification of The Problem

4
https://www.sciencedirect.com/topics/social-sciences/media-history
5
history of technology – Summary & Facts" . Retrieved 22 January 2018.
6
https://sites.psu.edu/aspsy/2019/03/25/the-history-of-learning-and-what-is-success/

iii
 1. The definition of media
2. The purposes of media
3. The usages of media
4. Kind of media
5. The social impact of media
6. The advantages of media
7. The disadvantages of media
8. The definition of technology
9. The usages of technology
10. The principles of technology
11. The advantages of technology
12. The definition of learning
13. The purposes of learning
14. The advantages of learning
15. How to practice (use)

1.3 The Objective

The readers can understand the definition of media, the purposes of
media, the usages of media, kind of media, the social impact of media, the
advantages and the disadvantages of media, the definition of technology,
the purposes of technology, the usages of technology, the principles of
technology, the advantages of technology.

iv
 CHAPTER II

MEDIA
2.1 The definition of media
Media are the communication outlets or tools used to store and
deliver information or data. The term refers to components of the mass
media communications industry, such as print media, publishing, the news
media, photography, cinema, broadcasting (radio and television), digital
media, and advertising.
The development of early writing and paper enabling longer-
distance communication systems such as mail, including in the Persian
Empire (Chapar Khaneh and Angarium) and Roman Empire, which can be
interpreted as early forms of media.7 Writers such as Howard
Rheingold have framed early forms of human communication as early
forms of media, such as the Lascaux cave paintings and
early writing.8 Another framing of the history of media starts with
the Chauvet Cave paintings and continues with other ways to carry human
communication beyond the short range of voice: smoke signals, trail
markers, and sculpture.9
The Term media in its modern application relating to
communication channels was first used by Canadian communications
theorist Marshall McLuhan, who stated in Counterblast (1954): "The
media are not toys; they should not be in the hands of Mother Goose and
Peter Pan executives. They can be entrusted only to new artists because
they are art forms." By the mid-1960s, the term had spread to general use
in North America and the United Kingdom. The phrase "mass media" was,
according to H.L. Mencken, used as early as 1923 in the United States.10

7
Dunston, Bryan (2002). "Postal system". The Chicago School of Media Theory.
Retrieved 2019-02-18.
8
Livingstone, Sonia M.; Lievrouw, Leah A. (2009). New Media: A Critical Introduction. Taylor &
Francis. pp. 52–53. ISBN 9780415431606.
9
Lule, Jack (2012). Globalization and Media: Global Village of Babel. Rowman & Littlefield. pp. 33–
34. ISBN 9780742568365.
10
Colombo, John Robert (1994). Colombo's All-Time Great Canadian Quotations. Stoddart
Publishing. p. 176. ISBN 0-7737-5639-6.

1
 The term "medium" (the singular form of "media") is defined as
"one of the means or channels of general communication, information, or
entertainment in society, as newspapers, radio, or television."11
In Longman Dictionary of Language Teaching & Applied
Linguistics, "media' describes as a general term for television, radio and
newspaper considered as a whole and as ways of entertaining or spreading
news or information to a large number of people.12
Robert Heinich in a book Instructional Media and Technology
for Learning (2001) describes: A medium (plural, media) is a channel of
communication. Derived from Latin word meaning "between," the term
refers to anything that carries information between a source and a receiver.
(p.9)13

2.2 The Purposes of Media

Why does the media exist? Media producers, both for-profit and
non-profit, have one intention when creating their media messages: to sell
you something. Although the sale may not be in the manner in which we
typically expect a sale to be, the sale is there nonetheless. The statement
"the media wants to sell you something" really means the media wants to
convince you of something. They want to convince you to buy one of two
things: products and services, or ideologies. An easy example of the media
wanting to sell you a product or service is with an advertisement.
Companies have products and services that they want you to purchase.
They'll create advertisements to entice you to buy their products and
services.
The end result is that you, the consumer, will part ways with your
money in exchange for their goods. An example of the media wanting to
sell you an ideology is with a political advertisement. Although money

11
"The definition of medium". Dictionary.com. Retrieved 2015-08-10.
12
https://www.slideshare.net/PPSPBIAUNY/media-in-language-learning-and-teaching-
115612544?qid=c6b6a551-951c-4abd-9f9f-517c820fcdc8&v=&b=&from_search=27
13
https://www.slideshare.net/PPSPBIAUNY/media-in-language-learning-and-teaching-
115612544?qid=c6b6a551-951c-4abd-9f9f-517c820fcdc8&v=&b=&from_search=27

2
will never change hands, the political advertisement tries to convince you
of the advertiser's side on a particular issue. The end result is that you, the
voter, will side with the particular politician or issue in order to help
strengthen the support base. Although these are extreme examples, most
examples are more subtle in their attempts to make a sale. These milder
examples may not attempt to sell to you directly, but rather indirectly
through a logical progression. Take for example a television program.
Soap operas are perfect examples of how television shows help sell
products and services. All television shows know they have a particular
segment of television viewers that watch the shows regularly. These
viewers are the show's target market. For soap operas, the target market is
women between the ages of 18 and 50 who stay at home during the day. In
fact, most shows on broadcast television during the day are aimed at this
segment of the viewing population.
Advertisers know who watches their shows, so they create tailored
advertisements for the products they know these people would want to
buy. They ads you're likely to see during a soap opera? Ads for household
necessities such as cleaning supplies (detergent, mops), food for the whole
family (easy to make dinners, breakfast cereal for children), beauty
products (makeup, shampoo), and career schools (for those women who
want to gain new skills and work outside the home when their children are
old enough). Although advertisers know their target market perhaps too
well, such intense profiling leads to generalizations of the audience and
stereotyping. Using a soap opera to demonstrate how the media attempts to
sell something to its audience is just one example. Similar profiling and
selling can be experienced in magazines, radio stations, newspapers, and
even music. They all aim towards a specific part of the population, and sell
products they know those people will want to buy. In fact, you can easily
find out who a particular media message is aimed at by looking at the ads
and figure out who the ads appeal to. Knowing that media producers are

3
 actively trying to sell you something, the better you'll be able to
understand how that particular source of media affects you and others.14

2.3 The Usages of Media

Statistics and market data on Media Usage
Media usage, also called media consumption or media diet, is
defined as “the sum of information and entertainment media taken in by an
individual or group” (source: Wikipedia). On Statista, users can find
statistics presenting data on various aspects of media usage.Penetration
rates are the most basic measure of media usage. Media penetration, or
reach, indicates the share of individuals in a country, region, or group that
use a medium. Once penetration has been established, media usage is
measured by the time individuals spend with a medium within a certain
period, e.g. daily or monthly. Consumption patterns can be studied in more
detail, analyzing locations where media is consumed and devices used for
its consumption (as in the case of audio, audio-visual, as well as digital
media).

Additional factors can also be considered. The language of media

consumption is an important indicator for the analysis of multilingual
territories and behavior of ethnic minorities. Media exposure, meanwhile,
measures reach or penetration of media regardless of the users intent to
consume—the share of individuals in the vicinity of an audio or audio-
visual medium that hear or see its content, with or without wishing to be
exposed.
In this section, Statista users will also find data on news
consumption. Statista provides data on the most basic measure of news
consumption—how many or what share of individuals stay informed of
current events—as well as data on media channels used to consume news
of various types (domestic news, international, sports and celebrity news).

14
https://understandmedia.com/media-literacy-basics/12-the-purpose-of-the-media

4
 Figures on news media credibility and the popularity of news anchors are
also provided here.15

2.4 Kind of Media

Nontechnical Media is present obvious advantages in settings
where electricity is unreliable, technical resources are scarce, or funding is
limited. It presents obvious advantages in settings availability, their
accessibility, and their user- Other advantages are their low cost, their
friendliness. However, the language taught is limited to the learners'
imagination or the teacher.
Technical Media, this type can be costlier and less user-friendly.
The technical media carry a "psychological reality" in it. This kind of
media can bring the outside world into the classroom.

2.5 The Social Impact of Media

In a large consumer-driven society, electronic media such as
television and print media such as newspapers are important for
distributing advertisements. More technologically advanced societies have
access to goods and services through newer media than less
technologically advanced societies.
In addition to this advertising role, media are nowadays tools for
sharing knowledge around the world. Analysing the evolution of media
within the society, Popkin assesses their role in building connections
between politics, culture, economic life and society. For instance,
newspapers have provided opportunities to advertisers and to readers
seeking up-to-date information on foreign affairs or the economy 16.
Willinsky promotes the potential of modern technology to cross cultural,
gender or national barriers. He sees the internet as offering an opportunity
to establish a fair and equal system of knowledge: as the internet is (in
theory) accessible to anyone, any information on it may be read and

15
https://www.statista.com/markets/417/topic/1005/media-usage/
16
Popkin, Dewald (2004). Journalism, Newspaper and newsheets. Europe 1450-1789:
Encyclopedia of the Early Modern World.

5
 consulted by anyone. Willinsky argues that the internet is a sustainable
way to overcome the gap between developed and developing countries, as
both will get a chance to learn from each other17.
Canagarajah addresses the issue of unbalanced relations between
the North and South countries, asserting that Western countries tend to
impose their own ideas on developing countries. Therefore, internet is way
to re-establish balance, by for instance enhance publication of newspaper,
academic journal from developing countries. Media, through media and
communications psychology, has helped to connect diverse people from
far and near a geographical location. It has also helped in the aspect of on-
line or Internet businesses and other activities that have an on-line version.
All media intended to affect human behavior is initiated through
communication and the intended behavior is couched in psychology.
Therefore, understanding media and communications psychology is
fundamental in understanding the social and individual effects of media.
The expanding field of media and communications psychology combines
these established disciplines in a new way.18
Timing change based on innovation and efficiency may not have a
direct correlation with technology. The information revolution is based on
modern advancements. During the 19th century, the information "boom"
rapidly advanced because of postal systems, an increase in newspaper
accessibility, as well as schools "modernizing". These advancements were
made due to the increase of people becoming literate and educated.
[citation needed] The methodology of communication although has
changed and dispersed in numerous directions based on the source of its
sociocultural impact. Biases in the media that affect religious or ethnic
minorities take the form of racism in the media and religious bias in the
media.19

17
Willinsky, Frank (2005). The Access Principle: The Case for Open Access to Research and
Scholarship.
18
Canagarajah, Suresh (2010). "Internationalizing Knowledge Construction and Dissemination". The
Modern Language Journal. 94 (4): 661–664. doi:10.1111/j.1540-4781.2010.01105.x.
19
https://en.wikipedia.org/wiki/Media_(communication)#cite_note-20

6
2.6 The Advantages of Media
a) Education: Media educates the mass. With the help of television or
radio shows, the mob discovers various facts about health affairs,
environmental preservation, and many more topics of relevance.
b) Updated: People receive the latest news in a short time. Distance does
not make a barrier in distributing information to people from any place
on earth. People get daily news updates from media outlets, which
keeps them updated on the current trends and happenings worldwide.
c) Exercise innate potentialities: People get to exercise their hidden
talents through media. Media helps to showcase their hidden skills
such as comedy, performing, singing, recitation, etc.
d) Gather knowledge: Media helps to increase knowledge about various
subjects.
e) Mass production: Media acts as a great tool in promoting mass
consumer products, increasing sales of the assets.
f) Entertainment: Serves as a good source of entertainment. People get
entertained through music and television programs.
g) Cost reduction: Electronic media promotes electronic duplication of
information, reducing the production cost and making mass education
achievable.
h) Cultural immersion: Media allows the diffusion of diverse cultures
by showcasing different cultural practices. It helps people around the
world to be understanding of each other and welcome their differences.

2.7 The Disadvantages of Media

a) Individualism: People spend an excessive amount of time on the
internet, watching or binging content. As a result, their relationship
with friends or family and neighbors may be affected.
b) Difficulty to Access: Some media topics are unsuitable for children;
limiting access to such content can be challenging for elders in specific
scenarios.

7
 c) Fraudulence and Cybercrime: The Internet opens up avenues for
imposters, criminals, and hackers, or such predators with the
possibility to commit criminal acts without any knowledge of the
victims.
d) Addiction: Some television programs and internet media can be very
addictive to most children and adults, leading to a drop in productivity.
e) Health Concerns: Prolonged television watching or internet binging
can lead to vision problems, and exposure to loud noises by using
headphones or earphones can lead to hearing defects.
f) Faulty advertisement tactics: It often makes the use of drugs and
alcohol appear cool, which can be harmful to the nations’ youth.
g) Personal Injury: Some people decide to try the stunts that have been
showcased in the media, which lead to severe injuries.
h) Malware and Fake Profiles: An individual can create an anonymous
account and pretend to be someone else. Anyone can use such profiles
for malicious reasons, such as spreading lies, which can ruin the
reputation of any targetted individual or company.20

20
https://www.aplustopper.com/advantages-and-disadvantages-of-media/

8
 CHAPTER III

TECHNOLOGY

3.1 The Definition of Technology

Technology is the sum of any techniques, skills, methods, and
processes used in the production of goods or services or in the
accomplishment of objectives, such as scientific investigation. Technology
can be the knowledge of techniques, processes, and the like, or it can be
embedded in machines to allow for operation without detailed knowledge
of their workings. Systems (e.g. machines) applying technology by taking
an input, changing it according to the system's use, and then producing an
outcome are referred to as technology systems or technological systems.
Development of technology in education has ability to answer
the questions about the impact of technology in reconstruct the
education system and the use of technology, in line with learning theory.
While, expanded use of computer facilities and other mass media will
led to the rapid transfer of information. The successful teachers need to
be knowledgeable and skilled in the application of new technologies in
order to extend teaching effectiveness besides enhancing positive attitudes.
Educational Technology Media can be categorized from the most common
equipment used in schools which is the textbook and the blackboard, to
modern media such as high-tech computer equipment, LCD, Internet and
digital cameras.21

3.2 The Usage of Technology

Used to support both teaching and learning, technology infuses
classrooms with digital learning tools, such as computers and hand held
devices, expands course offerings, experiences, and learning materials,
increases student engagement and motivation, and accelerated learning.
Technology also has the power to transform teaching by ushering in a new
model of connected teaching. This model links teachers to their students

21
https://en.m.wikipedia.org/wiki/Technology

9
 and to professional content, resources, and systems to help them improve
their own instruction and personalize learning.22

3.3 The Principles of Technology

In this section, four technology learning principles, grounded in
emergent empirical and theoretical literature related to in-service and
preservice technology professional development, are described. Extensive
examples from literature are used to illustrate each principle and to discuss
how the principle’s transformation into practice impacts different teacher-
learners.
Other teacher educators have enumerated technology principles for
preservice education that vary according to subject matter, including
English language arts (Pope & Golub, 2000), science (Flick & Bell, 2000),
mathematics (Garofalo, Drier, Harper, Timmerman, & Shockey, 2000) and
social studies (Mason et al., 2000). An important contribution to the field,
the principles set forth in this collection of articles provided subject-
specific, conceptual frameworks for teacher educators interested in
creating “technology-based activities” (Garofalo et al., 2000) or
“technology infusion” (Pope & Golub, 2000) in preservice education. This
current article extends and strengthens this past work by identifying
principles that apply across subject matter and teacher experience
(preservice/in-service) There are 4 principles for technology learning :
 Principle 1: Connect Technology Learning to Professional
Knowledge
Technology learning should be closely connected to teachers’
professional knowledge, that which directs their professional activities.
The explicitness of the connection cannot be understated, for it is
crucial in enabling teachers to understand conceptually the potential for
technology in their daily professional lives. These students developed
personal visions, the ability to explain and defend their vision, and

22
https://www.ed.gov/oii-news/use-technology-teaching-and-learning

10
 experience in choosing and using technologies in line with their vision,
all of which provides the foundation of technology integrationists.
To accomplish this, a program might build a field-based activity
in which preservice teachers either (a) identify how technologies they
have learned in coursework might serve specific educational aims in the
field context or (b) identify specific educational goals that can be
supported by new technologies they have learned about in the field.
Given the rate of technological innovation, these novice teachers will
need the experience to self-identify connections as they learn new
technologies. Experienced teachers may also be susceptible to a lack of
facility to self-identify connections after learning experiences.
Due to time constraints, practicing teachers may rely on the
connections offered during in-service or by colleagues as their main
source of ideas for using technology. Again, due to innovation,
practicing teachers also need the experience of identifying connections
for themselves. Scaffolded connections are still an important aspect of
the learning experience in order to provide a foundation, but the
instructors or facilitators should encourage all teachers to identify
connections between a technology and their own professional
knowledge.
 Principle 2: Privilege Subject Matter and Pedagogical Content
Connections
Technology will have limited impact on education, as Cuban
(2001) described in cases at the primary, high school, and collegiate
levels, unless technology plays a role in students’ subject matter
learning. Teachers know a lot about how technology can support
general pedagogy. For example, they may use grading programs that
allow students and parents access to up-to-date information; they use
PowerPoint or other presentation tools to provide visual supports for
lectures; they use word processors to write tests or create handouts.
For example, a teacher may learn about word processing,
becoming convinced of its potential assistance in students’ writing

11
 habits. In practice, the students may merely type up their final writing
assignments in the computer lab after they have written them by hand
during or outside of class. The goal of the next principle is to leverage
teachers’ reflection about their own professional beliefs concerning
instruction and learning through technology learning.
 Principle 3: Use Technology Learning to Challenge Current
Professional Knowledge
Learning new technology leverages teachers’ reflections on the
nature of teaching and learning during which they access, consider,
question, and eventually change their professional knowledge and
practice. Yet, the addition of technology into a classroom or school does
not inherently nor naturally reform teaching or learning. For teachers
who do question their teaching beliefs, any subsequent change in beliefs
and practice will take time to emerge. Furthermore, to really produce
change, the learning experience needs to be sustained over time.
Ongoing discussions and consideration are necessary, as was
illustrated in the multiyear intervention that Apple Classrooms of
Tomorrow (ACOT) orchestrated and researched (Sandholtz et al.,
1997). Within the Cullin and Crawford (2003) intervention’s short
timeframe, the preservice participants did not come to learn the
importance of modeling for scientific inquiry. The researchers
suggested that more exposure to these modeling concepts and
experiences, such as in science content courses, might have been
beneficial. Their finding of limited development of particular science
and pedagogical content reflects the lengthy process required for
change in knowledge, beliefs, and practice.
 Principle 4: Teach Many Technologies
The final principle emphasizes the need to teach about many
different technologies. The overall aim of teaching about educational
technology is to help teachers understand what the technologies are and
how the technologies can serve students’ learning of subject matter. To
do this, teachers ultimately must understand how the technology fits

12
 within their professional knowledge and activities. If instructors or
facilitators implement this principle, they should be aware that teachers
might not learn all technologies equally well.
If In line with the vision of developing technology
integrationists, teachers should be encouraged to find technologies that
seem particularly promising for their needs and spend as much time as
needed to understand the advantages and disadvantages of the
technology, ultimately deciding if the technology is worthwhile and
should be sought for use in the teacher’s classroom. In addition, as
instructors grant teacher-learners more flexibility in focusing on certain
technologies, the need for additional instructional and facilitation
assistance may increase to serve all the learning needs during the
learning experience.23

3.4 The Advantages of Technology

a) Improves engagement, when technology is integrated into lessons,
students are expected to be more interested in the subjects they are
studying. Technology provides different opportunities to make learning
more fun and enjoyable in terms of teaching same things in new ways.
For instance, delivering teaching through gamification, taking students
on virtual field trips and using other online learning resources. What is
more, technology can encourage a more active participation in the
learning process which can be hard to achieve through a traditional
lecture environment
b) Improves knowledge retention
Students who are engaged and interested in things they are
studying, are expected to have a better knowledge retention. As
mentioned before, technology can help to encourage active participation
in the classroom which also is a very important factor for increased
knowledge retention. Different forms of technology can be used to

23
https://citejournal.org/volume-4/issue-3-04/general/technology-learning-principles-for-
preservice-and-in-service-teacher-education/

13
 experiment with and decide what works best for students in terms of
retaining their knowledge.
c) Encourages individual learning
No one learns in the same way because of different learning styles
and different abilities. Technology provides great opportunities for
making learning more effective for everyone with different needs. For
example, students can learn at their own speed, review difficult
concepts or skip ahead if they need to. What is more, technology can
provide more opportunities for struggling or disabled students. Access
to the Internet gives students access to a broad range of resources to
conduct research in different ways, which in turn can increase the
engagement.
d) Encourages collaboration
Students can practice collaboration skills by getting involved in
different online activities. For instance, working on different projects by
collaborating with others on forums or by sharing documents on their
virtual learning environments. Technology can encourage collaboration
with students in the same classroom, same school and even with other
classrooms around the world.
e) Students can learn useful life skills through technology
By using technology in the classroom, both teachers and students
can develop skills essential for the 21st century. Students can gain the
skills they will need to be successful in the future. Modern learning is
about collaborating with others, solving complex problems, critical
thinking, developing different forms of communication and leadership
skills, and improving motivation and productivity. What is more,
technology can help develop many practical skills, including creating
presentations, learning to differentiate reliable from unreliable sources
on the Internet, maintaining proper online etiquette, and writing emails.
These are very important skills that can be developed in the classroom.

14
 f) Benefits for teachers
With countless online resources, technology can help improve
teaching. Teachers can use different apps or trusted online resources to
enhance the traditional ways of teaching and to keep students more
engaged. Virtual lesson plans, grading software and online assessments
can help teachers save a lot time. This valuable time can be used for
working with students who are struggling. What is more, having virtual
learning environments in schools enhances collaboration and
knowledge sharing between teachers. Media are the communication
outlets or tools used to store and deliver information or data. The term
refers to components of the mass media communications industry, such
as print media, publishing, the news media, photography, cinema,
broadcasting (radio and television), digital media, and advertising.24

24
https://www.schooljotter.com/blog/2016/02/top-6-benefits-technology-classroom/

15
 CHAPTER IV

LEARNING

4.1 The Definition of Learning

Learning is the process of acquiring new understandings,
knowledge, behaviors, skills, values, and attitudes. The ability to learn is
possessed by humans, animals, and some machines; there is also evidence
for some kind of learning in certain plants. Some learning is immediate,
induced by a single event (e.g. being burned by a hot stove), but much
skill and knowledge accumulate from repeated experiences. The changes
induced by learning often last a lifetime, and it is hard to distinguish
learned material that seems to be "lost" from that which cannot be
retrieved.

4.2 The Purposes of Learning

Human learning starts at birth (it might even start before) and
continues until death as a consequence of ongoing interactions between
people and their environment. The nature and processes involved in
learning are studied in many fields, including educational psychology,
neuropsychology, experimental psychology, and pedagogy. Research in
such fields has led to the identification of various sorts of learning. For
example, learning may occur as a result of habituation, or classical
conditioning, operant conditioning or as a result of more complex
activities such as play, seen only in relatively intelligent animals.
Learning may occur consciously or without conscious awareness.
Learning that an aversive event can't be avoided nor escaped may result in
a condition called learned helplessness, There is evidence for human
behavioral learning prenatally, in which habituation has been observed as
early as 32 weeks into gestation, indicating that the central nervous system

16
 is sufficiently developed and primed for learning and memory to occur
very early on in development. 25

4.3 The Advantages of Learning

Learning can fail Among other the cause is not the application of
principles of learning. Each learning process has certain principles so that
learners can follow the learning process in such a way. Therefore,
learning and learning should be implemented with the principles related to
maintaining students' interest in learning so that the process of transfer of
knowledge, information and culture can occur in a comfortable
atmosphere. One of the challenges in the educational context that teachers
must confront in the classroom is to attract students' attention to the
material they are taught and to maintain that attention. Transfer of
information will be easy when the presentation of the material done by the
teacher in an interesting way so as to generate motivation of learners to be
actively involved in the learning process. The ability of teachers to
challenge and understand varied learning styles can help students be more
passionate about learning. 26

4.4 How to practice / use

1. Non-associative learning
Non-associative learning refers to "a relatively permanent change in
the strength of response to a single stimulus due to repeated exposure
to that stimulus." This definition exempt the changes caused by
sensory adaptation, fatigue, or injury. Non-associative learning can be
divided into habituation and sensitization.
2. Habituation
Main article: Habituation
Habituation is an example of non-associative learning in which one or
more components of an innate response (e.g., response probability,

25
https://en.wikipedia.org/wiki/Learning#Meaningful_learning
26
http://journal.uin-alauddin.ac.id/index.php/auladuna/article/view/116-125/0

17
 response duration) to a stimulus diminishes when the stimulus is
repeated. Thus, habituation must be distinguished from extinction,
which is an associative process. In operant extinction, for example, a
response declines because it is no longer followed by a reward. An
example of habituation can be seen in small song birds—if a stuffed
owl (or similar predator) is put into the cage, the birds initially react to
it as though it were a real predator. Soon the birds react less, showing
habituation. If another stuffed owl is introduced (or the same one
removed and re-introduced), the birds react to it again as though it
were a predator, demonstrating that it is only a very specific stimulus
that is habituated to (namely, one particular unmoving owl in one
place). The habituation process is faster for stimuli that occur at a high
rather than for stimuli that occur at a low rate as well as for the weak
and strong stimuli, respectively. Habituation has been shown in
essentially every species of animal, as well as the sensitive plant
Mimosa pudica and the large protozoan Stentor coeruleus. This
concept acts in direct opposition to sensitization.
3. Sensitization
Main article: Sensitization
Sensitization is an example of non-associative learning in which the
progressive amplification of a response follows repeated
administrations of a stimulus. This is based on the notion that a
defensive reflex to a stimulus such as withdrawal or escape becomes
stronger after the exposure to a different harmful or threatening
stimulus. An everyday example of this mechanism is the repeated tonic
stimulation of peripheral nerves that occurs if a person rubs their arm
continuously. After a while, this stimulation creates a warm sensation
that can eventually turn painful. This pain results from a progressively
amplified synaptic response of the peripheral nerves. This sends a
warning that the stimulation is harmful. Sensitization is thought to
underlie both adaptive as well as maladaptive learning processes in the
organism.

18
4. Active learning
Main article: Active learning
Active learning occurs when a person takes control of his/her learning
experience. Since understanding information is the key aspect of
learning, it is important for learners to recognize what they understand
and what they do not. By doing so, they can monitor their own mastery
of subjects. Active learning encourages learners to have an internal
dialogue in which they verbalize understandings. This and other meta-
cognitive strategies can be taught to a child over time. Studies within
metacognition have proven the value in active learning, claiming that
the learning is usually at a stronger level as a result. In addition,
learners have more incentive to learn when they have control over not
only how they learn but also what they learn. Active learning is a key
characteristic of student-centered learning. Conversely, passive
learning and direct instruction are characteristics of teacher-centered
learning (or traditional education).
5. Associative learning
Associative learning is the process by which a person or animal learns
an association between two stimuli or events. In classical conditioning
a previously neutral stimulus is repeatedly paired with a reflex-
eliciting stimulus until eventually the neutral stimulus elicits a
response on its own. In operant conditioning, a behavior that is
reinforced or punished in the presence of a stimulus becomes more or
less likely to occur in the presence of that stimulus.

6. Operant conditioning
Main article: Operant conditioning
In operant conditioning, a reinforcement (by reward) or instead a
punishment is given after a given behavior, changing the frequency
and/or form of that behavior. Stimulus present when the
behavior/consequence occurs come to control these behavior
modifications.

19
7. Classical conditioning
Main article: Classical conditioning
The typical paradigm for classical conditioning involves repeatedly
pairing an unconditioned stimulus (which unfailingly evokes a
reflexive response) with another previously neutral stimulus (which
does not normally evoke the response). Following conditioning, the
response occurs both to the unconditioned stimulus and to the other,
unrelated stimulus (now referred to as the "conditioned stimulus"). The
response to the conditioned stimulus is termed a conditioned response.
The classic example is Ivan Pavlov and his dogs. Pavlov fed his dogs
meat powder, which naturally made the dogs salivate—salivating is a
reflexive response to the meat powder. Meat powder is the
unconditioned stimulus (US) and the salivation is the unconditioned
response (UR). Pavlov rang a bell before presenting the meat powder.
The first time Pavlov rang the bell, the neutral stimulus, the dogs did
not salivate, but once he put the meat powder in their mouths they
began to salivate. After numerous pairings of bell and food, the dogs
learned that the bell signaled that food was about to come, and began
to salivate when they heard the bell. Once this occurred, the bell
became the conditioned stimulus (CS) and the salivation to the bell
became the conditioned response (CR). Classical conditioning has
been demonstrated in many species. For example, it is seen in
honeybees, in the proboscis extension reflex paradigm. It was recently
also demonstrated in garden pea plants. Another influential person in
the world of classical conditioning is John B. Watson. Watson's work
was very influential and paved the way for B.F. Skinner's radical
behaviorism. Watson's behaviorism (and philosophy of science) stood
in direct contrast to Freud and other accounts based largely on
introspection. Watson's view was that the introspective method was too
subjective and that we should limit the study of human development to
directly observable behaviors. In 1913, Watson published the article
"Psychology as the Behaviorist Views," in which he argued that

20
 laboratory studies should serve psychology best as a science. Watson's
most famous, and controversial, experiment was "Little Albert", where
he demonstrated how psychologists can account for the learning of
emotion through classical conditioning principles.
8. Observational learning
Main article: Observational learning
Observational learning is learning that occurs through observing the
behavior of others. It is a form of social learning which takes various
forms, based on various processes. In humans, this form of learning
seems to not need reinforcement to occur, but instead, requires a social
model such as a parent, sibling, friend, or teacher with surroundings.
9. Imprinting
Main article: Imprinting (psychology)
Imprinting is a kind of learning occurring at a particular life stage that
is rapid and apparently independent of the consequences of behavior.
In filial imprinting, young animals, particularly birds, form an
association with another individual or in some cases, an object, that
they respond to as they would to a parent. In 1935, the Austrian
Zoologist Konrad Lorenz discovered that certain birds follow and form
a bond if the object makes sounds.
10. Play
Main article: Play (activity)
Play generally describes behavior with no particular end in itself, but
that improves performance in similar future situations. This is seen in a
wide variety of vertebrates besides humans, but is mostly limited to
mammals and birds. Cats are known to play with a ball of string when
young, which gives them experience with catching prey. Besides
inanimate objects, animals may play with other members of their own
species or other animals, such as orcas playing with seals they have
caught. Play involves a significant cost to animals, such as increased
vulnerability to predators and the risk of injury and possibly infection.
It also consumes energy, so there must be significant benefits

21
 associated with play for it to have evolved. Play is generally seen in
younger animals, suggesting a link with learning. However, it may also
have other benefits not associated directly with learning, for example
improving physical fitness. Play, as it pertains to humans as a form of
learning is central to a child's learning and development. Through play,
children learn social skills such as sharing and collaboration. Children
develop emotional skills such as learning to deal with the emotion of
anger, through play activities. As a form of learning, play also
facilitates the development of thinking and language skills in children.
There are five types of play:

1. Sensorimotor play aka functional play, characterized by the

repetition of an activity
2. Roleplay occurs starting at the age of 3
3. Rule-based play where authoritative prescribed codes of conduct
are primary
4. Construction play involves experimentation and building
5. Movement play aka physical play

These five types of play are often intersecting. All types of play
generate thinking and problem-solving skills in children. Children
learn to think creatively when they learn through play. [26] Specific
activities involved in each type of play change over time as humans
progress through the lifespan. Play as a form of learning, can occur
solitarily, or involve interacting with others.
11. Enculturation
Main article: Enculturation
Enculturation is the process by which people learn values and
behaviors that are appropriate or necessary in their surrounding
culture. Parents, other adults, and peers shape the individual's
understanding of these values. If successful, enculturation results in
competence in the language, values, and rituals of the culture. This is
different from acculturation, where a person adopts the values and

22
 societal rules of a culture different from their native one. Multiple
examples of enculturation can be found cross-culturally. Collaborative
practices in the Mazahua people have shown that participation in
everyday interaction and later learning activities contributed to
enculturation rooted in nonverbal social experience. As the children
participated in everyday activities, they learned the cultural
significance of these interactions. The collaborative and helpful
behaviors exhibited by Mexican and Mexican-heritage children is a
cultural practice known as being "acomedido". Chillihuani girls in
Peru described themselves as weaving constantly, following behavior
shown by the other adults.
12. Episodic learning
Episodic learning is a change in behavior that occurs as a result of an
event. For example, a fear of dogs that follows being bitten by a dog is
episodic learning. Episodic learning is so named because events are
recorded into episodic memory, which is one of the three forms of
explicit learning and retrieval, along with perceptual memory and
semantic memory. Episodic memory remembers events and history
that are embedded in experience and this is distinguished from
semantic memory, which attempts to extract facts out of their
experiential context or – as some describe – a timeless organization of
knowledge. For instance, if a person remembers the Grand Canyon
from a recent visit, it is an episodic memory. He would use semantic
memory to answer someone who would ask him information such as
where the Grand Canyon is. A study revealed that humans are very
accurate in the recognition of episodic memory even without deliberate
intention to memorize it. This is said to indicate a very large storage
capacity of the brain for things that people pay attention to.
13. Multimedia learning
Main article: Multimedia learning

23
 Multimedia learning is where a person uses both auditory and visual
stimuli to learn information (Mayer 2001). This type of learning relies
on dual-coding theory (Paivio 1971).

14. E-learning and augmented learning

Main article: Electronic learning
Electronic learning or e-learning is computer-enhanced learning. A
specific and always more diffused e-learning is mobile learning (m-
learning), which uses different mobile telecommunication equipment,
such as cellular phones. When a learner interacts with the e-learning
environment, it's called augmented learning. By adapting to the needs
of individuals, the context-driven instruction can be dynamically
tailored to the learner's natural environment. Augmented digital
content may include text, images, video, audio (music and voice). By
personalizing instruction, augmented learning has been shown to
improve learning performance for a lifetime. See also minimally
invasive education. Moore (1989) purported that three core types of
interaction are necessary for quality, effective online learning:

 Learner–learner (i.e. communication between and among peers with

or without the teacher present),
 Learner–instructor (i.e. student-teacher communication), and
 Learner–content (i.e. intellectually interacting with content that
results in changes in learners' understanding, perceptions, and
cognitive structures).

In his theory of transactional distance, Moore (1993) contented that

structure and interaction or dialogue bridge the gap in understanding
and communication that is created by geographical distances (known
as transactional distance).
15. Rote learning
Main article: Rote learning

24
 Rote learning is memorizing information so that it can be recalled by
the learner exactly the way it was read or heard. The major technique
used for rote learning is learning by repetition, based on the idea that a
learner can recall the material exactly (but not its meaning) if the
information is repeatedly processed. Rote learning is used in diverse
areas, from mathematics to music to religion. Although it has been
criticized by some educators, rote learning is a necessary precursor to
meaningful learning.
16. Meaningful learning
See also: Deeper learning
Meaningful learning is the concept that learned knowledge (e.g., a
fact) is fully understood to the extent that it relates to other knowledge.
To this end, meaningful learning contrasts with rote learning in which
information is acquired without regard to understanding. Meaningful
learning, on the other hand, implies there is a comprehensive
knowledge of the context of the facts learned.
17. Evidence-based learning
Main article: Evidence-based learning
Evidence-based learning is the use of evidence from well designed
scientific studies to accelerate learning. Evidence-based learning
methods such as spaced repetition can increase the rate at which a
student learns.
18. Formal learning
Main article: Education
A depiction of the world's oldest continually operating university, the
University of Bologna, Italy Formal learning is learning that takes
place within a teacher-student relationship, such as in a school system.
The term formal learning has nothing to do with the formality of the
learning, but rather the way it is directed and organized. In formal
learning, the learning or training departments set out the goals and
objectives of the learning.
19. Nonformal learning

25
 Main article: Nonformal learning
Nonformal learning is organized learning outside the formal learning
system. For example, learning by coming together with people with
similar interests and exchanging viewpoints, in clubs or in
(international) youth organizations, workshops.
20. Informal learning
Main article: Informal learning
Informal learning is less structured than "nonformal" one. It may occur
through the experience of day-to-day situations (for example, one
would learn to look ahead while walking because of the danger
inherent in not paying attention to where one is going). It is learning
from life, during a meal at the table with parents, play, exploring, etc.
21. Nonformal learning and combined approaches
The educational system may use a combination of formal, informal,
and nonformal learning methods. The UN and EU recognize these
different forms of learning (cf. links below). In some schools, students
can get points that count in the formal-learning systems if they get
work done in informal-learning circuits. They may be given time to
assist international youth workshops and training courses, on the
condition they prepare, contribute, share, and can prove this offered
valuable new insight, helped to acquire new skills, a place to get
experience in organizing, teaching, etc. To learn a skill, such as solving
a Rubik's Cube quickly, several factors come into play at once:

 Reading directions helps a player learn the patterns that solve the
Rubik's Cube.
 Practicing the moves repeatedly helps build "muscle memory" and
speed.
 Thinking critically about moves helps find shortcuts, which speeds
future attempts.
 Observing the Rubik's Cube's six colors help anchor solutions in the
mind.

26
  Revisiting the cube occasionally helps retain the skill.
22. Tangential learning
Tangential learning is the process by which people self-educate if a
topic is exposed to them in a context that they already enjoy. For
example, after playing a music-based video game, some people may be
motivated to learn how to play a real instrument, or after watching a
TV show that references Faust and Lovecraft, some people may be
inspired to read the original work. Self-education can be improved
with systematization. According to experts in natural learning, self-
oriented learning training has proven an effective tool for assisting
independent learners with the natural phases of learning. Extra Credits
writer and game designer James Portnow was the first to suggest
games as a potential venue for "tangential learning".Mozelius et al.
points out that intrinsic integration of learning content seems to be a
crucial design factor, and that games that include modules for further
self-studies tend to present good results. The built-in encyclopedias in
the Civilization games are presented as an example – by using these
modules gamers can dig deeper for knowledge about historical events
in the gameplay. The importance of rules that regulate learning
modules and game experience is discussed by Moreno, C., in a case
study about the mobile game Kiwaka. In this game, developed by
Landka in collaboration with ESA and ESO, progress is rewarded with
educational content, as opposed to traditional education games where
learning activities are rewarded with gameplay.
23. Dialogic learning
Main article: Dialogic learning
Dialogic learning is a type of learning based on dialogue.
24. Incidental learning
In incidental teaching learning is not planned by the instructor or the
student, it occurs as a byproduct of another activity — an experience,
observation, self-reflection, interaction, unique event, or common
routine task. This learning happens in addition to or apart from the

27
 instructor's plans and the student's expectations. An example of
incidental teaching is when the instructor places a train set on top of a
cabinet. If the child points or walks towards the cabinet, the instructor
prompts the student to say “train.” Once the student says “train,” he
gets access to the train set. Here are some steps most commonly used
in incidental teaching:

 An instructor will arrange the learning environment so that

necessary materials are within the student's sight, but not within his
reach, thus impacting his motivation to seek out those materials.
 An instructor waits for the student to initiate engagement.
 An instructor prompts the student to respond if needed.
 An instructor allows access to an item/activity contingent on a
correct response from the student.
 The instructor fades out the prompting process over a period of
time and subsequent trials.

Incidental learning is an occurrence that is not generally accounted for

using the traditional methods of instructional objectives and outcomes
assessment. This type of learning occurs in part as a product of social
interaction and active involvement in both online and onsite courses.
Research implies that some un-assessed aspects of onsite and online
learning challenge the equivalency of education between the two
modalities. Both onsite and online learning have distinct advantages
with traditional on-campus students experiencing higher degrees of
incidental learning in three times as many areas as online students.
Additional research is called for to investigate the implications of these
findings both conceptually and pedagogically. 27

27
https://en.wikipedia.org/wiki/Learning#Meaningful_learning

28
 CHAPTER V

CONCLUSION

The definition of media Media are the communication outlets or tools used
to store and deliver information or data. The term refers to components of the
mass media communications industry, such as print media, publishing, the news
media, photography, cinema, broadcasting (radio and television), digital media,
and advertising. The Term media in its modern application relating to
communication channels was first used by Canadian communications theorist
Marshall McLuhan, who stated in Counterblast (1954): "The media are not toys;
they should not be in the hands of Mother Goose and Peter Pan executives. The
term "medium" (the singular form of "media") is defined as "one of the means or
channels of general communication, information, or entertainment in society, as
newspapers, radio, or television." In Longman Dictionary of Language Teaching
& Applied Linguistics, "media' describes as a general term for television, radio
and newspaper considered as a whole and as ways of entertaining or spreading
news or information to a large number of people. Robert Heinich in a book
Instructional Media and Technology for Learning (2001) describes: A medium
(plural, media) is a channel of communication.

The Purposes of Media Why does the media exist? Media producers, both
for-profit and non-profit, have one intention when creating their media messages:
to sell you something. The statement "the media wants to sell you something"
really means the media wants to convince you of something. Knowing that media
producers are actively trying to sell you something, the better you'll be able to
understand how that particular source of media affects you and others.

The Usages of Media Statistics and market data on Media Usage Media
usage, also called media consumption or media diet, is defined as “the sum of
information and entertainment media taken in by an individual or group” (source:
Wikipedia). On Statista, users can find statistics presenting data on various aspects

29
of media usage.Penetration rates are the most basic measure of media usage.
Consumption patterns can be studied in more detail, analyzing locations where
media is consumed and devices used for its consumption (as in the case of audio,
audio-visual, as well as digital media). Media exposure, meanwhile, measures
reach or penetration of media regardless of the users intent to consume—the share
of individuals in the vicinity of an audio or audio-visual medium that hear or see
its content, with or without wishing to be exposed. Statista provides data on the
most basic measure of news consumption—how many or what share of
individuals stay informed of current events—as well as data on media channels
used to consume news of various types (domestic news, international, sports and
celebrity news).

The Social Impact of Media In a large consumer-driven society, electronic

media such as television and print media such as newspapers are important for
distributing advertisements. Media, through media and communications
psychology, has helped to connect diverse people from far and near a geographical
location. Therefore, understanding media and communications psychology is
fundamental in understanding the social and individual effects of media. Biases in
the media that affect religious or ethnic minorities take the form of racism in the
media and religious bias in the media.

Systems (e.g. machines) applying technology by taking an input, changing

it according to the system's use, and then producing an outcome are referred to as
technology systems or technological systems. The development of technology in
education has the ability to answer the questions about the impact of technology
in reconstructing the education system and the use of technology, in line with
learning theory.

The Usage of Technology Used to support both teaching and learning,

technology infuses classrooms with digital learning tools, such as computers and
handheld devices, expands course offerings, experiences, and learning materials
increases student engagement and motivation, and accelerated learning.

30
 The Principles of Technology In this section, four technology learning
principles, grounded in emergent empirical and theoretical literature related to in-
service and preservice technology professional development, are described.

This current article extends and strengthens this past work by identifying
principles that apply across subject matter and teacher experience (preservice/in-
service) There are 4 principles for technology learning

To accomplish this, a program might build a field-based activity in which

preservice teachers either (a) identify how technologies they have learned in
coursework might serve specific educational aims in the field context or (b)
identify specific educational goals that can be supported by new technologies they
have learned about in the field.

Learning may occur as a result of habituation, or classical conditioning,

operant conditioning, or as a result of more complex activities such as play, seen
only in relatively intelligent animals. Learning that an aversive event can't be
avoided nor escaped may result in a condition called learned helplessness, There
is evidence for human behavioral learning prenatally, in which habituation has
been observed as early as 32 weeks into gestation, indicating that the central
nervous system is sufficiently developed and primed for learning and memory to
occur very early on in development.

The Advantages of Learning, learning can fail Among others the cause is
not the application of principles of learning. Each learning process has certain
principles so that learners can follow the learning process in such away. Therefore,
learning and learning should be implemented with the principles related to
maintaining students' interest in learning so that the process of transfer of
knowledge, information, and culture can occur in a comfortable atmosphere. The
ability of teachers to challenge and understand varied learning styles can help
students be more passionate about learning.

31
32