ROLES OF EDUCATIONAL

TECHNOLOGY
 INTENDED LEARNING
OUTCOME
• Infer the roles of educational technology
in the 21st century classroom, based on
research findings.
 THE FOUR PILLARS OF
EDUCATION & THE 21ST CENTURY
SKILLS
• Learning to learn
• Learning to do
• Learning to live together
• Learning to be
• Enables one to address
coping with situations that Learning to learn
need knowledge, greater
intellectual curiosity,
shapes the mental faculties
& enable one to make
judgment on the things
and situations they
experienced.
• Technology assists them to
carry on with learning
more efficiently through
surfing the net,
discovering through
research & applying
gadgets to facilitate the
acquisition of knowledge.
• Equips one with certain
skills to undertake certain
tasks to be productive and
Learning to do
competent.
• The learner puts into action
what they learned and the
task is translated to actual
manipulation or
productivity.
• Learning to do does not stop
at this point but, a learner
should do the task over and
over again to attain skills
leading to an efficient
performance.
• Technology is applied along
with the task of doing
something.
• Provides the individual the
potential for harmonious
Learning to live
relationship with people around
them.
together
• It also emphasizes the idea about
unity in diversity in terms of
race, religion and personal
beliefs.
• Social media helps people
understand other people’s
reactions by focusing on others
point of view.
• Forum for dialogue and
discussions could help lessen the
gap among peoples’ differences.
• Collaborative projects, social
activities, and membership in
organizations are some ways to
enhance the learners’ ability to
learn to live together.
• Gives an individual a picture
of what he plans to be after Learning to be
certain periods in his
lifetime.
• This pillar will provide a
goal to an individual on the
specific knowledge,
competencies, and tasks
which one should acquire for
a successful life.
• This may concern aesthetic,
artistic, scientific, cultural,
social and developing
imagination and creativity.
• The learner can also discover
technologies which will be
necessary in attaining what
he wants to be.
 ELEMENTS FOR USING
TECHNOLOGY IN EDUCATION
• Element 1: Motivation
• Element 2: Unique Instructional
Capabilities
• Element 3: Support for New Instructional
Approaches
• Element 4: Increased Teacher Productivity
• Element 5: Required Skills for an
Information Age
Element 1: Motivation
 • Robert Gagne states that
Gaining Learner learner’s attention is a critical
first event in providing
Attention optimal conditions for
instruction.
• Pask-McCartney, 1989 &
Summers, 1990-1991 stated
that visual and interactive
features of many technology
resources seem to help focus
students’ attention and
encourage them to spend
more time on learning task.
• Substantial empirical
evidence indicates that
teachers frequently capitalize
on the novelty & television-
like attraction of computers &
multimedia to achieve the
essential instructional goal of
capturing & holding students’
attention.
Encouraging the Learner • Production work makes
learning more meaningful
Through Production to students.
Work • The teachers often try to
engage them in creating
their own technology-based
products.
• This strategy has been used
effectively with word
processing, hypermedia,
computer-generated art &
telecommunications.
• Students seem to like the
activities because they
promote creativity, self-
expression & feeling of self-
efficacy & result in
professional-looking
products they can view
with pride.
 • Many students are motivated by
Increasing Perceptions feeling, they are in control of their
of Learner Control own learning (Amone& Grabowski,
1991 ; Relan, 1992).
• Learner control seems to have
special implications for at-risk
students and others who have
experienced academic failure.
• When students perceive themselves
as in control of their learning, the
result is called intrinsic motivation,
or being motivated by the
awareness that they are learning.
• This finding, reported from the
earliest users of computer-based
materials, is considered as one of
the most potentially powerful
reasons for using technology
resources as motivational aids.
 • Technology has an important
Technology Use as role in motivating students to
Motivation go to school.
• Technology-based methods
have successfully promoted
several kinds of motivational
strategies that may be used
individually or in
combination.
• Another reason for
technology use is the
motivation among students to
enrol in schools were teachers
teach using technology.
• Research findings showed
that this was the reason given
by college freshmen for
enrolling in certain institution
of higher learning.
 Element 2: Unique
Instructional Capabilities
Linking learning to • Through hypertext
information sources systems, as seen on many
(Learning to know) Internet Web pages,
students can select a
keyboard from a screen
and get pointers from
several other sources with
information on the same
topic.
• These lead to other
related sources and
topics, forming an endless
chain of information.
Helping learners visualize • Kozma (1991) reports that
problems & solutions interactive visual media
(Learning to do) seem to have unique
instructional capabilities
for topics that involve
social situations or
problem solving.
• He notes that these media
provide powerful visual
means of “representing
social institution and
tasks such as
interpersonal problem
solving, foreign language
learning or moral
decision making.”
 • Students’ progress can be
Tracking learners’
recorded and reported in
progress (Learning to be)
many ways.
• Preparing a portfolio on
class accomplishment can
be recorded in a log book
or in an electronic diary.
• A system of recording
students’ progress can be
done through computers’
program which can be
availed of by both the
students and the parents
within and after a
grading period.
 • Several computer
Linking learners to
programs enable students
learning tools
to solve statistical data,
researchers about
different topics and other
data related to their
interests ranging from
humanities, the arts,
communication history
and many more.
Element 3: Support for New
Instructional Approaches
Cooperative Learning • This demonstrates the
value of small groups
with members coming
from different learning
abilities.
• Example: Development of
small project by group.
Each member has a task
to do to complete the
task.
 • Also known as distributed
intelligence.
Shared Intelligence • According to some
theorists, the capabilities
afforded by new
technologies make the
concept of intelligence as
something that resides in
each person’s head to
restrictive.
• “Intellectual partnership
with computers suggests
the possibility that
resources enable & shape
activity & do not reside in
one or another agent but
are genuinely distributed
between persons, situations
& tools”(Polin, 1992).
 • Students can solve
Problem Solving and
problems & represent
Higher-level Skills
their knowledge by
engaging in higher level
skills. Problem solving
can be done by:
– Sensing the problem
– Researching the problem
– Formulating the problem
– Finding the alternatives
– Choosing the solution
– Building acceptance
• All of the above processes
involve higher-level skills
(Jonnaser, 1999)
Element 4: Increased
Teacher Productivity
• Freeing time to work with students by
helping with production and record
keeping tasks
• Providing more accurate information
quickly
• Allowing teachers to produce better-
looking more “student-friendly” materials
quickly.
Element 5: Required Skills
for an Information Age
 • Solomon (1995) states that
Technology Literacy “Technology for students is
about economic
competitiveness”.
• The International Society
for Technology in
Education (ISTE), the group
that collaborated with the
National Council for the
Accreditation for Teacher
Education (NCATE) to
develop educational
technology standards for
pre-service programs, also
developed National
Educational Technology
(NET) for K-12 students.
 • Johnson & Eisenberg (1996)
Information Literacy introduced the “Big Six”
skills.
• The information explosion
fostered by the Internet has
made the Big Six skills
more important to learning
and more involved with
technology.
• However, Roblyer (1998)
notes that students seem to
find three skills-the ones
requiring use of technology
procedures more enjoyable
and easier to do. It is the
application & analysis tasks
that present the most
difficulty.
 • Research findings reveal
Visual Literacy the importance of visual
literacy among teachers,
they must utilize well-
planned images when
preparing instructional
materials to capture the
real the real essence of
what they like to convey
to the learners.
• Here, technology will
make this task easier.
• Illustrations and pictures
are found in the computer
which they can easily
access and use.