Educational

Technology
 Competency
Choose appropriate principles in the
preparation and utilization of the
conventional and non-conventional
technology tools as well as
traditional and alternative teaching
strategies.
Educational Technology
Field dedicated to the theory and
practice of design, development,
utilization, management and
evaluation of process and resources
for learning.
 Theory and Practice
O Design
O Instructional System Design
O Evaluation
O Problem analysis
O Measurement
O Formative Evaluation
O Summative Evaluation
 Theory and Practice
O Development
O Print Technologies
O Audio Technologies
O Still Visuals
O Audio-visual technologies
O ICTs
O Electronic Technologies
O Integrated Technologies
 Theory and Practice
O Utilization
O Media Utilization
O Implementation
O Institutionalization
O Policies and Regulation
O Management
O Project Management
O Management of Delivery System
O Diffusion of Innovation
Technology Education

Process of determining
where and how
technology fits into
teaching and learning.
Five Domains of Educational
Technology
ODesign
ODevelopment
OUtilization
OEvaluation
OManagement
Design, Development and Utilization
of Educational Technology

O Instructional Design Models

O ADDIE Model (Analysis, Design,
Development, Implementation, Evaluation)
O ASSURE Model (Analyze Leaners, State
Objectives, Select Media and Materials,
Require Learner Participation and Evaluate and
Revise)
 Principles in the Selection,
Development and Utilization of
Educational Technologies
O Purpose
O Appropriateness
O Meaningfulness
O Breadth
O Responsiveness
O Authenticity
O Spatial Contiguity
O Split-Attention Principle
O Usefulness/Utility
 Principles in the Selection, Development
and Utilization of Educational Technologies
O Communicative Effectiveness
O Interest
O Cost Effectiveness
O Presentation
O Portability (Handy)
O Correctness
O Simplicity
O Assessment
Factors affecting the Selection of
Educational Technologies
O Human Factors
O Learner Factors
O Individual Differences
O Attention span
O Number of Learners
O Physical Disabilities
O Teacher Factors
Factors affecting the Selection of
Educational Technologies
OInstructional Method
OPractical Constraints
O Objectives
O Availability
O Time
O Resources
 Contributions of Educational
Technology of Education
O Increase student’s motivation
O Supplies stimulating environment
O Promotes higher-level thinking skills
O Offers students diversity
O Provides unique opportunities
O Changes role into positive directions
 Contributions of Educational
Technology of Education
O Inspire students and teachers
O Fosters the development of leadership
O Supports new instructional approaches
O Problem-based , project-based, multiple
intelligences
O Supplies information
O Expands classroom “walls”
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations

Text/Print Readily Reading level Direct student

available or learners with reading
Flexible Memorization Emphasize the
use of visual
Economical Passive Check the
teacher’s
guide
Supplement
text
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations

Still Visuals Realistic Size Use simple

Format materials
Printed visuals Readily 2D Provide
available and written or
inexpensive verbal cues
Lack of Use one visual
motion at a time
Hold visuals
steady
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations

Displayed Multi-purpose Common Check the

visuals place visibility
Colorful Not portable Decide in
advance
Participation Print using
upper and
lower case
Face our
audience
Integration of Conventional
Educational Technologies
Types Selection Utilization

Advantages Limitations

Projected Instructor Instructor Focus the

visuals control dependent image

Preparation Turn off lights

required
Standing
facing our
class
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations

Projected Versatility Use

visuals appropriate
pacing
OHP Direct
student’s
attention
Opaque Summarize
projector frequently
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations

Real objects Less abstracts Storage Familiarize

and Models and more
concrete

Readily Possible Indicate actual

available damage size, shape
and color

Attract Possible Avoid passing

students damage single object
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations
Audio Student and Fixed Audible
Technologies teacher sequence
preparation
Audio cassette Familiarity Pacing Use an
handout or
worksheet
Verbal Accidental Follow-up
message erasure

Stimulating
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations
CD Locating Limited
Selections recording

Resistance to Pacing
damage
Integration of Conventional
Educational Technologies
Types Selection Utilization
Advantages Limitations
Audio-visuals Motion Fixed paced Check
lighting

Real-life Scheduling Get students

mentally
prepared
Repetition Misinterpretat List on the
ion chalkboard.
Support.
Invlove
Ten Commandments in Creating
Learning/ Presentation Materials
O Don’t overcrowd
O Be consistent
O Use appropriate typefaces and point
uses.
O Use bold and italics for emphasis, but
don’t overuse.
O Use titles, headings and subheadings
Ten Commandments in Creating
Learning/ Presentation Materials
O Use numbers to direct through sequences
O Use graphics and illustrations to reinforce
ideas
O Use symbols and icons as identifying markers.
O Use color/audio/music to stimulate but not to
overpower, the senses.
O Produce the materials with technical
excellence-good quality, good audio, clear
 International Society for
Technology in Education (ISTE)
No. Administrators Teachers Students
I Leadership and Engage in Technology
Vision Professional Operations and
Growth and Concepts
Leadership
II Learning and Facilitate and Creativity and
Teaching Inspire Student Innovation
Learning and
Creativity
III Productivity and Model Digital- Communication
Professional Age Work and and
Practice Learning Collaboration
 International Society for
Technology in Education (ISTE)
No. Administrators Teachers Students
IV Support, Research and
Management and Information
Operations Fluency
V Assessment and Design and Critical
Evaluation Develop Digital- Thinking,
Age Learning Problem Solving
Experiences and and Decision-
Assessments Making

VI Social, Legal and Promote and Digital

Ethical Issues Model Digital Citizenship
Citizenship and
Responsibility
Essential Conditions for Technology
Integration in the Classroom
O Shared vision for technology integration
O Standards and curriculum support
O Required policies
O Access to hardware, software and other
resources
O Trained personnel
O Technical assistance
O Appropriate teaching and assessment approaches
 Integration of Information and
Communications Technologies (ICTS)
into Teaching and Learning
Integration of Computers to Support Teaching and
Learning
Types Selection Utilization
Advantages Limitations
Better Learning Equipment Use a display
and Retention requirement that is
appropriate to
the number
Effectiveness Startup costs Install and test
Multimedia across learning all
domains
 Integration of Information and
Communications Technologies (ICTS)
into Teaching and Learning
Integration of Computers to Support Teaching and
Learning
Types Selection Utilization
Advantages Limitations
Realism Complexity and Run the
lack of standard software from
the hard drive
Multimedia Address Compatibility Introduce our
different presentation
learning styles
and differences
 Integration of Information and
Communications Technologies (ICTS)
into Teaching and Learning
Integration of Computers to Support Teaching and
Learning
Types Selection Utilization
Advantages Limitations
Interactivity Limited Run the
intelligence and software from
skills the hard drive
Multimedia Motivation Direct student’s
online
explorations
Individualization Use appropriate
pacing
 Integration of Information and
Communications Technologies (ICTS)
into Teaching and Learning
Integration of Computers to Support Teaching and
Learning
Types Selection Utilization
Advantages Limitations
Consistency

Learner Control

Multimedia High speed

personalized
responses
Exchange of
collaboration and
collaboration
Realism through
color, music and
animated graphics
 Instructional Roles of
Computer
O Role of Computer as a Teacher
O Categories of Computer-Assisted Instruction
(CAI), their Uses and Features
Categories Use/Purpose Features
Interactivity
Memorize and Immediate
recall info feedback
Drill and Practice Increase Infinite practice
proficiency Variable kevel of
difficulty
Motivation
 Instructional Roles of
Computer
O Role of Computer as a Teacher
O Categories of Computer-Assisted Instruction
(CAI), their Uses and Features
Categories Use/Purpose Features
Assume primary Embedded question
instructional role of Branching
Tutorial teacher or tutor Dynamic
presentation
Recordkeeping
 Instructional Roles of
Computer
O Role of Computer as a Teacher
O Categories of Computer-Assisted Instruction
(CAI), their Uses and Features
Categories Use/Purpose Features
Represent or model Control of multiple
a real situation or variables
Simulation phenomenon Dynamic
presentation
Time control
Effects of chance
 Instructional Roles of
Computer
O Role of Computer as a Teacher
O Categories of Computer-Assisted Instruction
(CAI), their Uses and Features
Categories Use/Purpose Features

Add an element of Motivation

Instructional game fun in CAI Game structure
Sensory appeal
 Instructional Roles of
Computer
O Role of Computer as a Teacher
O Categories of Computer-Assisted Instruction
(CAI), their Uses and Features
Categories Use/Purpose Features

Promote student’s Focus on specific

higher order problems types
Problem solving thinking skills such Quantity
as logic, reasoning Variety
pattern recognition
and strategies
 Instructional Roles of
Computer
O Role of Computer as a Tool
O Informative Tools
O Communicative Tools
O Synchronous
O Asynchronous
O Productivity/Constructive Tools
O Situating Tools
Instructional Roles of Computer
Software Type Sample Classroom uses
Word Processing
Presentation Software
Spreadsheets
Databases
Desktop Publishing software
Test generator/test item banks
Image processing tools
Video development tools
Integration of the Internet and Distance
Education to support Teaching and
Learning
O Internet – net, information superhighway and
cyberspace
Common Use of Internet
Categories of Use Example Classroom App
Communication Keypals
Instant messaging
Chat
 Interpersonal
exchanges Global classroom
Electronic
appearances
Electronic
mentoring
Integration of the Internet and Distance
Education to support Teaching and
Learning
O Internet – net, information superhighway and
cyberspace
Common Use of Internet
Categories of Use Example Classroom App
Information
exchanges
 Information Electronic
collection publishing
Integration of the Internet and Distance
Education to support Teaching and
Learning
O Internet – net, information superhighway and
cyberspace
Common Use of Internet
Categories of Use Example Classroom App
Information
 Problem solving searches
projects Scavenger Hunts
Web Quest
Integration of the Internet and Distance
Education to support Teaching and
Learning
O Internet – net, information superhighway and
cyberspace
Common Use of Internet
Categories of Use Example Classroom App
Information
Retrieval/Direct
Instruction
Shareware
Instructional Sites
Teacher Sites
Integration of the Internet and Distance
Education to support Teaching and
Learning
O Internet – net, information superhighway and
cyberspace
Common Use of Internet
Categories of Use Example Classroom App
General Sources
Museums and
Virtual Sites