Combined slides of edutech.1 copy

1
Introduction to Educational
Technology
EDCR 121
MR. BERNARD MENSAH

AMOAKO
EDUCATIONAL TECHNOLOGY
EDUCATION TECHNOLOGY
3
What is Education?
To educate means to train people to acquire knowledge,
skills and attitudes.
Education is the process of human learning by which
knowledge is imparted, faculties trained and skills
developed.
Education is a process by which individuals born into a
society learn the ways of life that include knowledge, skills
and attitudes of the society so that they can function
effectively as members of the society.
4
What is Education? (Cont.)
Education is the business of developing an
individual or the continuous all-round
development of an individual for life through the
•Formal approach
•Informal approach
•Non-formal approach.
5
Formal Education
Organized and structured learning and

training that takes place in schools.
It usually has a curriculum and syllabus
that are prescribed.
Examinations are used for evaluation.
6
Characteristics of Formal Education
Planned with a particular end in view.
Limited to a specific period.
Well-defined and systematic curriculum.
Given by specially qualified teachers.
Includes activities outside the classroom.
Observes strict discipline
7
Informal Education
Learning or training that takes place casually all

the time throughout a person’s life.
Most of the time, informal learning takes place
unconsciously through all kinds of experiences in
the family, with friends, and the whole
community.
Observation, imitation and participation are the
methods people use in informal education.
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Characteristics of Informal Education
Incidental (by chance) and spontaneous
(natural feeling).
Not preplanned.
Not imparted by any specialized agency.
No prescribed time-table or curriculum.
May be positive or negative.
9
Non-formal Education
The type of learning or training that is organised

at specified times but is not part of a school
programme.
Usually, it is organised by various established
bodies to meet specific learning needs of various
groups.
These programmes are usually loosely
structured.
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Characteristics of Non-Formal
Education
It is not compulsory as compared to formal
education.
It takes place outside the realm of formal
education.
It is conscious and deliberate.
It is organized for a homogeneous group.
Serving the need of the identified group for a
specific reason.
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What is Technology?
The word “Technology” was derived from the
Greek word “Technos” meaning “Art”.
In Ancient Greek when people talked of Art

they were talking of skills/techniques and ideas
used in drawing, painting and sculpturing.
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What is Technology ? (cont.)
Technology has to do with all the ways people use
their inventions and discoveries to satisfy their needs
and desires.
Technology is a systematic and integrated
organization of men, machine, ideas and procedures
to achieve a desired goal.
Technology can be explained in two ways. That is,
technology as a process, and technology as a product.
13
What is Technology? (cont.)
Technology as a process will mean the on-
going business of practicing an approach to
doing a thing. This can be termed as soft
technology.
Technology as a product is the end result of
the practicing business. These are visible
aspects of technology and they can be termed
as hard technology.
14
What is Educational technology?
 “A systematic way of designing, carrying out and

evaluating the total process of learning in terms of specific
objectives based on research in human and non-human
resources to bring about more effective instruction”
(Trickton, 1970) .
“Is the application of research, learning theory, emergent
technologies, and child and adult psychology to solving
instructional and performance problems“
(University of North Carolina Media Services, 1997).
15
What is Educational Technology?
(cont.)
“Educational technology is the study and ethical
practice of facilitating learning and improving
performance by creating, using, and managing
appropriate technological processes and resources”
[Association of Educational and Communication

Technology (AECT), 2008].
16
AECT’s Definition Contains Four
Components.
First, the focus is a “study and ethical practice.”

Second, the purpose of educational technology is
“facilitating learning and improving performance”.
The third part of the definition tells us how we do this: “by
creating, using and managing”.
The fourth stage of the definition tells us what we work
with: technological processes and resources.
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Essential Elements of Educational
Technology
Identification of educational problem that
should be resolved.
Understanding of the audience and its needs.
Specification of goals and objectives.
Establishment of priorities among problems.
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Essential Elements Of Educational Technology
(Cont.)
Examination of various alternatives for solving the educational
problems.
Identification of necessary financial, physical and human
resources pre-requisite to the achievement of established
goals/objectives.
Development of a feedback system between the learner and
the teacher, and an evaluation system.
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What is Instructional Technology?
A field concerned with improving the efficiency and
effectiveness of learning and performance through
designing instruction (including all the phases of activity
from needs assessment to evaluation).
Instructional technology is the branch of
education concerned with the scientific study
of instructional design and development.
The main purpose of instructional designers is to create
engaging and effective learning experiences.
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Goal of Instructional Technology
To Teach how to plan, design, develop, implement,
evaluate and manage instructional processes
effectively to ensure improved performance by
learners
To Understand how people learn and how to best
design instructional delivery systems and materials
To Use appropriate technology to aid in the design
and delivery of the instruction.
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Difference between Educational Technology and
Instructional Technology
More professionals now use educational
technology in a general sense to describe any use
of technology in an educational endeavour
 Instructional technology, on the other hand,
has more to do with direct application of
technology in the acts of teaching and learning.
Instructional technology is a sub-category of
educational technology.
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Functional Perspectives of
Educational Technology
Educational technology can be viewed in
two functional perspectives. These are:
Technology in Education and
Technology of Education
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Functional Perspectives of
Educational Technology (Cont.)
Technology in Education refers to the product;
that is, the application of technological products
such as audio, visual and audio-visual to
education.
Technology of Education refers to the process;
that is, systematic planning, executing and
evaluating of educational process to enhance
efficiency and effectiveness.
24
Exercise
1. What comes to mind
when you think of
Educational Technology?
2. How would you define
Educational Technology?
3. Check all that you think
apply to Educational
Technology in Figure A
4. How many did you
choose and why?
Figure A
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Technology
EDCR 121
Unit 1 Week 2 Lecture
LECTURERS:
P R O F. S A M U E L A S A R E A M O A H
D R . PA U L K O B I N A E F F R I M
DR. PETER ESHUN
MR. BERNARD MENSAH AMOAKO
M R . J O S H U A U P O A L K PA J O R
DR. JOSEPH APPIANING
OUTLINE
1. The Timeline of Educational Technology
in Schools (A brief history of Edutech in
schools USA)
2. Importance of Educational Technology
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The Timeline of Educational Technology in Schools
1900 - 1920 - Age of the One-Room Schoolhouse
1923 - Radios were introduced to classrooms; major cities established
classroom instruction on radios - accounting, history and arithmetic were
included
1930s - overhead projectors initially used for US military training
purposes quickly spread to schools
1933 - 52% of schools were using silent films and 3% were using sound
films
Click the link below to view the infographic of the timeline of EduTech in schools
(https://elearninginfographics.com/timeline-of-educational-technology-in-schools-infographic/)
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The Timeline of Educational Technology in Schools (Cont.)
1939 - the first TV appeared in a classroom in LA; now the most

widely used technology in schools
1950 - Headphones became popular in schools and stations
used to listen to audio tapes were dubbed 'language labs'
1964 - BASIC developed at Dartmouth College with the intent to
give students a simple programming language that was easy-to-
learn
1967 - Texas Instruments Inc. develops the handheld calculator
1967 - LOGO programming language developed
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1972 - Scantron - automatically graded multiple choice items

1973 - The Minnesota Educational Computing Consortium (later
Corporation), most commonly known as MECC was founded.
Creators of Lemonade Stand ('73) and Oregon Trail ('74)
1984 - The Apple Macintosh computer is developed. The ration
of computers to students in US schools is 1 - 92
1985 - Touch typing software Mavis Beacon Teaches Typing is
developed and popularized in schools
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1988 - Laptops are developed and are eventually utilized

as teaching tools
1990 - CD-ROM disks became the new kind of storage
1992 - Schools use Gopher servers to provide students
with online information
1994 - According to the National Center for Education
Statistics (NCES), about 35% of American public schools
had Internet access
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1995 - Most Computer Aided Instruction is delivered on

CD-ROM disks and is growing in popularity
1996 - Faculty create instructional web pages
1999 - SMART boards introduced in schools
2001 - 80% of schools with internet access offered
professional development training for teachers for
integrating technology into classrooms.
2002 - 99% of schools had internet access
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2009 - 1 computer for every 5.3 students in US schools

2010 - 1 wireless device for every 3.4 students in US
schools
2011 - 80% of children under 5 use internet daily in the
US
2012 - 1.5 million iPads provided by schools
2013 - 90% of students under the age of 18 have access
to mobile technology
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Class Discussion
How has educational
technology evolved in
Ghanaian schools over the
past 7 years?
34
Importance of Educational Technology
It makes teaching and learning easier (e.g., the use

of PowerPoint and overhead projectors in teaching
It increases collaboration among learners (e.g.,
Google Docs, Discussion Board , and other social
media tools
It makes education very accessible irrespective of
geographical location (e.g., through the use of LMS,
Zoom, etc.)
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Importance of Educational Technology
(Cont.)
Students and teachers spend less on textbooks because

they can access the digital version online
It facilitates research in education
Ease of access to information over the internet
It facilitates assessment of student learning via LMS
Students can learn at their own pace (e.g., asynchronous
learning)
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Assignment
With relevant examples, explain five (5) reasons
why it is importance for a student-teacher to take a
course in educational technology.
(Not more than ONE page)
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Introduction to Educational Technology
EDCR121
Week 3 Unit 2 Lecture
L E C T UR E R S:
DR. PETER ESHUN
THEORIES OF LEARNING
A theory provides a general explanation for
observations made over time.
A theory explains and predicts behaviour.
A theory is a statement that describes, explains,
predicts and controls phenomenon of interest.
Theories of learning explain how learning
occurs.
LEARNING PARADIGMS
A paradigm is a way of thinking about the real world or
a way of looking at something.
In education, educators have their own understanding
of how people learn-hence learning paradigms
There are three main learning paradigms. These are:
Behaviourism
Cognitivism
Constructivism
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LEARNING PARADIGMS (CONT.)
There are learning theories associated with each of
these paradigms.
Behaviourism (e.g., classical conditioning and operant
conditioning theories)
Cognitivism (e.g., Piaget’ Cognitive Development theory)
Constructivism (e.g., Vygotsky’s Sociocultural theory)
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BEHAVIOURISM
Behaviourism is primarily concerned with observable and
measurable aspects of human behaviour.
The origins of behaviourist learning theories may be
traced backed to the early 1900's with the formulation of
"associationistic" principles of learning.
Behaviourist emphasize changes in behaviour that result
from stimulus-response associations made by the learner.
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BEHAVIOURISM (Cont.)
A stimulus is any event, which is
perceived by the human sense receptors
(Roger & Allan, 1978). It can be a visual
event, a sound, a taste, a touch, a smell or
any combination of these.
A response is an event, which is elicited
by (or results from) a stimulus.
Behaviourism (Cont.)
Behaviourism is a worldview that assumes a
learner is essentially passive, responding to
environmental stimuli.
The learner starts off as a clean slate (i.e. tabula
rasa)
Learner’s behaviour is shaped through
reinforcement and punishment
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Reinforcement:
Reinforcement is any event that
strengthens or increases the
behavior it follows.
45
Types of Reinforcement
Positive reinforcers are favourable events or outcomes that
are given to the individual after the desired behaviour is
exhibited. This may come in the form of praise, rewards, etc.
Negative reinforcers typically are characterized by the
removal of an undesired or unpleasant outcome after the
desired behaviour. A response is strengthened as something
considered negative is removed.
The goal in both of these cases of reinforcement is for the
behaviour to increase.
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Punishment:
Punishment is the presentation of an
adverse event or outcome that
causes a decrease in the
behavior it follows.
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Types of Punishment
Positive punishment is when unfavorable events or
outcomes are given in order to weaken the response
that follows.
Negative punishment is characterized by when a
favorable event or outcome is removed after an
undesired behaviour occurs.
The goal in both of these cases of punishment is for a
behaviour to decrease.
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REINFORCEMENT PUNISHMENT
(Behaviour Increases) (Behaviour Decreases)
POSITIVE Positive Reinforcement Positive Punishment

(Something is added) Something is added to increase desired Something is added to decrease undesired
behaviour behaviour
Ex: Smile and compliment student on good Ex: Give student detention for failing to
performance follow the class rules
NEGATIVE Negative Reinforcement Negative Punishment

(Something is removed) Something is removed to increase desired Something is removed to decrease undesired
behaviour behaviour
Ex: Give a free homework pass for turning in Ex: Make student miss their time in break for
all assignments not following the class rules
Educational Implications of
Behavioursim
Instruction should be provided gradually or little by
little, from simple to complex and the subsequent
one should build on the previous one.
Material to be learned should be arranged
systematically and in sequential steps from simple to
complex.
Students should be encouraged to progress at their
own pace.
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Educational Implications of Behaviourism
(Cont.)
Teachers should encourage learner’s participation.
Teachers should reinforce the behaviour in their students
which they wish to be repeated.
Evaluation should be encouraged with prompt feedback.
All artifacts which do not contribute to the mastering of
the content should be screened out.
Instructional objectives should focus on performance
behaviour.
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COGNITIVISM
The cognitivist paradigm essentially argues that
the “black box” of the mind should be opened and
understood.
The learner is viewed as an information processor
(like a computer).
Cognitivism uses the metaphor of the mind as
computer: information comes in, is being
processed, and leads to certain outcomes.
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COGNITIVISM (cont.)
Cognitivism focuses on the inner mental activities –
opening the “black box” of the human mind is valuable
and necessary for understanding how people learn.
Changes in behaviour are observed, but only as an
indication of what is occurring in the learner’s head.
They try to explain that learning takes place by
internalize mental activities.
Educational Implications of Cognitivism
Teachers should…
◦ speak aloud so that learners can hear clearly what they
are saying.
◦ write clearly so that learners can see.
◦ do well to gain learners’ attention and interest.
◦ motivate learners by creating desirable learning
environment.
◦ give a piece of information at a time.
◦ encourage learners to rehearse information.
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Constructivism
Constructivism posits that learning is an active,
constructive process.
The learner is an information constructor.
People actively construct or create their own
subjective representations of objective reality.
 New information is linked to prior knowledge, thus
mental representations are subjective.
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Constructivism (cont.)
Constructivism states that learning is an active,
contextualized process of constructing knowledge
rather than acquiring it.
Knowledge is constructed based on personal
experiences and hypotheses of the environment.
Learners continuously test these hypotheses
through social negotiation.
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Each person has a different interpretation and
construction of knowledge process.
Constructivism assumes that all knowledge is
constructed from the learner’s previous
knowledge, regardless of how one is taught. Thus,
even listening to a lecture involves active attempts
to construct new knowledge.
NOTE: A common misunderstanding regarding
constructivism is that instructors should never
tell students anything directly but, instead,
should always allow them to construct
knowledge for themselves. This actually
confuses a theory of pedagogy (teaching) with a
theory of knowing.
Educational Implications of
Constructivism
The goal of instruction is not teach information but to create
situations or learning environments that enable the students
to interpret information from their own understanding.
The teacher should act as a facilitator, guiding and supporting
learners in the process of constructing knowledge.
Learning should be situated in relevant and realistic context.
The learning environment should be the direct replica of real
life situation.
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summary
BEHAVIOURIST COGNITIVIST CONSTRUCTIVIST
Knowledge is: Passive, largely automatic Abstract, symbolic A constructed entity made by
responses to external factors in representations in the mind of each individual through the
the environment individuals learning process
Learning is: A relative permanent change in A change in a learner’s Discovery and construction of
behaviour understanding meaning
Focus of learning is on: Association, operant Increased meaning and Problem-solving and
behaviour, conditioning improved memorisation construction of meaning
Key learning concept: Reinforcement and Elaboration Intrinsic motivation

programmed
learning/instruction
Centred on: Teacher Learner Learner
Implications for Technology
Integration
How teachers/instructors view the role of media and
technologies in the classroom depends very much on
their beliefs about how people learn. In other words, it
depends on the camp they belong to- either
behaviourism, cognitivism or constructivism
Determining which learning paradigm to use depends
on several factors including the characteristics of the
individual learners (e.g., age and prior experiences),
learning goal, context and complexity of the content
Implications for Technology Integration
(Cont.)
For example, when the learning task requires practice and
repetition, it may be best to employ drill and practice which is
a behaviourism principle of learning.
On the other, when the learning task requires understanding
and development of concepts, it may be prudent to use
concept map, which is in line with the cognitivists perspective.
Social media tools for collaboration, knowledge acquisition
and problem-solving are consistent with the constructivists
perspective.
End of session
EDCR 121
LECTURERS:
DR. PETER ESHUN
Instructional media
WHAT IS MEDIA?
It is derived from a Latin word “medium”
meaning “between”.
A medium (plural- media) is a channel of
communication.
A medium refers to anything that carries
information from a source to a receiver.
What is Media? (cont.)
A medium is a channel of
communication. The plural form of
medium is media.
Medium is derived from the Latin
word meaning “between” or
“middle”
Media (cont.)
In education, media are the means, forms, or vehicles
by which instruction is delivered to the learner
Examples: slides, film/videos, television, diagrams,
computer, printed materials, etc.
They are considered instructional media when they
carry messages for instructional purposes.
The basic characteristic of media is that they carry a
message to a receiver.
Media (cont.)
The purpose of instructional media is
to facilitate communication between
the teacher and the student so as to
enhance student learning.
What is Instructional media?
The broad-range of resources which can be used to facilitate effective and efficient
communication in the teaching and learning process (Abimbade, 1997).
This may include traditional materials such as
◦ chalkboards,
◦ handouts,
◦ charts, and slides,
◦ overheads, real objects, and videotape or film
Newer materials and methods such as
◦ computers,
◦ DVDs, CD-ROMs,
◦ the Internet, and interactive video conferencing.
Educational Media
They are both human and material resources which
can be used in the classroom to teach in order to
make teaching and learning to be explicit, thought
provoking, interesting, efficient and effective.
They are audio, visuals or audio-visual materials which

helps in the achievement of specific learning
objectives.
Educational Media (Cont.)
Educational media should not be
master to the teacher but a good
servant.
Educational media are means to an

end but not an end in themselves.
What is Multimedia?
A system in which various media (e.g., text, graphics, video
and audio) are integrated into a single delivery system under
the control of a computer.
The use of a computer to combine various media (e.g., text,
graphics, audio, and video) and to create the links and tools
that allow the user to navigate, interact, create, and
communicate.
A combination of different media types
What is Multimedia? (Cont.)
Multimedia
Video Graphics Audio

e.g., videotape, e.g., Text
videodisc &
e.g., slides,
audiotapes and e.g., a book
DVD filmstrips CD
Characteristics of Media
They have the capability to diffuse information and
knowledge
They have the capability to show some colour,
motion, symbolic representation, or simultaneous
picture and sound.
Some are static e.g. pictures, photographs, maps and
some are dynamic (motion films and TV).
Characteristics of Media (Cont.)
Some are locally designed or produced by
classroom teacher while others are commercially
produced.
Some are big and are usually very complex,
sophisticated and expensive. E.g. TV, Computer,
Some are small and are less complex and less
expensive. E.g. charts, slides, films, maps etc.
Types of Instructional Media
Real objects and models
Printed text (books, handouts, worksheets)
Printed visuals (pictures, drawings, charts, graphs)
Display boards (chalk, bulletin, multipurpose)
Slides and filmstrips
Audio (tape, disc, voice)
Video and film (tape, disc)
Television (live)
Computer software
The Web
The Role Of Instructional / Educational Media
♣Facilitate learning
♣Gain attention
♣Recall prerequisites
♣Present objectives to the learners
♣Present new content
♣Support learning through examples and visual elaboration
♣Elicit student response
♣Provide feedback
♣Enhance retention and transfer
♣Assess performance
Class Activity
Discuss the strengths and limitations of
the various instructional media listed on
Slide 18. For each medium, point out
one strength and one limitation.
Class Activity
Instructional Media Strengths Limitations
Videotape
Multimedia
Display boards
Overhead projector
Text
Audiotapes
CD
Classification of instructional media
There are different ways to classify media. These may
include:
Print media, non-print media, electronic media
Projected media & non-projected media
Audio media, Visual media & Audio-visual
Hardware and software
Power Consumption
Physical dimensions
Criteria for Selection of Instructional Media
Objective(s) of the lesson to be taught.
Learning style of the learners
The type of learning which the learners are to be engaged in
Practicability of the media
Availability of the media
Durability of the media
Portability of the media
Available technical know-how or expertise
Basic steps in using instructional
media
Proper selection
Preparation before use
Presentation
Immediate follow-up
Evaluation
Types of instructional media
production techniques
Imitative production technique
Adaptive production technique
Creative invention
Imitative Production Technique
This involves the teacher producing

instructional media by adopting and using
models and techniques which other
producers have used for producing and
testing of their own products.
Adaptive Production Technique
It requires the creation of new forms of

products from already produced product.
The producer works out the objectives and
uses his initiative to change the already
existing product to suit his own new
purpose and operations.
Creative Invention
The ability to define and solve problems in

original ways without too much dependence on
the other people’s guidelines or products.
It is the use of creativity, initiative and originality
to develop new products with new functions,
which no one else has ever produced.
Edgar Dale’s “Cone of Experiences”
Dale was a famous Educationist.
Dale’s Cone of Experience is a model that incorporates
several theories related to instructional design and
learning processes.
In the final edition of his work “Audio-visual Methods in
Teaching” Dale introduced the cone of experiences as a
pictorial device for showing the progression of learning
experiences from direct first hand participation to pictorial
representation and on to purely abstract, symbolic
expression.
Edgar Dale’s “Cone of Experiences” (Cont.)
Edgar Dale theorized that learners

retain more information by what they
“do” as opposed to what they “hear”,
“read” or “observe”.
Attributes of the cone
It indicates the broad base that direct experiences
provide for learning and communication
It classifies instructional material according to the
degree of experiential concreteness that each provides
Its various levels may suggest the most appropriate
method for teaching an abstract concept given the
child’s needs and abilities at the time
It suggests the interrelated and interdependent nature
of learning experiences and instructional materials.
End of session
Course Code: EDCR 121
Instructional Design Models

LECTURERS:
DR. PETER ESHUN
94
Instructional Design is a field concerned with improving
the efficiency and effectiveness of learning and
performance by designing instruction or training programs
systematically.
Instructional design is the systematic process of analyzing

the needs of the learner, determining the instructional
objectives, developing, producing, and delivering learning
materials, and evaluating the overall effectiveness of the
entire teaching and learning process.
Instructional Design (ID) (Cont.) Instructional design also refers to the systematic and
reflective process of translating the principles of learning
and instruction into plans for instructional materials,
activities, and evaluation.
95
Instructional design can be regarded as
both science and an art.
It is a science because it is rooted in

learning theories, principles from
psychology, sociology, philosophy, and
education
Instructional Design (ID) (Cont.)

It is regarded an art because the designing
of instructional materials is a highly creative
process.
96
The goal of instructional designers is to
identify the performance, skills and attitude
gaps of a targeted audience(learners) and
create instruction or select learning
experiences that will close this gap.
Instructional designers can assists in

developing new courses or redesigning
courses for both face-to-face and online
courses. Instructional designers are also
Instructional Design (ID) (Cont.)
expert in creating training materials, such as
teaching manuals and student guides.
97
Instructional Design Models
ID model provides guidelines as to how to organize the learning
conditions in order to promote the attainment of some intended
learning outcome(s).
ID model guide in developing and implementing effective

instructional procedures in a specified span of time.
ID model provides guidelines to organize appropriate

pedagogical scenarios to achieve instructional goals. 98
Instructional Design Models (Cont.)
ID model can also be viewed as a tool or a framework to
develop instructional materials.
ID model also allows instructional designers to visualize the

learning/training need and breakdown the process of designing
the learning/training material into steps.
Some ID models focus on how to make the lesson plan while

others focus on the delivery of the content itself
99
TYPES OF INSTRUCTIONAL DESIGN
MODELS
There are several instructional design models.

Examples include:
The ASSURE model

The ADDIE model
Dick and Carey model
100
ASSURE:
Instructional Design
Model
An instructional design model that

has the goal of producing more
effective teaching and learning.
“ASSURE” is an acronym that

stands for the various steps in the
model.
10
1
A – Analyze learner characteristics
The first step in the process is that the teacher

should analyze the attributes of his/her learners.
The analysis of your learners should include:
The general attributes of your learners, such as age,
academic abilities, gender, interests, etc.
Prior competencies (knowledge, skills, and attitudes
about the topic)
Learning styles, such as auditory, visual, and tactile
102
S – State Standards and
Objectives
After the analysis of the learner attributes, the teacher must
state standards and objectives for the learning module.
The mark of a good set of learning objectives is conformity
to the ABCD of well-stated learning objectives. They are as
follows:
Audience – For whom is the objective intended?
Behaviour – What is the behaviour or performance to be
demonstrated?
Conditions – What are the conditions under which the behaviour or
performance will be observed?
Degree – To what degree will the knowledge or skill be mastered?
103
S – State Standards and
Objectives (Cont.)
Example of the ABCD of learning objectives
◦ Given a sentence written in the past or present tense, the student
will be able to re-write the sentence in future tense with no
errors in tense.
Audience – the student
Behaviour – Rewrite the sentence in the future tense
Conditions – Given a sentence written in the past or present
Degree – With no errors in sentence
104
S – Select Strategies, Technology,
Media, and Materials
Figure out which delivery method will be best for your
instruction.
Decide what proportion of your instruction will be
instructor-centered and what proportion will be student-
centered?
Figure out which technology, media, and materials best
support the method of teaching that you’re using (this
ranges from simple tools such as chalk and blackboard to
more sophisticated ones such as Power-Point
presentations) 105
U – Utilize Technology, Media, and
Materials
It’s important to follow the “5 P’s” process to achieve
this:
Prepare the Technology, Media, and Materials
Preview the Technology, Media, and Materials
Prepare the Environment
Prepare the Learners
Provide the Learning Experience 106
R – Require Learner Participation
Plan on how you are going to actively engage your students in the teaching and
learning process
This needs to be figured out both at the class level and the individual level.
The most basic step that you can take is requiring participation of the students
in class discussions.
A more sophisticated approach would require that students prepare questions

and comments at home to bring into the class 107
E – Evaluate and Revise
The final step in the ASSURE process is just as crucial as all of the
others.
 In this step, you evaluate the impact of your teaching on student
learning.
This includes an evaluation of your teaching strategies and the
technology/media, and materials that you used.
It requires asking yourself some questions such as: Did the lesson
meet the objectives? Can the lesson be improved? Was the choice
of media appropriate for the lesson?, etc.
108
The ADDIE Model
Figure A: The ADDIE Process

109
Analysis:
◦ Considered as the “Goal-Setting Stage”. The focus is to
distinguish between what the students already know and
what they have to know after completing the course
There are 3 main types of analyses that the instructional
designer needs to focus on at this stage:
 Learner analysis
 Content analysis
 Context analysis
11
0
Analysis (Cont.)
Learner Analysis- Questions to consider include:
Who are your target learners? What are the characteristics
of your learners?-adult learners or children?, their age(s)?,
socio-economic background?, their current
knowledge/performance?, what is the desired
performance?, knowledge gap?; how will instruction get
your students to where you want them to be at the end of
the course or semester?
11
1
Analysis (Cont.)
Content Analysis- Questions to consider include:
What will your learners learn? Consider the Learning
objectives or outcomes. How will the learners be assessed?
11
2
Analysis (Cont.)
Context Analysis- Questions to consider include:
Where will the learning or instruction be delivered? Is it going to be online or
face-to -face environment? Is the learning environment conducive? Do you
have the resources to deliver the instruction or course online? Is there anything
that will impede the instruction that you are going to deliver?
11
3
Design
This is the phase where the instructional designer will
"design“ the instruction ,i.e., put ideas on paper. It
includes writing instructional objectives, interviewing
subject matter experts, writing instructional content
and instructional materials, determining which
methods and media will be incorporated into the
course or instruction, determine the assessment
methods, etc.
11
4
Design (Cont.)
Some specific questions to consider include:
What are your students supposed to learn in the course? Will
you prepare the teaching and learning material yourself or you
are going to utilize third party resources or media (e.g., video,
audio)?; What types of activity are you going to generate during
the teaching and learning process?; Will you adopt the teacher-
centered or learner-centered method?, How will learners be
assessed? How often will learners be assessed?, etc.
11
5
Development (Cont.)
The Development phase could also be referred to as the production
phase. This is because is the stage where the instructional designer will
actually create the “things” or materials that will be used during the
teaching and learning process.
Examples include the lecture materials, the website that supports the
course (virtual classroom), the handouts, the tests and exam questions,
assessment rubrics that instructors and students will use, the PowerPoint
presentations, and the case study videos and audios, etc.
This stage involves creating and testing of the learning
materials/resources
11
6
Development (Cont.)
Important questions to ask at this stage include:
◦ Do you have all the instructional materials that you need?
◦ Are the instructional materials adequate?
◦ Have you created your assessment and rubrics?
◦ Have you tried the instructional materials such as the videos, audios,
etc.
◦ Is there the need to make a revision to the instructional material(s)?
◦ Have you tried the paper and pencil test or the online test?, etc.
11
7
Implement (Cont.)
The implementation phase is where the actual instruction takes place. A
prototype of the instruction or instructional materials is deployed with the
target learners. In other words, this is the stage where the target learners
will review the instruction or take course.
At this stage, the instructor will have to employ all the teaching methods
and strategies in order to achieve the instructional objectives, whether the
setting is a classroom, a lab, a field setting, or online. Thus, the
implementation phase involves facilitation of student learning.

11
8
There is the need for on-going monitoring of the
teaching and learning process once the learners start
using the instructional prototype.
The purpose is to learn about the technological
problems and instructional glitches that may occur.
Thus, the implementation phase is subject to revision(s).
11
9
Important questions to consider at this stage include:
◦ What method(s) would you employ to collect data about the experiences
of the learners taking the instruction or course?
◦ What is the feedback given to you by students and colleagues during initial
demonstration of the instruction? Are they genuinely interested in the
instruction?
◦ What will your response be if you unable to achieve your instructional
objectives?
12
0
Important questions to consider at this stage include:
◦ When technical and other problems arise do you have a back-up
plan or strategy?
◦ Will you go for implementation on a small or a large scale?
◦ Will the target learners be able to review the instruction on their
own or will they need constant guidance?
12
1
Evaluation
This is the stage where the instructional prototype or instructional process
will be subjected to meticulous scrutiny.
It is the stage where the instructional designer will consider what went well
and what didn’t go well with the instructional prototype.
The evaluation phase can be broken down into two parts. That is, formative
evaluation and summative evaluation
The formative evaluation actually happens during the design, development
and implementation stages, and assesses what instructors and students are
doing.
12
2
Evaluation (Cont.)
Summative evaluation occurs after the instruction has
been delivered .
That is, the instruction and what the students did during
the teaching and learning process are evaluated
The evaluation phase tells the instructional designer
whether the learners have participated well in the
instruction and whether the instructional objectives have
been met.
12
3
Dick and Carey model
124
Stage 1. Instructional Goals
The first step is to figure out the instructional goals.

This means that you are able to, or will be able to,
identify what it is the students need to learn.
It all depends on what kind of material your main
theme is covering.
125
Stage 2. Instructional Analysis
At this stage, you determine the skills

that your students will need to learn; in
other words, what you plan to teach
them.
126
Stage 3. Entry Behaviors and Learner
Characteristics
Next, you have to assess which skills the students have

and are needed for this current lesson you are designing.
These skills will be crucial to the success of the lesson.
127
Stage 4. . Performance Objectives
You must figure out specific goals and

objectives for the lesson.
This is the equivalent of the SWBAT – or

Student Will Be Able To ……
128
Stage 5. Criterion-Referenced Test Items
Create a test (consistent with the performance objectives) that will

reflect what you’re hoping to teach the students.
Referring back to notes you have made will help you figure out
what to test.
These are meant to help the students understand what they have
or have not mastered yet.
The test is also a checkpoint for the parents and/or administrators.
129
Stage 6. Instructional Strategy
• You begin to outline your lesson plan.

This means that you will be able to demonstrate what you want
them to learn, add activities, and decide how each segment will
be done.
• If you want to have group activities for example, now is the
time to decide when and what materials will be covered by the
activity.
130
Stage 7. Instructional Materials
You make sure you have what you need ready

for the lesson.
If you have something you already know will

work, use it.
131
Stage 8. Formative Evaluation
You would have to evaluate how the lesson went.

Were there some students who weren’t too thrilled with the group work
for example?
Did your group activities go well?
Did some students sit back while others did all the work, expecting to ride
along for a good grade?
Could you use this time to go for a field trip or to work in smaller groups?
132
Stage 9. Summative Evaluation
You revise.
This step is all about making sure that when you restart the teaching process,
it’ll work out.
You simply look back at your entire experience using the model.
Did it work out for you?
Did you create a better lesson plan than you had before? Or did it work against
you?
Did you find yourself spending too much time on one area?
133
EDCR 121
Communication
Prof. Samuel Asare Amoah

Dr. Paul Kobina Effrim
Dr. Peter Eshun
Mr. Bernard Mensah Amoako
Mr. Joshua Upoalkpajor
Dr. Joseph Appianing
134
What is communication?
The process of transmitting information and common
understanding from one person to another (Keyton, 2011).
Communication is the “human cement” that glues our society and
all other cultures together.
It links us emotionally and intellectually to other individuals,
groups, and institutions.
Communication is often functionally defined as “the sharing of
experiences” or “the transfer of meaning” or “the transmission of
values” but it is more than the sum of these actions.
135
Verbal, Non-verbal, and Unintended Communication
Verbal Communication is a message or information expressed in words,
either orally or in writing
Non-verbal Communication is any gesture or behaviour that conveys
information, often simultaneously with spoken words
Unintended Communications are the excess meanings of utterances;
they are the messages received by students without the teacher’s
awareness or desire.
 For instance, a teacher may say, “This section of the text won’t be on the test, but
read it anyway for background.”
 But a student may instead hear the message, “Do not read this section of the text.”
 What is heard is not what the teacher intended to be heard.
136
Levels of communication
Daily routines involve very diverse communication
experiences. These activities tend to fall into four
relatively discrete levels of communication. These
are:
Intrapersonal communication
Interpersonal communication
Group communication
Mass communication.
137
Levels of communication (cont.)
The four levels of the process of communication can be visualized
along a V-shaped continuum.
Intrapersonal interpersonal Group mass
138
Intrapersonal communication describes one
person talking to himself/herself. It is the thought
process. All of us think things through before we
speak or act.
Interpersonal communication may be dyadic
(two persons) or triadic (three people) or it may
involve few individuals communicating with one
another in close emotional or physical proximity.
139
Group communication covers situations from
participating in a business meeting to going to a class,
etc. As the numbers of people increases, the level of
involvement often change.
Mass communication involves a communicator
(nearly always more than one person) using a mass
medium to communicate with very large audiences.
140
Four major changes occur as we move to the far right
onto the process of mass communication
 The number of participants increases.
 The message becomes less personal, less specialized, and more
general.
 The audience members become physically and emotionally
separated in time and space from other members and from the
communicator.
A mass medium must always be involved for mass
communication to occur.
141
Purposes of communication
To inform. That is, making other people to be aware
of happenings in the society. This could be through
instruction, teaching or through the mass media.
To affect other people, influence them either
through persuasion or argument.
To entertain. That is, something that amuses or
interest people.
142
Elements of Communication
The communication process involves the following
elements/components (Cheney, 2011)
Sender/Source/Encoder
Message
Channel/Medium
Receiver/Destination/Decoder
Barrier/Noise factor
Feedback
143
Message
Figure K. The communication process

Barriers To Effective Communication
Eisenberg (2010) describes four types of barriers to
effective communication. These are:
Process barriers
Physical barriers
Semantic barriers
Psychological barriers
Barriers To Effective Communication (Cont.)
Process Barriers. These have to do with the steps in the

communication process. Every step in the communication process is
necessary for effective and good communication. Blocked steps
become barriers. Examples:
 Encoding barriers-the sender is not able to communicate ideas
clearly to the receiver because of certain factors (e.g., language
barrier)
 Medium barriers-the sender communicates his/her
grievances/mind to the receiver through a medium instead of
confronting the receiver face-to-face (e.g., the sender writes an
emotional letter to the receiver instead of confronting the receiver
in-person)
Process Barriers (cont.)

 Decoding barriers-the receiver is not able to interpret the
information communicated to him/her correctly because of the
manner the information was relayed
Receiver barriers-the receiver does not listen to the
conversation attentively, because the receiver is
preoccupied with other task(s)
Feedback barriers-the receiver does not communicate
back to the sender to demonstrate real understanding
of the communication that took place.
Physical Barriers. These are

physical distractions or
interferences that can negatively
influence effective communication.
Examples: telephone calls, drop-in
visitors, etc.
Semantic Barriers. These have to do

with the words choose and how we use
those words, when communicating with
others. The meaning people attach to the
words we use to communicate with them
can cause communication barriers
Psychological Barriers. These are

barriers that relate to life
experiences and our perceptions of
events, people and objects
Psychological Barriers. Three important concepts are

associated with psychological barriers. These include:
Fields of experience: (i.e., the individual’s background
including field of expertise). When the sender’s field of
experience overlaps very little with the receiver’s,
communication becomes difficult.
Filtering: Individuals normally filter or sift information

communicated to them. More often than not, people see and
hear what they are emotionally programmed to see and hear.
Our needs and interests affect the way filter information.
Psychological Barriers (cont.)

Psychological distance: When people hold
grievances/resentments against others, it
creates a psychological distance (similar to
physical distance) between them, which
impedes their ability to communicate
effectively
Specific Examples of How Communication
Breakdowns Can Occur
The mental image the sender holds about the receiver
and vice versa
Lack of empathy-that is, the inability to put one’s self
into other people’s shoes
Self-perception- How we see ourselves affects our ability
to communicate effectively
Lack of understanding of one’s role in an organisation
Culture-Our cultural beliefs, biases and prejudices often
serve as barriers to effective communication
Lack of listening ability
Guidelines for Improving Communication Effectiveness
(Cont.)
Both the sender and receiver of information/message have responsibility

to ensure effective communication.
Sender’s responsibilities. The sender…
needs to clarify his/her ideas before
communicating
examine the true purpose of each communication
consider the human and physical setting
needs to consult with others, if possible, when
planning a communication
(Cont.)
Sender’s responsibility (Cont.). The sender…

needs to take the opportunity, when it arises, to
convey something of help or value to the receiver.
needs to ensure that their actions support their
communications
needs to strive to understand, not only be understood
Can resort to communication redundancy in order to
get the receiver’s attention-i.e., sending the information
repeatedly to the receiver in a variety of ways
(Cont.)
Receiver’s responsibilities. The receiver must…

stop talking
put the talker at ease
remove any distraction(s)
empathize the talker(s)
be patient
hold his or her temper
go easy on argument and criticism
ask questions
Stop talking
(Cont.)
Receiver’s responsibilities. Kneen (2011) proposed 10 rules

for good listening, including the receiver must…
stop talking
put the talker at ease
remove any distraction(s)
empathize the talker(s)
let/show the talker you want to listen by
paying attention
(Cont.)
Receiver’s responsibilities (cont.). The receiver must…

be patient
hold his or her temper
go easy on argument and criticism
ask questions
Stop talking (Note. This is the first as
well as the last)
Importance of Communication to the Teacher
It will help the teacher to make his/her class interesting and
livelier
Students will participate in a lesson where the teacher has
communicated ideas effectively
Communication will guide the teacher in selecting the best
teaching method(s) for a particular lesson
It will help the teacher to manage his/her class effectively
It will help the teacher to know whether the instructional
objectives have been achieved
LECTURERS:
PROF. SAMUEL ASARE AMOAH
DR. PAUL KOBINA EFFRIM
Technology
EDCR121 DR. PETER ESHUN
MR. JOSHUA UPOALKPA JOR
Week 9 Unit 6A Lecture DR. JOSEPH APPIANING
IMPROVISATION
Improvisation as a concept is applicable to several
professions and traditions (Holdhus et al.,, etc
2016), including music, acting, teaching, etc.
What is Improvisation is derived from the Latin word

Improvisation improvisus which, means “the unforeseen”
(Karlsen, 2006), or “the unexpected” (Dehlin,
? 2008).
Thus, improvisation is the intuitive and

spontaneous reaction(s) to unforeseen or
unexpected/ challenging situation(s).
In teaching, the descriptions of improvisation
“vary from the ability to make spontaneous
decisions and solve problems, there and
then, to the enactment of concrete
instructions regarding what to do” (Mæland
What is & Espeland, 2017).
Improvisation?
(cont.)
In the twenty-first century, teachers must
learn to improvise in order to deal with
challenges, with a focus on creativity, critical
thinking, innovation and problem-solving
(Mæland & Espeland, 2017).
It is the “art of substituting for the real
thing” Eniaiyeju (1985)
What is The act of making /producing teaching

Improvisation? and learning materials from locally
available resources (Olarewaju, 1994)
(cont.)
The ability to take existing

resources/materials and put them
together in a new combination for an
instructional purpose(s).
What is Improvisation? (cont.)
Improvisation is the act of devising

and constructing alternative
Improvisation is the “intuitive,
instructional media as substitute for
spontaneous and responsive activity,
the manufactured ones( Ajewole,
sometimes to make the best of things
1998). In other words, “when the real
when plans fail or something
instructional media and equipment
unforeseen happens” (Holdhus, 2016)
are not available, improvisation takes
their place” (Adu & Adu, 2014)
To equip students and teachers with
the requisite skill for improvisation
To generate in students and teachers

Reasons for the interest and motivation for
Improvisation indigenous technology
To deal with the menace of lack of or

inadequate instructional materials
for teaching and learning
To sensitize both students and
teachers that alternatives for
ready-made instructional media in
Reasons for teaching and learning are possible
Improvisation
(Cont.) To achieve the set out educational
objectives through the use of
improvised instructional materials
in teaching
Adu and Adu (2014) enumerated the
following importance of improvisation in the
teaching and learning process:
The process of improvisation equips teachers
Importance of and students with manipulative skills, the
Improvisation in knowledge of creativity and critical thinking
Teaching and Improvisation helps to save the cost of
Learning looking for ready-made instructional media,
which may be more costly
Improvisation promotes self-reliance and a
feeling of confidence during instruction
delivery
Improvisation can result in the discovery of
new thought patterns, practices, new
structures/symbols, and new ways to act
Improvisation helps teachers and learners to

Importance of be opened to new perspectives and actions
Improvisation in
Teaching and
Learning (Cont.) Improvisation can inculcate in teachers the
ability to adjust to new situations or
demands from the curriculum
Improvisation can equip teachers with the

ability to respond quickly and decisively in
different situations.
Principles of Improvisation
Berk and Trieber (2009) describe seven principles of improvisation. They include:
Trust: In order for a group of teachers and/or students to be successful and productive, the
members of the group, referred to as “players”, must trust one another.
Acceptance: This principle is dubbed the “Golden Rule” of improvisation by Gessell (1997). Teachers must be
willing to accept a new idea(s) in order to explore its possibilities. Teachers must offer to improvise using ideas,
words or movement and must build on it. In other words, teachers must say yes, accept the offer, build on it,
contribute and discover new ideas.
Attentive listening: Players must be aware of the partners with whom they are co-creating in
order to increase their understanding of each other and to be able to communicate effectively.
Spontaneity: This principle allows players to co-
create instantly, without the opportunity to revise.
Spontaneity allows players to initiate words and
actions, by suspending any critical judgment about
what others say.
Storytelling: Through storytelling, players develop
Principles of the ability to create a collaborative narrative that
Improvisation connects their dialogue. This strategy often results in
(Cont.) memorable content.
Nonverbal communication: This involves the use of

facial expressions and body language to help
communicate attitude, character, and
trustworthiness.
Warm-ups: To be able to improvise verbally
and physically effectively, the players must
warm-up. Thus, the warm-up activities are
designed to help the players to transition
Principles of into an improvisational mode, be
Improvisation spontaneous and humorous, and “listen”
(Cont.) carefully to one another. Warm-up activities,
therefore, provide an opportunity to
develop trust and safe environments, where
the players can feel free to explore
To be able to improvise, the teacher needs
to be creative and imaginative
Teacher This suggests that improvisation is

Creativity and inherently human (Mæland & Espeland,
Improvisation 2017)
Christensen (2016) reckons that “to think

creatively, we cannot rely solely on linear
knowledge; we have to instead focus on
improvisation”.
Teacher Creativity and
Improvisation (Cont.)
“Creativity takes no excuses and

improvisation reminds us that it’s up to us to
adapt and build and do what we can with
what we have. Anything else simply isn’t
creativity”(Christensen, 2016).
Adu and Adu (2014) delineated basic steps
to be followed for effective improvisation:
Identify the item to be improvised and
fabricated
Steps For
Effective Understand the basic principles involved in
Improvisation its working or use
Design and draw a rough sketch of the item
Make a list of the materials needed to

create the prototype
Construct the item according to
the given procedure to produce
the prototype
Steps For
Effective Test and evaluate through use
Improvisation
(Cont.)
Re-design if need be and mass-

produce if possible and
necessary
EDCR121
Week 9 Unit 6B Lecture
Legal, Social and Ethical Issues in the Digital Age
LECTURERS:
D R . PA U L KO B I N A E F F R I M
DR. PETER ESHUN
MR . BERN A RD MEN SA H A MOA KO
Once technology is implemented in any
organisation, several issues that are not
technical in nature may arise. These issues
may be legal, social, and ethical in nature.
Introduction
As a student of eductech and a would-be
teacher, it is important for you to
understand some of these non-technical
issues so that you can take steps to avoid
them and also help your students to stay
away from them.
Consider this!
Assume you wrote and published a book. You were later
informed that someone made copies of your book and sold
Legal Issues them on the market. How would you feel?
Obviously, you won’t be happy about this. This is because
you own the book. The book is your intellectual property,
because it is the creation of your mind.
The good news is that there are laws that protect
intellectual property. One of such laws is called Copyright.
Copyright Copyright refers to the legal means of protecting an

author's work or intellectual property.
In simple terms, copyright is the right to copy. In other

words, who has the right to copy the author’s work.
Legally, the original creator(s) of the work or products and
anyone the creator of the work gives authorization to, are
the only ones with the exclusive right to reproduce the
work or make copies of the work.
Generally speaking, materials or works protected by
the copyright laws should not be used without the
permission of the owner or the creator.
Ghana has a copyright Act (Act 690), which was

Copyright enacted in 2005. The goal of Ghana’s Copyright Act is
to ensure that authors and owners of works specified
(Cont.) in the copyright Act, (Act 690) obtain maximum
benefits from their creativity and investments.
Copyright infringement is a criminal offense
in Ghana. Violations under the Copyright Act are
punishable by a fine.
In Ghana, the copyright protection is 70 years after the
Copyright death of the copyright holder. In other words, the duration of
(Cont.) copyright in Ghana is the lifetime of the creator of the work
and 70 years after the death of the creator.
Art works copyright law (e.g., sculptures, drawings,
paintings, photographs and maps.
Literary works copyright law ( broadcasting scripts,
poems, books, stories, novels, and stage directing).
Examples of Broadcasting copyright law.
what the
copyright Act Audiovisual works copyright law.
in Ghana Computer software copyright law

protects
Musical works copyright law
Sound recording copyright law.

Fair use
While materials or works protected by the copyright laws should not be used without the permission of
the owner or the creator, there are situations where copyrighted materials can be used without
permission from the owner or creator of the work. However, such uses are subject to Fair Use guidelines.
Fair use allows limited use of copyrighted materials without permission from the copyright holder for
purposes such as personal uses, teaching, research for which there should be citation of source, news
reporting, review purposes, etc.
Fair use, which is a subset of the U.S. copyright law, thus outlines the legal boundaries of utilizing
copyrighted material without the copyright holder's permission.
Fair use guidelines stipulate the conditions under which teachers can use copyrighted materials for face-to-
face instruction or lesson.
Fair Use Guidelines
To use copyrighted works, it is important for individuals to ask the following four
basic questions.
1. What is the intended use?

 Are you using it for educational purposes?
 Is the use noncommercial in nature?
2. What type of work is it?

 Is the work primarily factual in nature?
 Does the work contain relatively little creative or imaginative
substance?
3. How much of the work do you intend to use?
4. What impact does this kind of use have on the market for the work?
 Would the use substitute for purchasing the original?
 Would the use negatively affect the market potential of the original?
What is
Cyberbullying? Any form of harassment through electronic
means
Using the Internet , cell phones or other

devices to send or post text or images with the
intention to hurt or embarrass another person.
Social Issues
The use of electronic communication to bully
someone, usually by sending messages of an
intimidating or threatening nature.
Sending, posting, or sharing negative, harmful,

false, or mean content about someone
Cyberbullying can occur via:
 text messaging and
messaging apps on mobile
or tablet devices
 social media (e.g.,
Facebook, Instagram, etc.)
Cyberbullying
(Cont.)  online chatting over the
Internet
 online gaming platforms
 online forums, chat rooms
 email
With the prevalence of social
media, cyberbullying is
widespread
Cyberbullying
(Cont.)
Research indicates that victims
of cyberbullying tend to harm
themselves rather than
enduring the online hate
Schools can help to address the issue of
cyberbullying in their admission policies, on
course outlines, display/notice boards, etc.
Schools can also have students sign Internet
Safety Pledges promising they will not engage
Cyberbullying in cyberbully.
(Cont.) Teachers can educate their students about
what cyberbullying is and how best to deal
with online hate
Teachers can also help educate parents about
the issue of cyberbullying and suggest home
Internet polices to protect their children
Plagiarism
Plagiarism refers to “presenting
someone else’s work or ideas as your
Ethical Issues own, with or without their consent,
by incorporating it into your work
without full acknowledgement”
(University of Oxford, 2021).
In academia, plagiarism is a serious
ethical offense, and it also violates
copyright laws.
Forms of Verbatim (word for word) quotation without clear
plagiarism acknowledgement
Cutting and pasting from the Internet without clear

acknowledgement
Paraphrasing plagiarism
Ethical Issues
Collusion- Involves the co-operation of at least two
students, with the intent to deceive their lecturer
Inaccurate referencing/citation
Hiring someone to write a paper on your behalf

Plagiarism is unethical; it undermines the
intellectual integrity of those who engage in
the act
Schools should have clear policies to deal
with plagiarism
Plagiarism
(Cont.) Schools should also purchase anti-plagiarism
software such as Turnitin, SafeAssign, etc. to
deal with such acts.
Teachers should also address the issue of
plagiarism on their course outlines
Purdue Online Writing
Lab is a great online
resource that can help
students to improve upon
their writing (APA style)
APA Writing Style and to learn how to cite
Help?
properly and avoid
plagiarism. Click on the
link below to learn more
https://owl.purdue.edu/owl/research_and_citati
on/apa_style/apa_formatting_and_style_guide/
general_format.html
Bibliography
Lever-Duffy, J. & McDonald, J. B. (2011). Teaching and Learning with Technology (4th .ed.). Boston:
Pearson
EDCR 121
Handheld Technologies
(Mobile And Wireless Learning Technologies)
LECTURERS:
D R . PA U L K O B I N A E FFR I M
DR. PETER ESHUN

Any portable device that can be carried and held in one's
palm.
Any computing or electronic device that is compact and

portable enough to be held and used in one or both hands.
What are They are much smaller and are easy to transport; they have
memory to store documents and files.
handheld They are equipped wireless Internet access and can be used to
devices? surf the web, check e-mail messages and compose new ones
They can also serve as a graphical calculator, word processor,

and the like.
Handhelds are the quickest and most economical devices

available to present day learners.
Examples of
handheld devices
How handheld
technologies benefit
students
The Benefits of Tablets/iPads
Computers in Teaching and Learning
Effective communication. Through
Source of learning material/information. By
tablets computers, teachers can
just a click of a button, the teacher can
Easy to Use. Tablets and iPads are way more communicate/connect with pupils
deliver engaging material to the students in
intuitive and easier to use by children than and parents both in the school and
real-time. Students can have access to
desktop and laptop computers. outside the school environment.
current information/materials for their
Parents can also monitor the
assignments and research projects
performance of their children easily
Teachers can vary the mode of delivery to meet different learning styles
and learning needs. For instance, a teacher can show a video, present
texts, charts, etc. on a particular lesson. Learners with disabilities or
special needs can also be assisted with the help of tablet computers. For
instance, virtually impaired learners can speak into their tablets and
turn their voice into text for their essay writing assignments.
The Benefits of Tablets/iPads Computers
in Teaching and Learning (Cont.)
They are cost-effective than textbooks. While the initial
investment may seem a little more expensive, schools may
They are portable and support quicker reporting of events. For instance, save more money on tablets in the long run. For example,
students can document their field trips experiences right away with schools may change their curriculums, which may require
their tablets--be it a visit to a manufacturing site, zoo or a museum. This writing/buying new books or updating existing textbooks.
is because students can easily bring their tablets to the site and key in All these may end up costing tens of thousands of money
their experiences, instead of having to bring their project home or to supply hundreds of students. Tablets/iPads can easily be
school before inputting their experiences into the computer updated with the newest versions of information without
the need to reprint or write/buy textbooks and distribute to
students.
Preparing students for the future. When students work with tablets computers, it will improve upon
their computer skills, which will not only be a part of their everyday lives as adults, but it will also be
vital part of many career paths. In this day and age, employers are interested in candidates who
possess the basic computer skills, including the ability to use applications such as Word, Excel, Access,
PowerPoint, etc.
The Disadvantages of Using Tablets/iPads
Computers in Teaching and Learning
Unnecessary distraction
(e.g., students may watch Social issues (e.g., Legal issues (e.g.,
videos or play games cyberbullying) copyright)
while teaching is going on
Security issues (e.g.,

Technical limitations
Ethical issues (e.g., hacking of
(e.g., batteries
plagiarism) information stored
running out)
on the computer)
Teaching and learning applications
As schools continue to realize the power tablets and
smartphones hold for better learning in the classroom, apps has
fast become one of the trends in education.
Apps in schools can make students more interactive and activate
better engagement between teachers and students.
There are apps to support creative writing and collaboration,
flipped classroom, math classroom, etc.
Examples: Spellwizards, ABCya, Edmodo, Ananse The Teacher
App, etc.
When you choose the right tools, incorporating technology can
further enhance student collaboration and learning outcomes.
Communication
and Collaboration in the classroom helps students process and
deepen knowledge.
Collaborating
Applications Students also develop important real-world skills like problem-
solving, communication, teamwork, and leadership.
Examples of collaboration apps for education professionals

are: Google Apps for Education, Debate Graph, TalkBoard,
Padlet, Twiddla, TodaysMeet, WikiSpaces Classroom, Asana,
Basecamp, G Suite, Slack, Trello, etc.
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1

MR. BERNARD MENSAH

Organized and structured learning and

Learning or training that takes place casually all

The type of learning or training that is organised

In Ancient Greek when people talked of Art

 “A systematic way of designing, carrying out and

[Association of Educational and Communication

First, the focus is a “study and ethical practice.”

2. Importance of Educational Technology

1939 - the first TV appeared in a classroom in LA; now the most

1972 - Scantron - automatically graded multiple choice items

1988 - Laptops are developed and are eventually utilized

1995 - Most Computer Aided Instruction is delivered on

2009 - 1 computer for every 5.3 students in US schools

It makes teaching and learning easier (e.g., the use

Students and teachers spend less on textbooks because

Week 3 Unit 2 Lecture

POSITIVE Positive Reinforcement Positive Punishment

NEGATIVE Negative Reinforcement Negative Punishment

Key learning concept: Reinforcement and Elaboration Intrinsic motivation

They are audio, visuals or audio-visual materials which

Educational media are means to an

Video Graphics Audio

This involves the teacher producing

It requires the creation of new forms of

The ability to define and solve problems in

Edgar Dale theorized that learners

Week 7 Unit 4 Lecture

Instructional Design Models

Instructional design is the systematic process of analyzing

It is a science because it is rooted in

Instructional Design (ID) (Cont.)

Instructional designers can assists in

ID model guide in developing and implementing effective

ID model provides guidelines to organize appropriate

ID model also allows instructional designers to visualize the

Some ID models focus on how to make the lesson plan while

There are several instructional design models.

The ASSURE model

An instructional design model that

“ASSURE” is an acronym that

The first step in the process is that the teacher

A more sophisticated approach would require that students prepare questions

Figure A: The ADDIE Process

The first step is to figure out the instructional goals.

At this stage, you determine the skills

Next, you have to assess which skills the students have

These skills will be crucial to the success of the lesson.

You must figure out specific goals and

This is the equivalent of the SWBAT – or

Create a test (consistent with the performance objectives) that will

• You begin to outline your lesson plan.

You make sure you have what you need ready

If you have something you already know will

You would have to evaluate how the lesson went.

Prof. Samuel Asare Amoah

Intrapersonal interpersonal Group mass

Figure K. The communication process