LECTURE 4 –EDUC 6 CTP

THEORIES THAT SUPPORT THE USE OF

TECHNOLOGIES

BEHAVIORISM
- proponents are Edward Lee Thorndike (Connectionism); Ivan Pavlov (Classical Conditioning);
and B.F. Skinner (Operant Conditioning)
- The use of behaviorism is based on the principle that instruction should be designed to produce
observable and quantifiable actions by the learners.

Impacts of Behaviorism on Educational Technology

• All instruction should be designed on objectives that state clearly what is expected of the learners.
• Promotes the use of pre-assessment of students.
• Influences instructional developers to use cues to prepare students for information that follows.
• Allows for the collection of information from students as they learn.
• Learning should be measured.

COGNITIVISM
• proponents are Jerome Bruner; Jean Piaget; Seymur Papert
• focuses on the exploration of the way information is received, organized, retained, and
used by the brain.
• believes that instruction must be based on a student’s existing state of mental organization,
or schema.
• Views learner as an active participant in the learning process.
• Believes that education consists of enabling active mental exploration of complex
environments.

Impacts of Behaviorism on Educational Technology

 Predisposition to learning is important.
 Learners must be actively engaged in the learning process.
 The structure and form of knowledge must be considered.
 Sequencing of instructional material is important.
 New information should be connected in a meaningful way to information previously learned.
 Discovery earning is one important technique that applies much of cognitive theory.

CONSTRUCTIVISM
• a term introduced by Jean Piaget, asserts that the knowledge acquired by students should not be
supplied by the teacher as a ready-made product. Children do best by creating for themselves the
specific knowledge they need, rather than being instructed in what they must know.

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• Seymour Papert later found that such things would happen especially felicitously when learners
are engaged in constructing something external or at least shareable: a sand castle, a book, a
machine, a computer program (Papert 1980).
• These kinds of activities lead to a model of learning that involves a cycle of internalization of what
is outside, then externalization of what is inside, and so on.

Principles in the Selection, Development, and Utilization of

Educational Technologies
Principle Description/Meaning
Purpose They must be focused on helping learners to motivate them in the learning
process.
Appropriateness They should be appropriate to the level intended in terms of:
1.) vocabulary level 3. methods of development
2.) difficulty of concepts 4. interest
Meaningfulness They must contain purposive activities.
They must contribute to the growth & development of learners.
Breadth They should encompass all round development of varying group of
learners.
Responsiveness They must be responsive to the needs and demands of the
society
Authenticity They must present accurate up to date dependable information.
Spatial Contiguity Corresponding words and pictures must be presented near rather than far
from each other.
Split-Attention Principle Words should be presented as auditory narration rather than as visual on-
screen text.
Usefulness/Utility Audio-visual aid must be useful to a particular teacher as s/he works for a
particular group of learners. They must help the teacher to deliver the
subject matter in a better way as well as helping the learners to learn
the subject matter.
Communication They must relay information clearly and effectively.
Effectiveness
Interest They should catch the interest of the users, stimulate curiosity or satisfy
the need to know and encourage creativity and imaginative response
among users.
Cost Effectiveness The cost per student of media presentation diminishes as the number of
students using it increases.
Presentation They must be presented at the right time and at the right way.

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Portability (Handy) They must be handy for the teachers and students to handle them well.
Correctness Correct facts or information must be in the materials for a better learning
process.
Simplicity They must be simple but inspiring for the learners and should not confuse
them. They must be simple but show creativity.
Assessment The purpose of evaluating the technology is needed for further revisions
and improvements.

Factors Affecting
the Selection of Educational Technologies

1. Human Factors
1.1. Learner factors – refers to learner differences that can influence media choice.
a.) Individual differences
Research suggests that learners differ in:
 their preference for learning: by observing (visual learners) or by listening
(aural learners)
 their perception of a given message: a factor of past experience, and often a cultural
difference exists
 their understanding of the conventions used by various media: language &
technical drawings used

b.) Attention span

Factors that affect how long a learner can attend to one type of task are age, interest and learners’
motivation
c.) Number of Learners
Select media that are well suited to the group size you have or, if this is difficult, modify the
group or structure to media you have.
d.) Physical disabilities of learners (poor vision, hearing, dyslexia, color blindness, etc).

1 2.) Teacher factors - refer to those factors that affect the success of media implementation.

2. Instructional Method
The method of instruction dictates or limits our choice of presentation media. Is it self-
regulated learning method or lecture/expository?

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3. Practical Constraints
Administrative and economic constraints both limit the choice of methods and media
1.) Objectives 3. . Time
2.) Availability 4. Resources

INTEGRATION OF EDUCATIONAL TECHNOLOGIES

Types Selection Utilization

Advantages Limitations

1. Text/  Readily Available  Reading level of learners.  Direct student reading

Print Printed materials are Many Students are with objectives and/or
readily available in a nonreaders or proof questions.
(i.e.. books, range of topics and readers.  Emphasize the use of
periodicals, formats.  Memorization. Some visuals with text-based
modules,  Flexible. Printed critics say textbooks materials.
etc ) materials may be promote memorization  Check the teacher’s
used in any lighted rather than higher level guide for additional
environment. They thinking skills. materials and activities.
are portable.  Passive. Others contend  Supplement text with
 Economical. Text can that text promotes other media.
be used again and solitary learning rather
again by many than cooperative group
students. processes.
2. Still  Realistic format.  Size. Some visuals are  Use simple materials that
Visuals Visuals provide a simply too small to use everyone can see.
representation of with a large group and  Provide written or verbal
verbal information. enlarging can be cues to highlight
 Readily available and expensive. important aspects of
2.1. Printed inexpensive. Visuals  Two dimensional. visuals.
Visuals are readily available Visuals lack the three-  Use one visual at a time
in books, magazines, dimensionality of the real except for comparison.
(i.e. Pictures, newspaper, catalogs, object or scene.  Hold visuals steady.
graphic and calendars.  Lack of motion. Visuals
organizers, are static and cannot
etc.) show motion.

2. 2.  Multipurpose. Both  Commonplace.  Check the visibility of

Displayed students and teachers Instructors often neglect the board from several

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Visuals can use display to give display boards the positions around the
boards for a variety attention and respect they room.
(i.e. of purposes. deserve as instructional  Decide in advance how
chalkboard,  Colorful. Display devices. you plan to use the board.
bulletin boards provide color  Not portable. Most  Print using upper-and
board, etc.) and add interest to display boards are not lowercase, not all caps in
classrooms or movable. script.
hallways.  Face your audience; do
 Participation. not talk to the board with
Students can benefit your back to the class.
from designing and
using display boards
2.3. Projected  Instructor control.  Instructor dependent.  Focus the image so it fills
Visuals The presenter can The overhead projector the screen.
manipulate projected cannot be programmed to  Turn off lights over the
(i.e. materials on the OHP display information by screen if possible.
Overhead by applying different itself. The overhead  Stand facing your class.
projector/ techniques (e.g. system does not lend  Use appropriate pacing.
overhead silhouette & overlay), itself independent study.  Direct students’ attention
pointing to important The projection system is to the important parts of
transpa-
items, covering part designed for large-group the OHT.
rencies of the message and presentation.  Summarize frequently.
LCD/DLP, revealing information  Preparation required.
opaque progressively. Printed materials and
projector  Versatility. other non-transparent
etc.)  The overhead items, such as magazine
projector can be used illustrations, cannot be
in normal room projected immediately
lighting. but must first be made
 Opaque projector into transparencies.
allows instantaneous
projection of 2 or 3-
dimensional objects.
3. Real  Less abstract and  Storage. Large objects  Familiarize yourself with
Objects and more concrete. Real can pose special the object and model.
Models objects and models problems. Caring for  Make sure objects are
provide hands-on living materials such as large enough to be seen.
learning experiences plants and animals can  Indicate actual size,
and emphasize real- take a lot of time. shape, and color of
world applications.  Possible damage. objects represented by
 Readily Available. Materials are often models.
Materials are readily complex and fragile.  Avoid passing single
available in the Parts may be lost or object around class. It
environment, around broken. can be distracting and
school, and in the students may play with it
home. while you are trying to
 Attract students’ move on in the lesson.
attention. Students
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respond positively to
both real objects and
their models.
4. Audio  Student and teacher  Fixed Sequence. Make sure that all students
preparation. Students Audiotapes fix the involved can hear and that
Technolo- and teachers can sequence of a other students aren’t
gies record their own presentation, even though distracted.
tapes easily and it is possible to rewind or
4.1. Audio economically; they advance the tape to a
cassette erase and reuse them desired portion.
tapes/ when materials
become outdated or
recorders/ no longer useful.

players
 Familiarity. Most  Pacing. Presenting  Use a handout or
students and information at the worksheet to maximize
teachers have been appropriate pace can be learning from audio
using audiocassette difficult for students with a media.
recorders. range of skills and  Use a follow-up activity
 Verbal Message. background experiences. after each audio lesson.
Students who  Accidental erasure. Just as
cannot read can audiotapes can be quickly
learn from and easily erased when no
audio media. longer needed, they can be
accidentally erased when
 Stimulating. Audio they should be saved.
media can provide a
stimulating
alternative to
reading and
listening to the
teacher.
4.2. CD  Locating selections.  Limited recording
Students and capability. Students and
teachers can teachers cannot produce
quickly locate their own CDs as cheaply
and easily as they can in
selection of CDs
cassettes.
and can program
machines to play
any desired
sequence.

 Resistance to
damage. Stains can
be washed off and
ordinary scratches

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do not affect
playback.
5. Audio-  Motion. Moving  Fixed pace. Videotape  Check lighting, seating
Visuals/ image can programs run at a fixed and volume control to be
effectively represent pace. sure that everyone can
Motion procedures in which  Scheduling. Teachers see and hear the
Pictures motion is essential. normally must order presentation.
 Real-life. Video videos well in advance of  Get students mentally
Media allows learners to their intended use. prepared by briefly
(Television, observe phenomena  Misinterpretation. reviewing previous
Video & that might be Documentaries and related study and evoking
Film) dangerous to view dramatizations often questions about today’s
directly. present complex or topic.
 Repetition. Video sophisticated treatment of  List on the chalkboard
allows repeated an issue. the main points to be
viewing of a covered in the
performance for presentation.
emulation.  Support the presentation
with meaningful follow-
up activities.
 Get involved in the
program.

Essential Conditions for Technology Integration

in the Classroom
For technology to have the desired impact on improved teaching and learning, several conditions
must be in place:
 Shared vision for technology integration – This requires coordinated school and district
planning with teachers and other personnel at all levels, budgeting yearly amounts for
technology purchases with incremental funding, emphasizing teacher training, matching
technology to curriculum needs, and keeping current and building in flexibility.

 Standards and curriculum support – Technology and content- area standards are designed to
support each other.

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 Required policies – Policies are in place to ensure legal/ethical use, safe, Internet use, and
equity.

 Access to hardware, software and other resources – There is adequate funding, purchasing
procedures are organized and effective, and procedures are in place to set up and maintain
technology resources.

 Trained personnel – Staff development that includes hands-on, integration emphasis, training
over time; modeling, mentoring and coaching; and post training-access to technology
resources.

 Technical assistance – Continuing support for diagnostic and maintenance problems for
teachers’ and students’ computers.

 Appropriate teaching and assessment approaches – Teaching strategies that are matched to
needs and assessment strategies that are matched to the type of learning being measured.

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