CHAPTER 1 TECHNOLOGY , MEDIA , AND LEARNING

1. CHAPTER 1 TECHNOLOGY , MEDIA , AND LEARNING

2. Learning Through Technology and Media are Enjoyed Everywhere • In School • After School • At Home • At Work • While Traveling Learning takes place all the time Everybody: Children and Adults Appropriate Environment • Learning Involves: • Selection • Arrangement • Delivery of Information Learners Interaction

3. Psychological Perspectives: • Behaviorist Perspective: • Skinner’s reinforcement theory • Behaviorists do not care what goes on internally when learning takes place. • They rely solely on observable behavior. • Hence, they usually limit instruction to lower level skills. • CBI and Web-Based courses are examples. Desired response to the environment Programmed Instruction Reinforcement

4. Cognitivist Perspective: • Explores the mental processes individuals use in responding to their environment. • Cognitivism deals with • how people think • solve problems, and • make decisions • Cognitivists have a broader perception of learning than that held by behaviorists Hence, students rely more on their own cognitive strategies.

5. Experiential learning considers Constructivism • Constructivist Perspective: Constructivism Behaviorism & Cognitivism Active problem solving and discovery Passive transfer of information versus Learners create their own interpretations of the world of information

6. The goal of instructor is NOT to teach information but instead • Constructivist belief is • is to create situation so that students can interpret information for their own understanding. • The role of instructor isNOT to dispense facts but instead • to provide students with ways to assemble knowledge learning by doing

7. Cooperative Learning Competitive and individualistic learning. instead of • Social – Psychological Perspective (Robert Slavia, 1990) Independent Study / Small Groups instead of The class as a whole Students have control over their own activities. instead of Teacher control Reward structure fosters cooperation instead of Competition

8. An eclectic attitude toward competing schools of psychology must be developed by instructions and instructional designs. • We must use what works.

9. Instruction mediated through technology that will continue only at the command of the students may reduce the pressure. Thus, the use of technology can humanize the instruction. Philosophical Perspective on Learning Technology dehumanizes both teaching and learning. Versus Properly used, modern instructional technology can individualize and thus humanize this process to a degree previously considered unattainable. If teachers perceive learners as machines, they will treat them as such, with or without the instructional use of technology. It is the way that technology and media are used, not the technology and media themselves, that tend to mechanize people.

10. High Relationship Between Technology and Humanism Humanism Low High Low Technology

11. Media (Medium) • A medium is anything that carries information between a source and a receiver. • Instructional mediaare media which provide messages with an instructional purpose.

12. Basic Types of Media: • Text (book, poster, chalkboard, computer screen, etc) • Audio(a previous voice, music, mechanical sounds, noise, etc) • Visuals(diagrams on a poster, drawings on a chalkboard, photographs, graphics in a book, cartoons, etc) • Motion Media (all media that show motion, videotapes, animation, etc) • People (teachers, students, subject-matter experts, etc) • Manipulatives (three dimensional objects which can be touched and handled by students

13. Concrete – Abstract Continuum Concrete Learner as participant in the actual experience Learner as the observer of the actual event. Learner as observer of an event presented through some medium. Learner observing symbols that represent the event. Abstract

14. In 1946, Edgar Dale developed the “Cone of Experience” (Dale, 1969).

15. Abstract Concrete More information can be compressed into shorter period of time. Less information in a period of time. e.g. A videotape depicting the same experiences as the field trip e.g. A field trip

16. Bruner proposed that instruction should proceed as: • This sequence applies to all learners (According to Bruner) Iconic representation of experience Enactive (direct) experience Symbolic representation Adults who have no relevant experience on which to draw Learning is facilitated when instruction follows Bruner’s sequence

17. Two Types of Learning • Instruction-Directed Learning • Learner-Directed Learning (Self-Learning) Learner – Directed Instruction – Directed Technology is used in formal education when a teacher is not available or is working with other students. Technology is used as a supplemental support of the instructor. versus • e.g. Packed media: • Objectives listed • Guidance in achieving objectives • Materials are assembled • Self-evaluation guidelines are provided e.g. Advanced organizers are used to create a mindset for reception of instruction.

18. For Learner-Directed Learning: • An instruction may be available for consultation via telephone. • Cooperative learning is encouraged. • Newer technologies such as hypermedia encourage students to rely on their own cognitive strategies in learning. • Learner-directed materials allow teachers to spend more time on: • Diagnosing • Correcting student problem • Consulting with individual student • Teaching one on one and in small groups.

19. We cannot say that instructional technology can or should replace the teacher. But Rather Media can help teachers become creative managers of the learning experiences.

20. Portfolios • A portfolio is a collection of student work that illustrates growth over a period of time. Some Artifacts in Portfolios • Written documents such as poems, stories, or research papers. • Media presentations, such as slide shows or photo essays. • Audio recordings of debates, panel discussions, or oral presentations. • Video recordings of students’ athletic, musical, or dancing skills. • Computer multimedia projects incorporating print, data, graphics, or moving images.

21. Portfolios allow students to do the following: • Gather, organize, and share information. • Analyze relationships. • Test hypotheses. • Communicate the results effectively. • Record a variety of performances. • Reflect on their learning and activities. • Emphasize their goals, outcomes, and priorities. • Demonstrate their creativity and personality.

22. Portfolio Assessment Consistent with Constructivist Philosophy What is important is the knowledge that students themselves construct. • Portfolios provide a broad picture of what students know and can do. They show product process growth

23. Electronic portfolios or digital portfolios are used to assess student learning using technology. Equipment that are used: • Computer workstations with video and audio digitizing cards. • Printers • Scanners • Digital cameras

24. Advantages of electronic portfolios over traditional portfolios. e-portfolios expand the size of audience Photos, video clips, audio recordings, animations, scanned drawings and writings, and hypertext. more fun and interesting Students have the opportunity to be creative and exhibit their interests and hobbies. Easier continual adding and updating Storage space is not needed.

25. Navigation is easier because: • Better organized • Interconnected • Allow multiple paths • More appealing • Easily viewed from removed locations • They usually have a table of contents Drawbacks of e-portfolios: • Equipment (computer with audio and video capabilities, video camera, digital camera, color scanner, software program, internet) • Access to the equipment both by teacher and students. • Security • Time consuming

26. Organizing instruction around topics or anchors THEMATIC INSTRUCTION Thematic Instruction Particularly in elementary schools Integrating content and skills from many subjects

27. A good anchor or theme must: • Capture and hold students’ attention • Provide problem-solving experiences • Support interdisciplinary activities • Include a variety of media and technology

28. Shared Experience: • All students • read the same book, or • view a video tape, or • participate in a simulation, or • visit a museum, or • hear a guest speaker. move to • Shared Experience: • Students cooperate to • gather data and information • analyze their findings • draw conclusions • prepare a group report • share their results in a mediated presentation.

29. Distance Education During learning if the instructional team and the students are separated Distance learning occurs In distance education course content must be delivered by instructional media: • Printer material as in traditional correspondence courses. • audio cassettes • videotapes • videodiscs • computer courseware • radio • broadcast television • teleconferences • computer conferencing • chat rooms • bulletin or discussion boards • computer networks • online courses

30. METHODS Instructional methods are the procedures of instruction Instructional media are the carriers of information between source and receiver.

31. Instructional methods can be divided into two categories: • Those that students control and direct • Those that teachers assume the major role • Student-Directed Methods: • Discussion • Cooperative learning • Gaming • Simulation • Discovery • Problem solving • Teacher-Directed Methods: • Presentation • Demonstration • Drill – and – practice • Tutorial Educational technology and media can be used to implement any of these methods.

32. TECHNOLOGY Economist John Kenneth Galbraith (1967) defines technology as:“The systematic application of scientific or other organized knowledge to practical tasks” Seels and Richey (1994) define instructional technology as: “The theory and practice of design, development, utilization, management, and evaluation of process and resources for learning” • Examples: • Computers • Distance learning hardware • Internet • TV • Chalk and Board • Etc.. When instructional technology refers to resources.

33. When the instructional technology is viewed as a process It may be called an instructional system. It consists of interrelate components that work together, efficiently and reliably, within a particular framework. Examples • Cooperative learning • Simulations • Programmed instruction • Etc. It provides learning activities necessary to accomplish a learning goal.

34. M.D. Roblyer (2003) defines technology as: “Educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools, computers, and their related technologies” • Roblyer identified four perspectives on educational technology: • Media • Instructional Systems • Vocational Training • Computers

35. The End