article

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Submitted By:
Gina Jose
BEED-3B


Submitted To:
Prof.Jelyn O. Alentajan





INTRODUCTION:


Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators
Those who employ educational technologies to explore ideas and communicate meaning are learners or teachers.

Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology, comes from the Greek "Techne" which means craft or art. Another word technique, with the same origin, also may be used when considering the field Educational technology. So Educational technology may be extended to include the techniques of the education.

According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. But the term seems very stuffy and almost arrogant to those who work with the tools. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional (Systems) Design. But few of those listed below as theorists would ever use the term "educational technologist" as a term to describe themselves, preferring less stuffy terms like educator.

Educational technology (also called learning technology) is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability.















BODY:
For several decades, vendors of equipment such as laptop computers and interactive white boards have been claiming that their technologies would transform classrooms and learning in many positive ways, but there has been little evidence provided to substantiate these claims.

To some extent, the history of educational technology has been marked by a succession of innovations that arrive with much fanfare but often fade into the background once fully tested, as Cuban argues in the above title.
Educational technology is used to improve education over what it would be without technology . One of the benefits is having a structure that is more amenable to measurement and improvement of outcomes. Some of the benefits of specific educational technologies (such as online learning and computer instruction) are listed below:

Most of courses have their courses website, and instructors usually post the course material or important information on the course websites,which means students can study at a time and location they prefer and can obtain the study material very quick

Computer-base instruction can give instant feedback to students and explain correct answers. More over, computer is patient and nonjudgmental, which gives the student motivation to continue learning. According to James Kulik, who studies effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes.

Learning material can be used for long distance learning and are accessible.

Improve student writing. It is convenient for students to edit their written work on word processors, which in turn improves the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.

Subjects are easy to learn through a variety of educational softwares. A lot different types of educational software are designed and developed to help children or teenagers to learn specific subject, such as preschool software, computer simulators, and graphics software.

Technology plays an essential role in teaching and learning nowadays. In recent years, what technologies offered us has significantly increased, along with the introductions of new educational terms, such as "virtual education," "virtual universities," "electronic universities," and "cyberspace institutions." Educational tools can help individuals acquire new concepts and ideas; they can also encourage learners to self-test, self-question, and self-regulate learning while looking for solution to complicated problems.












CONCLUSION:
For many teachers, including several in our study, the task oftrying to integrate new technologies into literacy education inmeaningful and effective ways is something they tackle ‘on therun’—making it up as they go along, grabbing ideas where they canfind them. Typically the teachers we observed did this in the midstof competing demands, often in settings complicated by the alreadyfamiliar features of the times in which we live. These features includeculturally diverse student populations, multiple linguistic differenceswithin the classroom, intensified demands for reporting and assess­ment, a turbulent policy environment, and changing teacher rolesand responsibilities associated with self-managing schools.
Common to nearly all the classrooms was a commitment to andenthusiasm for drawing a range of new technologies into literacyeducation activities. We found evidence everywhere of energy, hardwork and perseverance—often in the face of considerable odds—anda cheerful determination to construct purposeful activities involvingnew technologies. We were also impressed by the efforts teachersmade in looking for ways to make things work and, in some cases,to overcome trepidation born of inexperience, using whatever humanresources were available to get assistance and to go forward. How­ever, as our intention is to contribute something of value to enhanceschool and classroom approaches to literacy and technology educa­tion, we have tended to highlight the aspects of practice we thinkcan provide helpful clues as to how the task might be done moreeffectively. If we have paid less attention to the enthusiasm, energyand commitment than we have to aspects that provide useful leadsfor enhancing practice, it has not been with a view to downplaying