Elements for using Technology in Education

The following elements are justification for the use of technology:

Element 1. Motivation

According to learning theories, , Robert Gagne, gaining the learner's attention is a critical first event in providing optimal conditions for instruction. Although other aspects of instruction must direct this attention toward meaningful learning, the visual and interactive features of many technology resources seem to help the focus of students' attention and encourage them to spend more time in learning task (Pask, McCartney, 1989; Summer, 1990-1991). Substantial empirical evidence indicates that teachers frequently capitalize on the novelty and television-like attraction of computers and multimedia to achieve the essential instructional goal of capturing and holding students’ attention.

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            Students enjoy watching situation where they seemed to be the key players. Thus, some teachers utilize character whom students like to be associated with in preparing their lesson materials. Modules that portray typical behavior of students in that age group can catch their attention much better.

Encouraging the Learner  through Production Work

            Production work makes learning more meaningful to students. The teachers often try to engage them in creating their own technology-based products. This strategy has been used effectively with word processing (Tibbs, 1989; Franklin, 1991), hypermedia (Volker, 1992; LaRoue 1990), computer-generated art (Buchholz, 1991), and telecommunications (Taylor, 1989; Marcus, 1995). Students seem to like the activities because they promote creativity, self-expression, and feelings of self-efficacy and result in professional-looking products they can view with pride.

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            Other production work among students using technology are creating some art projects for the children in the community as part as their community immersion activities. Another example is creating a product which can be sold for an entrepreneurial project. The product can be derived from surfing in the computer and looking for resources in the community.

·                     Increasing Perceptions of Learner Control

Many students are motivated by feeling, they are in control of their own learning (Amone & Grabowski, 1991; Relan, 1992). Learner control seems to have special implications for at risk students and others who have experienced academic failure. When students perceive themselves as in control of their learning, the result has been called intrinsic motivation, or being motivated by the awareness that they are learning. This finding reported from the earliest users of computer-based materials, is considered as one of the most potentially powerful reasons for using technology resources as motivational aids. However, when learning paths become complex (with hypertext environments and interactive videodisc applications), students with weak skills seem to profit most when teachers supply structure to the activities (Kozma, 1991, 1994; Mcneil & Nelson 1991).

Some teachers use concept diagram to make the students understand better the interrelationships of various concepts. An example is the study of the solar system. The teacher can show the concept of distance from the sun through diagram of the distances of the different planets from the sun; the concept of movement around then sun; and the concept of the having additional bodies revolving around the planets like the moon for earth.

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·                     Technology Use as Motivation

Motivating students to learn more has assumed greater importance in recent years as we recognize strong correlations between dropping out of school and undesirable outcomes such as criminal activity. The drive to keep students in school is an urgent national priority. Technology has an important role to play in achieving this goal. Kozma and Croniger (1992) described several way in which technology might help to address the cognitive, motivational, and social needs of at-risk students; Bialo and Slivin (1989) listed several software packages that were either designed or adapted to appeal to these kinds of students. Technology-based methods have successfully promoted several kinds of motivational strategies that may be used individually or in combination.

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Another reason for technology use is the motivation among students to enroll in schools where teachers teach using technology. Research findings showed that this was the reason given by college freshmen for enrolling in certain institution of higher learning.

Element 2. Unique Instructional Capabilities

           

            Element 2 which deals with instructional capabilities are closely related to the four pillars of education, namely’ learning to know, learning to do, learning to be and learning to live together.

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            They set the use of technology in molding the individual to meet the demand of the 21^st century through the following.

·         Linking learners to information sources (Learning to know)

·         Helping learners visualize problems and solution (Learning to do)

·         Tracking learners’ progress (Learning to be)

·         Linking learners to learning tools

Another powerful reason for using technology resources is that some technological media can facilitate unique learning environments to be more powerful and effective. A module can be used as an example for this. The students can work independently using the computer or a hard copy during times when motivated to study. Some modules on the computer are animated. Furthermore, students are exposed to varied technology materials which enable them to learn independently. The students enjoy working on it while learning to know. Animated exercises with different movements to show whether their responses to the questions are correct or not appeared to be unique on the part of the learner.

·                     Linking Learners to Information Sources

Through hypertext systems, as seen on many Internet Web pages, students can select a keyboard from a screen and get pointers from several other sources with information on the same topic. These lead to other related sources and topics, forming an endless chain of information. Kozma (1991, 1994) reports that, while little research has focused on hypertext to date, preliminary findings suggest that hypertext learning environment “both calls on and develops skills in addition to those used with prescribed books and reference materials”. Computers handle the logistics of this complex activity.

·                     Enabling Learners Visualize Problems and Solutions

Kozma (1991) also reports that interactive visual media (videodisc applications) seem to have unique instructional capabilities for topics that involve social situations or problem solving. He notes that these media provide powerful visual means of “representing social situation and tasks such as interpersonal problem solving, foreign language learning. Or moral decision making”. The growing number of videodisc and CD-ROM products designed for these kinds of topics (the AIDS videodisc from ABC News, Computer Curriculum Corporation’s Success Maker) confirms that designers and educator are recognizing and exploiting these unique and powerful qualities.

·                     Tracking Learners’ Progress

Students’ progress can be recorded and reported in many ways. Preparing portfolio on class accomplishment can be recorded in a log book or in an electronic diary. A system of recording students’ progress can be done through computers’ program which can be availed of by both students and the parents within and after a grading period.

·                     Linking Learners to Learning Tools

There are many ways by which the learners can use technology to link with information needed in their lessons and in solving problems for lifelong learning. Several computer programs enable students to solve statistical data, researches sbout different topics and other data related to their interest ranging from humanities, the arts, communication history and many more.

Element 3. Support for new Instructional Approaches

            The educational system is struggling to revamp its instructional goals and methods in preparation for the complex demands of life in the technology-driven 21^st century (SCANS Report, 1992). Educators are beginning to look at technology resources to help make these new directions at once feasible and motivational to students. Several new instructional initiatives can benefit from application of technology.

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·               Cooperative Learning. Cooperative learning demonstrates the value of small groups with members coming from different learning abilities. Many technology-based activities lend themselves to cooperate, small-group work: development of hypermedia products and special-purpose database and research projects using online and offline databases and videodisc and multimedia. Example is developments of a project done by small group. Each member has a task to do complete the task. Making an activity card for a project in chemistry can be an interesting work like testing acid and metal. Each member can contribute an observation to differentiate one from the other. A rapporteur can be assigned to list down all the observations to be reported to the class.

              

Small groups can utilize their computers using and studying the teacher’s powerpoint presentation of the lesson. In this case, they have a grasp of what are expected from them to discuss during class time. In this case, the teacher gives a copy of her powerpoint to the class leaders of small groups for an advanced reading and discussion. The time for small group discussion can be livelier. In cooperative learning students also experience learning to live together.

·               Shared Intelligence. An emerging definition for intelligence is termed shared intelligence or distributed intelligence. According to some theories, the capabilities afforded by new technologies make the concept of intelligence as something that resides in each person’s head too restrictive. “Intellectual partnership with computers suggests the possibility that resources enable and shape activity and do not reside in one or another agent but are genuinely distributed between persons, situation and tools” (Polin, 1992)

Many students at present feel confident in doing research work due to the speed of surfing in the internet. During recitation, they refer to their iPod or small computers to immediately get ideas being asked from them.

·               Problem Solving and Higher-level Skills

           

Students can solve problems and represent their own knowledge by engaging in higher level skills. Problem solving can be done by:

·         Sensing the problem

·         Researching the problem

·         Formulating the problem

·         Finding the alternatives

·         Choosing the solution

·         Building acceptance

All the above processes involve higher-level skills (Jonnaser, Daird 1999)

Element 4. Increased Teacher Productivity

·  Freeing time to work with students by helping with production and record keeping task

·  Providing more accurate information quickly

· Allowing teachers to produce better-looking, more “student-friendly” materials quickly

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Using technology resources can help teachers cope with their growing paperwork load. Teachers and organizations realized that they spend less time on record keeping and preparation so they can spend more time analyzing student needs and having direct contact with students. Teacher in technology-based methods and access accurate information that may help them meet individual needs. Any technology resource can help teachers increase their productivity; word processing, spreadsheet, database, grade book, graphics, desktop publishing, instructional management and test generator programs along with online communications between teachers (e-mail) and other online services. The teachers can be encouraged to prepare interesting teaching materials for their students efficiently in a shorter time. A compilation of these materials can be lessened their workload when they teach the same subject in the future.

Element 5. Required Skills for an Information Age

The final and most compelling reason for integrating technology into teaching and learning is the need for student to learn skills that will prepare them to become lifelong learners in an information society. They need to be equipped with the skills to learn to know by gathering information in addressing problems in school and in real-life situations. Since the emergence of the Internet, many processes involved in locating and communicating information now involve some form of technology.

·         Technology Literacy

     

                        Soloman (1995) says that “Technology for student is about economic competitiveness”. The International Society for Technology in Education (ISTE), the group that collaborated with the National Council for Accreditation of Teacher Education (NCATE) to develop educational technology standards for pre-service programs, also developed the National Educational Technology (NET) for K-12 students. Standards for all students are shown in Table 4.1; standards specific for each grade level are also available. Both sets of standards are recognizeing that technology skills are becoming required job skills. Several states (e.g. North Carolina) are also establishing their own required technology skills for K-12 students. This trend makes it essential that teachers both model and teach the use of technology-based methods to their students.

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Table 4.1

ISTE National K-12 Educational Technology Standard

·                     Information Literacy

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                        Although information literacy skills may be simply a subset of the technology literacy skills, some educators think they are so important that they should receive special emphasis (Truett 1996; Roblyer, 1998). Johnson and Eisenberg (1996) introduced the “Big Six” skills namely, 1) task definition, 2) information-seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. The information explosion fostered by the Internet has made the Big Six skills more important to learning and more involved with technology. However, Roblyer (1998) notes that students seem to find the first three skills-the ones requiring use of technology procedure-more enjoyable and easier to do. It is the application and analysis tasks that present the most difficulty. However, all these skills appear likely to be essential ones. These skills are also emphasized in the 21^st century skills under information, media, and technology skills.

·                     Visual Literacy

     

                        Visual literacy is considered as subset of technology literacy. Christopherson (1997) & Roblyer (1998), emphasized the need for improved visual literacy skills so many people are heavily using images on visual communications. Christopherson (1997) affirmed that a visually literate person can interpret, understand, and appreciate the meaning of visual messages; communication more effectively through applying the basic principles and concepts of visual design; produce visual messages using the computer and other technology; and use visual thinking to conceptualized solutions to problems. Roblyer (1998) reports on research that correlates visual literacy skills to higher scores on intelligence tests and to later success in more technical vocational areas such as engineering. Christopherson observes that “students with visual communication skills are more marketable” but these skills will soon be required rather than merely desirable. These reports create a powerful reason for teachers to integrate technology at early levels into students’ communication methods.

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                        The research findings reveal the importance of visual literacy among teachers. They must utilize well-planned images when preparing instructional materials to capture the real essence of what they like to convey to the learners. Here, technology will make this task easier. Illustrations and pictures are found in the computer which they can easily access and use.

Reference : M.M, & Tabbada, E. Copyright (2015). Educational Technology 1.    Quezon City, Philippines. ADRIANA PUBLISHING CO., INC.



Hello readers! It was my first time to write a blog and I hope you've got something interesting and helpful that is useful in your study specially if you are a future educator student 😁 ! The content of this blog is found in the book Educational Technology 1 (see reference above). If you have any suggestions or questions just email me at : ortegajericn@gmail.com or just comment in the comment box below. Thank you and God bless !