Educational Technology
EDUCATIONAL TECHNOLOGY
- The word "technology” comes from the
Greek word techne which means craft or
art.
- Technology is not just machines. It is a
"planned, systematic method of working to
achieve planned outcomes-a process not a
product.
- refers to the art or craft of responding to
our educational needs
- Also refers to any valid and reliable
process or procedure that is derived from
basic research using the scientific method.
(Dale)
- refers to “all the ways people use their
inventions and discoveries to satisfy their
needs and desires.
- Educational technology refers to how
people use their inventions and discoveries
to satisfy their educational needs and
desires, i. e. learning
- “a complex, integrated process involving
people, procedures, ideas, devices and
organization for analyzing problems and
devising, implementing, evaluating and
managing solution to those problems,
involved in all aspects of human learning.”
(Edtech Book)
- Educational Technology “consists of
designs and environments that engage
learners … and reliable technique and
method for engaging learning such as
cognitive learning strategies and critical
thinking skills.”
- It is a theory about how problems in
human learning are identified and solved.
- It is a field involved in applying a complex,
integrated process to analyze and solve
problems in human learning.
- a profession like teaching
Following Terms Are
Under Educational Technology
TECHNOLOGY IN EDUCATION
- “The application of technology to
any of those processes involved in
operating the institutions in which house the
educational enterprise. It includes the
application of technology to food, health,
finance, scheduling, grade, reporting and
other processes which support education
within institutions.”
INSTRUCTIONAL TECHNOLOGY
- “Is a part of Educational
Technology.” Refers to those aspects of
educational technology that “are concerned
with instruction as contrasted to designs
and operations of educational institutions.”
TECHNOLOGY INTEGRATION
- “Means learning technologies to
introduce, reinforce, supplement and extend
skills.”
EDUCATIONAL MEDIA
- Media, instrument or tools that we
used to effect learning.
 Examples of Learning Resources

• Textbooks • Charts
• Workbooks • Cartoons
• Programmed materials • Posters
• Computer • Models
• Television • Mock Ups
• Programs • Flannel Board
• Flat Pictures Materials
• Slides and Transparencies • Chalkboard
• Maps • Real objects

After instruction, teacher evaluates the outcome of the instruction. From the evaluation results,
teachers comes to know if the instructional objective was attained.

The Cone of
Experience is a
visual model, a
pictorial device that
presents bans of
experience arranged
according to degree
of abstraction and
not degree of
difficulty. The farther
you go from the
bottom of the cone, the more abstract the
experience becomes.

DALE’s CONE OF EXPERIENCE

• Direct Purposeful Experiences

These are the first hand

experiences which serves as the
foundation of our learning.

• Contrived Experiences

In here, we make use of

representative models or mock ups of
reality for practical reasons and so that we
can make the real life accessible to the
students’ perception and understanding.
• Dramatized Experiences
By dramatization, we can participate
in a reconstructed experience, even though
the original event is far removed from us in
time.
• Demonstrations
It is a visualized explanation of an
important fact, ideas or process by the use of
photographs, drawings, films, displays or
guided motions.
• Study Trips
These are excursions and visits
conducted to observe an event that is
unavailable within the classroom.
• Exhibits
These are displays to be seen by
spectators. They may consist of working
models arranged meaningfully or
photographs with models, charts and
posters.
• Television and Motion Pictures
Television and motion pictures can
reconstruct the reality of the past so
effectively that we are made to feel we are
there.
• Still Pictures, Recordings, Radio
These are visual and auditory devices
may be used by an individual or a group.
• Visual Symbols
These are no longer realistic
reproduction of physical things for these are
highly abstract representation.
• Verbal Symbols
They are not like the objects or ideas
for which they stand. They usually do not
contain visual clues to their meaning.
THE PROPER USE OF MATERIAL
(Hayden Smith and Thomas Nangel)
P – Prepare yourself
P – Prepare your Student
P – Present the Material
F – Follow Up
• Prepare Yourself
You know your lesson
objective and what you expect from
the class after the session and why
you have selected such particular
instructional material.
• Prepare Your Students
Set class expectations and
learning goals. It is sound practice to
give them guide questions for them to
be able to answer during discussion.
• Present the Material
Present the materials under
the best possible conditions. Many
teachers are guilty of R. O. G.
Syndrome. This means “running out
of gas” which usually results from
poor planning.
• Follow up
Remember that you use
instructional material to achieve an
objective, not to kill time nor to give
yourself a break, neither to merely
entertain class.
CONE OF EXPERIENCE (Demonstrations)

• Establish Rapport Get your audience.

Make them feel at ease by your warmth and sincerity.

• Avoid the COIK fallacy (Clear Only If Know)

It is an assumption that what is clear known to the person for whom the message is
intended.

• Watch for key points

They are the ones at which an error is likely to be made, the places at which many
people stumble and where the knacks and tricks of trade are especially important.

The Chalkboard

Except extremely deprived classrooms, every classroom has a chalkboard. In fact, a school
may have no computer, radio, TV, etc. but will always have a chalkboard. The following
practices of dedicated personal teachers may help us in the effective use of the chalkboard:

• Write clearly and legibly on the board.
• It helps if you have a hard copy of your
chalkboard diagram of outline.
• Don’t crowd your notes on the board.
• If you need to replace your chalkboard or if
you are having a new classroom with new
chalkboard suggest to the carpenter to mount
the chalkboard a little concave from the left to
right to avoid glare for the pupils’ benefits.

• Make use of colored chalk to highlight key • If you need to have a board work in advance
points. or that need to be saved for tomorrow’s use

• Do not turn your back to your class while write “please save” and cover the same with

you write on the chalkboard. curtain.

• For the sake of order and clarity, start to • Make full use of the chalkboard.

write from the left side of the board going to CHALKBOARD TECHNIQUES
the right.
• Sharpen your chalk to get good line quality. •
• If you teach the Grades and you think the Stand with your elbow high. Move along as
lines on the chalkboard are needed for writing you write.
exercise, then provide line for your board.
• Use dots as “aiming points”. This keeps
• Look at your board work from all corners of writing level.
the room to test if the pupils from all sides of
• Make all writing and printing between 2 and
the room can read your board work.
4 inches high for legibility.
• If there is a glare on the chalkboard at
• When using colored chalk, use soft chalk so
certain times of the day, a curtain on the
that it can be erased easily.
window may solve the problem.