DEFINITION OF TERMS
        Web access is the ability
·         Digital literacy stability
to find evaluate utilize your and
create content using
information technologies and
the internet.
·         Software refers to
program control instructions
and accompanying the
documentation; stored on disks
or tapes when not being used
in the computer.
·         Multimedia is a
sequential or simultaneous use
of variety of media formats in a
given presentation or self-study
program.
·         Internet is a massive
network of networks, a
networking infrastructure.   both teachers and students are
·         World Wide
Web (www) is also the which
environment on computer
networks that allows you to
access and maintain
documentation that can include
text data sound and videos
· 
of the learner to access the
internet at any point during the
lesson.
·         Webquest are all
information that comes from the
web. 
·         Productivity tools refer
to any type of software
associated with computers and
related technologies that can
be used as tools for personal,
professional or classroom
productivity.
·         Technology tool is an
instrument used for doing work.
It can be anything that help you
accomplish your goal with the
use of technology.
·         Blog is an online journal
where posted information from
arranged.
·         Wiki an editable website
usually with limited access
allows students to
collaboratively create and post
written work or digital files such
as digital photos or videos
·         Flipped
classroom utilizes a reverse
instructional delivery where the
teacher is required to use the
web resources as homework or
out of class activity.
·         Podcast is a video or
audio multimedia clip about a
single topic typically in the
format of the radio talk show.  it is TECHNOLOGY.  Well
The two basic functions of
podcast are to retrieve
information and to disseminate
information.
·         Google apps is a cloud-
based teaching tool which is
stored in the google server and
is available for students both at
home and in school.
·         Vlog is a video blog
where each entry is posted as
a video instead of the text.
·         VOIP (voice over
internet protocol) is a
category of hardware and
software that enables people to
use the internet as
transmission medium for
telephone calls presenting
voice data in packets using IP
(internet protocol) rather than
traditional current circuit
transmission.
Unit 1: Introduction to
Technology for Teaching and
Learning
               If there is one thing
that changed the world so fast,
there exists technology in the
past as non digital technology,
the current digital technology
has been a factor that shrunk
the world and made it flat. It
has provided a new
environment for learning; new
ways teachers teach and also
the new ways of how learners
learn.
·                                     
BASIC CONCEPTS IN
UNDERSTANDING ICT IN
EDUCATION
1.TECHNOLOGY 
               The word technology
comes from the Greek word
“tecne” 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
technology is the applied side
of scientific development.”
(Dale, 1969) Technology also
refers to any valid and reliable
process or procedure that is
derived from basic research
using the scientific method.
Technology refers to “all the
ways of people use their
inventions and discoveries to
satisfy their needs and desires
so educational technology”
2. INFORMATION AND
COMMUNICATION  have created a "global village,"
            Stands for "Information
and Communication
Technologies." ICT refers to
technologies that provide
access to information
through telecommunications. It
is similar to Information
Technology (IT), but focuses
primarily on communication
technologies. This includes
the Internet, wireless networks,
cell phones, and other
communication mediums.
In the past few decades,
information and communication
technologies have provided
society with a vast array of new
communication capabilities. For
example, people can
communicate in real-time with
others in different countries
using technologies such
as instant messaging, voice
over IP (VoIP), and video-
conferencing. Social
networking websites
like Facebook allow users from
all over the world to remain in
contact and communicate on a
regular basis.
Modern information and
communication technologies
in which people can
communicate with others
across the world as if they were
living next door. For this
reason, ICT is often studied in
the context of how modern
communication technologies
affect society.
 
3. EDUCATIONAL
TECHNOLOGY 
·         refers to how people use
their inventions and discoveries
to satisfy their educational
needs and desires example
learning.
·         it is a complex integrated
process involving people
procedures, ideas, devices,
and organization for analyzing
problems when devising,
implementing, evaluating, and
managing solutions to those
problems involved in all
aspects of human learning.
·         consists of the designs
and environments that engage
learners and reliable technique
or method for engage in
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.
·         it is a field study which is
concerned with the practice of
using educational methods and
resources for the ultimate goal
of facilitating the learning
process.
·         a profession like
teaching.
 
From the definitions
of educational
technology given above, we
can say that educational
technology is a very broad
term.  It is the application of
scientific findings in our
method, process or procedure
of working in the field of
education in order to affect
learning.  It embraces
curriculum and instructional
design, learning environment
theories of teaching and
learning.   It is also a field study
and a profession it is the use of
all human inventions for
teachers to realize their mission
to teach, in order the students
learn.
 
There are other terms that are
associated with educational
technology we come across
terms like technology in
education, instructional
technology and technology
integration, and educational
media.
 
1.    Technology in
Education is the operation of
technology to any of those
processes involved in operating
the institution 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
the institutions.  We sometimes think that
 
2.    Instructional
Technology is concerned with
instruction as constructed to
designs and operations of
educational institutions.
Instructional technology is a
systematic way of designing
carrying out and evaluating the
total process of learning and
teaching in terms of specific
objectives.
3.    Technology
Integration means using
learning technologies to
introduce reinforce supplement
and extend skills.
 
4.    Educational Media are
channels or avenues or
instruments of communications.
Examples are books,
magazines, newspapers, radio,
television, and internet.
 
PS  Postscript –
“Educational Technology is
Hardware and More”!
educational technology is
limited to tools and equipment. 
We were made to understand
that educational technology is
more than material for it also
includes processes,
procedures, and activities,
learning environment, and
systems.  Likewise, we think
that educational technology
includes only the recent human
inventions like video, computer,
cd-rom, and internet as though
the traditional tools like the
chalkboard, that teachers have
been using for all the years are
not part.  The chalkboard no
matter how old, is also a
human invention and so
definitely forms part of
educational technology.  In fact,
even today every classroom
has a chalkboard. The
chalkboard remains to be a
popular equipment in the
classroom.
TECHNOLOGY, MEDIA  AND
LEARNING
The interaction of the
technological knowledge, tools
and modes of communication
and the way students are
learning.
A.   TECHNOLOGY:
The word technology has
always had a variety of
connotations, ranging from
mere hardware to a way of
solving problems.  “The
systematic application of
scientific or other organized
knowledge to practical
tasks” (Galbraith, 1967, p.12).
The developers of programmed
instruction called it
a technology for learning.              TYPES:
They believed that what was
really important was the
process of analyzing learning
tasks, breaking them down into
their components, and then
devising the steps necessary to
help learners master those
tasks. 
We use the
term technologies for
learning to refer to both the
products in the process of
technology as they are applied
to human learning.  We use the
plural technologies, because
there are many different
manifestations of technology.
We use the
word learning instead of
instruction because it is both
possible and common for
people to learn without
instruction and we want to put
the spotlight on the learning
process rather than on the
teaching process.
           Technology can make
an ordinary person capable of
superior performance and
means, either printed or
electronic, to distribute that
instruction.
1.    Assertive Technology
              It includes mechanical,
electronic micro-processor-
based equipment, non-
mechanical and non-electronic
aids, specialized instructional
materials services and
strategies that people with
disabilities can use either:
•Assist them in learning
•Make the environment
•Enable them to complete in
workplace
•Enhance their independence
•Otherwise improve their quality
2.    Information Technology
              Provides access to
knowledge and resources on a
wide web component is the
most prominent example of
information.
3.    Technology of Teaching
              Refers to instructional
approaches that are very
systematically designed and
applied in very precise ways.
B.   MEDIA
A medium (plural, media) is a
channel of communication. 
Derived from Latin word
meaning “between,” The term
refers to anything that carries
information between a source
and a receiver.  Examples
include video, television,
diagrams, printed materials,
computers and instructors. 
Why instructors?  Because they
are considered instructional
media when they carry
messages with an instructional
purpose.  The purpose of
media is to facilitate
communication. 
            Media refers to all
modes of communication,
including print and audio- visual
forms and their accompanying
technology. Educational
technology includes numerous
types of media that deliver text,
audio, images, animation, and
streaming video, and includes
technology applications and
processes such as audio or
video tape, satellite TV, CD-
ROM, and computer-based
learning, as well as local
intranet/extranet and web-
based learning. Information and
communication systems,
whether free-standing or based
on either local networks оr the
Internet in networked learning,
underlie many e-learning
processes.
                         
Figure 1. SIX BASIC TYPES
OF MEDIA USE IN LEARNING
AND INSTRUCTION
Let's look at six basic types of
media use in learning and
instruction (Figure 1). The most
commonly used medium is
text.  Text is alphanumeric
characters that may be
displayed in any format- book
poster chalkboard, computer
screen and so on. Another
medium commonly used in
learning is
audio.  Audio includes
anything you can hear -a
person's voice, music,
mechanical sounds (running
car engine), noise, and so on.  used by the teacher.  On the
It may be live or
recorded.  Visuals are
regularly used to promote
learning.  They include
diagrams on a poster, drawing
on a chalkboard, photographs,
graphics in a book, cartoons,
and so on. Other types of
media are motion media. 
These are media that show
motion, including video tape,
animation, and so on.  One set
of material often not considered
media are real objects and
models.  Manipulatives are
three dimensional and can be
touched and handled by
students.  The sixth and final
category of media is people. 
These may be teachers,
students, or subject-matter
experts.  People are critical to
learning.  Student learn from
teachers, other students and
other adults.
THE ROLES OF MEDIA IN
LEARNING
Media can serve many roles
and learning. The instruction
may be dependent on the
presence of a teacher (i.e.,
instructor directed). Even in this
situation, media may be heavily
other hand, the instruction may
not require a teacher.  Such a
student-directed instruction is
often called “self-
instruction” even though it is
in fact guided by the whoever
designed the media. 
INSTRUCTOR-DIRECTED
INSTRUCTION
The most common use of
media in instructional situation
is for supplemental support of
the “live” instructor in the
classroom, see the figure
below. Certainly, properly
designed instructional media
can enhance and promote
learning and support teacher-
based instruction. But their
effectiveness depends on the
instructor.  Research has long
indicated the importance of the
instructor’s role in effective use
of instructional media.  For
example, early studies showed
that when teachers introduced
films, relating them to learning
objectives, the amount of
information students gained
from films increase (Wittich &
Fowlkes, 1946)
                         
INSTRUCTOR-INDEPENDENT
INSTRUCTION
Media can also be used
effectively informal education
situations for a teacher is not
available or is working with
other students see Figure 1.2. 
Media are often packaged for
this purpose:  objectives are
listed, guidance in achieving
objectives is given, materials
are assembled, and self-
evaluation guidelines are
provided. In informal
educational settings, media
such as video cassettes and
computers courseware can be
used by trainees at the work
site or at home.  In some
instances, an instructor may be
available for consultation via
telephone.
Cooperative learning is
closely related to self
instruction.  students work
together in groups or in
collaboration with the teacher
on learning projects, they take
more responsibility for learning.

C.           LEARNING
Learning is the development of
new knowledge, skills, or
attitudes as an individual that
interacts with information in the
environment.  the learning
environment includes the
physical facilities, the
psychological atmosphere,
instructional methods, media
and technology. Learning takes
place all the time we learn
things by walking down the
street, watching tv, surfing the
net, conversing with other
people, or just by observing
what goes on around us.
The learning process involves
the selection, arrangement, and
delivery of information in an
appropriate   environment and
the way learners interact with
the information. this chapter
concludes with a discussion of
technology as it relates to
learning.  responses to the environment.
PSYCHOLOGICAL
PERSPECTIVES ON
LEARNING
How instructors view the role of
media and technology in the
classroom depends very much
on their beliefs about how
people learn. Over the past half
century there have been
several dominant theories of
learning. 
Here are some learning
theories with their impact on
teaching decisions. 
BEHAVIORIST
PERSPECTIVE 
In the mid 1950s, the focus of
learning research started to
ship from stimulus design
(communication) to learn a
response to stimuli.  At the
forefront of this movement
was B.F. Skinner, a
psychologist at Harvard
University.  Skinner was a
proponent of behaviorism.  He
demonstrated that the behavior
of an organism could be
shaped by reinforcing or
rewarding the desired
Skinner face his reinforcement
theory on a series of
experiments with pigeons,
and here reasoned that the
same procedures could be
used with humans.  cognitive strategies, or skills for
The result was the emergence
of programmed instruction, a
technique of leading a learner
through a series of instructional
steps to a desired level of
performance.  the mental structures by which
COGNITIVIST PERSPECTIVE
Cognitivists, are making a
primary contribution to learning
theory and instructional design
by creating models of how
learners receive, process, and
manipulate information.
Cognitivism leads to a different
way of looking at familiar
learning patterns.  For
example, behaviorists simply
state that practices strengthen
the response to a stimulus.  and father.  They soon
Cognitivists create a mental
model of short-term and
long-term memory.  New
information is stored in short-
term memory, where it
is rehearsed until ready to be
stored in long-term memory.  If
the information is not
rehearsed, it fades from short-
term memory.
Learners then combine the
information and skills in long-
term memory to develop
dealing with complex tasks. 
SCHEMATA
Schemata (single, schema) are
individuals organize their
perceived environment.
Schemata are adopted or
change during mental
development and learning. 
they are used to identify,
process, and store income
information and can be thought
of as categories individuals
used to classify specific
information and experiences. 
Very young children learn to
distinguish between mother
separate dogs from cats and
became aware of the different
varieties of it. The development
of schemata leads to the ability
to classify objects by their
significant characteristics. 
These cognitive structures
change by the processes of
assimilation and
accommodation, which should
be encouraged during
instruction.
ASSIMILATION
Assimilation is the cognitive
process by which a
learner integrates new
information and experiences
into existing schemata.  During
learning, assimilation results
from experiences.  With new
experiences, the schema
expands in size but does not
change its basic structure.
Using the process of
assimilation, the individual
attempts to place new
concepts into existing
schemata.  information to active problem
ACCOMMODATION
The process of modifying
existing a schemata or creating
new ones is
called accommodation.  to create situations so that
When dealing with a new
concept for experienced, the
learner attempts to assimilate it
into existing schemata. When it
does not fit, there are two
possible responses.  authentic tasks, that relate to
1.            The learner can
create a new schema into
which the new stimulus is
place.
2.             The existing schema
can be modified so that the
new stimulus will fit.
CONSTRUCTIVIST
PERSPECTIVE
Constructivism is a movement
that extends beyond the beliefs
of the cognitivist.  It considers
the engagement of students
in meaningful experiences as
the essence of learning.  The
shift is from passive transfer of
solving.   The constructivist will
argue that students situate the
learning experience within their
own experience and that the
goal of instruction is not to
teach the information but
students can interpret
information for their own
understanding. The
constructivist believes that
learning occurs most effectively
when students are engaged in
meaningful contexts. 
SOCIAL-PSYCHOLOGICAL
PERSPECTIVE
Social psychology is another
well established tradition in the
study of instruction and
learning.  Social psychologist
looks at the effects of social
organization of classroom
learning.  What is the group
structure of the classroom-
independent study, small
groups, or the cast as a
whole?  What is the authority
structure- how much control do
students have their own
activities?  and what is the
reward structure- is cooperation
rather than competition
fostered?
In recent years, Researchers
such as Robert Slavin have
taken the position that
cooperative learning is both
more effective and more
socially beneficial than
competitive and individualistic
learning.  5.      Learning as interpreting
What do people think
learning is?
Some years ago, Säljö (1979)
carried out a simple, but very
useful piece of research. He
asked adult students what they
understood by learning. Their
responses fell into five main
categories:
1.      Learning as a
quantitative increase in
knowledge. Learning is
acquiring information or
‘knowing a lot’.
2.      Learning as
memorizing. Learning is
storing information that can be
reproduced.
3.      Learning as
acquiring facts, skills, and
methods that can be retained
and used as necessary.
4.      Learning as making
sense or abstracting
meaning. Learning involves
relating parts of the subject
matter to each other and to the
real world.
and understanding reality in
a different way. Learning
involves comprehending the
world by reinterpreting
knowledge. (quoted in
Ramsden 1992: 26)
5. INSTRUCTIONAL SYSTEM
AND INSTRUCTIONAL
TECHNOLOGY
INSTRUCTIONAL SYSTEMS
An instructional
system consists of a set of
interrelated components that
work together, effectively and
reliably, within a particular
framework to provide learning
activities necessary to
accomplish a learning goal.
 
There are many types
of instructional systems fall
into a number of
categories-- classroom course (
live,  face-to-face),  broadcast
course (television and radio),            The wide range of tools
self-instruction package (self-
study), web-based instruction
(intranet/internet), laboratory
activities,  workshop, seminar,
field trip, computer courseware
(computer-based
training/desktop multimedia),
and teleconferencing.
Instructional Systems
Components and
Characteristics
            Instructional
technology includes practical
techniques of instructional
delivery that systematically aim
for effective learning, whether
or not they involve the use of
media. It is a basic purpose of
the field of instructional
technology to promote and aid
the application of these known
and validated procedures in the
design and delivery of
instruction.
TECHNOLOGY TOOLS
available for students,
educators, and librarians such
as computers, laptop, mobile
phone, internet, etc…