MOUNT KENYA UNIVERSITY

UNIT CODE: BET 4108

UNIT TITLE: EDUCATIONAL TECHNOLOGY

REG NO: BSNE/2018/25380

NAME: NGOLIA DANIEL KINYUA

SEMESTER: JAN-APRIL 2022

NAME OF LECTURE: KIMAMO GITHUI

DATE OF SUBMISSION:11:03:2022

Q 1 a) Outline the purpose served by using educational media in teaching and Learning (10 marks)

Effective instruction builds bridges between students' knowledge and the learning objectives of the
course. Using media engages students, aids student retention of knowledge, motivates interest in the
subject matter, and illustrates the relevance of many concepts

Technology is such a big part of the world of w which we live. Many of the jobs that did

not require technology use in years past do require the use of technology today. Many more

homes have computers than in years past and increasing numbers of people know how to use

them. Technology is being used by children and adults on a daily basis by way of web surfing,

texting, social networking, interactive games, and in more ways. We are an evolving
technological society and in many ways have become dependent on its use. Thus, the use of
technology and teaching students have to use it has become a high priority in the public schools.

Today, there is a common focus on raising student achievement while integrating

technology as a tool. Policymakers and educators are renewing their commitment to programs

and instructional practices that to enhance maximum effects on instruction and student outcomes.

Q 2 a) Explain how the Cellphone can be used for teaching and learning in tertiary institutions (10
Marks)
A – Analyze Learners

The first step in the process is that the teacher should analyze the attributes of her learners. There
should be a focus on those learner characteristics which are associated with the learning outcomes
desired. The information gathered will help you in the decisions that you make with respect to the other
steps in the process. When you determine the character of the learners, it will guide you in choosing
specific strategies and resources to aid the learning process.

– Select Strategies, Technology, Media, and Materials

The second “s” in the acronym stands for select strategies, technology, media, and materials. Given
what your learning objectives are, it’s necessary to pick instructional strategies, technology, and media
that will bring about the results that you want.

First, you should figure out what which delivery method will be best for your instruction. For instance,
what proportion of your instruction will be instructor-centered and what proportion of will be student-
centered? The first of these are strategies such as lecture, demonstration or showing a video. The
second are strategies such as group discussion or cooperative group work.

Common sense weighs in on the side of learner-centered strategies. Learning becomes more exciting
when there is more class participation. Ultimately, it’s the learner who must gain mastery over the
material, not the teacher. However, there will be a certain amount of crucial information and technique
that the teacher must give over and demonstrate.

Learning is at its best when the teacher merely leads the student into discovering the correct answer to
a problem themselves. An effective teacher is merely a facilitator to the process of learning.

Once you select your teaching strategy, then it’s time to figure out which technology, media, and
materials best support the method of teaching that you’re using. This ranges from simple tools such as
chalk and blackboard to more sophisticated ones such as power-point presentations. What must be
remembered is that the instructor is the essential ingredient in giving over the material. Fancy tools are
useful, but it ultimately boils down to having someone who knows more than what the textbook
contains.
U – Utilize Technology, Media, and Materials

This step in the ASSURE process concerns making a plan as to how you will utilize the technology, media,
and materials that you have selected. As with all of the instructional steps, you must make sure that
your plans contribute towards producing the objectives that you have laid down.

It’s important to follow the “five p’s” process to achieve this:

Preview the Technology, Media, and Materials

This means that it’s important to plan ahead of time just how you’re going to use them. It’s good to do a
dry run of your lesson before you actually teach it. Make sure that the whole lesson will go smoothly
and seamlessly.

Prepare the Technology, Media, and Materials

You need to gather together all of the things that you will need to teach your lesson. They must be
working properly. For example, if you are making a power-point presentation, then you’ll need to create
the text and graphics for each screen.

Prepare the Environment

There is some minimal preparation required to set up the learning environment. Simple things like
making sure that you have enough desks are important. Also, if you have control over the situation, you
should make sure that there are no sources of noise that will disturb the students.

Prepare the Learners

First, you need to clearly inform the learners as to what the learning objectives are. This will help the
learners create a mental map of what they need to absorb. Next, it’s important to tell the students how
they will be assessed. You need to tell them what their assignments will be, how they will be graded, if
there are tests, etc. Also, you should explain to the students what the benefits of learning the material
are.

Provide the Learning Experience

You then actually carry out the lesson. This is where all of your planning takes effect. You should be
prepared to carry out the lesson with every prior step of the process in mind. This will insure your
success as a teacher.

R – Require Learner Participation

This step actually belongs within earlier steps. It requires that you make plans to how you are going to
actively engage your students in the material that you are teaching. This needs to be figured out both at
the class level and the individual level.

The most basic step that you can take is requiring participation of the students in class discussions. A
more sophisticated approach would require that students prepare questions and comments at home to
bring into the class. You might try even allowing individual students to lead classes or discussions in the
style of a seminar.

Beyond this, you need to plan exactly how the students will participate in the learning process generally
speaking. How will they learn the information and techniques included in a lesson? This plan needs to be
more specific than just saying that they will listen and absorb the material. Maybe you will encourage a
specific kind of note-taking or other learning strategies.

E – Evaluate and Revise

The final step in the ASSURE process is just as crucial as all of the others. In this step, you evaluate the
impact of your teaching on student learning. This includes an evaluation of your teaching strategies and
the technology, media, and materials that you used. The following questions are useful to ask during this
evaluation:

Did your lesson meet the learning objectives that you planned? How will you determine whether the
students reach the objectives? Is your way of assessing the students in line with your learning
objectives?

Can this lesson be improved? How? How are you going to assess the weaknesses in your presentation?

Was your choice of media and materials a good one? How will you assess the effectiveness of these
tools?

Is it possible that other technologies, media, and materials would have done a better job?

The final step in your evaluation should focus on feedback from your students. Was their experience
positive overall? Do they feel that they have reached your objectives and their own personal objectives?
How will you determine whether or not your performance was effective?

In conclusion, the ASSURE process is really just a matter of common sense.

Due to the large use of technology in the world in which we live, the use of technology in
teaching and learning is essential if we are to make a lasting impact on how students learn. Now,with
the onset of the Common Core Standards and their emphasis on technology, the use of technology will
become an even bigger priority in schools.

Q 2 a) Explain how the Cellphone can be used for teaching and learning in tertiary institutions (10
Marks)

Class wide texts can keep students up to date on assignments, and students can use their phones as a
class planner to record important dates. For projects, cell phones can also play an important role in
gathering media. Cell phones can be used to take photos, record video, and make audio logs.Mobile
learning in the classroom makes it easier to do this. It provides students with multiple sources of content
and offers them a myriad of ways to demonstrate their learning: in writing, by making podcasts, videos,
graphs, interactive pages or using any number of web 2.0 tools.

5 Ways To Use Mobile technology In The Classroom

Technology is powerful and it can be used in several great ways to make teaching and learning powerful.
What can be done and what cannot be done is limited, basically by the creativity of the user. So, the
more creative and innovative we get, the more results we'll see with using technology in class. However,
I will provide a few examples just to help you get an idea of what an effective use will look like.

1. Use Of Audio Recording Feature

Students often require personal and quality feedback on the work they turn in. Lecturers can make use
of the audio recording feature built into most smartphones to provide these personal and yet quality
feedback to all students. Research has proven that students not just liked feedback given this way, but
even preferred it.

2. Live Polling Tools

Live digital polling/quizzing tools can be used both as welcome and exit tickets in the classroom for
formative assessment. Lecturers can use these tools (many of which are free) to determine what
students already know and what should be concentrated upon. This can also provide insight into
individual student strength and weakness and help give personalized instruction when needed.

3. Creating Of Videos

Rather than have students write a 2000 word essay after researching on a topic, where several of them
would simply copy and paste paragraphs without necessarily understanding the content, lecturers could
ask students to research and create a 5 minutes or less video or audio recording of what they had
researched about.

4. Chat And Online Discussion Forums

Lecturers can exploit the group chat features of mobile devices to create an online discussion forum to
encourage class participation on content topics, even outside the classroom. Students can chat and
discuss (with or without the lecturer) while at home or over the weekend on a subject in class to
increase understanding of concepts.

5. Use Of QR Codes
Quick response (QR) codes are another great way to use mobile technology in the classroom. Links to
further resources, complex diagrams and images, solutions to tasks could be coded and made available
to students.

There are several more ways by which both students and lecturers can creatively use mobile technology
in the classroom. Again, technology is powerful and its benefits go beyond just making our work
efficient. It can increase productivity and help us achieve greater results in our work, thereby making us
effective.

b) Identify five major challenges that secondary schools face in integrating ICT in teaching, and for each
challenge, suggest a practical solution (5 marks)

The challenges are: 1) Lack of training from government which makes the teachers clueless on how to
integrate ICT properly; 2) lack of appropriate software, makes the teachers use ICT monotonically; 3)
lack of competence – lack of operating complex application; and 4) lack of appropriate material which
makes the ..The major challenges faced while using ICT included unstable internet connection, lack of
training, lack of support from the school, lack of time. In order to ensure a more successful
implementation of ICT in education, appropriate training on the usage of ICT in teaching should be
provided.Challenge 1: professional development. Key among all challenges is the lack of adequate,
ongoing professional development for teachers who are required to integrate new technologies into
their classrooms yet who are unprepared or unable to understand new technologies.

"All too often, when schools mandate the use of a specific technology, teachers are left without the
tools (and often skills) to effectively integrate the new capabilities into their teaching methods,"
according to the report. "The results are that the new investments are underutilized, not used at all, or
used in a way that mimics an old process rather than innovating new processes that may be more
engaging for students."

Challenge 2: resistance to change. Resistance to technology comes in many forms, but one of the key
resistance challenges identified in the report is "comfort with the status quo." According to the
researchers, teachers and school leaders often see technological experimentation as outside the scope
of their job descriptions.

Challenge 3: MOOCs and other new models for schooling. New in this year's report, new models for
teaching and learning are providing "unprecedented competition to traditional models of schooling." In
particular, the MOOC (massive open online course) — probably the hottest topic in higher education
right now — was identified as being "at the forefront" of discussions about new modes of delivering K-
12 education.

"K-12 institutions are latecomers to distance education in most cases, but competition from specialized
charter schools and for-profit providers has called attention to the needs of today's students, especially
those at risk," according to the report.

Challenge 4: delivering informal learning. Related to challenge 3, rigid lecture-and-test models of

learning are failing to challenge students to experiment and engage in informal learning. But, according
to the report, opportunities for such informal learning can be found in non-traditional classroom
models, such as flipped classrooms, which allow for a blending of formal and informal learning.

Challenge 5: failures of personalized learning. According to the report, there's a gap between the vision
of delivering personalized, differentiated instruction and the technologies available to make this
possible. So while K-12 teachers seem to see the need for personalized learning, they aren't being given
the tools they need to accomplish it, or adequate tools simply don't exist.

Challenge 6: failure to use technology to deliver effective formative assessments. The report noted:
"Assessment is an important driver for educational practice and change, and over the last years we have
seen a welcome rise in the use of formative assessment in educational practice. However, there is still
an assessment gap in how changes in curricula and new skill demands are implemented in education;
schools do not always make necessary adjustments in assessment practices as a consequence of these
changes. Simple applications of digital media tools, like webcams that allow non-disruptive peer
observation, offer considerable promise in giving teachers timely feedback they can use."

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