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Lesson 5 State-Of-The-Art Et Application Practices

The document discusses trends in educational technology practices. It notes that teachers now need computer literacy and skills to adopt state-of-the-art technologies in their classrooms. Some older audiovisual technologies are now obsolete due to advances in computer hardware and software. The document also outlines trends in pedagogical theory that emphasize student-centered learning over direct instruction and rote memorization. These new approaches require the appropriate integration of information and communication technologies like word processors, databases and the internet. While some argue technology is expensive and time-consuming, the document claims balancing preparation time and acquiring suitable hardware/software can help address these obstacles to adopting educational technology.

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Jamillah Ar Ga
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244 views

Lesson 5 State-Of-The-Art Et Application Practices

The document discusses trends in educational technology practices. It notes that teachers now need computer literacy and skills to adopt state-of-the-art technologies in their classrooms. Some older audiovisual technologies are now obsolete due to advances in computer hardware and software. The document also outlines trends in pedagogical theory that emphasize student-centered learning over direct instruction and rote memorization. These new approaches require the appropriate integration of information and communication technologies like word processors, databases and the internet. While some argue technology is expensive and time-consuming, the document claims balancing preparation time and acquiring suitable hardware/software can help address these obstacles to adopting educational technology.

Uploaded by

Jamillah Ar Ga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON 5

STATE-OF-THE-ART ET
APPLICATION PRACTICES

Looking through progressive state policies that support technology-in-education, and


other new developments is pedagogical practice, our educators today have become more aware
and active in adopting state-of-the-art educational technology practices they can possibly adopt.
Today, one can see a greater need for teachers to acquire not only computer literacy, but
competence as well. The list of audiovisual aids available to or schools may not even apply any
more since modern-day computer hardware and software have rendered them obsolete. Sad to
say, some software materials acquired by schools about five years ago are not even compatible
anymore to more recent computer systems. The use of film strip/, 8mm/ 16 mm projectors, also
VHS players have also become obsolete. Due to the speedy turnover of technology advancement.
It is wise therefore for school administrators to decide on technology upgrading along medium-
term (5-years) term only. In a word, don’t invest in technology hardware/system that may
become a white elephant in a few years time.

More recent ET in education practice


Recent changes have also occurred in the area of pedagogical theory and practice. It is
now accepted that the contribution of the computer technology makes up for “good instruction.”
Owing to the development, teachers must therefore acquire or improve on their computer skills,
as well as their “computer-in-the-classroom” skills. The following trends should also be
recognized by educators:
 Through school or training center computer courses, present-day students have become computer
literate. They send e-mail, prepare computer encoded class reports, even make power-point
presentation sometimes to the surprise of their media tradition-bound teachers.
 Following the call for developing critical thinking among students, teachers have deemphasized
rote learning and have spent more time in methods to allow students to comprehend/internalize
lessons.
 Shifting focus from lower-level traditional learning outcomes, student assessment/examinations
have included measurement of higher level learning outcomes such as creative and critical
thinking skills.
 Recent teaching-learning models (such as constructivism and social constructivism) have paved
the way for instructional approaches in which students rely less on teachers as information-givers,
and instead more on their efforts to acquire information, build their own knowledge, and solve
problems.

In sum, these trends and new levels of learning require the appropriate use of state-of-the art
instruction with the use of IT, tapping the computer’s information and communication tools (such as,
word processors, databases, spreadsheets, presentation software, e-mail, Internet conferencing, etc.)

Obstacles to IT pedagogical practice.

Especially for educators living in developing or peasant economies, objections are likely to be
heard such as that the use of the computer is time-consuming and expensive. Besides there is also the
danger of a technology-centered classroom along the fear that computers may soon replace teachers.
Virtue is in moderation and so, there is truly a need for teachers to balance their time for the
preparation and application of instructional tools. Through wise technical advice, schools can also acquire
the most appropriate computer hardware and software. At the same time, training should ensure that the
use of ET is fitted to learning objectives. In addition, teachers should acquire computer skills for so that
they can serve as models in integrating educational technology in the teaching-learning process.
Following modern trends in technology-related education, schools should now foster a student-
centered learning environment, wherein students are given leeway to use computer information sources in
their assignments, reports and presentation in written, visual, or dramatic forms.
All these suggestions show that teachers and schools can no longer avoid the integration of
educational technology in instruction. Especially in the coming years, when portable and mobile
computing will make computing activities easier to perform, the approaches to classroom pedagogy must
change. And with continuing changes in high-speed communication, mass storage of data, including the
revolutionary changes among school libraries, educators should be open for more drastic educational
changes in the years ahead.

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