MODULE 3

The Roles of Educational Technology in Learning

Focus Question:

 What are the roles of educational technology in learning?

 Educational technology serves as a powerful tool to enhance learning

experiences, promote student engagement, and support personalized instruction in the
modern educational landscape.

INTRODUCTION
After understanding the comprehensive meaning of educational technology, let us now
dwell on the roles of educational technology in the teaching-learning process.

ACTIVITY
1. Go back to your learning experiences in school. Recall specific ways by which the use of
educational technology helped you learn.

 Using educational technology, I was able to learn how to find the news and other
material I was interested in learning. It also aids in the completion of my research paper
for college.

2. Get a partner then share your experience.

3. Volunteer to share your experiences with the rest of the class.

ANALYSIS
Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons
or in a constructivist way as partners in the learning process. In the traditional way, the learner
learns from the technology and the technology serves as a teacher. In other words, the learner
learns the content presented by the technology in the same way that the learner learns knowledge
presented by the teacher. In the constructivist way, technology helps the learner build more
meaningful personal interpretations of life his/her world. In the constructive approach,
technology is a learning tool to learn with, not from. It makes the learner gather, think, analyse,
synthesize information and construct meaning with what technology presents. Technology serves
as a medium in representing what the learner knows and what he/she is learning.

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Discussion Question:
Based on the experiences shared, which greater role did technology play in your learning
experiences: technology-as-teacher or technology-as-partner in the learning process?

 Technology-as-teacher refers to the use of technology as a direct source of instruction and

knowledge delivery. Can provide access to vast amounts of information, deliver interactive lessons,
and offer simulations or virtual experiences that enhance understanding. It can act as a facilitator of
learning, guiding students through content and providing immediate feedback. This approach can be
particularly useful in self-paced or independent learning scenarios.

ABSTRACTION
From the traditional point of view, technology serves as source and presenter of
knowledge. It is assumed that “knowledge is embedded in the technology (e.g. the content
presented by films and tv programs or the teaching sequence in program instruction) and the
technology presents that knowledge to the student. (David H. Jonassen, et al, 1999 ).

Technology like computers is seen as a productivity tool. The popularity of word

processing, databases, spreadsheets, graphic programs and desktop publishing in the 1980s
points to this productive role of educational technology.

With the eruption of the INTERNET in the mid 90s, communications and multimedia have
dominated the role of technology in the classroom for the past few years.

From the constructivist point of view, educational technology serves as learning tools that
learners learn with. It engages learners in “active, constructive, intentional, authentic, and
cooperative learning. It provides opportunities for technology and learner interaction for
meaningful learning. In this case, technology will not be mere delivery vehicle for content.
Rather it is used as facilitator of thinking and knowledge construction.

From a constructivist perspective, the following are roles of technology in learning:

( Jonassen, et al 1999).

 Technology as tools to support knowledge construction: for representing learners’ ideas,

understandings and beliefs. For producing organized, multimedia knowledge bases by
learners
 Technology as information vehicles for exploring knowledge to support learning-by-
construction:
For accessing needed information
For comparing perspective, beliefs and world views

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 Technology as context to support learning-by-doing:

For representing and simulating meaningful real- world problems, situations and
contexts
For representing beliefs, perspectives, arguments, and stories of other
For defining a safe, controllable problem space for student thinking
 Technology as a social medium to support learning by conversing:
For collaborating with others
For discussing, arguing, and building consensus among members of community
For supporting discourse among knowledge-building communities
 Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:
For helping learners to articulate and represent what they know
For reflecting on what they have learned and how they came to know it
For supporting learners ‘internal negotiations and meaning making
For constructing and personal representation of meaning
For supporting mindful thinking

Whether used from the traditional or constructivist point of view, when used
effectively, research indicates that technology “increases student’ learning, understanding
and achievement but also augments motivation to learn, encourages collaborative
learning and supports the development of critical thinking and problem-solving skills.”
(Schacter and Fagnano, 1999) Russell and Sorge (1999) also claims that the proper
implementation of technology in the classroom gives student more “control of their own
learning and… tends to move classrooms from teacher-dominated environments to ones
that are more learner-centered. The use of technology in the classroom enables the
teacher to do differentiated instruction considering the divergence of students’ readiness
levels, interests, multiple intelligences, and learning styles. Technology also helps
students become lifelong learners.

APPLICATION
1. Based on the roles of educational technology from the constructivist ‘s perspective,
given above, identify under which role and process is illustrated by each of the
following:
A. Water samples from ponds, steams and faucets were analysed locally, then
transmitted to researchers who pooled the data and returned them to all sites,
where students drew conclusions and compared them with those of other classes.
(Jonnasen, et al,p.26)
B. Students were asked to give a graphic presentation of the causes and effects of
alcoholism.

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C. Students were asked to conduct an in-depth research on the causes and effects of
global warming by the extensive used of books, journals and the internet and to
give a powerpoint presentation of their findings.
D. Students were assigned to gather proposals from various sector on how to solve
the present rice crisis and on how to prevent the same in the future and make a
video presentation on their interviews.
E. Student groups were asked to read and analyse a comic strip and present their own
thinking also by way of a comic strip.

2. Give at least 3 uses or function of educational technology. Categorize them either as

technology as teacher (source of knowledge) or technology as partner in learning (one
that engages the student in thinking and in the construction of knowledge and
meaning). Use the table given below. An example for each category is given for you.

Technology as teacher Technology as partner in learning

1. Video presentation on the tourist spot 1. Setting up an experiment

in the country shown through video presentation
and requiring the student to
predict the outcome of the
2. Learning new languages with experiment
translation tools.
2. Using and instructing
3. A society-related Powerpoint students in the usage of photo-
presentation. editing tools.

4. Generally, classes are conducted via

3. The teachers can create
Google Meet, Zoom, etc.
study modules for the students
using PowerPoint software.

4. Students can display their

work to the class as a whole while
speaking in real time by using the
Zoom app and the other video
programs.

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3. The constructivists’ thinking is this: Technology cannot teach students. Rather learner
should use the technologies to teach themselves and other. Do you agree with the
constructivists? Discuss with your group. You will be asked to share your answer
with the class.
4. Is there anything pedagogically wrong with the traditional used of technology as a
presenter of knowledge like the teacher as a source of knowledge? Discuss in your
small group then share your answer with the class.
5. Why used technology in teaching? Answer this question based on what you learned
from this lesson. Present it in your own creative way, other than merely enumerating
them.

SUMMING UP
Educational technology plays various roles. From the traditional point of view, it serves
as presenter of knowledge just like teachers. It also serves as a productivity tool. With internet,
technology has facilitated communication among people. From the constructivist perspective,
educational technology is a meaningful learning tool by serving as a learning partner.

MAKING THE CONNECTION

Recall how the roles of technology from the constructivist perspective, were
demonstrated by your professors/instructors in class or by speakers/facilitators in seminars you
attended. In your mind, identify those roles that were demonstrated.

 From a constructivist perspective, technology plays a crucial role in supporting and

enhancing the learning process. Constructivism emphasizes that learners actively construct
their own knowledge and understanding through interactions with their environment. Here's
how technology aligns with the constructivist perspective:

1. Facilitating Active Learning: Technology provides learners with opportunities to

actively engage in the learning process. Through interactive simulations, virtual
experiments, and multimedia resources, learners can explore and manipulate information,
construct meaning, and make connections between concepts.

2. Promoting Collaboration and Social Interaction: Technology enables learners to

collaborate with peers, experts, and educators beyond the physical classroom. Online
discussion forums, video conferencing, and collaborative platforms foster social
interaction, knowledge sharing, and the co-construction of knowledge.

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3. Supporting Authentic and Contextual Learning: Technology allows learners to engage

with real-world contexts and authentic tasks. Virtual field trips, online research, and
multimedia resources provide access to diverse perspectives and experiences, enabling
learners to connect their knowledge to real-life situations.

4. Encouraging Reflection and Metacognition: Technology tools, such as blogs, e-

portfolios, and multimedia presentations, provide platforms for learners to reflect on their
learning process, articulate their thoughts, and demonstrate their understanding. This
promotes metacognitive skills and self-regulated learning.

5. Personalizing Learning Experiences: Technology offers adaptive learning platforms

and personalized learning environments that cater to individual learner needs and
preferences. Learners can navigate through content at their own pace, receive immediate
feedback, and access resources tailored to their specific learning goals.

6. Fostering Inquiry-Based Learning: Technology supports inquiry-based learning

approaches by providing access to vast amounts of information, research databases, and
online libraries. Learners can explore questions, gather data, analyze information, and
construct knowledge through self-directed investigations.

In summary, technology, when used in alignment with constructivist principles,

empowers learners to actively construct knowledge, collaborate with others, engage in
authentic tasks, reflect on their learning, personalize their experiences, and engage in
inquiry-based learning.

Personal Postscripts

No Other Choice but to Learn How to Use Recent Technology in the

Classroom
The younger generation of teachers is admittedly better than the older generation of
teachers when it comes to the use of the most recent technology, like computer. The younger
crop of teachers, unlike the older generation, was blessed with basic computer courses in their
college curriculum. But if the older group of teachers would like to remain responsive and
relevant by keeping their teaching fresh, interesting and challenging, there is no choice but to
learn how to use them. An “idiot’s guide” to computer may encourage you to learn how to use
the computer in your teaching.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1