CHAPTER 1

CONCEPTS ABOUT
EDUCATIONAL
TECHNOLOGY

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DIFFERENT CONCEPTS OF TECHNOLOGY
Technology as the use of gadgets, tools, or equipment to
perform a task expediently and efficiently
It is knowing, making, modifying,
and using of tools, machines, techniques,
crafts, system and methods of
organization, in order to solve a problem,
improve a pre-existing solution to a
problem, achieve a goal, handle an
applied input/output relation or perform a
specific function.
Technology as the collection of tools, including machinery,
modifications, arrangements and procedures.
It refers to reliable devices enabling one to make presentations repeatedly.

It immerses the learner into the dynamics of digital communication and

self-expression.
 Other Gadgets as Technology
 It refers to tools that can help us
perform home chores faster (washing
machine, rice cooker, floor polisher,
electric food mixer and etc.)
 Technology-related appliances (radio,
television, music player and digital
camera)
 The production becomes fast and
efficient
• Fast production
• Efficient time management
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 The teacher as a Technology

•Teacher facilitates learning through the use of

varied instructional materials like the books, the
blackboard, magazines, newspaper, library
materials and visual aids. The teacher also creates
situation through the use of a repertoire of
teaching methods and strategies to facilitate
learning. A number of theories of learning are
applied by the teacher as well as repeated
practices, monitoring, and evaluation of
instruction to make sure that students will learn.
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The teacher uses visual technology,
verbal technology, sound technology
and manipulative technology.
The teacher uses gadgets and also tools
to make learning fast, efficient, and
effective.
The teacher uses many teachings aids
such as real objects, pictures, show
cards, charts, bulletin board, blackboard
and chalk, handouts, workbooks,
practice exercise, audio visual materials
like radio, tape recorder, tape and
videotapes in introducing new lessons.

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The teacher develops modules for students learning depending
upon their ability levels. Modules are also used for
individualized study or independent activity when the teacher
is unable to meet.
In evaluating the students, the teacher may use rating scales,
score card, checklist, tests and rubrics.
There is a need to change from the traditional roles of
technology-as-teacher to technology-as-partner in the learning
process. Earlier, it was believed that students cannot learn from
technology.
The following assumptions about technology:

1. Technology is more than hardware. It is made up of any

reliable technique or method of engaging learning, such as
cognitive learning strategies and critical thinking.
2. Learning technologies can be any environment or definable
set of activities that engage learners active, constructive,
intentional, and authentic learning. Technology can be
introduced in a form of game.
3. Technologies are not simply conveyors or communicators of
meaning but they can also serve as resource materials for
reflection and other thinking skills.

4. Technologies support learning when:

They fulfill a learning need.
Interactions with technologies are learner-initiated and
learner-controlled.
5. Interactions with the technologies are conceptually and
intellectually engaging.

MATHEMATICS ALGEBRA

6. Technologies should function as intellectual tool kits that enable

learners to build more meaningful personal interpretations and
representations of the world. These tool kits must support he
intellectual functions that are required by a course of study.
7. Learners and technologies should be intellectual partners
in the learning process, where cognitive responsibility for
performing is distributed to the part of the partnership
that performs it the best l. Technology tools like laptop
serves as a study gadget and partners of students.
Concepts of

Educational
Technology
Educational Technology as the selection, development, managing and use of
appropriate technological processes and resources

The teacher and learner should be able to select technologies which can help
learners attain the intended outcomes of instruction.
Educational Technology as the choice of appropriate principles in the
preparation and utilization of conventional and non-conventional technology
tools as well as traditional and alternative

Design

Evaluation Development

Management Utilization

Five Domains of Educational Technology

Domains Description

Design Establishing a framework to guide in planning

the educational technology.

Development Using the design or framework, materials are

produced and developed.

Utilization Implementing and using the learning materials

used to enhance knowledge and skills of
learners. It is also known as the action phase.

Evaluation Monitoring , assessing and giving judgement

on the extent of usefulness of the learning
material in achieving the expected outcomes
Management It is applied in the implementation of all the
different domains and its effect on the
outcomes of learning.
DOMAINS OF EDUCATIONAL TECHNOLOGY

Design – to establish a
framework.
Development- produced
and developed.
Utilization- the action
phase.
DOMAIN 1 - DESIGN
Instructional
System Design
THEORY
Instructional
AND Strategies
PRACTICE
Learners
Characteristics
The theory and practice of design includes Instructional System
Design, (ISD), Instructional Strategies, and Learner`s
Characteristics.
1. Constructivism provides representation of reality.

2. Constructivism represents the natural complexity of the real world.

3. Constructivism represents authentic tasks which focus on

contextualizing rather than abstracting.

4.Constructivism provides real world case-based learning environments

rather than pre-determined instructional events.

5.Constructivism fosters reflective practice

6.Constructivism promotes context and content.

DOMAIN 2 - DEVELOPMENT
Print
technologies
Audio
technologies
THEORY Still Visuals
AND Audio-visual
technologies
PRACTICE ICTs
 Electronic
technologies
Integrated
technologies
Print technologies- focuses on the senses

Audio Technologies- presentations that caters

to the sense of hearing

Other technologies- make presentations

interesting and appealing to the senses
DOMAIN 3 - UTILIZATION
Media
Utilization
THEORY Implementation
AND Institutionalizat
ion
PRACTICE Policies and
Regulation

The theory and practice on utilization of educational technology

includes media, implementation institutionalization, policies and
regulation, where learning materials are considered, implemented and
used in actual learning and learning activities.
DOMAIN 4 - MANAGEMENT
Project
Management
Resources
THEORY Management
AND Management of
Delivery
PRACTICE System
Diffusion of
Innovation
The theory and practice on management of educational technology
includes project management, resource management, management of
delivery and diffusion of innovation.
DOMAIN 5 - EVALUATION
Problem
Analysis
THEORY Measurement
AND Formative
Evaluation
PRACTICE Summative
Evaluation

The theory and practice of evaluation of educational technology

includes problem , analysis, measurement, formative evaluation , and
summative evaluation.
 Technology Focus
The focus on integration
of technology will be on
facilitating and
enhancing the teaching-
learning episodes and
undertaken by both the
teachers and the
students.
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 Technology Competence
The ability to use with the
ease and confidence the
equipment, tools, or gadgets
mentioned above. The
guiding principle in
technological competence is
to master the instructions first
before using the equipment,
tools or gadgets.
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READING MATERIALS AND REFERENCES
PRINT
• Tabada, E. V. &Buendia, M. (2015) Educational Technology 1, Adriana Publishing CO.INC.
• Ballado, Ronato S. (2012) Basic Concepts in Educational Technology 1.(1st Ed.) REX Printing Company Inc., Quezon City,
Philippines
• Lucido, P. & Corpus B.(2012) Educational Technology 1, 2nd Edition. Lorimar, Publishing Co.
• Lucido, P. & Corpus B.(2012) Educational Technology 2, Quezon City. Lorimar, Publishing Co.
• Newby, T.J. (2011) Educational Technology for Teaching and Learning (4th Edition), Boston: Pearson Education Inc.
• Dahiya, Surender S. (2004) Educational Technology Towards Better Teacher Performance. Shipra Publication: New Delhi
• Garo, Candelaria D. (2004) Teaching Educational Technology. National Bookstore, Inc. Madaluyong City: Philippines
• Heirich, R. (2003). Instructional media and technologies for learning (7th edition) Upper Saddle, New York: Merrill Prentice
Hall
• Roblyer, M.B. (2003) Integrating Education Technology into Teaching (3rd Edition). Upper Saddle, New York: Merrill
Prentice Hall
• Newby, Timothy J. etal. (2000) Instructional Technology for Teaching and Learning. Prentice Hall Inc.: New Jersey.
• Lucido, Paz I., and Milagros L. Borado. (1997). Educational Technology. Katha Publishing Co., Inc. Quezon City,
Philippines
NON-PRINT
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•http://www.youtube.com
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THANK YOU…
DINDO R. DELA PENA, Ph.D.