Final Project Chapter 3

BOHOL NORTHWESTERN COLLEGES
Poblacion, Catigbian, Bohol

Ivy Elaine Illana Evangelista
Poblacion Weste, Catigbian, Bohol
March 22, 1989

Date of Birth
___________________________
Catigbian West Central Elementary School

Elementary
Immaculate Mary Academy

Secondary
Bohol Northwestern Colleges

College
Associate in Computer Technology, 2007

Bachelor in Secondary Education major in Mathematics
Course
___________________________
Local Government Unit of Catigbian, Bohol

Present Employment
ACKNOWLEDGMENT
The time is passing so swiftly that another successful semester has ended,
thus another successful exchange of ideas and sharing of expertise and experiences
took place within the walls of BNwC.
All of these would not be made possible without the brilliant instructor whose
dedication and expertise has provided more reasons for us to attend classes and
participate in every discussion.
The presence of my classmates and the valuable sharing of experiences and

the opportunity to laugh and chat with them while learning important points
relevant to our field.
To all that have contributed to the success of this educational endeavor, this
is my way of thanking you. May God will return all these to you a thousand fold.
-Ivelev-
EXECUTIVE SUMMARY
Educational Technology is the effective use of technological tools in learning. As a

concept, it concerns an array of tools, such as media, machines and networking hardware,
as well as considering theoretical perspectives for their effective application. It involves
the application of systems, techniques and aids to improve the process of human
learning. It a complex, integrated process involving people, procedures, ideas, devices
and organization, for analyzing problems, and devising, implementing, evaluating and
managing solutions to those problems involved in all aspects of human learning.
The history of educational technology can be traced back to the time when tribal
priests systemized bodies of knowledge, and early cultures invented pictographs or sign
writing to record and transmit information. During the Middle Age Advent of Scholastic
Philosophy, Pierre Abelard introduced a technology of instruction which was really a
new method of structuring and presenting materials that helped set the style of scholastic
education.
Technology improves education to a great extent and it has now become a need
for revolutionizing education for the better. The future is all about technology and multi-
screening education can’t log behind. It engages and challenges students with brand new
and interactive methods. Students can work and collaborate with people in other
locations and distance learners can join online activities. Instead of carrying lots of books,
students can just bring laptop and tablet which contain all their books and projects. There
are plenty of resourceful, credible websites available on the internet that both teachers
and students can utilize. Some students work better when they can go at their own pace.
Online education is now accredited and has changed the way we view education.
Educational Technology analyzes the process of teaching thoroughly. It tries to find out
the different variables of teaching, their interlinks, effects, upon each other, relationships,
theories of teaching, phases of teaching principles of teaching, maxims of teaching etc. by
developing the theories of teaching, it helps in improving the quality of education. It
analyzes the process of learning and related theories. It facilitates more and more of
learning in less time. It took help of various empirically established generalizations from
psychology, sociology, physical sciences, engineering etc. Everything in this universe is
undergoing tremendous changes and with a very fast speed. It helps in enhancing the
right objectives in the light of the changed circumstances and changed environment.
Educational Technology helps in locating the problems in the different areas of education.
It also helps in remedying the draw-backs. Evaluation of the teaching-learning process is
also made better because through feedback, things are improved thoroughly and there is
better control over the process of teaching learning.
TABLE OF CONTENTS
Schematic Diagram/Summary/Reactions Page

Title Page
Writer’s Biodata I
Acknowledgment II
Executive Summary III
Table of Contents IV
Concepts About Educational Technology

Schematic Diagram
Summary
Reaction
History of Educational Technology and Information & Communication Technology

Schematic Diagram
Summary
Reaction
Importance of Educational Technology

Schematic Diagram
Summary
Reaction
Roles of Educational Technology

Schematic Diagram
Summary
Reaction
Learning Theories Related to Educational Technology

Schematic Diagram
Summary
Reaction
Printed Media
Schematic Diagram
Summary
Reaction
CHAPTER 3
SCHEMATIC DIAGRAM
IMPORTANCE OF EDUCATIONAL TECHNOLOGY
IMPORTANCE OF
EDUCATIONAL
TECHNOLOGY
Educational technology must inevitably be

integrated into classrooms and curricula
(Clements and Sarama, 2003; Glaubke 2007;
NAEYC and Fred Rogers Center, 2012)
Numerous studies have shown that a small

number of teachers is willing to integrate
educational technology in their teaching
activities (Becker, 2000; Hermans et al., 2008;
Stošić and Stošić 2013; Wang et al., 2004)
Educational technology is one big system

CHAPTER 3
SUMMARY
The period from 1967 to 1972 is considered to be a period of consolidation of educational

technology, which has become the most commonly used term in the science of pedagogy
and the educational process (Даниловић, 2004). With the application of educational
technology, students can independently progress in mastering teaching materials, to
choose the pace of work, to repeat the material that is not sufficiently clear, that after tests
performed immediately get results and track their progress. Interactive, multimedia
content provides a great advantage of modern learning over traditional learning. With
the application of educational technology, we get feedback between the teacher and the
student. Among the first studies on the comparison of the traditional and modern ways
with the help of educational technologies research was Clark Richard (Clark, R. 1983). He
tried to compare research between lectures and computer guidance and instruction to
determine which the better way of learning is. He came to the conclusion that they are
both effective depending on the ways they are used. The same conclusion came by other
authors (Dynarski et al. 2007; Kulik, 2003) and that is that there are some major differences
in the use of educational technology and traditional teaching. On the other hand, research
at the Center for Educational Research in Pittsburgh within Individually Prescribed
Instruction showed that computers are better tailored to the individual abilities of
students, rather than teachers themselves. Educational technology must inevitably be
integrated into classrooms and curricula (Clements and Sarama, 2003; Glaubke 2007;
NAEYC and Fred Rogers Center, 2012). With the advent of educational technology in the
classroom teacher, education is faced with the challenge that teachers integrate
educational technology in their daily work. Numerous studies have shown that a small
number of teachers is willing to integrate educational technology in their teaching
activities (Becker, 2000; Hermans et al., 2008; Stošić and Stošić 2013; Wang et al., 2004).
The reason is that there are two categories of teachers in the understanding of educational
technology. Some of them have thorough understanding of modern technical appliances
(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and
Education Vol. 3, No.1, 2015, and their operation while others think it is necessary for
them to gain additional technical knowledge of the appliances and methods, teaching
methods, student-teacher relationship... These two groups represent a group of teachers
between older and younger teachers. Older teachers during their study did not have the
possibility of training with modern technical appliances, did not have the information
technology, educational technology... while the younger generation of teachers possess
the knowledge required for the use of educational technology. For a better understanding
of educational technology requires a set of computer science, pedagogy, psychology,
cybernetics, informatics... The knowledge teachers possess is sufficient for a basic use of
education technology. However, educational technology is one big system. First of all,
teachers have a basic knowledge of the use of educational technology. It takes far more
professional training through a variety of conferences, courses, professional literature,
seminars... in order to get a better knowledge in the use of educational technology. The
fact is that under use of educational technology, primarily due to poor school equipment
necessary resources, insufficient information and knowledge of teachers and the lack of
interest and lack of motivation of teachers to use them. Teachers have to be motivated to
use the same because the use of educational technology in teaching provides better
interaction with students, better reception of information because the students receive
knowledge visual, auditory and kinesthetic way. Among other things, an educational
technology motivates students to work independently where the student is more
motivated to return to learning and working because modern technical equipment is
widely available at any given moment.
CHAPTER 3
REACTION
Since computers are still not widely used in many schools, the teaching process is
dominated by traditional methods. It is dominated by the frontal form of work where the
teacher had enough interaction with students. Failure to thrive at their own pace and
insufficient activity of students was one of the drawbacks of this type of learning. In class,
we have children who are not uniform in knowledge and never pay enough attention to
those who are not sufficiently mastered the material and those who are above their
average. This difference is often hampered by teacher assessment work and how to
transfer knowledge to a group of children with different knowledge. The teacher chooses
to keep average to good teaching where children with insufficient knowledge would not
get the necessary knowledge. The children with insufficient knowledge can progress
smoothly without unpleasant feeling of their ignorance, no frustration, and humiliation
while for the most advanced children teaching will be boring. With the development of
information and communication technology, especially computers, a number of
researchers (Morrison et al., 2010) were trying to see the benefits and the effect of their
use compared to older traditional learning. For many years, we tried to give answers to
the question of advantages and disadvantages between traditional and modern teaching
where the prevailing educational technology.

CHAPTER 1
SCHEMATIC DIAGRAM
CONCEPTS ABOUT EDUCATIONAL TECHNOLOGY
CONCEPTS ABOUT
EDUCATIONAL
TECHNOLOGY
EDUCATION
TECHNOLOGIES & MORE EXCITING
TECHNOLOGIES
CONCEPTS
CHAPTER 1
SUMMARY
Here are the education technologies and concepts that every teacher should know about:
1. BYOD (Bring Your Own Device): As a kind of movement within education, BYOD
has already gained momentum in many districts across the country. In places like
Chesapeake Public Schools, students are allowed to use privately owned electronic
devices to access the wireless network on the school system’s filtered Internet. In
Chesapeake, as in the other public and private schools where BYOD policies exist,
students must sign a responsibility form that says they will only use the mobile device
for academic enrichment while on school property. Students who bring their own devices
into the classroom eliminate the initial costs and are also already comfortable with the
technology. The downside is that not all students can readily afford such technology.
Many must look for schools to develop technology financial assistance programs for
families to help offset the full cost and maintenance of school-owned devices.
2. Customized learning experiences. Self-directed learning experiences are based upon

the needs of individual students. The traditional way to look at learning is via the creation
and assignment of work by teachers in a one-size-fits-all approach for every classroom.
Customized learning, however, allows students to direct focus on feedback techniques
that provide strategies for improvement during the process, instead of waiting for a given
test period see if the methods are working.
The idea of personalized learning is often met with hostility, especially as teachers must
relinquish some classroom control for this trend to really work. On the flip side, though,
customized learning has the potential to incorporate a variety of resources, such as virtual
learning, to aid in the learning process while allowing teachers to moderate one-on-one
learning experiences in practical ways. I think that the idea of handing control to students
is frightening to some educators and administrators but once attempted, even on a small
scale, it is easy to see the benefits of personalized learning.
3. Online learning. Virtual learning is certainly not new to the K-12 scene, but its
increasing popularity is difficult to ignore. Once, only the world of distant learning
embraced the process of online learning. Today, though, online learning is increasingly
part of more traditional learning experiences. It is no longer all or nothing. Distance

learning has become mainstream and will continue to transform in-classroom
learning. Virtual learning also makes it possible for parents, teachers and students to have
access to information they may need regardless of their actual physical location. In
essence, it expands the classroom and gives students more time and space to complete
and comprehend their lesson.
4.Virtual Laboratories. Virtual laboratories are popping up in school districts and online
learning curricula across the country and making it easier and less expensive for students
to do experiments remotely. Perhaps the most often cited benefit of any online learning
is convenience. The same is true of virtual laboratories if the experiments are on the
student’s own time. In some cases, a virtual lab may be used during regular class time
but still, in such instances, there is flexibility for the teacher who is not limited by using
resources within a strict timeframe.
Another benefit of virtual laboratories is instant feedback. Students can redo experiments
on the spot if needed. All the results are recorded automatically, making communication
between teachers and students more efficient too. Experiments no longer have a “one
chance” option and students can analyze what went wrong immediately and
critically. There is a fee associated with using virtual labs, but the capital and maintenance
costs are drastically reduced. Instead of one school footing the bill for resources, the cost
is split among the clients of the particular virtual lab. This allows schools to provide a
better learning experience for students at a fraction of the cost.
5. Autism and iPads. Depending who you ask, the iPad has varying effects on children
with autism – but most parents and teachers would say that the device has made in-roads
in their students’ attitude towards learning. Experts at Apple say that iPads “cure”
sensory overload and give autistic children control, along with opportunities for effective
communication. Using less extreme language, researchers at Vanderbilt University say
that speech-generating devices, like iPads, can encourage late-speaking children with
autism spectrum disorders to speak. In other words, the basic technology that is readily
available in classrooms and many households may also support learning initiatives for
children with a specific disorder that impact traditional learning.
6. Online Tutoring. The supplemental education services industry is expected to make

over $10 billion per year annually in North America by 2017, and it’s no wonder. As
students face higher pressures in classrooms, companies like Sylvan and Kumon make
millions every year by encouraging parents to bring in their students and pay a premium
fee to have them tutored one-on-one.
However, tutoring outside school hours is inconvenient for both parents and students
who already have tight schedules. After a day in school, kids are not keen to head back
into a traditional learning environment, which can mean a lot of extra tension between
parents and kids that surrounds an already-anxious experience.
But what if the same flexibility that is afforded to regular K-12 and college classes was
extended to tutoring too? Of course, many online tutoring options are already available
but as an industry, online tutoring lacks the sophistication of the larger-scale academic
offerings. As demand for this form of flexible learning rises, though, tutoring in remote
ways will see a spike in popularity and availability.
Students are already native online learners and virtual tutoring could open the doors for
a lot of breakthroughs – and at a greater convenience and lesser cost to students. These
emerging companies just need to look for ways to set themselves apart from the outdated
model of in-person tutoring to provide the most help and succeed.
7. Cloud computing. When it comes to greater educational collaboration, cloud

computing has unlimited potential. This is true for teacher-to-teacher, teacher-to-parent,
and teacher-to-student applications. By using a common location, academic expectations
can be better accessed, along with actual student work. Instructors can also share learning
materials and experiences through the remote opportunities that cloud computing
provides.
Simply put, cloud storage saves space, money, and time for teachers, parents, students,
and administrators. A report by CDW Government found that over 40 percent of schools
use cloud applications to store their data. By 2016, schools are expected to spend 35
percent of IT budgets on the cloud. The savings add up though. Right now, K-12 schools
report that their cloud initiatives are saving them an average of 20 percent on IT costs. By
2016, those savings are expected to reach 27 percent.
We are living in the midst of a tremendous upheaval in the fields of technology and
communication. There is so much to look forward to when it comes to K-12 classrooms.
The seven concepts and technologies that I have discussed will allow educators to better
prepare students for the rest of their academic careers and for lifelong success.
In a previous article, I showcased seven must-see educational technology concepts that

teachers must stay abreast of to become more effective educators in the digital age. Those
are important, but they are certainly not the only ones that are emerging in recent years.
Here are some more exciting technologies to keep track of:
 Alternative input devices. These tools are designed to allow students with
disabilities to use computers and related technology easily. Some
alternative input devices include touch screens, modified keyboards, and
joysticks that direct a cursor through use of body parts like chins, hands, or
feet. Some up-and-coming technology in this area is sip-and-puff systems,
developed by companies like Microsoft, to perform computer functions
through the simple process of inhaling and exhaling. On-screen keyboards
are another area of input technology that is providing K-12 learners with
disabilities better use of computers and mobile devices for learning.
 Speech-to-text options. This technology is making mainstream waves
through its use in popular cell phones like the Android-platform Razr M.
While it is a convenience tool for people without disabilities, speech-to-text
provides a learning advantage for students who have mobility or dexterity
problems, or those who are blind. It allows students to speak their thoughts
without typing and even navigate the Internet. speech-to-text options can
also “talk back” to students and let them know about potential errors in
their work.
 LAMP. Language Acquisition through Motor Planning, or LAMP, connects

neurological and motor learning in a way that makes communication easier
for students with autism and related disorders. These principles have
proven especially helpful for students who do not speak or have very
limited verbal skills. Paired with technology, LAMP principles empower a
growing student population with autism to effectively communicate and
reach higher academic achievements. LAMP is present in technology – from
specially made computers to learning apps.
 Sensory enhancers. Depending on developmental patterns, children may
need to learn differently than their peers. Instead of ABCs and numbers
first, a child with language delays may benefit from bright pictures or colors
to learn new concepts. Sensory enhancers may include voice analyzers,
augmentative communication tools, or speech synthesizers. With the rapid
growth of technology in the classroom, these basic tools of assistive
technology are seeing great strides.
 Screen readers. This technology is slightly different from text-to-speech. It
simply informs students of what is on a screen. A student who is blind or
visually impaired can benefit from the audio interface screen readers
provide. Students who otherwise struggle to glean information from a
computer screen can learn more easily through technology meant to inform
them.
 Mobile learning. Tablets and smartphones in the classroom are no longer
a matter of “if,” but “when, and how quickly?” Administrators and
educators can tap into the convenience of mobile technology in the
classroom and the potential for student learning adaptation. Over half of
school administrators say there is some form of mobile technology in their
classrooms and that they plan to implement more when it is financially
feasible. School districts should keep in mind that the purchase of mobile
devices for K-12 use is only one piece in the learning puzzle. There must be
funding for teacher training and maintenance of the devices too.
 Learning analytics. This evolving concept in K-12 classrooms is different
from educational data mining. It focuses on individual students, teachers,
and schools without direct implications to the government. Learning
analytics are the education industry’s response to “big data” that is used in
the business world for improvements and redirection of focus. Learning
analytics show students what they have achieved and how their
achievements match up with their peers. If implemented correctly, this
technology has the potential to warn teachers early of academic issues while
keeping students more accountable. Using the mobile and online
technology already in place, students can better track and tailor their
academic experiences.
 Open content. The rise of MOOCs, or massive open online courses, has
trickled down from college learning to K-12 education. Increasingly, K-12
educators are also coming to believe that all information on any given topic
already exists. In effect, a growing number of people believe that content
does not need to be re-created or purchased, and the idea has gained steam
among K-12 educators specifically. Within the next three years, expect more
shared content available to teachers and to students. Open textbooks,
resources, and curricula are not the only benefit of an open content push;
shared experiences and insights are also valuable teaching tools.
 3D printing. Also known as prototyping, 3D printing will allow K-12
students to create tangible models for their ideas. Many fields, like
manufacturing, already make use of this technology to determine the
effectiveness of ideas on a smaller, printable scale. In education, this
technology will bolster creativity and innovation, along with science and
math applications. The STEM Academy has already partnered with
Stratasys, a leading 3D printing company, to start integration of the
technology in programming classes.
 Outdoor/environmental learning. In short, more schools are looking for
ways to get students and teachers outside. We are in an era of experiential
learning, so environmental education fits the bill for many students.
Lessons in this field teach children an appreciation of the earth and of its
resources that the human population is quickly depleting. A better, hands-
on understanding of nature also helps with science comprehension and
gives students practical learning experiences.
CHAPTER 1
REACTION
Since the Information Era began some decades ago, it has dramatically changed the way
we educate our children. We live in a world of rapid change and the resemblance to
yesterday is fleeting. Above all, communication has changed, and an enormous variety
of information is now accessible to almost everyone at the click of a mouse or swipe of a
finger.
We have seen a lot of advancement in education technology designed for the classroom,
and to be effective, teachers need to stay abreast of these new technologies and concepts.
The summer is the perfect time for teachers to receive retooling in the area of education
and several innovations and concepts are available to help teachers familiarize
themselves with important concepts.

CHAPTER 2
SCHEMATIC DIAGRAM
HISTORY OF EDUCATIONAL TECHNOLOGY & INFORMATION AND

COMMUNICATION TECHNOLOGY
HISTORY OF
EDUCATIONAL
TECHNOLOGICAL &
INFORMATION AND
COMMUNICATION
TECHNOLOGY
HISTORY OF
EDUCATIONAL
TECHNOLOGY
HISTORY OF
INFORMATION &
COMMUNICATION
TECHNOLOGY
CHAPTER 2
SUMMARY

History of Educational Technology

Slide projectors were widely used during the 1950s in educational institutional
settings. Cuisenaire rods were devised in the 1920s and saw widespread use from the late
1950s.
In the mid 1960s, Stanford University psychology professors Patrick Suppes and Richard
C. Atkinson experimented with using computers to teach arithmetic and spelling
via Teletypes to elementary school students in the Palo Alto Unified School
District in California. Stanford's Education Program for Gifted Youth is descended from
those early experiments.
Online education originated from the University of Illinois in 1960. Although internet
would not be created for another nine years, students were able to access class
information with linked computer terminals. The first online course was offered in 1986
by the Electronic University Network for DOS and Commodore 64 computers. Computer
Assisted Learning eventually offered the first online courses with real interaction. In
2002, MIT began providing online classes free of charge. As of 2009, approximately 5.5
millions students were taking at least one class online. Currently, one out of three college
students takes at least one online course while in college (Promises and pitfalls).
At DeVry University, out of all students that are earning a bachelor's degree, 80% earn
two-thirds of their requirements online (Promises and Pitfalls). Also in 2014, 2.85 millions
students out of 5.8 million students that took courses online, took all of their courses
online (Promises and Pitfalls). From this information, it can be concluded that the number
of students taking classes online is on the steady increase.
In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in
which he envisioned "learning webs" as a model for people to network the learning they
needed. The 1970s and 1980s saw notable contributions in computer-based learning
by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of
Technology[31] as well as developments at the University of Guelph in Canada. In the UK,
the Council for Educational Technology supported the use of educational technology, in
particular administering the government's National Development Programme in

Computer Aided Learning (1973–77) and the Microelectronics Education
Programme (1980–86).
By the mid-1980s, accessing course content became possible at many college libraries. In
computer-based training (CBT) or computer-based learning (CBL), the learning
interaction was between the student and computer drills or micro-world simulations.
Digitized communication and networking in education started in the mid-1980s.
Educational institutions began to take advantage of the new medium by offering distance
learning courses using computer networking for information. Early e-learning systems,
based on computer-based learning/training often replicated autocratic teaching styles
whereby the role of the e-learning system was assumed to be for transferring knowledge,
as opposed to systems developed later based on computer supported collaborative
learning (CSCL), which encouraged the shared development of knowledge.
Videoconferencing was an important forerunner to the educational technologies known

today. This work was especially popular with museum education. Even in recent years,
videoconferencing has risen in popularity to reach over 20,000 students across the United
States and Canada in 2008–2009. Disadvantages of this form of educational technology
are readily apparent: image and sound quality is often grainy or pixelated;
videoconferencing requires setting up a type of mini-television studio within the
museum for broadcast, space becomes an issue; and specialised equipment is required
for both the provider and the participant.
The Open University in Britain and the University of British Columbia (where Web CT,
now incorporated into Blackboard Inc., was first developed) began a revolution of using
the Internet to deliver learning, making heavy use of web-based training, online distance
learning and online discussion between students. Practitioners such as Harasim
(1995)[37] put heavy emphasis on the use of learning networks.
With the advent of World Wide Web in the 1990s, teachers embarked on the method
using emerging technologies to employ multi-object oriented sites, which are text-based
online virtual reality systems, to create course websites along with simple sets of
instructions for its students.
By 1994, the first online high school had been founded. In 1997, Graziadei described
criteria for evaluating products and developing technology-based courses that include
being portable, replicable, scalable, affordable, and having a high probability of long-
term cost-effectiveness.
Improved Internet functionality enabled new schemes of communication

with multimedia or webcams. The National Center for Education Statistics estimate the
number of K-12 students enrolled in online distance learning programs increased by 65
percent from 2002 to 2005, with greater flexibility, ease of communication between
teacher and student, and quick lecture and assignment feedback.
According to a 2008 study conducted by the U.S Department of Education, during the
2006–2007 academic year about 66% of postsecondary public and private schools
participating in student financial aid programs offered some distance learning courses;
records show 77% of enrollment in for-credit courses with an online component.[citation
needed] In 2008, the Council of Europe passed a statement endorsing e-learning's potential
to drive equality and education improvements across the EU.
Computer-mediated communication (CMC) is between learners and instructors,

mediated by the computer. In contrast, CBT/CBL usually means individualized (self-
study) learning, while CMC involves educator/tutor facilitation and requires
scenarization of flexible learning activities. In addition, modern ICT provides education
with tools for sustaining learning communities and associated knowledge management
tasks.
Students growing up in this digital age have extensive exposure to a variety of

media. Major high-tech companies such as Google, Verizon and Microsoft have funded
schools to provide them the ability to teach their students through technology, in the hope
that this would lead to improved student performance.
2015 was the first year that private nonprofit organizations enrolled more online students
than for-profits, although public universities still enrolled the highest number of online
students. In the fall of 2015, more than 6 million students enrolled in at least one online
course.
Brief History Of ICT

The term “computer” comes from the Latin “computus” and “computare”. Both Latin
words mean to determine by mathematical means or by numerical methods. The English
verb “compute” has the same meaning.
Basically, a computer is a programmable electronic device that performs mathematical

calculations and logical operations, especially one that can process, store and retrieve
large amounts of information very quickly. Personal computers are also employed for
manipulating text or graphics, accessing the Internet, or playing games or media.
The main components of a computer are:

a Central Processing Unit (CPU),
a monitor,
a Keyboard,
and a mouse.
Originally the first computers were the size of a large room, consuming as much power
as several hundred modern personal computers. Later, computers have become smaller
and much more powerful.
The Internet was invented as a result of researches conducted in the early 1960s by
visionary people like J.C.R. Licklider of MIT. The latter saw the added value of allowing
computers to share information on research and development in scientific and military
fields. That’s why, he proposed a global network of computers in 1962, and moved over
to the Defense Advanced Research Projects Agency (DARPA) in late 1962 to head the
work to develop it.
While many people use the terms Internet and the Web interchangeably, they are in fact
not synonymous. The Internet is a huge network that connects millions of computers
together worldwide. Computers in this network can communicate with any other
computer as long as they are connected to the Internet. The Web or the World Wide
Web (WWW), however, is a way of accessing information over the medium of the
Internet. It is an information space or a model that is built on top of the Internet where
documents and other web resources are identified by URLs (Uniform Resource Locator),
informally termed a web address. This space is interlinked by hypertext links, and can be
accessed via the Internet.
The World Wide Web was invented by English scientist Tim Berners-Lee in 1989. He
wrote the first web browser in 1990 while employed at CERN in Switzerland.
Web 1.0, Web 2.0, and Web 3.0
What’s the difference between Web 1.0, Web 2.0, and Web 3.0?
They represent the evolution of the Web in the last two decades. Here is a summary of
their features.
Web 1.0 was the first stage of the World Wide Web’s evolution. Basically, content creators
provided content for the vast majority of users who were only consumers or readers of
that content.
The most important features of Web 1.0 were as follows:

-It was a read only web.
-It was based on HTML which is a basic computer language.
-It was characterized by static pages (there is no interactivity between users and
websites).
-It was also characterized by slow connection speed.
-The software was very expensive, generally on CDs or DVDs to be installed.
Web 2.0 was the next evolution of the Web. It is more sophisticated and is characterized
by its social aspect. Unlike Web 1.0, Web 2.0 is a many-to-many relationship.
Here are the features of Web 2.0:
-It is a read-and-write web.
-It is based on more sophisticated computer languages (PHP, Mysql, Java Script…)
-The pages are dynamic pages, which means that there is the possibility of interactivity
between users and the web.
-It is characterized by speed.
-The software is more accessible. It is on line or downloadable.
Web 3.0 is an evolution of the Web as an extension of Web 2.0. It is also called the Semantic
Web. It is characterized by connective intelligence, connecting data, concepts,
applications and ultimately people.
Here are its features:
-Read, write and execute web.

-Users are served more intelligently.
-Personalized information.
-Machine comprehension.
-Cloud Technology.
-Everything is connected.
-Immersion.
-ICT for education
Many educators saw in ICT the potential of raising the quality of teaching and learning.
Here is what it can offer to education:
-Universal access to high quality education.
-Teachers’ professional development.
-Efficient education management in terms of governance and administration.
-Promotion of equity in education.
-For teachers, ICT offers a mine of content, material, and ideas.
ICT can offer different Web tools:

-websites
-wikis
-blogs
-forums
-applications
…
And the list is not exhaustive.
The future of ICT is promising. The web will develop even more possibilities.
Web 4. or the symbiotic web will lead to an interaction between humans and machines
in symbiosis. Machines would be clever on reading the contents of the web and react fast
by providing superior quality content.
Web 5.0 or the emotional web is a version that is still developed underground. The web
will interact with users and will be able to recognize their emotions. So far the web is
neutral as far as emotions are concerned. This will probably change in the future.
CHAPTER 2
REACTION

Helping people and children learn in ways that are easier, faster, more accurate, or less
expensive can be traced back to the emergence of very early tools, such as paintings on
cave walls. Various types of abacus have been used. Writing slates and blackboards have
been used for at least a millennium. From their introduction, books and pamphlets have
held a prominent role in education. From the early twentieth century, duplicating
machines such as the mimeograph and Gestetner stencil devices were used to produce
short copy runs (typically 10–50 copies) for classroom or home use. The use of media for
instructional purposes is generally traced back to the first decade of the 20th century with
the introduction of educational films (1900s) and Sidney Pressey's mechanical teaching
machines (1920s). The first all multiple choice, large-scale assessment was the Army
Alpha, used to assess the intelligence and more specifically the aptitudes of World War I
military recruits. Further large-scale use of technologies was employed in training
soldiers during and after WWII using films and other mediated materials, such
as overhead projectors. The concept of hypertext is traced to the description of memex by
Vannevar Bush in 1945.

CHAPTER 4
SCHEMATIC DIAGRAM
ROLES OF EDUCATIONAL TECHNOLOGY
ROLES OF
EDUCATIONAL
TECHNOLOGY
TECHNOLOGY AS TOOLS TO SUPPORT

KNOWLEDGE CONSTRUCTION
TECHNOLOGY AS INFORMATION VEHICLES

FOR EXPLORING KNOWLEDGE TO SUPPORT
LEARNING-BY-CONSTRUCTING
TECHNOLOGY AS CONTEXT TO SUPPORT

LEARNING-BY-DOING
TECHNOLOGY AS SOCIAL MEDIUM TO

SUPPORT LEARNING-BY-CONVERSING
TECHNOLOGY AS INTELLECTUAL PARTNER

TO SUPPORT LEARNING-BY-REFLECTING
CHAPTER 4
SUMMARY
ABSTRACTION
•From the traditional point of view, technology serves as source and presenter of
knowledge. It isassumed that “knowledge is embedded in the technology (such as
content presented by films and TVprograms or the teaching sequence in programmed
instruction) and the technology presents that knowledge
to the student. (David H. Jonassen, et al, 1999).
ABSTRACTION
•Technology like computers is seen as a productivity tool. The popularity of word
processing, databases, spreadsheets, graphic programs and desktop publishing in the 19
80s 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.
ABSTRACTION
•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:
1. TECHNOLOGY AS TOOLS TO SUPPORT KNOWLEDGE CONSTRUCTION:

–For representing learners’ ideas, understandings and beliefs
–For producing organized, multimedia knowledge bases by learners
2. TECHNOLOGY AS INFORMATION VEHICLES FOR EXPLORING KNOWLEDGE TO

SUPPORT LEARNING-BY-CONSTRUCTING
–For accessing needed information
–For comparing perspective, beliefs and world views
3. 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 others
–For defining a safe, controllable problem space for student thinking
4. TECHNOLOGY AS 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
5. TECHNOLOGY AS INTELLECTUAL PARTNER 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 personal representations of meaning for supporting mindful thinking
•Whether used from the traditional or constructivist point of view, when used
effectively, research indicates that technology “increases students’ learning,
understanding and achievement but also augments motivation to learn, encourages
collaborative learning and supports the development of critical thinking and problem
solving skills”.
•Russel and Sorge (1999) also claims that the proper implementation of technology in the clas
sroom gives students more “control of their own learning and...
Tends to move classroom from teacher-dominated environments to ones that are more learner-
centered. The use of technology in the classroom enables theteacher to do differentiated instruct
ion considering the divergence of students’ readiness levels, interests,multiple intelligences and
learning styles. Technology also helps students become lifelong learners.
CHAPTER 4
REACTION
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.
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 and his/her world. Technology is a learning tool to learn with, not from. It
makes the learner gather, think, analyze, 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. The constructivists’ thinking is this: Technology cannot teach
students. Rather, learners should use the technologies to teach themselves and others.
CHAPTER 5
SCHEMATIC DIAGRAM
LEARNING THEORIES RELATED TO EDUCATIONAL TECHNOLOGY
LEARNING THEORIES
RELATED TO
EDUCATIONAL
TECHNOLOGY
BEHAVIORISM COGNITIVISM CONSTRUCTIVISM

CHAPTER 5
SUMMARY
The different learning theories that are related to educational technology are:
 Behaviorism
 Cognitivism
 Constructivism
Behaviorism is the theory of animal and human learning that focuses on objectively
observable behaviors and discount mental abilities.
- Classical conditioning
- Behavioral operant conditioning
The following are relevant educational technology which can be used:
- Observation of learners
- Selecting stimulus
- Can help elicit the outcomes
- Can be used in behavioral approaches
- Technology to promote motivation, classroom management and special
education
Possible learning activities in behaviorism
- Instructional cues to elicit correct response
- Reinforcement for correct responses
- Building proficiency
Cognitivism theory focuses on the brain. It involves processing and storing information
which are very important in the process of learning.
Relevance of Cognitivism to Educational Technology

- Conduct task analysis and learner analysis
- Creates tests
- Create learning materials according to any of the Instructional Design Models
Constructivism
Learning is an active process in which learners construct new ideas or concepts based
upon their current/past knowledge, social interactions and motivation which affect the
construction of knowledge, social interactions and motivation.
CHAPTER 5
REACTION
Since the 20th century, some major educational theories, such as Behaviorism, Cognitivism,
Constructivism and Multiple Intelligence, have been widely implemented in education, greatly
linked to the development and utilization of the educational technology. Ivan Pavlov (1949-1936),
Russian biologist and psychologist, innovated behaviorism, Edward Thorndike (1874-1949),
American educator and psychologist of Columbia University and Burrhus Frederic Skinner
(1904-1990), one of the founders of American new behaviorism, further developed the behavior
theory. Behaviorists believe external stimulation influences one’s leaning behavior, rewards and
punishment can change one’s learning performance. Researchers and scholars confirmed that
Behaviorism has greatly promoted and effectively implemented in programmatic instruction,
and has strongly promoted and widely applied in computing-assisted-instruction and the
development of educational technology. Cognitive theory concerns those mental processes that
cannot be observed through human beings’ problem solving process and human beings’ learning
strategies. It studies human brains’ thinking process. Cognitivists believe that a human being
possesses intrinsic modes of receiving, processing and utilizing information at different cognitive
development stages; advocate the study of people’s cognitive development processes and
models, and design different instructional programs based on one’s cognitive development needs
at different developmental stages. This theory is represented by Jane Piaget (1898-1980), Jerome
Seymour Bruner (1915- ) and David P. Ausubel (1918-2008). In education, cognitive
developmental theory is to develop students' capabilities of creative thinking, information
analyzing, and problem-solving through computer-assisted instruction. Constructivist theory is
in favor of letting students to construct their point of view of the world, philosophy of living,
technical expertise, and knowledge structures; emphasizes one’s learning initiative, and social
and situational learning experiences. The core of this theory is discovery learning. Students learn
by doing. John Dewey (1859-1952), a well-known educational psychologist, believed that
practicing is a foundation of learning, and without learning practice, students would get lost. He
stressed that students construct their knowledge in practice, and instructional design should
respect students’ psychological development needs. Former Soviet psychologist Vygotsky
proposed a social constructivist theory that emphasizes one’s social and cultural backgrounds to
determine one’s behavior. He believed human’s growth is a product of culture. The influence of
Constructivist theory on the development and implementation of educational technology is
mainly reflected in the pioneering educational games, multimedia development and dynamic
online interactions.
CHAPTER 7
SCHEMATIC DIAGRAM
PRINTED MEDIA
PRINTED MEDIA
ROLE OF PRINT MEDIA
TYPES OF PRINT MEDIA
ADVANTAGES OF PRINT MEDIA
DISADVANTAGES OF PRINT MEDIA
THE FUTURE OF PRINT MEDIA

CHAPTER 7
CHAPTER 7
SUMMARY
PRINTED MEDIA
Print Media is the printed version of telling the news, primarily through newspapers and
magazines. Through the years, print media evolved to include entertainment,
educational topics and more, instead of only conveying news.
Before the invention and widespread use of printing presses, printed materials had to be
written by hand. It was a painstaking process that made mass distribution impossible.
If you think that print marketing is all about giving away brochures, business cards and
presentation folders, then you are missing the full potential of this effective promotional
technique. Print media can also consist of promotional pens, key chains, shirts, coasters,
magnets and drink ware.
Advancements in printing technology have significantly lowered printing costs. Variable

printing is not entirely new but it remains very effective at getting your message across
to your audience while keeping your printing expenses down. Basically, this involves
personalizing print media to let customers feel more connected to your brand.
ROLE OF PRINT MEDIA
They are powerful vehicle for propaganda. The common man finds the leaves of thought
form the newspapers so that he can formulate his own opinions, ideas and judgment
about the issues that press the current political, economic and social scenario.
Our constitution has given right to freedom of expression and free press in the country,
we all know newspapers role in our freedom and revolutions all over the world.
Print media also works as a bridge between the government and the people. People get
to know about the latest policies of the government and it also builds up the public
opining, there like, disliking or demands. In fact, Newspaper is voice of the people in any
country.
PRINT MEDIA VS ELECTRONIC MEDIA
There has a worldwide growth of the print media even after the emergency of the
electronic media. There has been an increase in the circulation of newspapers around the
world even after the emergence of electronic media and the internet. The newspaper does
play a very important role in the working of any democracy.
Thus, we see that despite the rise of electronic media to prominence, it has failed to
dislodge print media form its Advantage position.
WAY FORWARD
People involved in this profession should realize the massive responsibility they should
and sacredness of the duty that they perform. They should avoid personal bias and
prejudice to cold their good sense.
Print Media should also try to broaden the public view by generating interest and
awareness about international events and not to be confined to region or country.
Print Media still remains the most common means of creating public awareness and it
will continues to be so even in the time to come . Hence, with time we need to be more
responsible, discursive and vigilant as readers so as to discourage irresponsible press and
create conducive environment for the formation of a responsible and mature Print Media.
a newspaper is not just for reporting the news as it is, but to make the people mad
enough to do something about it.
TYPES OF PRINT MEDIA
 Newspapers. When deciding upon a newspaper in which to advertise, there are

three physical criteria to consider: distribution, size, and audience.
 Magazines. With magazines an advertiser can focus on a specific target
audience.
 Direct Mail.
 Yellow Pages.
 Outdoor Advertising.
 Print media is one of the oldest and basic forms of communication. It includes
newspapers, weeklies, magazines, monthlies, banners & graphics, posters and
other forms of printed material.
 The contribution of print media in providing information and transfer of

knowledge is remarkable. Even after the advent of electronic media, the print
media has not lost its charm or relevance.
 Print media has the advantage of making a longer impact on the minds of the
reader, with more in-depth reporting and analysis.
 Magazines and newspapers are the dominant traditional print media used in
advertising. Brochures, flyers and other collateral pieces also are sometimes
referred to as print collateral. While digital media expansion has affected use
of print, it remains a viable way to advertise.
 Primary strengths of print relative to digital include tangibility, an enduring
message and high credibility. Some people prefer to read media in print as
opposed to digital formats.
Advantages of Print Media: -
 Print media has long enjoyed credibility

Research variously shows that print's credibility stems from a favorable impression
formed by the very nature of the printed word, as well as by the “halo effect,” or the
spillover prestige enjoyed by the publication in which an ad appears. This is not to say
that consumers view all print ads as credible all of the time; the content of the ad has
significant influence. But overall, consumers view print media as more believable and
trustworthy than radio, TV and the internet.
 Print media enables small business owners to craft a message with staying
power
Except for your own website, no other medium allows you the “luxury” to create a
message that consumers can read, save and then return to later, if they so choose. Media
research also has long suggested that print media benefits from “double dipping” or the
“pass-along effect” – the propensity of readers to pass along a media piece to others. This
phenomenon can make cost analyses difficult, but at least they will skew in your favor.
 Print media enjoys high recall

This helps explain why many consumers are likely to take action – i.e., respond to an ad
– after they see it. In fact, a few other dynamics may be at play here, too. Print media also
benefits from not being a form of “interruption marketing,” or a brazen interruption that
occurs while the consumer is trying to digest information. Rather, he can read a
newspaper or magazine ad, thumb through a brochure or make notes on a direct mail
piece on his terms and because he wants to spend time doing so.
Disadvantages of Print Media: -
 Print media faces fierce competition, undermining the dominance it enjoyed

in the past
Research shows that Americans now engage with seven different types of information
sources each day – from print, TV and radio to online videos – while spending one of
every four minutes on a social media platform. Rather than fight this trend, savvy
business owners work to ensure that their media mix covers all the opportunities
available to them.
 Print media continues to endure potentially long lead times

And the immediacy of social media has cast a brighter light on the meaning of the word
“long.” Even if it's not particularly well done, an ad can be written and posted on a social
media platform within minutes. Competition has helped shorten lead times, but print ads
must be written, produced and distributed. Knowing this, small business owners should
plan accordingly, designating print media for messages that are less time-conscious in
nature and are less likely to change at a moment's notice.
 Print media, and especially direct mail, often requires multiple exposures
before consumers act
(Marketing professionals also call these exposures “touches.”) This is why print ad buys
are usually made in bundles – for multiple exposures. Print media can quickly add up to
be a costly proposition for the small business owner, which is why it's imperative to select
the different media carefully, so that you increase the chance of a return. It could be
significant.
THE FUTURE OF PRINT MEDIA
When it comes to print media, they are very cost-effective because of their traditional
nature. Newspapers and Magazines have their own unique identity is not wrong to say
that print media and digital media are interdependent.
One of the demerit of print media is, have the limited validity. For e.g. the newspaper
will be only read on the same day. Nobody will read it the next day. And, it will be very
costly for advertiser to market their product or brand every day on the newspaper.
Also, most of the readers don’t read the details. Therefore, it can be possible, that if the
advertisement consists of small size, then it will get overlooked by most of the readers.
The not-so-famous newspaper may also misprint the ad or sometimes the quality of
printing can affect the ad.
Magazine becomes specialized in both; reader appeal and commercial focus. Magazines
has an added advantage of premium and potential readers. Therefore, it is easy to target
the audience demographically.
It is also unavoidable fact that, in the era of digital marketing, the charm of print media
is decreasing. The number of internet and social media users, is exceptionally higher than
the readers of print media. Due to the internet revolution, many people are losing interest
in buying newspapers and preferring to read the news online.
Print media is the oldest form of mass communication. The effect of advertisement is
purely based on its content. As far as the industry is concern, print media is still one of
the strongest medium mass communication.
Conclusion –
The printed Media industry is surely not in a death phase. The reason is the dual concept
and the advertisement revenue is falling because the readers are getting drifted away to
the other media. In few case, newspaper content itself drifts them away from the print. if
newspapers provide such kind of delights to its readers, the industry will be rejuvenated
once again and in turn resulting in their circulation and readership growth.
As long as people value in-person interaction there will be a space for print media in the
world.
We often think of print as newspapers, magazines, books - which of course are being
replaced by digital alternatives. However, there are a variety of other forms of print
media that we generally forget about and are hard to believe will ever die.
Picture a trade show in your head. At trade shows, conferences, and conventions you are
surrounded by print media. Signs, banners, decals, table covers, a variety of
informational handouts (or at the very least business cards). Everything that a trade show
booth is made of is printed - even the large format items. These events are a huge driving
force in the persistence of print media. Of course, you’ll see a high tech, interactive booths
but there will always be a need for the basic structure of the booth.
Now think about your weekly routine. If you take public transportation, shop in any form
of store, eat out at restaurants you interact with print media. On the subway or on a bus,
you’ll interact with print advertisements. In a store, there will be a variety of types of
signage, directional decals, coupons - all printed. At a restaurant, you’ll order off a menu
and maybe walk out with their take-out menu - both print media.
So again: As long as the prophecy of Fahrenheit 451 is not fulfilled and we do not become
a society that would rather stay in and interact with digital forms of media than people -
there will be a need for print media.
CHAPTER 7
REACTION
PRINTED MEDIA
Since the dawn of the digital world, people have prefigured the demise of print media.
But is it true? Does the rise of the internet and digitalization is negatively affecting the
future? Well, this is not completely true. Though many companies have shifted towards
the digital content but still print media has its great value in the market. To promote
brand among a specified audience, printed solutions are largely used. There are
many online printing companies in Philippines that are helping businesses to grow by
making the best use of print media.
The future of print media certainly hangs in balance. It is not supposed to decline as it
has also evolved itself excellently. The advanced printing solutions and strategies have
become the age booster for it. The creativity and innovations in printing advertisements
are efficiently assisting marketers to promote their brand. There are many print solutions
that can be excellently used for branding. These include banners, posters, billboards,
memo pads flyers etc. As a business person, you can connect with the finest billboards
or memo pads printing company in Philippines and avail the perfect solutions for you.
The future of print media is secure and it will continue to be a valuable tool for business
promotions. A large proportion of literals still value tangible ad platforms and prefer
those only.
The role of printed media has been shifting over the past decade, but things are leveling
out and I think we reached a "balance".
There will always be a place for printed media, as it has become a valuable niche product
that is simply not replaceable. Even now in 2014 large digital media companies like
CNET are investing in print (they are releasing a paper magazine) as printed media
offers additional value.
Print and digital will continue to exist in a synergy and new technologies like NFC,
conductive inks, interactive print ads will thrive.
We have just made a post on some interesting new interactive print technologies on our
website: The Future of Print? Interactive Print Ads
Most of the technologies that are described in the above post are "prototypes" and not
plausible at this moment, but it shows a good example of the direction we are heading
and it shows the added value of combining print with digital.
As for the business models of print shops: they have thrived on the fact that they could
offer value that was not accessible to the mainstream audience. With the rise of digital
printers, print shops have lost their edge.
Everyone and anyone can print from their home or office, in order for print shops to
survive they will have to find a way to add value and specialize or innovate.
As for writers/journalists: there will always be a place for them.
Advertising revenue has not decreased, it has shifted from paper to digital.
Companies spend millions on advertisements on digital portals. These portals need
quality content to attract readers - this content is delivered by journalists (who used to
work for printed media).

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BOHOL NORTHWESTERN COLLEGES

Poblacion, Catigbian, Bohol

Ivy Elaine Illana Evangelista

Poblacion Weste, Catigbian, Bohol

March 22, 1989

Catigbian West Central Elementary School

Immaculate Mary Academy

Bohol Northwestern Colleges

Associate in Computer Technology, 2007

Local Government Unit of Catigbian, Bohol

The presence of my classmates and the valuable sharing of experiences and

Educational Technology is the effective use of technological tools in learning. As a

Schematic Diagram/Summary/Reactions Page

Concepts About Educational Technology

History of Educational Technology and Information & Communication Technology

Importance of Educational Technology

Roles of Educational Technology

Learning Theories Related to Educational Technology

IMPORTANCE OF EDUCATIONAL TECHNOLOGY

Educational technology must inevitably be

Numerous studies have shown that a small

Educational technology is one big system

IMPORTANCE OF EDUCATIONAL TECHNOLOGY

The period from 1967 to 1972 is considered to be a period of consolidation of educational

IMPORTANCE OF EDUCATIONAL TECHNOLOGY

smoothly without unpleasant feeling of their ignorance, no frustration, and humiliation

information and communication technology, especially computers, a number of

where the prevailing educational technology.

CONCEPTS ABOUT EDUCATIONAL TECHNOLOGY

2. Customized learning experiences. Self-directed learning experiences are based upon

part of more traditional learning experiences. It is no longer all or nothing. Distance

6. Online Tutoring. The supplemental education services industry is expected to make

7. Cloud computing. When it comes to greater educational collaboration, cloud

In a previous article, I showcased seven must-see educational technology concepts that

 LAMP. Language Acquisition through Motor Planning, or LAMP, connects

CONCEPTS ABOUT EDUCATIONAL TECHNOLOGY

of information is now accessible to almost everyone at the click of a mouse or swipe of a

themselves with important concepts.

HISTORY OF EDUCATIONAL TECHNOLOGY & INFORMATION AND

HISTORY OF EDUCATIONAL TECHNOLOGY & INFORMATION AND

History of Educational Technology

particular administering the government's National Development Programme in

Videoconferencing was an important forerunner to the educational technologies known

Improved Internet functionality enabled new schemes of communication

Computer-mediated communication (CMC) is between learners and instructors,

Students growing up in this digital age have extensive exposure to a variety of

Brief History Of ICT

Basically, a computer is a programmable electronic device that performs mathematical

The main components of a computer are:

The most important features of Web 1.0 were as follows:

-Read, write and execute web.

ICT can offer different Web tools:

HISTORY OF EDUCATIONAL TECHNOLOGY & INFORMATION AND

military recruits. Further large-scale use of technologies was employed in training

as overhead projectors. The concept of hypertext is traced to the description of memex by

Vannevar Bush in 1945.

ROLES OF EDUCATIONAL TECHNOLOGY

TECHNOLOGY AS TOOLS TO SUPPORT

TECHNOLOGY AS INFORMATION VEHICLES

TECHNOLOGY AS CONTEXT TO SUPPORT

TECHNOLOGY AS SOCIAL MEDIUM TO

TECHNOLOGY AS INTELLECTUAL PARTNER