EFN 5302 –EDUCATIONAL TECHNOLOGY FOR TEACHERS

UNIVERSITY OF GUYANA

FACULTY OF EDUCATION AND HUMANITIES

DEPARTMENT OF FOUNDATION AND EDUCATION MANAGEMENT

COURSE NAME: EDUCATIONAL TECHNOLOGY FOR TEACHERS

COURSE CODE: 5302

LECTURER: MR. AUBREY OVERTON

DATE: JULY 21st , 2020

GROUP MEMBERS

ROHINI RAMNAUTH 1027445

MILIKA WADE-CARYL 1028350
MELISSA BENN 1008511
LAURAIN MC LENNAN 1027960

When planning for the integration of technology in the classroom, the teacher when

formulating activities for students is required to answer several questions. Discuss five (5)

questions that should be answered to ensure effective integration of Technology in the

teaching/learning situations.

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EFN 5302 –EDUCATIONAL TECHNOLOGY FOR TEACHERS

Education deliberations and curriculum delivery has undergone significant transformation as

the world journeys into an era of technology where educators seek varying ways to

incorporate the use of technology in classrooms as they prepare learners to embrace the

digital world. Technology is rapidly advancing and this is primarily due to humans constant

engagements in researching, designing and implementing new ideas. With the digital future

in mind, schools need to prepare students to be competent in most if not all areas of

technology interaction and use to foster success of learners.

Educational Technology can be referred to as Instructional Technology and is a process of

analyzing, designing, developing, implementing and evaluating the instructional

environment, learning resources and expected outcomes, all in achieving the goals of an

Educational Institution. It can facilitate solving of some curriculum delivery barriers such as

lack of motivation due to the “talk and chalk” method, improve critical thinking,

implementing student-centered and progressive learning, catering for learner diversity and

inclusivity and concept integration across the subject areas.

Educational Technology resources ranges from conventional materials, such as the

blackboard, televisions, VCRs, overhead projectors, slide projectors, and opaque projectors to

newer versions such as computers, numerous software applications, LCD projectors,

camcorders, digital cameras, scanners, the Internet, audio and video conferencing, visuals in

the form of diorama, cinematograph, puppets, posters, storyboards, cartoons, mosaic and

charts. NOTE: So far no empirical support provided. Paragraphs not indented.

Educational Technology resources integrated in the classroom should support the curriculum

being delivered and not take precedence in dominating the lesson. Therefore, for Educational

Technology to be functional in the learning environment, educators must be able to transition

and navigate smoothly with the choice of technology resource/s in moving from one phase to

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another. The learners must also be able to manipulate the technology resource for the lesson

and learning outcomes to be effective.

In considering the integration of technology in a learning environment, there are several

questions that must be explored and answered for there to be successful outcomes and most

definitely to avoid curriculum delivery defects. Below are some of those questions that must

be taken into consideration:

Question One

What students’ outcomes are you working towards?

Teachers need to consider the learning outcomes when planning for the integration of

educational technology. The goals and objectives should be specific, measurable (use of

rubric), achievable, relevant, and time-bound (SMART). The teacher should acknowledge the

learners' age and ability. He/ she must cater to learners, learning styles, and improve the

functional capabilities of learners with disabilities. Technology integration also helps to meet

the curriculum standards and learner outcomes of each lesson, unit, or activity.

A study conducted by Baytak, Tarman, and Ayas (Year) found that most students believe that

their learning was improved by the integration of educational technology in the classroom

curriculum. Students who participated in this study reported that using technology in school

makes learning fun, and helps them to learn more. They believed that educational technology

makes learning interesting, enjoyable, and interactive. According to Baytak, Tarman, and

Ayas (2011), Page NO.? postulated that “children today love to learn by doing, interacting

and discovering”. Studies have shown that educational technology has a positive effect on

student learning expectations and outcomes. Evidence also shows that technology integration

is effective in all age groups and is also shown to be helpful for students with special needs.

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Using educational technology in the classroom has the potential to:

- Increases student motivation and class attendance,

- Increases student engagement,

- Increases student collaboration between peers and teacher,

- Increases hands-on learning opportunities and higher-order thinking skills,

- Allows for learning at all levels and development of their learning style,

- Increases confidence in students and technology skills,

- Increases student access to information,

- Concepts will be better understood and increase student imagination.

Says Who?

Question Two

a. What resources do you have available?

- Teaching can become more meaningful and learning enhanced with the use of

Educational Technology (Spector, 2001; Henniger, 2002). Technology is a tool that

can be used to enhance or support teaching/instructional strategies in the classroom.

According to Woodbridge (2004), technology integration "means viewing technology

as an instructional tool for delivering subject matter in the curriculum in place". It is

believed that technology integration varies according to the teacher's perception of

technology innovations and how they practice and utilize technology to work in the

classroom. The learning management platforms (LMP) is the integration of a set of

interactive online service that provides teachers, learners, parents and education

stakeholders with information tools and resources to support and improve educational

delivery and management.

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- However, over time there has been the development of various types of technology

that can be used for teaching and learning, for example, radio and television

broadcasting, projectors, cassette, disc, and DVD players, computers, etc. Teachers

must also be aware that besides the use of electronic devices there are also visual

resources such as objects, models, specimens, charts, maps, and graphs, storyboard,

diorama, puppets, cinematographs, etc that can be integrated into the lesson. Effective

planning will illuminate confusion should a failure occur during the use of any

electronic devices. Teachers must have a contingency plan should the need arises.

- In qualitative research conducted by students in the faculty of education, University of

Malaysia, among 101teachers from 10 public secondary schools in Kuala Lumpur,

Malaysia cited Tazic (2011) states that “even though, teachers indicated that they only

introduce elementary technology resources or tools for educational use most teachers

think that technology integration is effective". They also indicated that the resources

provided in the schools are not enough nor in good conditions; training and

professional development sessions are not adequately provided for teachers, technical

support is somehow provided but needs to be improved. The implementation of

technology must be effective so that both teachers and students can make the best use

of it. The preparation of technology-based teaching and learning begins with proper

implementation and support by the school top management and parental support.

Even though a similar situation of this nature exists in some schools in Guyana

teachers often use more visuals, objects, models, etc. and are now seeking more than

ever to incorporate technological devices in the learning environment.

b. Will all students be able to access and leverage this technology?

- Depending upon the number of devices as it pertains to the device to learner ratio,

teachers can plan suitable activities to accommodate learners via whole class or group

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setting. Learners must be able to manipulate resources with the direction of the

teacher and self-directed.

- The study highlighted in section (a) also stated that policies of the Malaysian Ministry

of Education, as it relates to learners taking technological devices to school were

amended. Hence in a comparative study about technology integration in teaching and

learning done between public and private schools, it was observed that the private

school students were more technologically advanced and even performed better

academically than their peers in the public school setting. This was based on the

premise that most private schools permit students to take their gadgets to school to

facilitate the teaching-learning process.

- In the Guyana context, students can be provided with worksheets to complete

activities in the classroom and also for home-work.

Question Three

Characteristics of the audience.

What competencies must my students have to use this technology?

- Competency-based learning is a way of structuring learning activities so that the

individual learner can meet a predetermined set of competencies. Given that learners

have a variety of ways of learning or learning styles, they need to recognize that

competency-based learning will require that they perform or do, rather than learn by

observing. Eftekhar and Strong (2003) states that Learning is the process of acquiring

and integrating knowledge through a systemized process of instructions, organized

experience, varying forms of knowledge, skill and understanding that the learner may

use or apply in later situations and under conditions different from those of

instruction. The core competencies for students at all levels (nursery, primary, and

secondary) are:

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- Thinking

Thinking is about using creative, critical, and meta-cognitive processes to make sense

of information, experiences, and ideas. These processes can be applied to purposes

such as developing understanding, making decisions, shaping actions, or constructing

knowledge. Intellectual curiosity is at the heart of this competency. Students who are

competent thinkers and problem-solvers actively seek, use, and create knowledge.

They reflect on their learning, draw on personal knowledge and intuitions, ask

questions, and challenge the basis of assumptions and perceptions.

- Using language, symbols, and texts.

Using language, symbols, and texts is about working with and making meaning of the

codes in which knowledge is expressed. Languages and symbols are systems for

representing and communicating information, experiences, and ideas. People use

languages and symbols to produce texts of all kinds: written, oral/aural, and visual;

informative and imaginative; informal and formal; mathematical, scientific, and

technological.

Students who are competent users of language, symbols, and texts can interpret and

use words, numbers, images, movement, metaphor, and technologies in a range of

contexts. They recognize how choices of language, symbol, or text affect people's

understanding and how they respond to communications. They confidently use ICT

(including, where appropriate, assistive technologies) to access and provide

information and to communicate with others.

- Managing self

This competency is associated with self-motivation, a “can-do” attitude, and with

students seeing themselves as capable learners. It is integral to self-assessment.

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Students who manage themselves are enterprising, resourceful, reliable, and resilient.

They establish personal goals, make plans, manage projects, and set high standards.

They have strategies for meeting challenges. They know when to lead when to follow,

and when and how to act independently.

- Relating to others

Relating to others is about interacting effectively with a diverse range of people in a

variety of contexts. This competency includes the ability to listen actively, recognize

different points of view, negotiate, and share ideas. Students who relate well to others

are open to new learning and able to take different roles in different situations. They

are aware of how their words and actions affect others. They know when it is

appropriate to compete and when it is appropriate to co-operate. By working

effectively together, they can come up with new approaches, ideas, and ways of

thinking.

- Participating and contributing

This competency is about being actively involved in communities. Communities

include family and members of environment in which one dwells and share common

interest or culture. They may be drawn together for purposes such as learning, work,

celebration, or recreation. They may be local, national, or global. This competency

includes a capacity to contribute appropriately as a group member, to make

connections with others, and to create opportunities for others in the group.

Students who participate and contribute to communities have a sense of belonging and

the confidence to participate in new contexts. They understand the importance of

balancing rights, roles, and responsibilities and of contributing to the quality and

sustainability of social, cultural, physical, and economic environments.

NOTE: Empirical support lacking.

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Question Four

Will this technology help students to think and learn more deeply?

Teachers have to ensure that the technology tool they are considering will help the

students to think and garner new ideas through exploration, researches,

experimentation etc. With technology integration supporting the curriculum and

taking dominance, some degree of self-sufficient learning is done. Differentiated

instructions with technology integration helps students to develop critical thinking

where students work together in solving problems in an innovative way. Instead of the

teacher being the only source of information in the learning environment, students

must be able to take control of their learning at intervals, where attributes of

discipline, independence, high quality presentations/reports done and time bound are

seen. Through the integration of the appropriate technology tool, inclusivity of all

learners, irrespective of their learning needs are catered for. This can be done by the

proper use of technology integration. AGAIN

Question Five

How will parents feel about this Technology use?

The perception of technology by parents varies and this is dependent on how much or

how little support is given to the school, subject/class teacher and the child by the

parent. Parents play an active role in their child’s academic/skill education. According

to Stephen et al. (2010), reported that although many parents acknowledge positive

aspects of technology, they also have concerns about the negative impact technology

use could have in relation to their children’s social skills, physical well-being,

emotional development and interests in books. Digital devices not being the only form

of technology used in the classroom, is the center of concern by parents, especially

cellphones, laptops, digital cameras, internet browsing, gaming and other softwares.

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It is therefore incumbent upon administrators and other educators to sensitize parents

about this integration by highlighting the advantages is possess in promoting effective

learning and the digital era preparation.

The integration of technology into the learning environment can be equated to that of

walking on a tight rope. There must be skill for which balance is a key element.

Technology integration must be done systematically and the appropriate choice of

technology resource must be used, leading to a plethora of benefits by transforming

the way in which curriculum delivery is done, preparing the learner to embrace the

digital world.

NOTE: Although your discussion was good the following were not addressed:

No summary provided.

Empirical support lacking in several areas of your report.

APA 6 style not followed, eg. Paragraphs not indented.

Marks
- Introduction 2
- Presentation represents adequate preparation
and citations 1
- Proper organization, sequencing and timing 3
- Group members participation and summary 1

Total 07

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Bibliography

Book, P. (2014) All Hands on Deck: Ten Lessons from Early Adopters of Competency-based

Education Boulder CO: WCET

Kurt,S. Nov.18th 2015, “Educational Technology: An Overview,” in Education Technology.

Retrieved from https://educationaltechnology.net/educational-technology-an-overview.

Sara Mc Gurie, Sept.28th 2018, 10 Types of Visual Aids for Learning [+ Teaching Aid

Templates]-Venngage. Retrieved from https://venngage.com.blog.visual.

Shelly, G.B., Cashman, T., J., Gunter, R. E., and Gunter, G.A.(2002) Integrating Technology

in the Classroom. 2nd edn USA: Thomson Learning.

Smaldino, Sharon E., Russell, James D., Hienich, Robert & Molenda, Michael (2005)

Instructional Technology and Media for Learning 8th Ed. Ohio: Pearson Merrill Prentice Hall.

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