Sei sulla pagina 1di 2

How is educational technology defined?

Educational technology involves a variety of topics and themes. When considering the true definition,
one must examine the many aspects of how education and technology come together. Instructional and
learning technologies exist as the two main themes regarding educational technology as a whole. The
instructional technologies focus on the instructor and how the content is being delivered using technology.
Learning technologies focus more on the students and what technology is used to help students learn the
content in a more individualized manner. A common argument concerning the definition of educational
technology is that it is not just the tools that are used in education but how the tools are used effectively and
applied to educational situations. In order for technology to be “educational,” it must be used effectively for
educational purposes and enhance student learning. (Robyler & Doering, 2010)

Educational technology resources include tools that involve media, communications, instructional
systems, instructional design, and technological literacy. As a result of constant progress and change regarding
technology, the definition of educational technology is also constantly evolving in order to match the current
technology trends. At first, computers were large in size and limited in availability. Then, smaller computers
began to integrate into the education system for mainly administrative purposes. As computers become more
available and affordable, students are becoming more computer literate and using word-processing tools.
After the Internet emerges, computer literacy is essential for educators and students. The Internet evolves as
well, from a more information-based system to a more personalized and interactive tool for education. The
computer, technology, and the Internet have truly changed education forever. (Saettler, 2004)

However, valuable lessons can be learned regarding technology integration and effective educational
technology. Technology can only be used as an enhancement of education, but not as a replacement for a real
and knowledgeable instructor to guide students throughout the learning process. Literacy in technology is
important for the future careers of the students; however, the students are limited to using technology strictly
according to the guidelines as determined by their instructors and institutions. (Richey, Silber, & Ely, 2008)
Most technology-based resources are not developed by teachers, which can lead to issues regarding
effectiveness and applications for educational purposes. People, especially within the education system, must
determine the quality and effectiveness of the educational technology in order to make decisions regarding
the integration of the technology materials and resources. Teachers and administrators must constantly be
aware of the current trends in educational technology in order to be prepared and stay informed. Technology
can never replace teachers, yet it can be used to supplement and enhance instruction in order to also promote
more effective learning. (Lemke & Coughlin, 2009)

How is technology affecting the learning process?

Technology has been one of the main factors for change in the education system. As a result of
integrating technology, the learning process has been changed forever for the better and possibly for the
worse as well. Students are benefiting from technology with more opportunities for individualized and
differentiated instruction. (Lemke & Coughlin, 2009) Students have more opportunities to participate in the
learning process while they are actively engaged with the content. (Alessi & Trollip, 2001) Authentic learning
motivates learners intrinsically. Therefore, technology is essential for making the content more relevant to the
learners. The available resources on the Internet are limitless, with informational knowledge that is
documented as well as personalized knowledge gained from experience. Learners have the opportunity to
learn from others by engaging themselves in networking activities that promote collaboration and effective
communication and social skills. (Gasser & Palfrey, 2009)
Learners must be encouraged to utilize 21st century learning skills. Digital natives, who have little to no
recollection of life without computers, learn and behave differently than those who are not digital natives.
Digital natives desire instant information that is available at all times. The 21st century learners want current
and speedy information, instead of using a textbook which is out-of-date and considered “old” by students by
the time that it appears in the classroom. (Deubel, 2010) Students who are digital natives desire connections
to the digital world. Social skills are developed through networking and other communicative activities.
Students crave high-speed and relevant learning. Digital natives desire the feeling of being connected virtually,
which can have positive and negative effects. Technology encourages students to think less linear and more
creatively, and it gives them the tools to utilize and share their creativity. (Robyler & Doering, 2010)

Critics of technology argue that students have a loss of higher-level and critical thinking skills. When
technology is applied effectively to education, the content becomes more relevant to the learners. Relevancy
promotes intrinsic and extrinsic motivation. Technology integration results in less formal and more
communicative learning settings. Connectivism is supported through effective technology integration, 21st
learning skills, and theories. (Siemens, 2005) Students constantly engage in networking for personal use, and
social networking can also enhance educational collaboration. Students must learn to learn for themselves
and gather information and knowledge to apply to their daily lives. Critical thinking and deductive reasoning
skills are essential for learners to determine important information. (Richey, Silber, & Ely, 2008)

Resources

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston:
Allyn and Bacon.

Deubel, P. (2010). Technology integration: Essential questions. Retrieved September, 3, 2010, from Computing
Technology for Math Excellence Web site: http://www.ct4me.net/technology_integr.htm

Gasser, U., & Palfrey, J. (2009). Mastering multitasking. Educational Leadership, 66(6), 15-19.

Lemke, C., & Coughlin, E. (2009, September). The change agents. Educational Leadership, 67(1), 54-59.

Richey, R. C., Silber, K. H., & Ely, D. P. (2008). Reflections on the 2008 AECT definitions of the field. TechTrends,
52(1), 24-25.

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth
edition. Allyn and Bacon: Boston.

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age
Publishing.

Siemens, G. (2005a, January). Connectivism: A learning theory for the digital age. International Journal of
Instructional Technology & Distance Learning, 2(1). Retrieved
from http://www.itdl.org/Journal/Jan_05/index.htm

Siemens, G. (2005b). Learning development model: Bridging learning design and modern knowledge needs.
Elearnspace. Retrieved from http://www.elearnspace.org/Articles/ldc.htm

Siemens, G. (2005c, August). Connectivism: Learning as network-creation. Elearnspace. Retrieved


from http://www.elearnspace.org/Articles/networks.htm

Potrebbero piacerti anche