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Educational technology commonly abbreviated as edutech , or edtech is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. In addition to practical educational experience, educational technology is based on theoretical knowledge from various disciplines such as communication, education, psychology, sociology, artificial intelligence, and computer science.
The Association for Educational Communications and Technology AECT defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".
Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignments. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:. Educational technology is an inclusive term for both the material tools, processes, and the theoretical foundations for supporting learning and teaching.
Educational technology is not restricted to high technology but is anything that enhances classroom learning in the utilization of blended, face to face, or online learning.
An educational technologist is someone who is trained in the field of educational technology. Educational technologists try to analyze, design, develop, implement, and evaluate process and tools to enhance learning.
Modern electronic educational technology is an important part of society today. Each of these numerous terms has had its advocates, who point up potential distinctive features. Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle. In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology.
Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications , multimedia resources, and videoconferencing.
Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process. 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.
Writing slates and blackboards have been used for at least a millennium. 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 [30] with the introduction of educational films s and Sidney Pressey's mechanical teaching machines s.
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 Slide projectors were widely used during the s in educational institutional settings. Cuisenaire rods were devised in the s and saw widespread use from the late s. 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.
Online education originated from the University of Illinois in Although the internet would not be created for another decade, students were able to access class information with linked computer terminals. In , MIT began providing online classes free of charge. As of [update] , approximately 5. Currently, one out of three college students takes at least one online course while in college.
Also, in , 2. From this information, it can be concluded that the number of students taking classes online is on the steady increase. In the recent article, "Shift happens: online education as a new paradigm in learning", Linda Harasim covers an overview on the history of online education as well as a framework for understanding the type of need it addresses, the concept of distance learning has already been invented for many centuries.
The value of online education is not found in its ability to have established a method for distance learning, but rather in its power to make this type of learning process more efficient by providing a medium in which the instructor and their students can virtually interact with one another in real time. The topic of online education started primarily in the late s when institutions and businesses started to make products to assist students' learning.
These groups desired a need to further develop educational services across the globe, primarily to developing countries. In , the University of Illinois created a system of linked computer terminals, known as the Intranet, to give students access to recorded lectures and course materials that they could watch or use on their free time.
This type of concept, called PLATO programmed logic for automatic teaching operations , was rapidly introduced throughout the globe. Many institutions adopted this similar technique while the internet was in its developmental phase. In , Ivan Illich published a hugely influential book, Deschooling Society , in which he envisioned "learning webs" as a model for people to network the learning they needed. The s and s saw notable contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology [39] as well as developments at the University of Guelph in Canada.
By the mids, 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 mids.
Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. 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, students across the United States and Canada in — 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.
With the advent of World Wide Web in the s, teachers embarked on the method of 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 their students. By , the first online high school had been founded. In , 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. According to a study conducted by the U.
Computer-mediated communication CMC is between learners and instructors, mediated by the computer. 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. In the fall of , more than 6 million students enrolled in at least one online course.
In , due to the COVID pandemic , many schools across the world were forced to close, which left more and more grade-school students participating in remote learning, and university-level students enrolling in online courses to enforce distance learning.
Various pedagogical perspectives or learning theories may be considered in designing and interacting with educational technology. E-learning theory examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism , cognitivism and constructivism. This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov , Edward Thorndike , Edward C.
Tolman , Clark L. Hull , and B. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing the animal learning experiments. Since behaviorism consists of the view of teaching people how to do something with rewards and punishments, it is related to training people.
Skinner wrote extensively on improvements of teaching based on his functional analysis of verbal behavior [57] [58] and wrote "The Technology of Teaching", [59] [60] an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction.
Ogden Lindsley developed a learning system, named Celeration, that was based on behavior analysis but that substantially differed from Keller's and Skinner's models. Cognitive science underwent significant change in the s and s to the point that some described the period as a "cognitive revolution" particularly in reaction to behaviorism. It refers to learning as "all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used" by the human mind.
Computer science and information technology have had a major influence on cognitive science theory. The cognitive concepts of working memory formerly known as short-term memory and long-term memory have been facilitated by research and technology from the field of computer science.
Another major influence on the field of cognitive science is Noam Chomsky. Today researchers are concentrating on topics like cognitive load , information processing , and media psychology.
These theoretical perspectives influence instructional design. There are two separate schools of cognitivism, and these are the cognitivist and social cognitivist. The former focuses on the understanding of the thinking or cognitive processes of an individual while the latter includes social processes as influences in learning besides cognition.
Educational psychologists distinguish between several types of constructivism : individual or psychological constructivism, such as Piaget's theory of cognitive development , and social constructivism. This form of constructivism has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives.
Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners.
Educators utilizing a constructivist perspective may emphasize an active learning environment that may incorporate learner centered problem-based learning , project-based learning , and inquiry-based learning , ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning.
The extent to which e-learning assists or replaces other learning and teaching approaches is variable, ranging on a continuum from none to fully online distance learning. For example, "hybrid learning" or " blended learning " may refer to classroom aids and laptops, or may refer to approaches in which traditional classroom time is reduced but not eliminated, and is replaced with some online learning.
E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency of other participants' involvement at the same time.
Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time.
Since students are working collaboratively, synchronized learning helps students become more open-minded because they have to actively listen and learn from their peers. Synchronized learning fosters online awareness and improves many students' writing skills. Asynchronous learning may use technologies such as learning management systems , email , blogs , wikis , and discussion boards , as well as web -supported textbooks, [76] hypertext documents, audio [77] video courses, and social networking using web 2.
At the professional educational level, training may include virtual operating rooms. Asynchronous learning is beneficial for students who have health problems or who have child care responsibilities. They have the opportunity to complete their work in a low-stress environment and within a more flexible time frame.
Being a non-traditional student, they can manage their daily life and school with and still have the social aspect.
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