EDUCATIONAL TECHNOLOGY:
THEORY ANDPRACTICE
THE CONCEPT AND HISTORY OF EDUCATIONAL
Technology in Nigeria the Meaning and Concept of Educational Technology
1.0 Introduction
Educational Technology is an important subject with a lot of benefits to the teachers and students respectively. But in spite of its relevance in the teaching and learning processes, there exist a lot of misconceptions as regards to its meaning. To many, Educational Technology is a discipline associated with the use of audiovisual media in education. Some use the term software and hardware as synonyms of educational technology. While some people, are comfortable with the term teaching machines as the meaning of educational technology. Our main task here is to provide an acceptable definition of educational technology so as to clear the existing misconceptions resulting from a misunderstanding of the term in view.
UNIT OBJECTIVES
At the end of this unit students will be able to:
Identify the conceptual meaning of Educational Technology
ii. Define the term “Technology”
iii. Trace and explain the history of educational technology in Nigeria
i. The meaning of Educational Technology
In a very simplified way, educational technology means the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.” According to Saettler educational technology has been defined by a 1970 commission on Instructional Technology as both “the media born of the communication revolution which can be used for instructional purposes… and “a systematic way of designing, carrying out, and evaluating the process of learning and teaching…”. To further grasp the meaning of educational technology let us find out the meaning of technology and in turn see how technology is related to education with due respect to specialist interpretation of educational technology.
1.1 Origin and Meaning of Technology
The word technology comes from the Greek "techne" which means craft or art. Thus as Mukhtar (2011) opined one can deduce, from the literal point of view, that educational technology means “application of a body of knowledge (technology) to solving educational problems. Adeyanju (1999), Balogun and Abimbade (2002) are of the opinion that “the contributions of technology to education constitute or mean educational technology.” Also Educational Technology can be defined as 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. (AECT, 1979).
Specialists Interpretation of Educational Technology
The specialists in educational technology seem not to be satisfied with the literal meaning of the term educational technology. Thus, according to them, educational technology can be explained by looking at the two major components of the concept “technology in education” and “technology of education”. Here let us see what the two components stands for:
1. Technology in Education
By the term “technology in education” is meant application of machines, gadgets or equipment to improve the quality of education.
2. Technology of Education Technology of Education
The term “technology of education” refers to application of theories and laws/rules in education and related disciplines for the purpose of improving the quality of education.
HISTORY OF EDUCATIONAL TECHNOLOGY
The following key points explain clearly the history of educational Technology in Nigeria.
History of Educational Technology in Nigeria
The history of educational technology in Nigeria could be traced back to nineteenth century when mission schools started using chalkboard, slates, textbooks and copy books to teach students the art of reading, writing and rote learning as prescribed in the then Christian-doctrine based curriculum of the missionaries.
The year 1930 is historically remarkable simply because the colonial government at that period promulgated its first education ordinance, which made it abundantly clear that schools should secure adequate teaching apparatus. Subsequently, the development of cheaply-affordable instructional aids and other instructional resources found their route into Nigerian educational system, which were used in all missionary schools.
Another significant milestone was witnessed in the year 1933 which is part of the history of educational technology in Nigeria. It is the period in which the first educational programme was transmitted via the services of BBC i.e British Broadcasting Corporation London in its West African overseas service. The transmission was once every week in English language
Also in 1951, NBS i.e. Nigerian Broadcasting Service was established. It was commissioned to run a limited educational programme which used to be channeled directly from the British Broadcasting Service.
In another episode, schools broadcasting units were established in the regional headquarters by the regional governments in 1950’s. Broadcasting facilities of the Nigerian Broadcasting Service stations were utilized for the transmission.
It is important to note that the three regional governments in Nigeria established independent radio-television stations in 1961, which were used for the transmission of educational programmes on various school subjects like English, Civics, Geography, History, Teaching Methodology etc. Moreover from 19c to date many Professionals, organizations, Associations, Agencies, Government’s Parastatals and establishments have been immensely contributing with ideas, funds, policies, teaching and learning resources for the progress and development of instructional delivery at our schools – which is regarded as a flight in the history of educational technology in Nigeria.
THE PLACE OF EDUCATIONAL TECHNOLOGY IN
COMMUNICATION, TEACHING AND LEARNING PROCESES AT JS LEVEL
Educational technology is capable of improving teaching and learning processes at many levels of education especially in our urban and rural junior secondary schools. Some of the claimed benefits or advantages of educational technology are listed below:
Making education to be more productive: This means that educational technology makes education result-oriented through the application of instructional media to speed – up the rate of students learning.
Taking care of wide Audience: This explains the use of technological tools by the teachers to communicate and teach a large number of students at far and near locations.
Providing available sources of information to learners: This is to say that learners are assisted to have access to various data through different forms of projected and non-projected media equipment.
Extension of human experience: This refers to the use of media to draw a particular experience that is good as firsthand experience to the classroom to facilitate further learning.
Stimulation of problem-solving in students: This highlights the fact that students develop skills necessary in problem-solving especially when they are involved in a small or large group in a learning process making use of one or different forms of media.
UNIT TWO (2)
THE CONCEPT AND PROCESS OF COMMUNICATION
Introduction
To communicate is to transmit or reveal a thought or feeling by speech, writing or gesture so that it is clearly understood. In a typical classroom situation communication is “an essential ingredient second to the oxygen that instructors and students inhales and exhales in order to survive” ( Mukhtar, 2013). Thus, in the classroom context when we witness on one angle a teacher explaining, clarifying, demonstrating, exemplifying or engaging in similar acts and students on the other angle listening, responding and acting – our conclusion should be that communication is taking place. This means that instructional communication in the classroom is an indispensable variable.
UNIT OBJECTIVES:
At the end of this unit students should be able to:
i. Identify and explain the conceptual meaning of communication ii. Trace the origin of communication iii. Identify the objectives and process of communication iv. Identify some communication models and their attributes
1. Conceptual meaning of communication
Communication simply means the transmission, transfer of knowledge, belief or attitudes from one person (Brown, 1982). While Dewey thinks that communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it.
2. Origin of communication
Communication is of Greek word ‘communis’ which simply means ‘to make common’. Therefore a concept, fact, idea, principle, or theory is passed from one individual to the other or others to affect communality. Perhaps this is why Aristotle regarded communication as a means of
persuasion to influence the other so that the desired effect is achieved.
3. Objectives of communication
Enhancing the level of achievement of instructional objectives in the teaching and learning process.
Facilitating teachers’ design (planning) and implementation of lessons as well as encouraging greater learner’s active participation in the process of instruction. iii. Educating, informing and entertaining audience (students).
4. Communication Process
The communication process is characterized by the prevalence of the following elements:
Sender/Source: This refers to the person who transmit some type of message or information to another person
Message: This deals with aspect of knowledge, attitude, or values designed to be communicated for a purpose.
Channel/Medium: This simply means the path through which the message travels.
Receiver/Destination: Receiver or Destination is the location where the sent messages finally reach.
Noise factor: This is another element that can cause distortion after a message has been sent down before it is received like car horn etc.
Feedback: This refers to the result that shows if the message transmitted is effective or otherwise.
3. Some communication models and their attributes
According Heinich et al (1985) a communication model represents key elements in the communication process. There are many models of communication; some of which are as follows:
Aristotle Model
Lasswellian Model
Shannon – Weaver Model
Scramm’s Model
Attributes of communication models
Models of communication are conceptual models that are used to explain the human communication process.
The models are used in analyzing and solving communication problems or making predictions.
Assignment Questions
Identify and explain the conceptual meaning of communication
Trace the origin of communication
Identify three (3) objectives of communication
What the process of communication is about?
Identify four (4) communication models and state their attributes
UNIT THREE (3)
THE CONCEPT OF SYSTEM APPROACH TO INSTRUCTION
AT JUNIOR SECENDARY SCHOOL LEVEL
Introduction
A collection of different parts working together to achieve a purpose is what a system represents. Thus, system approach to instruction is such a viable move towards making the development of instruction and learning system effective and efficient. It is the large amount of need to have an effective, useful and efficient instructional system that can be regarded as the basic foundation of the concept of system approach to instruction which is now the major concern of any sound educational system.
UNIT OBJECTIVES:
At the end of this unit students should be able to:
Define a system
Identify the concept and meaning of system approach to instruction
Recognize types of system and identify what educational system is about iv. Identify some models of SAI and their significance
1. What is a system?
In many Textbooks, a system is defined as any collection of interrelated parts that together constitute a larger whole. These component parts, or elements of the system are intimately linked with one another, either directly or indirectly, and any change in one or more elements may affect the overall performance of the system, either beneficially or adversely.
2. Types of System
Basically, there are various types of systems. Some systems are natural like the human body system or Educational System. Other systems are artificial
(Non-natural) like the drainage system.
2.0 Educational System
The educational system can be rationally exemplified as a system with different but interrelated set of parts i.e. subsystems. Education as a system is commonly divided into stages such as preschool, primary school, secondary school and then college, University or apprenticeship.
3. Origin of System Approach
The systems approach developed out of the 1950s and 1960s focus on language laboratories, teaching machines, programmed instruction, multimedia presentations and the use of the computer in instruction.
4. The concept and meaning of systems Approach to Instruction (SAI)
The concept of a system approach is based on obtaining an overall view of the learning process. It is characterized by an orderly process for gathering and analyzing collective and individual performance requirements, and the ability to respond to identified learning and training needs. The application of a systems approach insures that learning programs and the required support materials are continually developed in an effective and efficient manner to match the variety of needs in a rapidly changing environment. (Branson, 1975)
5. Meaning of SAI (Systems Approach to Instruction)
As viewed by Oguranti et al (1982) and rightly conceded by Mukhtar (2009) “Systems Approach to instruction is an attempt to conceive the teaching process as an event consisting of several elements or subsystems (teacher, learner, media, methods, or learning experiences, evaluation) which are all cooperatively interacting to promote efficiency and effectiveness.”
1. Models of systems Approach to Instruction
There are numerous models of systems Approach to Instruction as clearly shown in page 101-110 of a book titled: EDUCATIONAL TECHNOLOGY – Principles, Relevance and Application by
Mukhtar L. Rano. Interestingly, all the developed models are geared towards finding an effective way to describe planning for instruction. Some of the models include:
Gerlach and Ely Instructional Model (1977)
Brown, Lewis and Harcleroad (1977)
Erickson and Curl Model (1972)
Henich, Molenda and Russel Model (1985)
Oguranti et al Model (1981)
Witch and Schuller Model (1973)
More explanation on the desirable attributes of the above listed models would be highlighted by the course lecturer.
Assignment Questions
What is the meaning of the term ‘system’?
Differentiate between Educational system and other systems
What the concept of systems approach to instruction is about?
Mention any five (5) models of system approach to instruction and comment on the features and significance of any two 5. Is Nigerian Educational system systematic?
UNIT FOUR (4)
MEDIA IN EDUCATION
Introduction
Media means different thing to different people. In education media are conceived as the replicable “means”, forms, or vehicles by which instruction is formatted, stored, and delivered to the learner (Schwen, 1977). It should be noted that media has the supremacy of educating people regardless of their background, age or locality. Since it affect the eyes, the ears and the mind all together nothing can triumph over the influence of the media.
Unit Objectives
At the end of this unit students should be able to:
Identify and define the concept of media
Define Multi – Media
Define Educational media and recognize its different types
Outline and explain the major characteristics to be considered for the selection of suitable Educational Media
State the use of media in teaching and learning process
1. The meaning of media
The term media is derived from Medium, which means carrier or mode. Media denotes an item specifically designed to reach a large audience or viewers. It simply means the means of communication.
2. Multi – Media defined
Multi Media simply is a concept referring to the use of a combination of different forms of media with each media presenting something for the total presentation. It can also be more specifically defined as the sequential use of media to take the advantage of their different properties. In common usage the term multimedia is employed to mean an electronically delivered combination of media including video, still images, audio, text etc. in such a way that they can be assessed interactively.
3. The meaning of Educational Media
Educational media can be defined as the wide range of instructional materials like textbooks, chalkboard, models/mock-ups, charts, television, and radio and other projected and non-projected devices or tools which bring about efficiency and effectiveness in the teaching and learning process and invariably, promote and enhance the achievement of instructional objectives.
In the words of Agun (1988) Education media can be referred to as “all forms of information carriers”. Mukhtar (2012) rightly observed that “By description educational media can be characterized as materials that can be employed to record, document, conserve and pass on or retrieve information
(or knowledge).
4. Types of Educational Media
There are several types of Instructional Media, some of which include:
1. Print Media
This includes a group of media in which information is produced on paper and mass produced.
2. Projected Media
This refers to the media format that requires a projection technique to present information.
3. Non-Projected Media
This is another media group that requires no projection system in the presentation of information.
Other forms of instructional media include:
Audio Materials: this refers to instructional materials that make use of sound.
Videos: which are materials that involve movement of sequence combined with audio to produce an integrated instructional material.
Audio-Visual Materials: These are the tape-slide programs, slide and filmstrips with sounds, dioramas with narration or sound effects, tape realias, tape models and tape-texts.
Computer-Mediated Materials: It refers to any type of Instructional
Media that make use of computer.
5. Selection of Educational Media
Guidelines
The selection of media should be based on the consideration of the following characteristics:
The capability of the media to help towards achieving pre-specified instructional objectives.
The media selected should be the one that is available not difficult to find.
Any media selected for instruction should be the one that is simple to use or apply for the purpose to which it is expected to serve.
Only media that all categories of learners could benefit from its services should be selected.
The teacher who is to use the media should have a first hand knowledge with which to operate it.
Cost implication should be considered and that expensively unaffordable media should be out of the checklist.
Assignment Questions:
Define the concept of Educational Media
Define Multi – Media in Education
Define Educational media and state its different types
Outline and explain the major characteristics to be considered for the selection of suitable Educational Media
UNIT SIX (5)
Computer Assisted Teaching and Learning In the JS Level
Introduction
Computers are now use in different fields of education. In the field of teaching in particular, the wide use of computers are evident in different school in elementary, high-schools, colleges and universities. The use of computers in learning provides both advantages and disadvantages in the learning processes. Computers are advantageous in the sense that these machines teach more effectively in technical sense, they can reach and teach more students and kept students more focus with the subject.
UNIT OBJECTIVES
At the end of this unit students should be able to:
Define computer
State the Objectives of Computer Education as contained in the NPE State the use of computer-assisted instruction in teaching-learning process identify the meaning of CAI and its potential benefits Computer defined:
In Microsoft Encarta Dictionary (2009 version) computer is defined as an electronic data processor: an electronic device that accepts processes, stores, and outputs data at high speeds according to programmed instructions.
Objectives of Computer Education in the National Policy on Education In view of the imperativeness of computer technology and literacy in our educational system, the FGN i.e. Federal Government of Nigeria officially launched national policy on computer literacy in 1988 for all levels of education – primary, secondary and tertiary institutions attached with the following policy objectives as succinctly outlined by the computer literacy committee. The objectives are primarily two-fold as follows:
To bring about a computer literate society in Nigeria by the middle of 90s.
To enable the present generation of school children at different levels of education appreciate the potentials of the computer and be able to utilize the computer in various aspects of life and later occupation.
The use of computers in the teaching and learning process
Drill and Practice Application: In this regards, computer provides practice in learning fundamental skills such as multiplication tables, spellings, words, shapes, colours etc.
Tutorial Application: This means the use of computer to teach new topics or introduce new information and also to provide technique for mastering them.
Simulation Application: In which computer is used to present messages through representations of real events, system or phenomena.
Educational Games: This refers to the practice of using computers to provide skill building activities in form of organized games that takes place in either cognitive, psycho-motor or in both domains.
Meaning and Benefits of Computer Assisted Instruction (CAI)
CAI means computer-assisted instruction which convey the meaning of using computer to provide instruction.
Potential Benefits of CAI
CAI brings with it several potential benefits as a teaching/learning medium. These include:
Self-paced learning: With self-paced learning, learners can move as slowly or as quickly as they like through a program. If they want to repeat some task or review some material again, they can do so as many times as they choose. The program will not tire or complain about repetitions.
Assignment Questions:
What is the meaning of computer?
State three (3) Objectives of Computer Education as contained in the
NPE
State three (3) uses of computer in teaching-learning process identify the meaning of CAI and state its three (3) potential benefits
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