Matakuliah
Tahun
: G0454/ Class Management and Education Media
: 2006
Types and Uses of Technology in
Education
Pertemuan 19-20
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The technology and teaching are categorized into seven types and or
Uses :
1.
Administrative and managerial uses
2.
Audio visual aids
3.
Teaching the technology
4.
Computer-assisted instruction
5.
Teaching of thinking using technology
6.
Intelligent tutoring systems
7.
Multimedia
8.
(Recent development : Networks, Virtual reality)
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1. Administrative and Managerial Uses
Computer-managed instruction :
is the use of computer to collect, analyze and report information
concerning the performance of students in an educational program.
Technology can also make it easier to compute grades and keep
track of students progress during a school year.
The trend in many of the newer instructional systems is to
incorporate within them CMI that can provide constant evaluation of
students’ progress.
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When CMI is incorporated within other systems, there are five
major functions which are served :
1.
2.
3.
4.
5.
Assessment – collecting vital information
Diagnosis – a continuing evaluation of learner needs
Learning prescription – matching students’ needs with appropriate
instruction
Record keeping – maintaining all kinds of student records, from final
answers on specific exercises to small steps students took in solving
each problem
Reporting – supplying needed informationf for both teachers and
students.
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2. Audiovisual aids for instruction
Many of the machines in this category are geared toward the visual
presentation of information, which supplements an auditory
presentation by a teacher or a written presentation from a textbook.
The examples are ; overhead projectors, slide projectors, and
television, laser videodisc players and CD-ROM
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The main reasons for using AV aids :
♥ presenting information in several formats offers students the advantage
of not only hearing about information ( from a teacher or a textbook ) but
also seeing it. Thus, receiving a “dual presentation”.
♥ Information presented in a visual format is more integrated – that it is
easier to see the relations among the pieces and how they all fit
together when it is presented via a drawing.
♥ Videotapes, films, laser videodiscs and CD-ROMs also offer the
advantage of being able to show movement : students can readily see
the dynamic changes occurring over time in process, rather than
hearing or reading about them.
♥ Slow motion capabilities on videos allow students to slow down the
movement to examine it and the changes that occur more closely.
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3. Teaching of the Technology
It provides hands-on learning on the basics of using technology,
particularly how to use word processing packages, spreadsheets,
and graphing programs.
Word Processing:
The major advantages of using it :
It offers the opportunity to do significant revisions and editing.
Spreadsheets :
This program allows students to enter numerical data and perform
calculations on them. Most of these packages also offer graphing
capability.: students can select all or some of the data entered and
display these in a variety of different graphing formats.
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4. Computer-Assisted Instruction
It uses technology to present material to students or assist them in
mastering it. Examples are computerized programmed instruction
and drill and practice software.
Programmed Instruction:
It consists of a set of instructional materials that students can use to
teach themselves about a particular topic, skill or content area.
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Principles to consider in Programmed
Instruction
(whether it is computerized or not ):
1.
Clearly defined the final goal, or terminal behaviour, stating it
in objective and concrete terms.
2.
Solve the problem, of the first instance; e.g. induce the
students to exhibit some aspects of desired behaviour so that
positive reinforcement can be provided. Initial responses must
be ones that the student is capable of making.
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3.
Sequence instruction carefully and thoughtfully, with careful
definition of subgoals that the student should progress through
on the way to achieving the final desired behaviour. This is
critically important for complex behaviours, such as those
desired in most academic subjects. In essence, the program
will be reinforcing progress towards the final goal, or shaping
the student’s behaviour.
4.
As far as possible, prevent incorrect responses, so that
punishment can be avoided and positive reinforcement used.
5.
Provide immediate, non threatening, but clear feedback in
responding to correct and incorrect answers.
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TYPES of PROGRAMMED INSTRUCTION
1.
Linear programmed instruction :
a student is presented with an exercise or problem and required to
respond. If the response is correct, the student is told so, and the next
problem in the sequence is presented. If the answer is incorrect, the
student is simply told that the answer was not correct and is given the
correct answer.
2.
Branching program :
the student receives an example or problem for which a response is
required. If the answer is correct, the student is positively reinforced and
the next problem in the sequenced is presented. If the answer is
incorrect, however, the student is “branched” or sent to, a different part of
the program to receive instruction as to why the response was incorrect,
additional instruction in the correct answer, and/or additional problems or
examples dealing with the same concept.
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Drill and Practice Software
Drill and practice programs:
are intended to help students practice and master the skills after
they have already received initial instruction in them. For example,
many drill and practice programs are available to help master and
automatize ( i.e. be able to quickly recall ) basic math facts, or to
help students master spelling of vocabulary words.
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5. Using Technology to teach thinking
Teaching thinking using technology attempts to foster the
development, use, and transfer of students’ general thinking and
problem-solving skills. Examples are teaching programming and
using word processing to improve thinking skills.
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6. Intelligent Tutoring Systems
It uses technology to provide an individualized tutor for each
student. The computer presents new material, provides examples
an practice problems, tracks students performance, identifies
errors and misconceptions, and provides appropriate guidance
and feedback.
An ITS has 3 components :
1.
2.
3.
The system must contain an expert component that is able to solve
the problems the system will present to the students.
There must be a diagnostician, which tracks a student’s performance
and diagnoses the student’s misconceptions and errors. This
components also must identify discrepancies between the student’s
and the expert’s knowledge and strategies.
There must be a tutorial component that is responsible for
determining and providing appropriate feedback and guidance for the
student.
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Advantages of ITS :
1.
When well-programmed, such system can individualize
instruction to a degree not seen before in educational
technology. They track student’s performance, provide
different problems and explanations of content based on
students’ current understanding, intervene and reinstruct when
appropriate, and give immediate feedback.
2.
It can allow a type of instruction that would otherwise be quite
difficult if not impossible, using examples that are either rarely
occurring but quite important, or dangerous.
3.
In some cases, the level of content expertise programmed into
the system far exceeds that which a classroom teacher can be
expected to have.
4.
It offers students the opportunity to move through content at
their own pace.
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6. Multimedia Use
It involves the integration and simultaneous use of several different types of
technology to improve instruction.
For example, a computer software program might be written using some
specialized language that controls not only the presentation of text and
graphics on the computer screen, but also the use of a laser videodisc, an
audio compact disc, a videotape, an audiotape, voice synthesis, digitized
voice, or animated graphics. Many are interactive, in that the user does not
just listen and view them, but can manipulate them in some way.
Multimedia programs are often designed to encourage students to integrate
different types of content as well ( e.g. science, mathematics, history ), so
that students will begin to see the interconnections between these areas.
Such an integration is thought to help students understand how to use
knowledge and skills as cognitive tools for solving realistic problems, rather
than seeing knowledge as a collection of unrelated, often useless facts.
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Types of Media
Types of media :
1. Non Technology :
pictures, wall chart, cards, cartoon strips, realia, etc
2. Technology:
(electronics ), OHP, CD, VCD, etc
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