Matakuliah
Tahun
: G0454/Class Management and Education Media
: 2006
EDUCATIONAL TECHNOLOGY
Pertemuan 17-18
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I. EDUCATIONAL TECHNOLOGY
: Technology applied to the teaching and learning
process.
It includes the processes involved in analyzing
instructional problems and devising, implementing,
evaluating and managing solutions to those problems.
( so, not only includes media used to deliver instruction ).
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EDUCATIONAL TECHNOLOGY
( or Instructional technology ) takes many different
forms and includes simple kinds of machines ( e.g.
overhead projectors, slide projectors) as well as
complex, powerful computers and software.
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• Research indicates that using technology in your
classroom can significantly improve instruction and
students’ learning.
• Educational technology offers a number of advantages
for instruction, from providing simple audio visual
demonstrations of concepts to allowing Ss to interact
with concepts and materials in a way that would
otherwise be difficult, dangerous, or impossible, and to
collaborate with Ss across the world.
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• The pace of technological development is astonishing,
and exciting opportunities for improved instruction are
becoming readily available to the average classroom
teacher.
• As recent surveys have indicated, many classroom
teachers do not use technology at all in their teaching
and those who do use technology do not take full
advantage of its potential.
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ADVANTAGES of using Technology

The technologies available can help you manage your
instructions by assisting you in record keeping, grade
tracking, lesson planning, and determining whether
individual Ss have met their instructional goals.

Technology allows some activities that simply would
not be possible otherwise, e.g. experiment on
genetics.
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3.
Technology can allow Ss to work on problems that,
although possible, would not be feasible in the real
world, either due to safety considerations or because
the problems are rare occurrences, e.g. avionics
equipment.
4.
Newer forms of technology such as CD-ROMs and
laser videodiscs offer Ss the advantage not only
reading and hearing about process and changes, but
actually seeing the dynamics of such changes.
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II. How is Technology currently used
How is it used in the classroom ?
Recent surveys indicate that although computers are increasingly
available to teachers, the machines are of limited computing power.
Although more teachers are incorporating technology into instruction
in some way, teachers who regularly use computers are still very
much in the minority.
When technology is used regularly, it is often used for “lower-level”
purposes.
This issue will be viewed from :
1. Quantitative aspects
2. Qualitative aspects
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Quantitative Aspects
Based on several surveys done in USA :
1.
Most schools had to severely limit the amount of time any
individual students spent working with computers because
they had large number of students but with only very few
machines.
2.
As a result, most students learned more about the equipment
and software available at that time than about academic
content and skills.
3.
The kinds of computers the school have make it difficult for
teachers to take advantage of some of the newer
developments in educational research. Such small machines
simply do not have the memories and processing capacities to
run he programs.
How about in our country ??
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Qualitative Aspects
The conclusion from the statistics in USA :
1.
Most of the computer time of elementary school students was
spent in academic subject areas, especially mathematics and
reading / language art activities.
2.
Highschoolers spent only 25% of their computer time on work in
academic content areas. Half of their computer time was spent
learning “computer-specific skills”: these students were being
taught how to use software packages ( e.g. word processing
programs, database programs, etc ), keyboarding skills, and
programming, and not how to use these tools to learn subject
matter or to solve problems in any content area.
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•
Why is there such an emphasis on instructing students in how to
use computers rather than having them to use the machines as
ways to learn content or problem-solving aids ?
1.
Perhaps the basics simply must come first.
Before a student can use a computer to solve a complex genetics
problem or to write an insightful essay, that students need to know
how to type and how to input, manipulate and store data.
It is easier to teach the basics and mechanics. Teaching students
to engage in quality thinking is a formidable task.
Many of the machines available to the teachers are of limited
capacity.
Much of the software available has not been geared toward
higher-level problem solving.
Teachers may simply not be aware of, or resistant to, different
uses of technology.
2.
3.
4.
5.
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Why don’t more teachers use technology ?
1.
2.
3.
4.
5.
6.
7.
8.
9.
Poor software and no development time
Belief that computers don’t help
Lack of long-range planning
The computer as a competitor
Lack of administrative support
Increased time and effort required
Fear
Different role for teachers
Societal resistance
Can you explain and give examples of those reasons ?
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