Friday, 13 September 2013

Components of Educational Technology



Components of Educational Technology
Elements of a concept map (Spencer 1991, based on Hawkridge 1981)
Methods of learning:
cognitive psychology, learning styles, interaction analysis, gaming/simulation, communication theory, linguistics, textual communications, artificial intelligence, information processing.
Objectives for learners:
systems theory, epistemology, politics, philosophy, sociology.
Evaluation of teaching and learning:
 cost-benefit/effectiveness analysis, economics, attitude and opinion research, social psychology, teacher evaluation, content analysis, measurement of learning, psychological measurement, psychology, mathematics and statistics, computing.
Environments:
group dynamics, logistics, individualized learning, anthropology.
Media for learning:
design, graphics, electronics, engineering, production techniques.

Skills for web-based teaching
What skills for web-based teaching do colleagues already have - and how can they be developed?
Word processing:
Conversion of MS Word files to Power Point slide shows
Personal web pages:
Conversion of MS Word files to HTML files (web pages)
Email:
Communications with students as individuals and in groups.

Skills for web-based teaching: Power Point
‘technology in education’
How are Power Point slides created?
How can content (text, graphics) be formatted in a Power Point slide?
‘technology of education’
How does teacher sequence material?
How can learner navigate through lesson?
Each slide has a limited capacity for text/graphics.
How does teacher edit information into small chunks?

Skills for web-based teaching: Personal web page
‘technology in education’
How are HTML files created?
How are hyperlinks created?
How are PDF files created?
‘technology of education’
Teaching notes or materials with interactive content?
How does learner navigate within and between files?
How can teacher encourage interaction between learner and lesson?
How can teacher ask questions and give feedback to learner?

Skills for web-based teaching: E-mail
‘technology in education’
How to send emails to individuals and groups?
How to send attachment and URLs in email messages?
How to create group discussions by email?
‘technology of education’
How to manage student induction online?
How can CMC novices be supported online?
How can ‘lurkers’ be managed online?
How can CMC participation be boosted?
How can learners with disabilities be assisted?

Model for teaching and learning online through Computer-mediated Conferencing (after Salmon 2000)
Activities
1 Access and motivation
2 Online socialisation
3 Information exchange
4 Knowledge construction
5 Development
Skills required
Technical skills to be developed by learner
E-moderating skills to be developed by the teacher

CMC1: Access and motivation
Technical skills to be developed by learner
Setting up system and accessing
E-moderating skills to be developed by the teacher
Welcoming and encouraging

CMC2: Online socialisation
Technical skills to be developed by learner
Sending and receiving messages
E-moderating skills to be developed by the teacher
Familiarising and providing bridges between cultural, social and learning environments

CMC3: Information exchange
Technical skills to be developed by learner
Searching, personalising software
E-moderating skills to be developed by the teacher
Facilitating tasks and supporting use of learning materials

CMC4: Knowledge construction
Technical skills to be developed by learner
Conferencing
E-moderating skills to be developed by the teacher
Facilitating processes

CMC5: Development
Technical skills to be developed by learner
Providing links outside closed conferences
E-moderating skills to be developed by the teacher
Supporting, responding
Conclusion
Let’s concentrate on the message - not on the messenger!

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