History of Educational Technology and ICT Revolution

Content

This lesson tackles about the history and ICT revolution which takes us out from our curiosity to where educational technology came from. This lesson would also trace the people and the dates involved in its history and its revolution.

Educational technology in way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history is made to start with educational film (1900's) or Sidney Pressey's mechanical teaching machines in the 1920. Skinners work led to "programmed instruction" focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements. Models based on these designs were usually referred to as computer-based training" (CBT), Computer-aided instruction or computer-assisted instruction (CAI) in the 1970's through the 1990's. In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT/CBL materials, there is increased use of e-tutoring through forums, instant messaging, video-conferencing etc.

The 2000's emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings.

           

Revolution 1: The Computer

The first revolution started during World War II, with the first large, automatic, general electromechanical calculator, Harvard Mark 1. “Computers” became a new catchword, and input-output technology graduated from punch cards to magnetic tape, faster printers, and more languages for programming. Applications also were expanded, from use in academic

research to weather forecasting, from airline ticketing to accounting. This development continues; the first ICT revolution is still under way.

Revolution 2: The PC

The second ICT revolution has its roots in the 1970s, when the first “processors on a chip” and magnetic discs were constructed. But as late as 1977, Ken Olson, the legendary president of the computer company, Digital, stated: “There is no reason anyone would want a computer in their home.” He was definitely wrong. In the same year, Steve Jobs and Steve Wosniak started to sell their Apple II, and Bill Gates and Paul Allen had already founded a firm called Microsoft. This second ICT revolution continues like the first: the capacities of the machines increase, their applications expand, and the number of people who use them multiplies.

Revolution 3: The Microprocessor

The third ICT revolution is that microprocessors have become embedded in an ever-widening range of products: the steering systems of airplanes, the control panels of hydroelectric power stations, domestic air conditioning systems, the traffic lights in our streets.

Revolution 4: The Internet

The fourth ICT revolution stretches back to the late 1960s,when the U.S. Department of Defense drew up guidelines for a communication network among computers (ARPANET). After a while, universities in and outside the United States were hooked up to it, and some started to use it to send messages.  This fourth ICT revolution continues like the others as more and more computers are interlinked with an ever-growing number of “servers” and an expanding range of applications.

Revolution 5: Wireless Links

The fifth ICT revolution was linking without lines—the new possibilities opened by mobile phones. At first, they were big and bulky. Reduction in size and weight was accompanied by expansion of reach and functions, and miniaturization was accompanied by multifunctionality. Mobile phones could be used not just for talking, but also to exchange messages, receive news or stock exchange quotes, review restaurants, or order movie tickets. Linking without lines now takes place not just intercontinentally via satellites, but also via high frequency short-range radio transmitters.

Experience

            I didn’t know not until I had a computer class that I’ve been using the oldest kind of computer and that was the abacus which in my time was already used as a toy. And I myself also experienced the ICT revolution from my mobile phones with antenna to android phones, personal computers to laptop and tablets, from Bluetooth to shareit and different sharing applications. There is indeed a big difference and ofcourse the great difference and revolution was used for the better.

Reflection

            The impact of ICT revolution is really great. It helps not just the economy of a certain country but it also has a great effect in the education settings. When I traced back its history with this lesson, all I could say is that the ICT revolution is fast-pacing. With the help of brilliant minds of the creators, they produce the newest, latest and hi-tech version of their own products which makes me a little bit scared if I could be able to go with the trend. But as a future teacher, I must cope up with the changes.

Application

            Everything today functions because of technology. In the educational setting, it serves as an aid to teachers as well as to the students in the teaching-learning process to occur effectively. With technology, everything you wanted to know and to do is on hand and is just one click away. It makes everything easier and faster with no questions on its quality. Tracing back its history would help both the teacher and students to appreciate its revolution and widen their knowledge.

Lesson 9: Computers as Information and Communication Technology

Content

Through computer technology, educators saw amplification of learning along computer literacy. Much like reading, the modern student can now interact with computer messages; even respond to question or to computer commands. Like writing, the learners can form messages using computer language or program. But the evolving pace of innovation in today’s information age is so dynamic that within the first decade of 21^st century, computer technology in education has matured to transform into educative information and communication technology in education. With the rise of Personal Computer in the classroom would enable teachers to demonstrate a new lesson, presenting a new material, illustrate how to use new programs and to show new websites. There are these educational instructional media and communication media which comprises such media which are used as an aid for instruction and communication. Examples are the using of print, film, blackboard, television and video. There are also programs which are normally installed in the personal computer- these are Microsoft office, PowerPoint, excel, Internet Explorer, Yahoo or Google, Adobe Reader, windows media player and Cyber power DVD.

          ICT stands for Information Communications Technology. It covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. It is also a diverse set of technological tools and resources used to communicate, create, disseminate, store and manage information.

Experience – All these years I’ve been using the products of ICT. These programs especially the Microsoft office and PowerPoint are commonly used for education purposes. It is where we could compose texts, put graphics, photos, and write letters, articles and even reports. Excel on the other hand is used for an easier and quicker way to do computations. I’ve been always using Internet Explorer, Yahoo and Google especially when there are assignments, reports and projects that should be researched. These websites don’t just contain information but it would also offer chat rooms, blog sites and news service. Lastly, I also use media players sometimes for entertainment purposes especially to lessen boredom.

Reflection – Teachers and learners no longer have to rely solely on printed books and other materials which are found in libraries and available in limited quantities for their educational needs. ICT would be of great help since it allows access to resource persons- mentors, experts, researchers, professionals, business leaders and peers all over the world. The ability to use ICTs effectively and efficiently represent a competitive edge in an increasingly globalizing job. ICT encourages interaction and cooperation among students, teachers and experts wherever they are. It would also promote thematic, integrative approach to teaching and learning. ICT will not just empower us with knowledge and digital skills but also it would develop appropriate values we need to consider in handling technologies.

Application – The use of ICTs will improve the quality of education by motivating the learners to learn. ICTs such as videos and other multimedia software can be used to provide challenging ad authentic content that will engage students in an interactive teaching-learning process. ICTs are also used to improve the access and the quality of teacher training. Teachers would be able to enhance their technical skills which will provide more opportunities for them to be more literate not only in their field but also with the emerging innovative world. Thus, it will enable teachers to be more globally competitive. ICT enhances learning mobilizes tools for examination, calculation and analysis for information, thus providing a platform for students inquiry, analysis and construction of new information.

Lesson 8: Higher Thinking Skills through IT-based Projects

 

Content

            The production of self-made multimedia projects can be approached into different ways:

Instructive tools- such as in the production by students of a power point presentation of a selective topic.

Communication tools- such as when students do a multi-media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. to simulate a television news show. Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe too sophisticated and time consuming for the average student. It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. These projects include the following:

1.        Resource-based projects - to go beyond the textbook and curriculum material

2.        Simple creations - creating is more consonant with planning, making, assembling, designing, or building

3.        Guided hypermedia projects - the learner may follow his path of activities thereby providing an environment of learner autonomy and thinking skills.

4.         Web-based projects - students can be made to create and post webpages on a given topic.

Experience

            I have made reports through PowerPoint presentations. In our English classes, we made a compilation of photos and videos regarding a certain topic. Multi-media presentations for texts and graph are very useful in making reports and any academic requirement.

Reflection

            Thus, It-based projects cater and challenge our higher thinking skills. In here, we analyze, evaluate and synthesize our ideas.  It is a great help for students to sharpen and broaden their knowledge and skills. But as of now, this creativity project maybe too ambitious as a tool in the teaching-learning process.

Application

             IT-based projects could be applied by students in different field and subfields in their future careers. It is also commonly used today catering their creativity and enhances all others fluencies. Though, that technology can quickly become a distraction. Internet use should be monitored, and IT specialists should inspect glitchy or sluggish computers that detract from the learning experience. Teachers should also provide guidance on the appropriate use of technology in the grand scheme of a project’s goals.

         

Lesson 7:Evaluation of Technology Learning

Content

            This lesson entails about how to determine if the technology is appropriate and enhances the teaching and learning process. Evaluation is used in Ed Tech and its means considering the merits of the material used. Its strength and weaknesses as a tool for learning. It emphasizes the role of digital instructions in the modern times especially in evaluating student outputs. The student standard evaluation of learning must change. As efforts are exerted to go digital in instruction, we need to also go digital in learning. Today, students are expected to be not only cognitive, but also flexible, analytical, and creative. Students must have the six important fluencies that reflect process skills.

Mass amateurization is the change of evaluation approach, from the amateur creator of outputs to professional creator of outcomes and products. It gives an impression to the teachers and learners that high technologies are very essential for the learning and evaluating process.

Experience

           During our EdTech 1, we were tasked to make a short film, it would be so hard for the teacher to evaluate the output through a paper-pencil test so we made a short film by doing like a cinema thing. Our teachers nowadays tend to evaluate us in an appropriate way possible catering all our basic digital skills.

Reflection

            It is a need for teachers to evaluate the use of technology in the teaching-learning process to be able to check its appropriateness. And employing technology for evaluation is a must nowadays since there are softwares that could be used to evaluate learning.

Application

            Teachers must adapt new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge so that learners can function effectively, productively and creatively in the new world.  

Lesson 5: Preferences of the Technology Generation

Content

 This tackles about how our educators and learners improved in terms of instructional technologies. Old generation makes use of textbooks. They find time to go to the library to do research and it’s their only way to gather information. They use a linear, logical/sequential manner. They ought to be independent learners. The main reason why teachers teach the students is just for them to pass the test. They have delayed rewards through grades, medals and honors for their hard work. During that time, teachers are obliged on context-based courses that are measurable by standard test. While today, the students prefer to use visuals like television, videos, images, computers and other multimedia which are essential for teaching-learning process. Today, the students want an instant gratification through getting scores from games, web cam call, e-mail, chats and etc. They prefer a more fun learning which is relevant and useful for them.

Experience

There are times that we really wanted to make an effort to accomplish something but because there are technologies that are very handy and are more updated, we tend to use them to make our tasks easier and quicker. I do have a laptop and a phone that could automatically connect to the internet and I find it very accessible. I have also played games through digital technologies and I had fun in it.

Reflection

 What the old generation likes may not be what the new generation likes today.   The good things enjoyed by the old generation are no longer available to the new generation. The old generation today tend to cope up with the newest technologies and go with the trend. For me, when asked who’s smarter between the old and new generation, I would go to the old generation because they are more logical even if they don’t have that much resources during their time. The new generation are also smart since they could easily get the information they want with just a click letting them gather more information and construct something on their own.

Application

Appropriate teaching strategies should be employed by the teacher to achieve the learning objectives. By knowing the experiences of the old generation, it would encourage the learners not to rely on the technology. The teachers should be able to use the appropriate technology for instruction.

Lesson 6: Developing Basic Digital Skills

Content – As time goes by, the improvements in technology is on a fast pace. Thus, teachers should adjust their teaching to effectively match into the new digital world of ICT. In order to cope up with this advancement, they must be clear on what basic knowledge and skills they should be able to master or that they could fluently impart to the digital learners. This basic literacy will not replace the 3R’s (Reading, writing and arithmetic) instead, they will be complemented by these six digital skills to equip students for success in the millennial world. These skills are better referred to as fluency skills. These are solution fluency - which is the capacity and creativity in solving problems, information fluency – the ability to access information, retrieve information to reflect on, assess and rewrite for instructive information packages., collaboration fluency – which test teamwork and cooperation among virtual or real partners, media fluency – the ability to evaluate the message in a chosen media; a channels of mass communication that uses televisions, computers and etc., creativity fluency – artistic proficiency adds meaning by way of design, art, story-telling to package a message and digital ethics – guided by principles of leadership, global responsibility, environmental awareness, global citizenship and personal accountability.

Experience – I had a computer subject when I was in my elementary years.  I was introduced to technology in a very young age which I could say that I am in advantage than those who didn’t know technology at all. Thus, as time goes by and as technology improves and being able to go with the change, I could then say that I was able to develop those digital skills and am fluent enough.

Reflection – The said digital skills are very important for us teacher to posses since we will be teaching the 21^st century learners who are very well literate to use such technology. In order to impart these skills to the students, teachers must be able to adjust and adapt with the change. Skills that should be developed must be used appropriately. Developing these basic digital skills allow us how to use different capabilities of using technology properly and to apply and impart these skills to our students someday.

Application – As a future teacher, we will be able to teach them how to gather useful and reliable information from the internet and to be able to use these information properly in finding solutions on the problems they’ll be encountering at the classroom setting, school and even in the outside world.