Edcational TechnologyEssay Preview: Edcational TechnologyReport this essayOne of the more demanding challenges of educational is the selection of the right combination of technology for multiple educational objectives. Every place is different. Every student has his or her individual needs and interests. Various curricula require different technological approaches. We still think that the only way to educate is to put an adult in a room with 20 or 30 students, but with educational technology a great deal can be done with machines, particularly in higher education, where students have already learned the initial, fundamental intellectual skills. For example, how do people learn? By action they themselves perform, sometimes by thinking, sometimes by practicing, often by a combination of both thinking and motor coordination. In most cases, teachers cannot perform those actions for students; students must teach themselves, and teachers can only stand by to offer assistance. With Educational technology its enhances the learning opportunities by demonstrating how certain actions should be done so that students can imitate them, and diagnosing students errors and making suggestions which help modify their actions so as to correct those errors. New technologies link classrooms to the world and provide students with far more intelligent tools of inquiry and teachers with much more comprehensive resources of response and stimulation.
Let us speculate on how educational technology carries out higher education in the future without benefit of faculty or campuses. Let us particularly focus on the home television (TV) set equipped to play digital versatile disk (DVD); they may not turn out to be the optimal educational technology, but it will do for the purpose of the moment. DVDs could be produced by commercial, universities and individuals on every subject under the sun. Anyone could learn anything by renting the appropriate DVDs and playing them on his own TV set. Assisting this form of learning would be a nationwide institutional structure which shall call the Video University. The Video University it would clarify possible learning opportunities for students, make such opportunities available, and verify and record what is learned by students for various purposes of the students themselves and of society.
{articleCQ}
{p>Consequently, the development of the educational technology developed by the Video University will be subject to the following requirements:
The necessary changes are required so that, according to existing standards, the technologies described so far can be used widely outside of the classroom.
The system for ensuring the quality of video may be modified with special materials.
Technologies may be designed to provide more uniformity and uniformity to the educational technology within a classroom when their standards are different.
Technologies may create less visible gaps, resulting in better teaching practices in a way that is much more responsive to students’ needs and more responsive to information.
Technologies may be utilized for teaching of a special subject, including a study of science, engineering, math, or other disciplines, where new information can be learned, but with little interference from the older textbooks.
It is, of course, also possible for technological change and other educational devices to be utilized over, or as a substitute for, traditional textbooks, as a means of teaching other subjects in the classroom that are not relevant for most children.
{p>As a result, the Video University will continue to play an important role in helping disadvantaged youth improve their educational opportunities. With the advent of digital interactive media tools and media services, it is possible for more, not less, of the same kinds of educational technology to be available in public space without interruption in the context where they exist.
With these three conditions, video technologies will continue to be a major tool of a successful, open educational system in the future, and that will change with the proliferation of computer networks for digital media, in particular the Internet. In addition to these new technologies, the student can gain new education opportunities when they become more connected to the computer system. Video devices will replace traditional instruction for students, giving them more information as well as an access to the curriculum that is more accessible to their classmates. It may be that, at the end of the day, the benefits of these technologies will be measured in terms of the educational benefit obtained.
{articleCQ}
{p>Consequently, the development of the educational technology developed by the Video University will be subject to the following requirements:
The necessary changes are required so that, according to existing standards, the technologies described so far can be used widely outside of the classroom.
The system for ensuring the quality of video may be modified with special materials.
Technologies may be designed to provide more uniformity and uniformity to the educational technology within a classroom when their standards are different.
Technologies may create less visible gaps, resulting in better teaching practices in a way that is much more responsive to students’ needs and more responsive to information.
Technologies may be utilized for teaching of a special subject, including a study of science, engineering, math, or other disciplines, where new information can be learned, but with little interference from the older textbooks.
It is, of course, also possible for technological change and other educational devices to be utilized over, or as a substitute for, traditional textbooks, as a means of teaching other subjects in the classroom that are not relevant for most children.
{p>As a result, the Video University will continue to play an important role in helping disadvantaged youth improve their educational opportunities. With the advent of digital interactive media tools and media services, it is possible for more, not less, of the same kinds of educational technology to be available in public space without interruption in the context where they exist.
With these three conditions, video technologies will continue to be a major tool of a successful, open educational system in the future, and that will change with the proliferation of computer networks for digital media, in particular the Internet. In addition to these new technologies, the student can gain new education opportunities when they become more connected to the computer system. Video devices will replace traditional instruction for students, giving them more information as well as an access to the curriculum that is more accessible to their classmates. It may be that, at the end of the day, the benefits of these technologies will be measured in terms of the educational benefit obtained.
The Video University would achieve several desiderata that are not possible with our present system. The foremost is equality of educational opportunity with respect to age. Related to that kind of equality of opportunity are several other considerations: the need for schedules to fit the individuals free time; minimal personal expense; freedom from institutional barriers to learning such as the requirement of a high school diploma, course prerequisites, entrance exams, and transcripts; and freedom form psychological barriers. These desiderata point to individual learning in the home as the primary mode of education in the past the medium for individual learning has been correspondence course, but they have not been able to hold the students interest.
Now we must reconsider individual learning because it is about to be revolutionalized by the arrival of DVDs and other technology. Textbooks are, indeed, poor motivators of students; even on campus, though students are hounded by the steady exhortation of professors, they mostly find textbooks too utterly boring to open. Professionally produced films can be fascinating and, considering the huge potential market, entrepreneurs will make sure that they are. Certainly they can be made as attractive as the fatuous TV programs which have no difficulty in holding peoples attention for hours on end.
With all these courses, segmentations, levels of depth, and level of student preparation, there will soon be thousands, and eventually tens of thousands, of DVDs to choose from. The catalog of DVDs my be somewhat larger than present catalogs of long playing DVD, which now list some 50,000 items and provide only title of the composition, composer, performer, and manufacturer, number and type of DVD and price. A DVD for educational purposes will require more extensive specification, including not only the data mentioned but also paragraph describing content similar to the course descriptions in college catalogs, and so on. Some of the data will be highly codified, as in the DVD catalog; if cleverly designed, the code will become valuable learning tool.
The computer is an excellent educational technology tool for learning. Since the introduction of computers in the 1970s, there has been little doubt that a new age of technology had dawned (Walker). The age of technology promised a computer revolution that would dramatically affect the management, storage, and exchange of information and greatly influence the social and economic aspects of society. The business and industrial communities were very receptive to the many ways computers facilitated management, manufacturing, and trade, embracing their use wholeheartedly. The educational community, on the other hand, generally failed to appreciate the potential of the computer as a powerful instructional agent. Although the more curious teachers were eager to try out the computer in their classrooms and eventually realized its capabilities as an instructional tool, most teachers viewed the computer somewhat suspiciously, if not fearfully. Many educators felt threatened by the very idea of computerized instruction, and some even imagined their replacement by teaching machines. Resistance to change, fear of the unknown, and the threat of having to relinquish authority perhaps are the most significant reasons for teachers reluctance to welcome computers into their classrooms.
One vision of the place of computers in education is as a perfect vehicle for carefully tailored contingent instruction, whereby each student could be taught at his or her own level and pace (Walker). The dictionary defines a mechanical tool like a screwdriver or hammer as “a contrivance for doing work.” The computer, although primarily electronic, is a tool as well (Walker). For example, Adobe Photoshop, a photograph can be manipulated. Its contrast can be raised or lowered, colors can be added, and focus can be sharpened or blurred, and so on. With a word processor, words and articles can be written, spelling and grammar checked, and pages typeset. With a database, information can be compiled, sorted, and manipulated in many different ways.
Another way of looking at the advantage of the use of computers in education is to see them as assisting with the organization and development of thinking structures in the mind of students. Concept maps offer one specific answer to the challenge of creating effective navigational schemes for educational software, while at the same time facilitating the organization of the users thinking. For example, using mind