TECHNOLOGY IN TEACHING AND

LEARNING
(EDU 3105)

TOPIC 1 :
TECHNOLOGY IN EDUCATION

Dr. Siri Sena Baba Hamid

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Technology of Education

Concept

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 Instruction, Teaching, Learning
 Instruction (instruksional)
– The process of setting the teaching specification before
teaching is implemented

 Teaching (pengajaran)
– The process of delivering the specification by the
teacher to the students to produce learning

 Learning (pembelajaran)
– is the development of new knowledge, skill or attitudes
as an individual interacts with information and the
environment (Heinich & Molenda,1999, 2005)
3
 Instruction
 Instruction is the arrangement of information and
environment to facilitate learning.

 Environment we mean not only where instruction takes

place the but also the methods, media and equipment
needed to convey information and guide the learner’s
study.
(Heinich,R., Molenda,M., Russel,J.D.& Smaldino,S.E.,2005)

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Teaching (Pengajaran)
 “Teaching is an art that has no appeal when it is
describe only in words”

 Teaching is a science which has:

– Procedure (Tatacara)
– Systematic preparation
– Organized presentation
– Good solutions (cara penyelesaian)

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Teaching
 Teaching includes:
– Setting objectives
– Design learning experience
– Prepare teaching materials
– Evaluate the effectiveness of the materials
– Knowing how to become a good, all-rounded,
experienced and interesting teacher
– Identify students’ needs

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Teaching (Pengajaran)
 Teaching is:
– To deliver information
– To transfer information
– To encourage learning
– To produce better human being
(Wan Zah Wan Ali, 2000)

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Teaching
 The process of working with the students to help
them to be able to learn. It involves the effort of
finding and identifying students’ misconceptions
towards what is taught, take action to ensure
changes in understanding and create effective
learning context.

(Ramsden, 1933; Trigwel, Prosser & Lyons, 1997)

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Principles of Teaching
and Learning
1. A process which needs teacher and students to
work together.

2. Aim to help students.

3. Meaningful learning.

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Teaching
 A motion to create human being which is able to
solve complex problems, recognize power and use
the knowledge learned in class to solve problems
outside the classroom. This means the learning is
useful in interpreting the world that we are living in.
true learning is able to change a person’s
understanding about something.
Ramsden (1988)

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Teaching
 Teaching is a way of guiding students to gain
quality experiences until it can help them to build
possibility in being a human as much as possible.
Pullias & Young (1968)

 “Nobody is born a human being. A human being is

the inhabitant of a world composed not of things,
but of meaning”
Oakeshott

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Learning
 “Learning is the development of new knowledge, skill or
attitudes as an individual interacts with information and
the environment.”
Heinich & Molenda (1999, 2005)

 “Learning is a relatively permanent change in behaviour

due to experience. Learning is a relatively permanent
change in mental representations or associations as a
result of experience.”
(Ormrod, 2oo4, p. 3)

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 Typically, learning is measured by the amount of change
that occurs within an individual’s level of knowledge,
performance, or behaviour. It is brought about through
experience or some form of interaction with the
environment.

 Learning environment – includes the physical facilities,

the psychological atmosphere, instructional technology,
media and methods.

 Learning involved the selection, arrangement, and

delivery of information in an appropriate environment
and the way learners interact with that information.

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4 psychological perspective +
1 philosophical perspective on
learning
 4 psychological perspective
– Behaviourist
– Cognitivist
– Constructivist
– Social-Psychological

 1 philosophical perspective

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Behaviourist Perspective

 B. F. Skinner – Reinforcement theory

– Conducted studies of observable behaviour.
– A proponent of behaviourism.
– Interested in voluntary behaviour, rather than
reflexive behaviour.
– Demonstrated that behaviour patterns of an
organism could be shaped by reinforcing, or
rewarding the desired responses.
– Result : the emergence of programmed
instruction, a technique of leading a learner
through a series of instructional steps to a
desired level of performance.
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 Behaviourist
– Refuse to speculate on what goes on internally, but
only on observable behaviour.

– Thus, can only explain relatively simple learning task,

and has limited application in designing higher-level
skills.

– Eg: behaviourist are reluctant to make inferences

about information processing, even though this can
be helpful in designing instruction that develops
problem-solving ability.

– Behaviourist principles are applied today in

computer-based instruction and in web-based
courses.
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Cognitivist Perspective
 Jean Piaget (1977)

 Deals with mental processes - how people think,

solve problems, and make decisions.

 Create models of how learners receive, process,

and manipulate information.

 Create a mental model of short-term and long-term

memory.

 New information is stored in short-term memory,

where it is “rehearsed” until ready to be stored in 17
long-term memory.
 If the information is not rehearsed, it fades from short
term memory.

 Learners then combine the information and skills in

long-term memory to develop cognitive strategies, or
skills for dealing with complex task.

 Cognitivists have a broader perception of learning than

behaviourists:
– Students are less dependent on the guiding hand of
the teacher and rely more on their own cognitive
strategies in using available learning resources.

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Constructivist Perspective
 Considers the engagement of students in meaningful
experiences as the essence of experiential learning.

 Shift from passive transfer of information to active

problem solving and disovery.

 Emphasizes that learners create their own

interpretations of the world of information.

 Contrast with behaviourists or cognitivists – who

believed that the mind can be “mapped” by the
instructor.
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 Argue that students situate the learning experience
within their own experience, and that the goal of
instruction is not to teach information but to create
situations so that students can interpret information for
their own understanding.

 The role of instruction is not to dispense facts but to

provide students with ways to assemble knowledge.

 Believes that learning occurs most effectively when

students are engaged in authentic tic tasks that relate to
meaningful contexts – learning by doing.

 The ultimate measure of learning – the ability to use

knowledge to facilitate thinking in real life.

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 Social-Psychological Perspective
 Emphasizes the effect of social organization of the classroom
on learning.

 Group structure of the classroom?

– Independent study, small groups, whole class?
– Group structure

 Authority structure?
– How much control do students have over their own
activities?

 Reward structure?
– Is cooperation rather than competition fostered? 21
 Robert Slavin
– Suggested that cooperative learning is more
effective and socially beneficial than competitive
and individualistic learning (slavin,1990).

– Developed a set of cooperative learning

techniques that embodies the principles of small
group collaboration, learner-controlled
instruction, and rewards based on group
achievement.
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PRINCIPLES
 Should take an eclectic approach to learning.

 Characteristics of successful instruction:

– Active Participation
 Effective learning happens when students are
actively engaged in meaningful tasks,
interacting with the content.

– Practice
 New learning requires more than one
exposure to take root; practice, especially in
varying contexts, improves retention rate and
the ability to apply the new knowledge, skill, 23
or attitude.
– Individual differences
 Learners vary in term of

– Personality
– General aptitude
– Knowledge, and many other factors
 Effective methods allow individuals to progress at
different rates, cover different materials, and even
participate in different activities.

– Feedback
 Learners need to know if their thinking is on track:
feedback may be provided by teacher correction
papers, electronic messages from a computer, the
scoring system of a game, or by other means.
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– Realistic contexts
 Apply knowledge in real world context: rote
learning leads to “inert knowledge”-we know
something but never apply it to real life.

– Social interaction
 Tutors or peer group members can provide a
number of pedagogical as well as social supports.

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Philosophical perspective

 Some observers have argued that the wide-spread

use of instructional technology in the classroom
leads to treating students as machines rather than
human being (dehumanizes both teaching and
learning)

 However, properly used, modern instructional

technology can individualize and thus humanize the
teaching-learning process.

 It is the way that technology and media are used

as well as how teachers guides students in their
use, not the technology and media themselves that
mechanize people. 26
 High-anxiety students prone to make
mistakes and to learn less efficiently when
under pressure.

 The use of technology can humanize the

instruction by enabling the same sequence
of instruction to be mediated and continued
only at the command of the students. This
may be possible to reduce the pressure.
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 4 basic combinations of technology and
humanism:
Example Technology Humanism
A college lecture with little or no Low Low
interaction between the professor
and the students.
A course consisting of required High Low
series of computer-based lessons,
each composed of performance
objectives, materials to be used to
complete those objectives, and a
self-evaluation format

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Example Technology Humanism

(Same as the second situation) High High

Students select the topic of study
based on their interests and
consultation with an instructor.
There are periodic interactions
between student and instructor,
discussing the present state of
learning and what should be
studied next.
A group meets on regular basis to Low High
discuss common reading
assignments

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Instruction, Teaching, Learning

Instruction

Learning

Teaching

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31
Technology
 Comes from the Greece word “techne” which means
skills.

 Is not only referred to hardware, but also a way of

solving problems.

 It is not just identifying different pieces of hardware. It

is understanding what is available, when and why it
should be used, how it is effectively adapted,
integrated, evaluated and adjusted.
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 Technology
 “The systematic application of scientific or other
organized knowledge to practical tasks.”
(Galbraith, 1967, p. 12)

– Skill – the skill of applying (scientific or non-scientific)

knowledge systematically to produce a practical
practice in carrying out a task.

– Scientific knowledge – any knowledge which is

tested and can be stated in the form of a set of
general principles.

– Other organized knowledge - knowledge which is

useful to human.
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Technology
 Utilization of knowledge only cannot be classified as
a technology unless it is used systematically and
practically.

 Technology is not only about tools and machines. It

encompasses processes and ideas as well. Its
strength is depend on the processes and ideas,
while the application tools will determine the
success of achieving an objective. This means, the
early planning of teaching, which includes the
utilization of ideas in the form of theories,
approaches, methods and so on, is the most
important process. Tools will act as catalyst to
achieving success.
Heinich, Molenda and rusell (1969) 34
Technology
 Technology is not a tool – it is an art or science of
how to use a tool for a purpose
(Evans and Nation, 2000)

 Knowledge about scientific or industrial method or the

use of these methods.

 Application of knowledge scientifically towards

practical problems.

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36
Technology in Education
 A teaching process which utilizes technology
(tools/methods) to make learning more effective.

 Utilization of tools which are suitable to increase

the effectiveness of teaching-learning process

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 The early stage of the development of
educational technology is the equipment
phase – design of tool

 Tools have to be prepared – existing

software is not enough – needed to be
designed.

 Building of software based on the latest

learning theories.

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39
Educational Technology
 “application of technological processes and tools
which can be used to solve problems of instruction
and learning”
(Seel & Richey, 1994, p. 9)

 The application tools include principles, process, and

products that teachers and students use to enhance
learning.

 Educational technology utilizes application tools to

accomplish the overall goal of constructing and
delivering optimal learning experiences.
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Educational Technology
 A combination of the processes and tools involved
in addressing educational needs and problems, with
an emphasis on applying the most current tools:
computers and other electronic technologies.
(Roblyer, 2006)
Processes

Educational Technology
Tools

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Educational Technology
 Processes
– Refer to the instructional procedures for applying
tools, including learning theories, applications that
help students for future jobs by teaching them
skills in using current tools as well as skills in
“learning to learn” for tools of the future that have
not yet been invented.

 Tools
– Overlapping combination of media, instructional
systems, and computer-based support systems.
(Roblyer, 2006)42
 “Educational technology is a field involved in the
facilitation of human learning through the systematic
identification, development, organization and utilization
of a full range of learning resources and through the
management of these processes.
(ACET, 1972)

 “Educational technology is a complex, integrated process

involving people, procedures, ideas, devices and
organization, for analyzing problems and devising,
implementing, evaluating and managing solutions to
those problems, involved in all aspects of human
learning. “
(AECT, 1977, p.1)
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Educational technology
 “A systematic and rational study and analysis to
design and apply ideas, tools / materials and
procedures which integrate with human force so
that teaching-learning can be more interesting and
efficient.
(Jawatankuasa Istilah Teknologi pendidikan, 1993)

 Educational technology is the application of media,

system, approaches and techniques towards more
efficient teaching and learning.
(Bahagian Teknologi Pendidikan,
Kementerian Pendidikan Malaysia, 1991)
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Conclusion
 Based on all the given definitions, it can be
summarized that the definition of educational
technology consists of 3 themes:

1. A systematic approach.
2. A study to find ways.
3. A field that moving towards a certain objective.

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Benefits
 Objectives can be achieved easily
 Increase learning quality
 Increase effectiveness of teachers’ teaching –
maintain the teaching quality although the number
of students increases
 Cost is cut down without affecting the quality.
 Increase students’ flexibility
 Decrease the time needed in learning

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47
 Instructional Technology
 “the theory and practice of design, development,
utilization, management and evaluation of processes and
resources for learning”
(Seel & Richey, 1994, p. 9)

 When technology is used for instructional purposes.

 Eg: computers, distance learning hardware, and the

Internet.

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“ … a teaching or learning pattern designed to provide
reliable, effective instruction to each learner through
the application of scientific principles of human
learning”

 Is the subset of educational technology that deals

directly with teaching and learning application. (not
educational administrative application)

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50
 Educational technology Instructional technology
Difference “ Educational “Instructional technology
technology is the subset is more suitable to be
to education because used because this field
teaching itself is a stresses less on all the
subset to education aspects that involved in
education, but more to
things related to teaching
and learning only”
Similarities Educational technology and instructional
technology is the same in the way that they are
used interchangeably, because the aim of teaching
is the same as that of education, which is to
produce human being with “human” characteristics
Malaysia and Europe - use “educational technology”
America – use “instructional technology” 51
Field of Instructional Design and
Technology (2002)

 “The field of instructional design and technology encompasses

the analysis of learning and performance problems, and the
design, development, implementation, evaluation and
management of instructional and non-instructional processes
and resources intended to improve learning and performance
in a variety of settings, particularly educational institutions
and the workplace. Professionals in the field of instructional
design and technology often use systematic instructional
design procedures and employ a variety of instructional media
to accomplish their goals. Moreover, in recent years, they
have paid increasing attention to non-instructional solutions to
some performance problems. Research and theory related to
each of the aforementioned areas is also an important part of
the field.
(Reiser, 2001, p. 53)”

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53
 Field of Instructional Design
and Technology (2002)
• The new definition emphasizes on ‘performance
technology’ which is closely related to
performance at the workplace, especially in
industrial, medicine and army sectors.
Eg: Electronic Performance Support System
(EPSS)

• Consists of:
- instructional design
- instructional media
- performance technology
(Reiser, 2002)
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Field of Instructional Design
and Technology (2002)
Field of Instructional Design and Technology
Instructional Design and Technology

Media Design

Learning Performance

Schools and educational Practices and

institutions workplace
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Instructional Systems
 Consists of a set of interrelated components that
work together, efficiently and reliably, within a
particular framework to provide learning activities
necessary to accomplish a learning goal.

 Eg. Cooperative learning, simulations, programmed

instruction

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Conclusion
 Technology in education should not overtake the
role of teachers, but to help teachers to become
more creative, effective and efficient.

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58
Meaningful integration of
technology
 Knowing when, why, and how specific tools should
be used to facilitate overall learning.

 Requires both the ability to plan and select the

optimal application tools, as well as the knowledge
and skill to implement and evaluate their
effectiveness.

 It is more than just presenting a tool such as a

computer to a learner and ask them to learn by
themselves, but it requires knowledge of the
learner, the content to be learned, as well as the
understanding of how the tool can be used to help
the learner accomplish the learning goals. 59
 Eg: teacher help students to grasp the concept of
small living organism by using the magnifying glass
or a microscope in order to accomplish the learning
goals.

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 How is Meaningful
Integration of Technology
Accomplished?

 3 steps:
1. Planning the integration

2. Implementing the integration

3. Evaluating the integration

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Planning the integration
 The process of determining the optimal
technology to produce an enhanced learning
experience based on the specific
– Content
– Learners
– Learning environment

 This phase determines the elements of the

instructional experience should be
enhanced.
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 Key Q to consider…
 Current learning  Motivation
experience – Are learners
– Goals? motivated?
– Content? – How to increase /
maintain motivation?
 Target learner
– Who?  Learning
– Background? – Possible ways the
– Prior knowledge learning could be
needed? experienced?
– Conditions?
– Where? 63
 Implementing the
integration
 Focuses on the selection and use of one or
more types of technology that enhance the
manner in which learning occurs.

 Key Q:
– What are the potential types of
technology most applicable?
– Benefits and costs of each?
– Steps and sequence in the integration?
– Who will implement and monitor? 64
Evaluating the integration
 The process to determine the effectiveness of the
technology integration and
 To identify better ways for future implementation.

 Key Q:
– To what degree did the implemented technology
enhance the learning experience?
– What procedures should be followed to evaluate
the impact?
– What types of information would help to
optimize use of technology and what was
learned?
– What key obstacles to integration need to be
addressed/overcome? 65
Technology of Education

Domains

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 SUBTOPIC - outline
 In the subtopic of domains, we will look in a more detail
perspective about the concept of instructional
technology by showing how the concept works with the
help of domains.

 HOW ????
 First we will identify all the domains.
 Second we will look at how these domains interacts
among each other in order to make the concept of
instructional technology work.

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 What is domain ?
 Let me introduce what is domain first based on the
AECT 1977’s definition, and then we will see what is
domain based on the AECT 1994’s definition.
 It is important to see both the definition of domains
based on the AECT’s definition.
 This is because we will be able to see the changes that
happens in the domains between the 2 years.
 AECT stands for Association for Educational
Communication and Technology.

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AECT 1977’s definition

– Instructional Technology is an integrated and

complex process which it involves human
resources, other sources, procedures, ideas,
apparatus and organizations to analyze,
problems that are possible to arise about human
learning, and then design, evaluate and manage
the solution of those problems in a state that the
process of learning has certain objective and it is
controlled.

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 INSTRUCTIONAL In order to :
TECHNOLOGY  Analyze problems that
arise from human learning
 Design
Involves :  Evaluate
 Human resources  Manage the solution
 Sources of those problems.
 Procedures
 Ideas
 Apparatus
 Organizations

Final product :
learning process is controlled and has an objective
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 Instructional Technology Domain
1977
 Instructional Technology Domain 1977 can be divided
into 3 functions.

1. Function of Instructional management.

2. Function of Instructional development.
3. Function of Learning resource.

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 Each domain has its own role and purpose.
 Each of these domains moves and integrates
systematically towards students. Why Ss ???
 Students are the needy and the play the role of a
knowledge receiver. ( kumpulan sasaran)
 The students are the whole asset of these process
because there are the one who are capable to bring effect
to the whole process.

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 Function of Function of Function of
Instructional Instructional Learning
Management Development Resource

S
 Research – Theory  Message
 Organization
management
T
 Design  Human
 Staff U
management  Publishing  Materials
D
 Evaluation  Equipment
E
 Selection  Techniques
N
 Logistics  Location / Place
T
 Usage
S
 Distribution

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INSTRUCTIONAL TECHNOLOGY DOMAIN (1977)
 When there is a problem that occurs in a learning
process the INSTRUCTIONAL TECHNOLOGY DOMAIN
(1977) can be used.
 In reality, the solution that occurs in a learning process
does not occur in a linear form as being portrayed in the
INSTRUCTIONAL TECHNOLOGY DOMAIN (1977)
 It usually begins with Functions of Instructional
Development followed by Function of Learning
Resources and finally Function of Instructional
Management that covers both the functions.

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 A problem occurs in the learning process.

Function of
Instructional Development Function of
Learning Resources

Function of Instructional Management

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 Function of
Instructional Development
ROLE :
1. To analyze problems that occur during the learning
process.
2. It also has the role of designing, applying or carrying
out and evaluating the idea involved in solving the
problems

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 ANALYZE THE PROBLEM

DESIGN THE IDEA TO SOLVE THE PROBLEM

APPLY THE IDEA TO SOLVE PROBLEM

EVALUATE THE IDEA

WHICH IS USED TO SOLVE THE PROBLEM
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 FUNCTION OF
INSTRUCTIONAL DEVELOPMENT

1. RESEARCHING 3. PUBLISHING

4. EVALUATION &
2. DESIGNNING
SELECTION

5. USAGE

6. LOGISTICS

7. DISTRIBUTION 78
 RESEARCHING
 Research is being carried out in order to get scientific
information about ;
– Students
– Instructing & learning methods
– Teaching & Learning Resources and etc.
• In the researching stage, most of the theory and model
is produced and put to test.
• Once the right theory and model is selected, the next
task is to DESIGN an instruction based on the theory and
model.

79
 DESIGNNING
 The theory found in the researching stage, is now
evolved to a specification that will become the base to
design the instruction.
 What is the process of designing ???
– 1st = Analyzing the students.
– 2nd = Writing the objectives.
– 3rd = Choosing the instructing strategy.
– 4th = Choosing the media of instruction.
– 5th = Determining the specification of the media.
• Based on the specification, the media is published.

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 PUBLISHING
 The media is published based on the specifications.
 The media is published based on the script, pictures
and graphics.
 There are many types of instructional media that can
be published as long it fits the specifications made.

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EVALUATION
 The instructional media produced must be evaluated first.
 This is because a good media published has to be useful
 It must be capable to produce effect on the students.
 There are many aspects how an instructional media can be
evaluated:
- A media must be able to fulfill the learning objectives
- A media must have technical qualities
- A media produced must be easy to be handled
- A media must be interesting.

82
 SELECTION
 Based on the evaluation, the instructional media
that is published will be either selected as an
instructional media or not based on the evaluation
criteria's.
 The instructional media published will be either
accepted, rejected or accepted with some
correction.
 After the instructional media is confirmed its
effectiveness then it is used in the classroom.

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 USAGE
 The instructional media published must be handed over
to the teachers and the students so they are able to use
it during the lesson.
 The instructional media published must be able to be
handled by both teachers and students.
 The instructional media used by the teachers must be
suitable and helpful for the students

84
LOGISTICS

 In order to make sure, all the instructional sources

are always in a standby or ready mode, a collection
and a distribution place must be identified.
 In this collection place, all the instructional media
must be registered, catalogued, serviced,
taken care off and distributed for the purpose of
instructional process.

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DISTRIBUTION
 Information about the instructional media must be
collected and distributed to all students and
teachers.
 The information can be transferred using advice
(school: media teachers), pamphlets, practices,
seminars, talks and advertising in magazines.

86
Function of
Learning Resource / Source
 In Instructional Technology, the solution for all
the problems that occurs is in the Function of
Learning Resource.
 In the Function of Learning Resource, there
are 6 other components which are :
1. Message
2. Human
3. Materials
4. Equipment
5. Techniques
6. Settings or locations.

87
 Each of this component can be used either separately or
as in a combination to simplify the teaching and learning
process.
 As being explained in the Function of Instructional
Development, at the logistics and the usage part the
Learning Resource is selected and distributed.
 The domain of Function of Learning Resources is
the product of the domain of Function of
Instructional Development.

88
 What is Learning

Resource ?
Learning Resource is anything that is able to code and
encode information to students.
 Learning Resource is anything that is able to keep and
transfer information to students.
 Some of the examples of Learning Resource is;
– Message
– Human
– Materials
– Equipment
– Techniques
– Setting / Location / Environment.

89
Human
 Humans is a component of the Function of Learning
Resource.
 Humans play the role to keep and transfer/ spread
messages / information.
 Humans in the school context are;
– Teachers
– Students
– Headmaster
– Parents

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Material
 Material is a component of the Function of Learning
Resource.
 Materials also keeps the message and spreads it in
the form notes, books, video recordings, learning
modules, and CDs.

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Equipment
 It has the function to help transmit information
which is kept in the materials.
 The examples of equipment is;
– Projector
– Audio recorder
– VCD player
– OHP
– LCD

92
Techniques
 Techniques is how materials, equipment and
humans is used to transfer information.
 Examples of techniques;
– Discussion
– Field trip
– Exhibition
– Excursion
– E-mails.

93
Settings/Locations/Envir
onment
 It is the whole environment/ location/settings or
place where the message will be transmitted such
as classroom, library, resource room, media room,
science lab and computer lab.

94
 Based on the learning resource, it should be emphasized
that not all resource created are specially used for the
learning purpose.
 There are some learning resource which are not created
for the learning purpose but yet it can be used as a
learning resource such as;
– TV advertisement
– Catalogues
– Story from movies
– Museums
– Zoo’s
– Internet
 Both T’s and S’s should learn how to make all these
learning resources in order to extract information for the
learning purpose. 95
Function of
Instructional Management
ROLE :
1. It has the purpose to control, manage and
monitor the Function of Instructional
Development.
2. It also has the function to make sure the
instructional technology in the classroom can be
carried out effectively.

96
 The function of Instructional Management
involves the organization and staff management.

Function of
Instructional Management

Organization management Staff management

97
 Organization management
 The management organization administrates the project in
in order to identify the needs

 The management organization also determines and draws

the objectives and the vision of the projects.

 The management organization also handles the expenses

of the projects such as purchasing items that are required
for the projects.

 The management organization also plays the role which

deals with the administration procedures regarding internal
and external affairs in the organization in order to accomplish
the project.
98
 Staff management

 Staff management involves the recruiting, training,

evaluating and supervising workers and staff procedures.
 The main reason of staff management is to provide a good
rapport / relationship among the staffs and increase the
communication effectiveness among staffs.

99
 CONCLUSCION…..
 Instructional Technology is carried out as a whole
integrated process where human efforts, procedures and
ideas are carried out in an integrated manner so the
objective of the Instructional Technology can be
achieved.

 In order to solve the problems that occurs during the

Instructional Technology all the 3 functions;-
– Function of Instructional Management
– Function of Instructional Development
– Function of Learning Resource
has to move in an integrated and systematic manner.
100
INSTRUCTIONAL
TECHNOLOGY
DOMAIN 1994

101
 INTRODUCTION
 Instructional Technology Domain year 1994 is the
continuity from Instructional Technology Domain year
1977.
 The only difference between the Instructional
Technology domain year 1994 and year 1977 is the
Instructional Technology domain in year 1994 is more
detailed and specific.

102
 There are 5 domains in the Instructional Technology
Domain year 1994.
 There are not much differences in all the domains
between the 2 years.
 This is because the development, usage and evaluation
domain in the Instructional Technology Domain year
1994 is already in the Instructional Development.
 Each domain has its own theory and practice.
 These domain can function alone or it can also interact
with other domains.
 The interaction can be in any form not only in a linear
form.

103
 INSTRUCTIONAL
TECHNOLOGY DOMAIN 1994
 In order to get to know the Instructional Technology
Domain year 1994 better, it is important to understand
the definition about Instructional Technology which is
defined by AECT in the year 1994.

 Instructional Technology is a theory and a practice about

designing, developing, using, managing,
and evaluating process plus sources for learning.

104
 The definition gives major importance to theory and
practice.
 According to the definition theory and practice is the base
for each action taken.
 You should always have knowledge ( theory ) to support
your practice if you are involved in this field.
 What is theory ???
– Theory is concepts, constructs, principles and
suggestions that will contribute to knowledge.
• What is practice ???
– Practice is the usage or the application of knowledge to
solve the problems.

105
Instructional Technology
Domain
1994

106
 Development

Design Usage

THEORY
PRACTICE

Evaluation Management

107
Relationship between Domain in the field of Instructional Technology
 Instructional System
Design

Message Design

Design Domain

Instructional Strategies

Students characteristics

Sub component of theory and the practice of the design

domain.
108
 Technology of printed
materials

Technology of
audiovisual

Development Domain
Computer based
technology

Integrated technology

Sub component of theory and the practice of the

development domain.
109
 Usage of media

Transmission of
innovation

Usage Domain
Implying and
institution

Policy and rules

Sub component of theory and the practice of the usage

domain. 110
 Project Management

Resource
Management

Management Domain
Transmission system
management

Information
management

Sub component of theory and the practice of the

management domain.
111
 Analyzing Problems

Measurement of
Evaluation Domain reference criteria

Formative and
Summative
evaluation.

Sub component of theory and the practice of the

evaluation domain.

112
 Role and Significance of Educational Technology in
Teaching and Learning
ROLE

Instructor – Directed Learning

• for supplemental support of the “live” in instructor in the

classroom.

• can enhance and promote learning and support

teacher-based instruction.

113
Role and Significance of Educational Technology in
Teaching and Learning
ROLE

Instructor – Directed Learning

• advance organizer:
* an aid to effective instruction
* to create a mindset for reception of instruction
* ensure that media play their proper role as
supplemental supporters of instruction.
* an overview or introduction to lesson content,
a statement of learning objectives and so on.

114
 Role and Significance of Educational Technology in
Teaching and Learning
ROLE

Learner – Directed Learning

• Technology and media:
* objective are listed
* guidance is given
* materials are essembled
* self-evaluation guidelines are provided

• help teachers become creative manager

115
Role and Significance of Educational Technology in
Teaching and Learning
ROLE

Learner – Directed Learning

• could be used in:
* formal education. e.g: a teacher is not available or
working with other students.
* informal education. e.g: at home, work site
(videocassettes, computer courseware or telephone)

• cooperative learning

• hypermedia programs

116
 Role and Significance of Educational Technology in
Teaching and Learning
ROLE
Portfolios
• collections of student work that illustrates growth over a
period of time.
• contain:
* written documents (poems,stories, research papers)
* media presentations (slide sets, photo essay)
* audio recordings (debates,panel discussions,oral
presentations)
* video recordings (students’ athletic, musical or
dancing skills)
* computer multimedia projects (print,data,graphics
and moving images)
* students’ reflections abourt their work 117
Role and Significance of Educational Technology in
Teaching and Learning
ROLE

Portfolios

• provide a broad picture of what students know and can

do.

• students are able to potray both the process and

products of their
works.

118
 Role and Significance of Educational Technology in
Teaching and Learning
ROLE
Portfolios

Electronic portfolios:
• Allow students to learn computer skills.
• Students have the opportunity to be creative and
exhibit their interests and hobbies.
• Easier to satisfy the continual need to add to and
update.
• Could save space rather than file cabinets by used of
CD-ROM,etc.
• Better organized and more appealing, easily viewed.
• Time consuming
119
 Role and Significance of Educational Technology in
Teaching and Learning
ROLE
Thematic Instruction
• Organized instruction around topics or anchors.
• A good theme or anchor must:
* capture and hold students’ attention
* support interdisciplinary activities
* variety of media and technology

120
Role and Significance of Educational Technology in
Teaching and Learning
ROLE

Thematic Instruction
• Begin the unit with “shared experience” throughout
reading the same book, viewing videotape,
participating in simulation, visiting museum or hearing
a guest speaker.
• Then move to “shared expertise” throughout
cooperative learning in gathering data and information,
analyzing findings, drawing conclusions, preparing
group report and sharing results in a mediated
presentations.

121
 Role and Significance of Educational Technology in
Teaching and Learning
ROLE
Distance Education
• The course content delivered by instructional media such
as:
* audiocassettes
* videotapes
* videodiscs
* computer courseware
• Radio, broadcast television and teleconferences are
utilized for “live” distance education.
•Chat rooms, bulletin or discussion boards and listdserv to
support distance learning.
•Computer networks and online can be used for distance
education. 122
 Role and Significance of Educational Technology in
Teaching and Learning
SIGNIFICANCE

Ways of gaining Support for

learner attention manual
operations in
Motivation high-level
learning

Connections
with distance Ilustrations of real-
audiences Engagement
world relevance
in production
work

123
 Role and Significance of Educational Technology in
Teaching and Learning
SIGNIFICANCE
Interaction and Visual Ilustrative
immediate demonstrations connections
feedback between skills and
applications

Enhanced Instructional
Cooperative Methods Opportunities to study
learning systems in unique ways

Access to Unique information

learning sources and
Self-paced learning
opportunities populations

124
 Role and Significance of Educational Technology in
Teaching and Learning
SIGNIFICANCE

Saving time Grading and

on production tracking
tasks student work

Increased Productivity

Saving Faster
money on access to
consumable information
materials sources

125
 Role and Significance of Educational Technology in
Teaching and Learning
SIGNIFICANCE

Technological Information
literacy literacy
Required Information
Age Skills

Visual
literacy

126