1. Introduction to Educational Technology

2. Outline Meaning and History of Educational Technology
Educational Media and Its Related Terms
Contributions of Instructional Media to the Learning Process
Guidelines in the Selection of Instructional Media
Edgar Dale’s Cone of Experience
Pie Graph on Senses and Perception
Distracters of Instruction
Reasons for Using Instructional Media in the Classroom

3. Education vs Instruction
process used to impart learning
enterprise of supplying the conditions which ensure growth or adequacy of life irrespective of age
act of imparting learning
act of providing activities, materials and guidance that facilitates learning in either formal or informal situations

4. What is Educational Technology?
Educational technology is a holistic application of learning theories to enhance communication through the use of instructional tools to impact learning.
It includes planning, design, implementation, and assessment of instruction in relation to a given learning environment.

5. Broadcast Media
Mass Media
medium that disseminates info to a large number of recipients via telecom
media envisioned and designed to reach a very large audience
radio and television
newspapers, magazines, comics, radio, television

6. Audio Media Visual Media Audiovisual Media
emphasizes use of hearing
emphasizes use of the sense of sight
- radio, audio discs, recordings, language lab, etc.
- charts, pictures boards, diagrams, maps, models, etc.
Audiovisual Media
emphasizes use of hearing and seeing
TV, videotapes / discs, sound filmstrips, printed materials with recorded sound

7. Hardware
Software
equipment and related electronic and mechanical components
programs, printouts, or instructional materials that go with the machine

8. Print Media Non-Print Media
printed word is used predominantly in transmitting information
info is transmitted predominantly through AV media
guide sheets, handouts, study guides, manuals, newsletters, books
TV, models, real objects, audio recordings/discs, etc.

9. History of Educational Technology
3300 BC
Pointed sticks were used to inscript signs and symbols on leaves and bark of trees
3100 BC
Cuneiform in Mesopotamia was developed
3000 BC
Hieroglyph and Papyrus in Egypt
Spartan and Athenian Education

10. History of Educational Technology
600 AD
Use of a quill pen
888 AD
Diamond Sutra was printed
1440
Johannes Gutenburg completed the printing press

11. History of Educational Technology
1790
Pencil was invented
1801
Use of blackboard in a military school
1805
Pestalozzi Method was developed

12. History of Educational Technology
1826
First permanent image using camera obscura
1840
Froebel coined the word “kindergarten”
1884
First proper fountain pen was invented

13. History of Educational Technology
1907
Maria Montessori’s Casa dei Bambini was established
1920s
Use of educational films
Sidney Pressey’s teaching machines
1930s
Airing of first instructional TV
16mm sound motion picture made inroads into education

14. History of Educational Technology
Movies, filmstrips, radio and other pictorial devices were used in military trainings
Vannevar Bush envisioned the Memex
Modern version of ball point pen was invented
1950s
programmed instruction by B.F. Skinner
Bloom created the taxonomy of educational objectives

15. History of Educational Technology
Use of whiteboard
Use of computers in schools
Instructional films became more creative
Large scale TV availability
1970s
Proliferation of instructional design models
Development of needs assessment procedures

16. History of Educational Technology
Digitized communication and networking in education started
CBI / CBT flourished
1990s
Hypertext and hypermedia influence the field
Learning management systems (LMS) were used

17. History of Educational Technology
Internet technologies are more integrated in the academe
Web 2.0 tools
Web conferencing

18. Contributions of Instructional Media to the Learning Process

19. Guidelines in the Selection of Instructional Media
Determine the needs
Check a variety of sources
Obtain and preview materials
Try the materials out with students
Compare any competing materials
Make your selection
Keep accurate records

20. Criteria in Evaluating Instructional Media
Durability
Size
Economy
Color
Easy to
Handle
Relevance
Novelty

21. Edgar Dale’s Cone of Experience
a classification system for the varied types of instructional media and mediated learning experiences
progression is from the most concrete experiences to the most abstract

22. Edgar Dale’s Cone of Experience
opportunity to use several senses was considered in the cone
as you move up the cone, fewer senses are involved
each level above its base moves a learner a step further away from real-life experiences

23. Edgar Dale’s Cone of Experience
common misconception: a value of an activity increases with its realism and learners’ understanding grow by beginning with direct experience and progressing to increasingly abstract activities

24. Edgar Dale’s Cone of Experience
not made up of inflexible divisions as bands are not arranged in rank order
combine concrete and abstract experiences to develop rich, full, deep, and broad experience and understanding

25. Edgar Dale’s Cone of Experience
High
Edgar Dale’s Cone of Experience
Verbal
Symbols
Visual
Symbols
Recordings, Radio,
Still Pictures
Motion Pictures
Degree of Abstraction
Television
Exhibits
Field Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Low
Direct, Purposeful Experiences

26. Edgar Dales’ Cone of Experience
Direct Purposeful Experience - unabridged version of life itself - “learning by doing” - direct participation as well as responsibility of the outcomes - considered the basis for the most effective and lasting learning but not everything can be effectively and safely learned through it

27. Edgar Dales’ Cone of Experience
Contrived Experiences - “editing of reality” since the real thing is unmanageable, confusing or difficult or dangerous to bring in the classroom - mock-ups, models, specimens - because of simplification, misconception might be developed

28. Edgar Dales’ Cone of Experience
Dramatized Experiences - stirring and attention-getting activity that helps the student understand intimately the character he portrays - helps bring into the classroom certain realities that are not available such as events of the past

29. Edgar Dales’ Cone of Experience
Demonstrations - visualized explanation of a process or how something is done, an idea or fact - may just require observation but students may be asked to do what has been shown

30. Edgar Dales’ Cone of Experience
Field Trips - also called study trips - let students experience what cannot be experienced in the classroom - can be time-consuming, expensive, and dangerous - can provide rich experiences in learning about objects, systems, or situations

31. Edgar Dales’ Cone of Experience
Exhibits - to expose students to objects or processes that are impossible to bring into the classroom - expose students to new ideas, discoveries, and inventions - may be prepared by the teacher or students

32. Edgar Dales’ Cone of Experience
TV and Motion Pictures - “windows to the world” - solution to time /space constraints - effective in presenting movements and events - good substitute for dangerous first-hand experience - misconceptions about idea, time, and size may develop

33. Edgar Dales’ Cone of Experience
Recordings, Radio, and Still Pictures - audio and visual materials that help concretize verbal abstraction

34. Edgar Dales’ Cone of Experience
Visual Symbols - are no longer realistic reproduction of physical things for these are highly abstract representations - flat maps, graphs, charts, diagrams

35. Edgar Dales’ Cone of Experience
Verbal Symbols - principal medium of communication (written or spoken) - do not clearly resemble idea or objects for which they stand for - may be a word, an idea, a scientific principle, or a formula

36. Edgar Dale’s Cone of Experience
Implications:
do not use only one medium in isolation
use many instructional devices to help students conceptualize his experience

37. Edgar Dale’s Cone of Experience
Implications:
avoid teaching directly at the symbolic level of though without adequate foundation of the concrete
“rootless experiences will not have the generative power to produce additional concepts and will not able the learner to deal with the new situations that he faces”

38. Edgar Dale’s Cone of Experience
Implications:
don’t get stuck in the concrete
bring students to the symbolic level to develop higher order thinking skills

40. Distracters of Instruction

41. Reasons for Using Instructional Media in the Classroom
The teacher cannot always explain or show to the class everything by himself because there are topics or lessons that are:
happening too quickly or too slowly (films, charts, movies, specimens)
too complex to be appreciated (mock-ups, models, diagrams, charts, pictures)

42. Reasons for Using Instructional Media in the Classroom
3. too small to be observed (telescope, microscope, lens, drawings, films, slides, models, pictures)
4. too large to be easily comprehended (models, mock-ups, films, slides, diagrams)

43. Reasons for Using Instructional Media in the Classroom
5. too dangerous to permit live observation (simulators, films, slides, pictures)
6. taking place some distance away in time and in space (simulators, films, field trips, dramas, slides, pictures)

44. References
Alensub, S.A. (1986). Lecture notes in the Development on Non-Print Instructional Media in USP, Davao City.
Barriers to effective communication. Retrieved from on June 6, 2010.
Broadcast Media. Retrieved from on April 17, 2009.
Corpuz, Brenda B. and Lucido, Paz I (2008) Educational Technology. Quezon City: Lorimar Publishing, Inc.
Corpuz, Brenda B. and Salandanan, Gloria G. (2007) Principles of Teaching 1. Quezon City: Lorimar Publishing, Inc.
Garo, Candelaria D. (2004) Educational Technology . Mandaluyong City National Book Store.
Lucido, Paz I. and Borabo (1997) Educational Technology. Quezon City: Katha Publishing Co., Inc.
Newby, Timothy J, Stepich, Donald A., Lehman, James D. and Russell James D. (2000) Instructional Technology for Teaching and Learning. New Jersey: Prentice-Hall, Inc.
Seven Barriers to Great Communication by Eric Garner . Retrieved from on June 6, 2010
The Barriers to Effective Communication. Retrieved from on June 6, 2010.
What Are The Barriers Of Communication? Retrieved from
onJune 6, 2010.