1. EDUCATIONAL TECHNOLOGY [EDUC 209]BY
ADENIRAN SOLOMON ’TOLA Ph.D
2017
FOR
{B.Ed. PROGRAMME}

2. CHAPTER ONE THE MEANING AND CONCEPT OF INSTRUCTIONAL TECHNOLOGY
Introduction
(b) Meaning and Definitions of Educational Technology
(c) Educational Technology and Instructional Technology
(d) Technology in Education
(e) Technology of Education
(f) Forms of Educational Technology
(g) Approaches of Educational Technology
(h) The Scopes of Educational Technology
(i) The Roles of Educational Technology in the Teaching and Learning Process

3. (a) What is ICT? (b) Types of ICT (c) Uses of ICT
CHAPTER TWO THE CONCEPT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
(a) What is ICT?
(b) Types of ICT
(c) Uses of ICT

4. CHAPTER THREE THE CONCEPT AND PROCESS OFCOMMUNICATION
(a) Meaning of Communication
(b) Types of Communication
(c) Levels of Communication
(d) Elements of Communication
(e) Models of Communication
(f) Classroom Communication Process
(g) Barriers to Communication and Methods of Overcoming the Barriers
(h)The Place of Instructional Technology in Communication and the Teaching Learning Process

5. CHAPTER FOUR THE CONCEPT OF SYSTEM APPROACH TO INSTRUCTION
(a) Introduction
(b) Definition of System Approach
(c) Types of System Approach
(d) Advantages of System Approach
(e) Principles of System Approach
(f) Application of Systems Approach to Teaching Learning Process

6. CHAPTER FIVE INSTRUCTIONAL MEDIA
(a) Introduction
(b) What is Instructional Media
(c) Classification / Types of Instructional Media
(d) Application Instructional Media in Teaching
(e) General Guidelines for the Use of Instructional Media in Teaching
(f) Reasons for Using Instructional Media in Teaching

7. CHAPTER SIX PRINCIPLES AND PACTICE OF DESIGN, PRODUCTION, IMPROVISATION, USE, MAINTENANCE, STORAGE, RETRIEVAL OF INSTRUCTIONAL MEDIA AND COMMUNITY RESOURCES.
(a) Introduction
(b) Levels of Production in Instructional media
(c) Production of Instructional Media
(d) Improvisation of Instructional Media
(e) Reasons for Improvisation OF Instructional Media
(f) Uses and Misuse of Instructional Media
(g) Maintenance of Instructional Media
(h) Storage of Instructional Media
(i) Instructional Media Retrieval System
(j) Community Resources in Education
References

8. CHAPTER ONE THE MEANING AND CONCEPT OF INSTRUCTIONAL TECHNOLOGY
Today, technology has revolutionized every aspect of human endeavour. For instance, man has been able to influence his physical and social environment through technology. Mountains have been turned to plain land, lowlands have been sand filled and land reclaimed from water body. In fact he existence of man in most part of the world has been made possible through science and technology.
Technological revolution has also made its way to classroom. For instance, there are now projectors, films, television, radio, computers, electronic boards and other technological breakthrough which has made the art of teaching and learning to be pleasurable, interesting and resourceful.

9. CHAPTER ONE THE MEANING AND CONCEPT OF INSTRUCTIONAL TECHNOLOGY
‘Educational Technology' has been difficult to be defined for several decades, yet on account of its complex nature involving many disciplines and demanding too much specialization and understanding of the planning, processing and products of education, it has been narrowly conceived by different individuals depending on where one works and stands within the educational spectrum.

10. CHAPTER ONE THE MEANING AND CONCEPT OF INSTRUCTIONAL TECHNOLOGY
For example, for those who are working in Audio-visual aids, Educational Technology is confined to the use of audio-visual aids, while Mass media experts emphasize the importance of sophisticated hardware, software and communication technology. For the experts of Programmed learning and individualized instruction, it means the Programming of the self-instructional material and use of teaching machines or computer-aided learning material. There are others who tend to look at Educational technology only from the management point of view and consider it as an application of system approach to teaching-learning.

11. CHAPTER ONE WHAT IS EDUCATIONAL TECHNOLOGY?
Kumar (2004), considered Educational Technology as a “branch of study in which the product of engineering techniques, information sciences, natural sciences, behavioral sciences and human technology are to be used to promote the efficiency of education”.
Taiwo (2009), define Educational technology as “the application of scientific knowledge about learning and condition of learning to improve the effectiveness and efficiency of teaching, training and learning”.

12. CHAPTER ONE WHAT IS EDUCATIONAL TECHNOLOGY?
Mangal and Mangal (2012) define Educational technology as “a wise application of the available human and non-human resources for providing solution to the educational problems and to improve the process and products of education”.
The most acceptable definition of educational technology by the Association for educational communication and technology (ACET) in 1972 and revised in 1977 states that “Educational technology is a complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems, and devising, implementing, evaluating and managing solution to those problems involved in all aspects of learning’’.

13. CHAPTER ONE EDUCATIONAL TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGY
These two terms should not be considered the same, Educational technology is a more comprehensive and broad-based concept. Instructional technology is a subsystem of educational technology.
In strict sense, instructional technology is concerned with determining and providing appropriate stimuli to the learner to produce certain type of responses for making learning more effective. In other words, instructional technology determines the media, methods and materials required for attaining the stipulated instructional objectives.

14. CHAPTER ONE EDUCATIONAL TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGY
On the other hand, Educational technology is concerned with the scientific use of the available human and non-human resources for solving various problems of education (including instruction) for optimizing the results of the whole teaching-learning process.

15. CHAPTER ONE TECHNOLOGY IN EDUCATION OR EDUCATIONAL TECHNOLOGY AS HARDWARE?
The term ‘Technology in education' refers to the use of technological advancement or the application of the product of technology to bring about improvement to the quality of instruction. Hence it is regarded as the hard ware approach in solving problems such as various equipment, material and machines for educational purposes.

16. CHAPTER ONE TECHNOLOGY IN EDUCATION OR EDUCATIONAL TECHNOLOGY AS HARDWARE?
This approach failed as a result of
Concentration on the production of tools for learning without consideration to the other important components of instruction.
Little regard was given to;
the needs of the learners in schools
the nature of curriculum contents
the objectives to be achieved
the needs of the teachers, learners environment etc.
It is necessary to remember that there are many activities carried on in teaching that do not necessarily call for instructional materials before learning can take place

17. CHAPTER ONE TECHNOLOGY OF EDUCATION OR EDUCATIONAL TECHNOLOGY AS SOFTWARE?
This is the systematic application or instructional principles and theories and other pedagogies in the process of instruction. Hence it is regarded as the soft ware approach to instructional problems. It is also the application of systems approach to solve instructional problems by adopting psychological researches concerning learning theories and individual differences and mobilizing multi-sensory approach for effective communication are some of the strategies that are planned under technology of instruction.

18. CHAPTER ONE TECHNOLOGY OF EDUCATION OR EDUCATIONAL TECHNOLOGY AS SOFTWARE?
This approach is characterized by
Detail talk analysis
Writing precise objectives
Selection of learning strategies
Reinforcement of correct responses
Constant evaluation.
This approach laid emphasis on applying learning principles in shaping and modifying behavior of the learners.

19. CHAPTER ONE TECHNOLOGY OF EDUCATION OR EDUCATIONAL TECHNOLOGY AS SOFTWARE?
This approach is characterized by
Detail talk analysis
Writing precise objectives
Selection of learning strategies
Reinforcement of correct responses
Constant evaluation.
This approach laid emphasis on applying learning principles in shaping and modifying behavior of the learners.

20. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
In summary, Education Technology can be defined under two broad heading as identified by Balogun (1995), these are Technology in Education which refers to the products (that is, the application of technological products such as audio, visual and audio-visual to education). The other aspect is Technology of Education which refers to the systematic application or instructional principles and theories and other pedagogy to enhance efficiency and effectiveness.
These two aspects of educational technology are reflected in the definition of Abimbade (19997) which states that educational technology is the involvement of technology-human and non-human to the facilitation of learning and solving educational problems.

21. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
It is erroneous for people to see Educational Technology only as the connection and use of hardware such as radio, television, computers, and video equipment with their appropriate soft wares or viewed it as collection of picture, diagrams, charts, models and realias. It should be noted that the human element, ideas and the use of administration and evaluation of such hard and soft wares are part and parcel of what makes up the field of educational technology. Educational technology also uses many ideas and research results from many other disciplines such as psychology, management science and engineering.

22. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
Educational Technology can therefore be summarily defined as the application of scientific knowledge and the use of technology which includes people, materials and equipment in making complex and abstract ideas simpler to the learners thereby making teaching and learning more sequential, explicit, interesting, practical oriented and pleasurable.

23. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
Educational technology has formed its roots and wings in certain distinct aspects and forms in various courses and programmes related to the study and application of educational technology. These forms of educational technology, in general, can be listed as follows:
(a) Teaching technology
(b) Instructional technology
(c) Behavioural technology
(d) Instructional design technology

24. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
(A) Teaching Technology: This as a sub-system of educational technology concerned with the task of systematization of the process of teaching. A teacher has to play the role of a technician by trying to know and practicing well if he wishes to be successful in his teaching job. Like a proper technician, he must be able to do his job effectively.
The essence of the application of technology lies in getting more and better output with the least input in terms of time and labour.

25. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
If a teacher is in a position to make use of technology in teaching, he must be well equipped with the technological skills like the following, besides having a good knowledge or mastery over the subject matter:
(a) Communication skill,
(b) Skill of interaction with his students,
(c) Skill of making the students to learn and think independently, and
(d) Skill of evaluating and reinforcing pupil's learning behaviour, etc.

26. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
(B) Instructional Technology: In simple words, it is a type of technology meant for bringing improvement in the instructional process. Instructional technology, in this sense, must be regarded as a subsystem of educational technology that is purely concerned with the process of imparting instructions to the learner for realizing the stipulated instructional objectives which is mostly cognitive (development of knowledge and understanding) in nature.

27. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
Instructional Technology helps the teacher as well as the learners engaged in the task of carrying out a particular piece of instruction from the very beginning till the end for the realization of the stipulated instructional objectives
(a) Setting of instructional objectives
(b) Taking decision about the instructional material
(c) Taking decision about the media and methods
(d) Taking decision about the proper instructional environment
(e) Helping in the task of evaluation

28. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
Behavioural Technology: This is one of the type of teaching utilized to bring modification in the behaviour of all living organisms.
However, in school situations, behavioural technology is considered to be behaviour analysis and behaviour modification using the principles of operant conditioning (shaping of the desired behaviour) and observational learning (imitation of a model behaviour). A behavioural technologist tries to assess and modify the behaviour in terms of both consequences (i.e. events that follow behaviour) and antecedents (i.e. events that precede behaviour).

29. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
Instructional Design Technology: This stands for a layout or plan describing the manner in which an instructional process (involving teaching and learning and its interaction) should be carried out for attainment of the stipulated instructional objectives. An instructional design technology, in this way, should be essentially concerned with;
the planning of the instructional process
execution of the instructional process
evaluation of the instructional process

30. CHAPTER ONE THE SCOPE AND NEEDS OF EDUCATIONAL TECHNOLOGY
The scope of educational technology is known as the contribution which educational technology rendered to organization with tasks activities related to teaching learning and other fields of education, these includes;
(a) Analysis of the process of teaching and learning
(b) Formulation of educational goals and objectives
(c) Development of the curriculum
(d) Development of teaching learning materials
(f) Teacher preparation or teacher training
(g) Development and selection of the teaching-learning strategies and tactics
(h) Development, selection and the use appropriate instructional materials
(i) Effective utilization of the hardware and mass media
(j) Effective utilization of the subsystem of education
(k) Providing essential feedback and control through evaluation.

31. CHAPTER ONE ROLES OF EDUCATIONAL TECHNOLOGY
(a) It gives instruction a more scientific base
(b) It speeds up the rate of learning
(c) It makes instruction more powerful by lending credence and authenticity to what the teacher teaches in the classroom.
(d) It opens up various ways through which individual learning needs are met.
(e) It makes learning to become more real, concrete, immediate and permanent
(f) It is capable of training the affective (emotional) aspect of learners
(g) It enhances the application of knowledge to practical tasks through the use of innovative techniques such as simulation, careful planning, (h) implementation and evaluation of learning outcomes. It enhances teaching and improves the competence of teachers.
(h) It provides experience not easily obtained through other means.
(h) It can stimulate and sustain the interest of learners throughout lesson presentation.

32. CHAPTER ONE CHALLENGES TO THE DEVELOPMENT OF EDUCATIONAL TECHNOLOGY
There are several challenges to the development of educational technology in the recent time, such challenges are discussed below.
(a) Technological change
(b) Cost of equipment procurement
(c) Government policy
(d) Government neglect
(e) Institution or school based problem
(f) Qualified educational technology experts
(g) Storage constraint

33. CHAPTER ONE FORMS OF EDUCATIONAL TECHNOLOGY
Exercise
a) What is educational technology
b) Examine five benefits of educational technology to the teaching and learning process.
2. A major problem facing educational technology as a discipline is getting a generally acceptable definition. Discuss the above statement by bringing out your own idea of educational technology
3. Explain five challenges facing the development of educational technology in ANigeria

34. CHAPTER TWO THE CONCEPT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Laudon (1994) defines ICT as ”all the different means, methods and tools that humans have used throughout history to help manage information, conduct business, communicate with others and better understand the world”.
Liverpool (20020) also describes ICT as a “generic term referring to technologies that are used for collecting, storing, editing and passing on information in various forms”.

35. CHAPTER TWO THE CONCEPT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Butcher (2003) defines ICT as “electronic technologies for collecting information, storing, processing and communicating information”.
From this definition, ICT can be categorized into two, these are;
(a) Those which process information, such as computer system.
(b) Those which disseminate information, such as telecommunication system.

36. CHAPTER TWO TYPES OF ICT
There are many types of ICT; Laudon (1994) categorized the different kinds of ICT into five, these are;
(a) Sensing Technologies
(b) Communication Technologies
(b) Analyzing Technologies
(d) Display Technologies
(e) Storage Technologies.

37. CHAPTER TWO TYPES OF ICT
(a) Sensing Technologies: These are devices that help us to gather information from the environment and translate that information into a form that can be understood by the computer. Examples are data collection devices such as sensors, scanners, keyboards, mouse or trackballs, electronic pens, touch screens, joy sticks.

38. CHAPTER TWO TYPES OF ICT
(b) Communication Technologies: These are technologies that tie together and communicate information between the various kinds of technologies. Examples include fax (facsimile) machines, cellular telephones, computer networks, telecommunication networks, etc.

39. CHAPTER TWO TYPES OF ICT
(c) Analysing Technologies: The computer hardware and software come within this category Computers take in information from sensing and communication devices and then store and process the information.

40. CHAPTER TWO TYPES OF ICT
(d) Display Technologies: These are essential output devices. They make processed data available to human users, either through sight or sound. Examples include display screens, printers, audio output devices such as loudspeaker, etc.

41. CHAPTER TWO TYPES OF ICT
(e) Storage Technologies: This typology help to store large quantities of information in a form that can be easily access. Apart from the primary memory in the computer, we have other secondary storage devices such as; Magnetic Tape, Floppy disc or diskettes and hard disc), Magnetic Disc, Optical disc (CD-ROMs, read only memory, VCDs video compact discs, WORMs, etc).

42. CHAPTER TWO FUNCTIONS OF ICT IN EDUCATION
Robinson (1991: 100) three main functions of ICT, these are;
(a) To deliver all or part of the learning content to learners.
(b) To supplement and extend content provided in a different form (e.g. print); and
(c) Provide a two-way channel of communication for exchange between tutors and students with their peers for feedback or for learning problem-solving, advice, debate and support.

43. CHAPTER TWO USES OF ICT IN EDUCATION
(a) To support conventional classroom work. The teacher could ask his students to use ICT facilities in school work.
(b) The computer can help in the design and development of learning materials. So much material can be downloaded from the Internet.
(c) Electronic teaching materials such as books, journals, newspapers, magazines etc. can be exchanged through ICT.
(d) ICT is particularly useful in research as it gives access to a world of resources

44. CHAPTER TWO USES OF ICT IN EDUCATION
(e) The virtual library "stocks" electronic versions of books, journals, etc. Through ICT, we can access, store, analyse information in electronic form.
(f) ICT can play a key role in administration for keeping students’ data, personnel administration, purchasing and supplies, advertisement, etc. can be handled with ease using ICT.
(g) Independent study and individualized instruction are facilitated by ICT.
(h) ICT makes learning more vivid and engaging.