Principles of Pedagogical Technology is an educational and ethical practice. It promotes engagement and efficiency by creating, using and managing appropriate processes and resources.
Educational technology is the use of both physical equipment and teaching theory. They cover several areas. Including computer cognition, online learning and the process where mobile technologies are used. Accordingly, there are several separate aspects of the description of the intellectual development of resources.
Principles, theory and practice
Educational approaches as tools and media, such as online courses that help in knowledge transfer, development and exchange. Usually this is what people mean whenuse the term "EdTech".
Principles of Pedagogical Technology for Learning Management Systems include various tools for communicating with students and programs. As well as educational information systems.
The very principles of pedagogical technology, as a subject, can be called, for example, "Computer Research" or ICT.
Concept
The Education Communications Association is defined as "research and ethical practice to promote learning and performance by creating, using and managing appropriate processes and resources." Scientists designate the conditions and principles for the implementation of pedagogical technologies as "the theory and practice of designing, developing, using, managing and evaluating processes and resources for classes."
As such, educational systems refer to all valid and reliable applied sciences. And also to the processes and procedures obtained as a result of scientific research. And in this context can refer to theoretical, algorithmic or heuristic processes. This does not necessarily imply physical systems.
The principles of the implementation of pedagogical technologies are integration into education in a positive way. Which contributes to a more diverse learning environment and gives students the opportunity to fulfill their common tasks. Various pedagogical perspectives or learning theories may be considered when developing and interacting with educational technologies. The e-occupancy policy explores these approaches. All theoreticalperspectives are grouped into three main principles of pedagogical technology:
- Behaviorism.
- Cognitivism.
- Constructivism.
Behaviorism
This theory was developed in the early 20th century from animal experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B. F. Skinner. Many psychologists have used these results to develop human learning. But other educators usually consider behaviorism as one of the aspects of a holistic synthesis. Daily behavior training was linked to an activity that emphasized experimentation with animal training.
Scientists who determined the principles of building pedagogical technology
B. F. Skinner wrote a lot about teaching improvements based on his functional analysis of speech behavior. An example is the work "Teaching Technologies". In it, the author tries to dispel the myths that underlie modern education. And also describe his system of principles of pedagogical technologies, which he called the programmed instruction. Ogden Lindsley developed a learning theory called Celeration that was based on behavioral analysis but differed significantly from the Keller and Skinner models.
Cognitivism
Such science underwent significant changes in the 1960s and 1970s, to the extent that some have described the period as a revolution. Keeping empiricalframework of behaviorism, theories of cognitive psychology look beyond behavior to explain brain-based learning. But it also considers how human memory works to promote engagement. It refers to learning as "all the processes by which sensory input is transformed, reduced, developed, stored, retrieved and used" by the human mind. The Atkinson-Shiffrin model of memory and Baddeley's working abilities were created as theoretical foundations.
Determine the principles of pedagogical technologies that will suit a particular person. Computer science and information data have had a major impact on the theory of the cognitive sciences. These concepts of working memory and long-term memory have been facilitated by computer data research.
Another important influence in the field of cognitive science is Noam Chomsky. Today, researchers are concentrating on topics such as workload, information processing, and media psychology. These theoretical perspectives influence the learning factor.
There are two separate schools of cognitivism. The first is focused on understanding the thinking or processes of the individual. And the second includes social data as factors influencing learning, in addition to cognition. The two schools, however, share the view that an activity is not just a change in behavior, but a mental process used by the student.
Constructivism
Educational psychologists distinguish several types. First individual (or psychological) such as conceptPiaget's cognitive formation. Second public. This form of constructivism primarily focuses on how learners create their own meaning from new information as they interact with reality and with other learners. Which represent different points of view.
The constructivist field of teaching will require people to use their previous knowledge and skill to formulate new, related or adaptive concepts. Within this framework, the teacher plays the role of a facilitator. Providing guidance so that students can create their own knowledge. Constructivist educators must ensure that prior learning experiences are relevant and related to the concepts being taught.
End of 20th century
The discovery and disclosure pedagogical technology principle suggests that “well-structured” learning environments are beneficial for beginning students. And poorly created only for the most modern students. Teachers using a constructivist perspective may include an active environment in their work, which may consist of person-centered problem-based learning. This form works well on a project-based and request-based basis, ideally involving real-life scenarios in which students rapidly engage in the work of ultimate thinking.
A visual consideration and example can be found in the deployment of constructivist cognitive teaching in computer literacy in the 1980s, which included programming. Such a formembodied an attempt to integrate ideas with computers and the concept of educational technology principles.
Initially there were broad, hopeful statements. For example, that it would be good to "improve general problem-solving skills" in various disciplines. However, programming skills did not always bring cognitive benefits.
By the end of the 1980s, LOGO and other similar languages had lost their novelty and dominance and gradually ceased to be emphasized in the face of criticism.
Based on the constructivist approach, the study of the process of human learning as a complex adaptive system developed by Peter Belohlavek, the principle of pedagogical technology, which involves the identification and disclosure, showed that it is the concept that the individual possesses that leads the process of adaptation to the assimilation of new knowledge in long-term memory. Defining learning as an inwardly freedom-oriented and active process. As an approach, the Unicist reflection-based system establishes adaptive knowledge objects in the mind of the learner through an action-reflection-action cyclical process to stimulate behavior.
Practice
The extent to which e-learning assists or replaces other teaching approaches varies from continuous to online. Various descriptive terms have been used (somewhat inconsistently) to categorize the extent to which the principles of building pedagogical technology are used. For example, a hybrid ormixed can refer to aids and laptops in the classroom. Or may belong to approaches in which traditional time is shortened but not eliminated and replaced by some online learning.
Distributed lesson can describe either a component of an e-hybrid approach or full distance learning in online environments.
Synchronous and asynchronous
The first takes place in real time, with all participants interacting together. Whereas asynchronous learning takes place at an individual pace and allows children to participate in the exchange of ideas or information without being dependent on other people at the same time.
Synchronous learning means sharing ideas and information with one or more participants over the same period. Examples include face-to-face discussion, interactive learning, and real-time teacher feedback. As well as Skype conversations and chats or virtual classrooms where everyone is online and working together at the same time. Because students learn collaboratively, synchronous learning helps them become more open because they have to actively listen to their peers. Synchronization promotes online awareness and improves the writing skills of many students.
Technologies such as management systems, email, blogs, wikis and discussion boards, as well as web-enabled textbooks, hypertext documents, audio courses and webcam social networks can be used in asynchronous learning. On theprofessional educational level lesson may include virtual operating systems.
Asynchronous learning is useful for students who have he alth problems or who have childcare responsibilities. They have the opportunity to complete their work in flexible terms.
In an asynchronous online course, students continue at their own pace. If they need to listen to a lecture a second time or think about a question for a while, they can do so without fear of holding back the rest of the class. With online courses, students can earn their diplomas faster or repeat failed courses without the embarrassment of being in a class with younger students. People have access to an incredible variety of lessons online, can participate in college courses, internships, sports, and graduate in their class.
Linear learning
Computer activity refers to independent activity carried out on a portable device such as a tablet, laptop or smartphone. Initially, CBT delivered content via CD-ROM and typically presented all information in a linear fashion. It was very similar to reading an online book or manual. For this reason, CBT is often used to teach static processes, such as applying software or performing mathematical equations. A computer lesson is conceptually similar to a web lesson (WBT), which is conducted via the Internet.
Evaluation of learning in CBT oftencarried out using a mark that can be easily predicted by a computer. For example, multiple choice questions, drag and drop, switch, simulation, or other interactive means. Estimates are easily recorded using online software provisioning, providing immediate feedback to the end user. Students can often print out completion records in the form of certificates.
CBT provides a learning stimulus that goes beyond the traditional method of textbooks, manuals or classroom activities. CBT can be a good alternative to these materials as multimedia tools, including video or animation, can be embedded to improve the quality of education.
Co-learning
This type uses methods designed to encourage or require students to work collectively on problems. This allows for social activities. With the development of the Web, the exchange of information between multiple people on a network has become much easier. One of the main reasons for its use is that it is "a breeding ground for creative and exciting educational endeavors."
Learning happens through content conversations and problem-based interaction. This collaborative learning is different from a class where the instructor is the main source of knowledge and skills. The neologism e-lesson refers to the direct action used in early computer-aided preparation systems (CBL).
Proponents of social learning claim that one of the best ways to learn something isit is to transfer knowledge to another. Social media has been used to create online learning communities in subjects as diverse as exam preparation and the language curriculum. Mobile phone learning (MALL) is the use of PDAs or smartphones for support.
Collaborative apps allow students and teachers to interact while they study. They are designed in the form of games that provide an interesting way to play. When the experience is pleasant, students become more diligent. Games are also usually accompanied by a sense of progression, which helps students stay motivated and consistent as they improve.
In addition, many researchers distinguish between collective and cooperative approaches to group learning. For example, Roschelle and Teasley (1995) argue that "collaboration is carried out by the division of labor between participants as an activity in which each person is responsible for part of the solution to the problem," as opposed to facilitation, which involves the mutual participation of coordinated efforts to solve the problem together.
Reversed class
This is a learning strategy that integrates computer learning with classroom activities. Students receive basic basic instruction, such as lectures, before class, not during class. Learning content is delivered outside the school room, often online. This frees up time for teachers to engage more actively with students.
Benefits
Effective principle of pedagogical technology that communicates continuous progress uses several evidence-based strategies at the same time. For example, responsive content, frequent testing, immediate feedback, and more. The use of computer or other characteristics of the principles of pedagogical technology allows students to practice core content and skills. While the teacher may work with others, conduct assessments, or complete tasks. Through the use of pedagogical technology principles that communicate continuous progress, education can be individualized for each student. This allows you to better differentiate and work at your own pace.
Modern principles of educational technology of education can improve access to education, including full degree programs. This ensures optimal integration for non-full-time students, especially in continuing education. And improves interaction between students and teachers:
- Material can be used for distance learning and is available to a wider audience.
- All course features are easily accessible.
- In 2010, 70.3% of American families had access to the Internet. In 2013, according to the Moscow Commission on Radio Broadcasting and Television, the number rose to 79% of homes.
- Students can access and interact with numerous online resources at home.
- Schools like MIT made some teaching materialsfree on the internet. Although many aspects of the school environment are overlooked when using these resources, they are useful tools to add additional support to the education system.
- Students appreciate the convenience of e-learning, but report more engagement in the face-to-face environment.
According to James Kulik, who studies the effectiveness of computers, students typically learn more in less time by being given computer instruction. And they enjoy the classes, they develop a more positive attitude towards technology. Also, students can solve problems on their own. There are no age restrictions on the level of difficulty, that is, students can go at their own pace. Students who edit written work also improve the quality of the language. According to some studies, students are better at critiquing and editing papers shared over a computer network with friends.
Research carried out in intensive technical environments has shown an increase in student-centeredness, cooperative learning, writing skills, problem solving, and so on.
Employer acceptance of online education has increased over time. More than 50% of HR managers surveyed by SHRM for the August 2010 report said that if two candidates with the same level of experience applied for a job, it would have no effect on the degree.
Seventy-nine percent said they hired an employee with an online degree in the last 12 months. However, 66% said that candidates whoearning degrees online have not been received as positively as applicants with traditional options.
The essence of the principle of modern pedagogical technologies
In conclusion, let's explore another important aspect. The use of educational applications, as a rule, has a positive impact on the principles of selection of pedagogical technologies. Pre- and post-tests show that using apps on mobile devices narrows the gap between performance and average students. Some educational programs enhance group work by allowing students to receive feedback on responses and encourage collaboration in problem solving.
The benefits of app learning have been demonstrated across all age groups. Kindergarten students using iPads show much higher levels of literacy than normal children. And it was also reported that UC Irvine medical students who used smartphones for academic purposes scored 23% higher in national exams than previous classes that did not.
