Roles of Educational Technology in the 21st

Century Classroom
At the end of this lesson, you are expected to establish the roles of educational technology
in the 21st century classroom.

You are also expected to define the concepts that are related to Educational Technology.

Concepts about Educational Technology

This lesson will enable you to define the concepts related to the
educational technology.
As a learner, have you observed students using their laptop computers?
Let’s look at these two freshmen in college, Jill and Lara. Both of them just
finished their class in English. They are looking for the answers to their
assignments. “Let us surf for the novels written by Shakespeare in our laptop”,
Jill said. Let’s avail of the WIFI in the lobby, when two girls reached the lobby,
they sat in a corner and set their laptops. Jane put out her broadband after
opening her computer. Then she started surfing for the topic of their
assignment.
The same is true with a group of their classmates who went to the library
to look for the answers to their assignment in the computers.
Miss Adriano, the teacher of the freshmen students went to the teacher’s
lounge and used her own laptop to surf on the computer to look for the topic
she gave to her students in English. She would like to check the assignments to
be submitted by the students.
It seems that every learner and the teacher are users of technology.
Educators are aware that technology is here to stay and be useful tools in
enhancing teaching-learning activities.
Different Concepts of Technology
Technology as the use of gadgets, tools, or equipment to perform task
expediently and efficiently
It is the knowing, making, modifying, and using of tools, machines,
techniques, crafts, systems, and methods of organization, in order to solve a
problem, improve a pre-existing solution to a problem, achieve a goal, handle
an applied input/output relation or perform a specific function.
In school, students use their cell phones to tell their parents that they will
come home late because they will practice for a play to be shown during the
school’s foundation day. The gadget, which is a cell phone allows
communication to reach the target faster and smoother.
A teacher can ask her students to inform her about their progress in the
class through email, which both the teacher and the students can readily access.
A student uses a printer to get a copy of his paper to be submitted to
the teacher easily and neatly.
Another student can send his paper via electronic mail to the teacher to
meet the deadline for submission.
Technology as the collection of tools, including machinery, modifications,
arrangements and procedures
This refers to the reliable devices that enable one to make presentations
repeatedly.
Teachers and students how powerpoint presentation using computer and
LCD to enhance teaching and learning. Furthermore, the powerpoint can also
be shown repeatedly so there is no need to print the presentation.
Other materials are digital storytelling and games which can be
repeatedly used in class discussions. Digital story telling immerses the learner
into the dynamics of digital communication and self-expression. It includes a
collection of photo stories and arranged sequentially to capture certain events
in one’s life like a memorable field trip in a factory, celebrating the school’s
foundation day, and communicating through the use of television or computer,
and LCD memorable moments in a student’s life like graduation, school fair, and
other events.

Other Gadgets as technology

Some people need to use gadgets or tools to perform home chores faster
like washing machine, rice cooker, hair blower, electric fan, floor polisher,
electric food, mixers, blenders and grinders. Other technology-related
appliances are radio, television, music player, and digital camera. These
equipment entertain people through listening, watching, or documenting
events. Technology is used by following a process and most often desired
products are obtained.
A student uses a hair dryer to facilitate styling a newly shampooed hair
before coming to class.
Classroom in schools are equipped with electric fans to provide a well-
ventilated and convenient environment.
Students use electric food mixers, blenders, and grinders in their
technology and livelihood class to produce some delicacies for sale. Production
becomes fast and efficient and the entrepreneurial activity resulting from the
product results of a good realization of fast production efficient time
management, and a gainful profit yield.
Student gatherings are made more memorable and happier with the use
of music players, amplifiers, digital cameras, televisions, and microphones.
The teacher as technology
After describing some gadgets associated with technology, one very
important technology asset is the teacher. The teacher facilitates learning
through the use of varied instructional materials like the books, the blackboard,
magazines, newspaper, library materials and visual aids. Furthermore, the
teacher creates situations through the use of repertoire of teaching methods
and strategies to facilitate learning. A number of theories of learning are applied
by the teacher as well as repeated practices, monitoring, and evaluation of
instruction to make sure that students will learn. All the teacher’s effort and
creativity in teaching are considered technology.
The teacher uses visual technology, verbal technology, sound technology,
and manipulative technology. These technologies cater to the use of the senses
to enhance perception and grasp of knowledge among students.
The teacher uses gadgets and tools to make learning fast, efficient, and
effective. The teacher uses many teachings aids such as real objects (realia),
pictures, show cards, charts, bulletin board, blackboard and chalk, hang outs,
workbooks, practice exercises, audio visual materials like radio, tape recorder,
tape and videotapes in introducing new lessons. The teacher shows videotapes
about natural occurrences like an erupting volcano, stages in the growth of a
plant, life cycle of a butterfly and many more when giving lectures and
conducting class discussions about the lessons. The teacher develops modules
for students’ learning depending upon their ability levels. Modules are also used
for individualized study or independent activity when the teacher is unable to
meet the class due to suspension of classes.
In evaluating the students, the teacher may sue rating scale, scorecard,
checklist, tests and rubrics. These materials can be presented using a
blackboard, handouts, paper-and-pencil-tests, printed rubrics, or powerpoint
presentation.
There is a need to change from the traditional roles of technology-as-
teacher to technology-as-partner in the learning process. Earlier, it was believed
that students cannot learn from technology. On the other hand, technology can
support meaning/making by students. This will happen when students learn
with technology. To realize this, the following assumptions about technology
are agreed upon.
1. Technology is more than hardware. It is made up of any reliable
techniques or method of engaging learning, such as cognitive learning
strategies and critical thinking.
 Examples: the use of metaphor: if you are an insect, which insect
would you like to be? Probable answers: a firefly. Why? So I can give light
to others. A butterfly why? So I can enjoy the colourful wings
2. Learning technologies can be any environment or definable set of
activities that engage learners in active, constructive, international, and
authentic learning. Technology can be introduced in a form of a game.
Example: A game called: GETTING TO KNOW YOU GAME

3. Technologies are not simply conveyors or communicators of meaning but

they can also serve as resource materials for reflection and other thinking
skills.
Example: the students may surf information form the computer but
they should be asked to give their own understanding by clarifying,
illustrating, classifying, summarizing, inferring, comparing and
explaining.

4. Technologies support learning when:

• They fulfill a learning read.
Example: students can download sample rubrics to enable them to
create their own rubric.
• Interactions with technologies are learner-initiated and learner-
controlled.
Example: the students develop powerpoint presentations to make
a clear and interesting report within a given time limit. When slides
are presented, the classmates can easily understand the ideas
being presented.

5. Interactions with the technologies are conceptually and intellectually

engaging.
Example: the students create diagrams to show relationships between
two variables in presenting frameworks like achievement in algebra is
significantly related to achievement in Mathematics. When the
achievement in algebra is high, achievement in mathematics is also high.
 6. Technologies should function as intellectual tool kits that enable learners
to build more meaningful personal interpretations and representations of
the world. These tool kits must support the intellectual functions that are
required by a course or study.
7. Learners and technologies should be intellectual partners in the learning
process, where cognitive responsibility for performing is distributed to
the part of the partnership that performs it the best. Technology tools like
laptop serves as a study gadget and partners of students.
Educational technology as the selection, development, managing and use of
appropriate and technological processes and resources.
The teacher and the learner should be able to select technologies which
can help learners attain the intended outcomes of instruction. If there are
principles to be learned, experiments can be used. For instance, in teaching the
principle “acid reacts on metal,” the students can use a metal container and
heat vinegar in it. Later, the students can investigate the discoloration in the
metal container. The application of this principle can be applied in keeping acidic
food. For instance, fruit salads with pineapple should never be kept in metal
container because pineapple is acidic, the result will be spoilage of the food. The
process of performing the experiment is a technology.
The development of a storyboard by taking pictures using a digital camera
about a certain event like a field trip to the farm is an application of technology
in developing materials for presenting stories in a class. The pictures taken can
be transferred to a computer as a story is woven according to the varied events
demonstrated by the farmer. This is an example of development of materials
using technology to facilitate learning. Digital camera and computer are the
appropriate technologies used in the development, management and use of
pictures to be presented. The teacher can give modules to the students to work
on their own. During important meetings held during class time. In this case, a
module is a technology which enables the students to work on their lessons in
the absence, of a teacher. Sometimes, modular instructions are downloaded
from the computer, so students can avail of it even if at home, in the library or
in any place where they can hook on line.
Educational Technology as the choice of appropriate principles in the
preparation and utilization of conventional and non-conventional technology
tools as well as traditional and alternative teaching strategies.
As application of theory and practice, Educational Technology has five domains
namely, design, development, utilization, management and evaluation of
processes and resources for learning (Association for Educational
Communication and Technology or AECT).

Below are the brief descriptions of each of the domains of the educational
technology.
Domains Description
Design Establishing a framework to guide in
planning the educational technology
Development Using the design, or framework,
materials are produced and
developed.
Utilization Implementing and using the learning
materials used to enhance
knowledge and skills of learners. It is
also known as the action phase
Evaluation Monitoring, assessing, and giving
judgement on the extent of
usefulness of the learning material in
achieving the expected outcomes
Management It is applied in the implementation of
the different domains and the effect
on the outcomes of learning
Domains of Educational Technology

Domain 1 – Design
The theory and practice of design includes instructional system design,
(ISD), instructional strategies, and learner’s characteristics.
Technology is based on a theory. Theories are results of experts’ studies.
Technology utilizes theories to build or develop tools and gadgets. The most
related theory to technology is constructivism. Here are some reasons why
constructivism facilitates knowledge construction:
1. Constructivism provides representation of reality. Designing programs
can be meaningful if the learner experiences the activities which are
familiar and real. The senses are involved in its use and the activities
designed are built on the learner’s past experience.
2. Constructivism represents the natural complexity of the real world.
Design the life cycle of a butterfly starting form a worm to a full bloom
butterfly. The students may be asked to show the stages by taking
pictures through a digital camera. Later when the cycle is complete, a
story can be written using the computer and downloading the story in a
powerpoint presentation.
3. Constructivism represents authentic tasks which focus on
contextualizing rather than abstracting. The teacher can design
evaluation tools with the use of samples from very well-made cell phone
holder made from beads, satisfactory made cell-phone holder from
beads, and poorly-made cell-phone holder out of beads. Upon finishing
the project, the student can rate their works by comparing it with the
evaluation samples. The design of the evaluation instrument is a
technology.
4. Constructivism provides real world case-based learning environments
rather than pre-determined instructional events. The constructivist
uses technology form past experiences and knowledge to come up with
something new and unique.
 5. Constructivism fosters reflective practice. The teacher can request the
students to create scenarios of their learning experiences on the
teacher’s way of motivation. They can be asked to write reflective
journals about the motivation applied by the teacher and react on the
extent of its effectiveness using their own opinion. Motivation is a form
of technology.
6. Constructivism promotes context and content. Context and content are
the bases of student’s reflection and understanding about the lesson.
The teacher designs situations where the students recall the context and
content of a certain designs situations where the students recall the
context and content of certain issues or events which the students have
experiences watching or hearing.
Practice is repeated action in applying a particular theory. It promotes
continuous implementation or use of a particular gadget, tool, or activity.
Through the continuous practice, mastery eventually takes place.
Technology starts with design which includes Instructional System Design,
(ISD), Instructional strategies, and learner’s characteristics. ISD provides a
framework to guide the program designer.
Just like a tailor, a pattern is necessary in sewing well-fitted pants for the
customer. A recipe is needed to yield a good dish to be served as meals. A
teaching guide will help the teachers use a textbook effectively.
In designing technology, instructional strategies follow the identification
of the instructional design. The strategies might involve single learner of group
of learners. It may also include the teaching method like direct or indirect
teaching.
Computer games frequently involve one or two players. Usually, tutorial
programs involve one player.
Another factor in designing instructional strategies is knowledge of the
characteristics of the learner, their interest and need. A simple teaching
program design is created for beginners while a more complicated one is made
for older mature learners. Visual aids are also designed based on the age level
of the learners. Teenagers and early adolescents enjoy adventure, and adult
images rather than characters well-loved by young children.
Digital storytelling will be interesting to learners who are fond of using
digital camera, composing and documenting events, like class field trips, school
fair, and other school celebrations. Technology gadget like cell phone, i-pod,
laptops and others are specially designed for students who are found of music,
dances, movies, and films.

Domain 2 – Development
The theory and practice of development of educational technology
includes print technology, audio technologies, still visuals, audio-visual
technologies, information and communication technologies, electronic
technologies, and integrated technologies.
Development of print technologies in the computer focuses on the
senses. The varied media corresponds to the senses in the formation of insights
and perceptions. Technologies related to printed materials cater to the sense of
sight and the reading skills.
In using the computer, varied fonts, clip arts and colored figures are
available to suit the artistic skill of the user.
Audio technologies are provided to accompany presentations that caters
to the sense of hearing. Religions songs and the National Anthem are available
for the opening of the program and songs for ice breakers are available.
Other technologies under development are still visuals and audio visuals
to make presentations interesting and appealing to the senses.
Domain 3 – Utilization
The theory and practice on utilization of educational technology includes
media utilization, implementation, institutionalization and policies and
regulation.
 Technology is the phase where learning materials are considered,
implemented and used in actual teaching and learning activities. After realizing
the merit of the material, then it is institutionalized and the policies, and
regulations are set about its use, replication, and documentation.
Information and Communication Technology (ICT) and other materials
can be taken from the computer through surfing, paraphrasing, cutting and
pasting. These materials can be sent or recorded through electronic
technologies like the electronic mail and integrated technologies through social
media like facebook, twitter, and others.

Domain 4 – Management
The theory and practice on management of educational technology
includes project management, resources management, management of
delivery and diffusion of innovation. Management of the projects starts when
the materials are designed. Management is undertaken during the material
development, and utilization up to monitoring and evaluation of the usefulness
and worth of the materials. It ensures management of resources and delivery
systems. Management also includes the use of computer laboratory, checking
of electrical connections, and sharing of the materials among the teachers and
staff of the school.
Domain 5 – Evaluation
The theory and practice of evaluation of educational technology includes
problem analysis, measurement, formative evaluation, and summative
evaluation.
This phase shows the different processes involved in judging the worth of
the materials produced. The teacher and students use a variety of evaluation
instruments depending on the skill or knowledge being evaluated like paper-
and-pencil test for knowledge, an attitude scale for attitude and feelings, and
performance test for skills. The teacher also uses rubrics, checklist, rating scale,
and authentic assessment.
 A software is available to evaluate the finished learning materials. There
are specifications which may include organization, content, relevance,
creativity, appropriateness, and audience impact. The developer can also device
evaluation instruments that fit well to the materials produced.
Technology Focus
The focus on integration of technology will be on facilitating and
enhancing the teaching-learning episodes undertaken by both the teachers and
the students. The degree of utilization of tools and techniques to improve
student learning constitute the main concern of Educational Technology
manifested by the acquisition of the intended learning outcomes.

Technological Competencies
Technological Competence refers to the ability to use with ease and
confidence the equipment, tools or gadgets mentioned above. The correct and
careful use of these tools and gadgets will lead to satisfaction of the user.
Likewise, proper use will guarantee safety, good results and good product. Well-
used digital camera will lead to good pictures. Gadgets powered by electricity
must be used properly to avoid accidents and unsatisfactory products. The
guiding principle in technological competence is to master the instructions first
before using the equipment, tool or gadgets.
Activity 1: The teacher as a Promising Technology
This activity will show teachers as the technology itself.
As a technology, what do teachers use to facilitate learning? Classify
them as visual, verbal, sound, and manipulative.
Visual Verbal Sound Manipulative
Introducing a
new lesson

Teaching a
new lesson

Enhancing
discussions in
a new lesson

Monitoring
the students’
work

Activity 2: Share your thoughts!

This activity will allow you to express your thoughts regarding the
teacher as a technology.
Write a paragraph to illustrate the teacher as a highly promising
technology.
Name:____________ Date: ________________

Activity 1: Fill with gadgets

This activity will list the gadgets and tools used to facilitate tasks or work in the
school
In the Classroom In the Library In the School Canteen
Activity 2: Do your research
This activity will give the researchers firsthand answers as to the technologies used
by some students.
Get a partner and interview two of your classmates, ask and find out from them the
different technologies they used in studying and learning lessons/topics. Write your
finding below.

Classmate 1:

Classmate 2:
Name:___________________________ Date:____________
EDTECH Concepts
This activity will evaluate if the concepts of Educational Technology are well
understood by the students.
Based on your own understanding, give two statements to describe the following
concepts related to Educational Technology.
1. Educational Technology as the selection, development, management and use of
appropriate technological processes and resources.

2. Educational Technology as the choice of appropriate principles in the preparation

and utilization of conventional and non-conventional technology tools as well as
traditional and alternative teaching strategies.
Reference: Educational Technology
Authors: Efifania V. Tabbada, Ph.D and Maria Mercedes C. Buendia, MA.Ed.