The principles of pedagogical technology are educational and ethical practice. It contributes to engaging and enhancing efficiency by creating, using and managing relevant processes and resources.
Educational technology is the use of both physical equipment and educational theory. They cover several areas. Including computer cognition, online learning and that process where mobile technologies are used. Accordingly, there are several distinct aspects to the description of the intellectual development of resources.
Principles, Theory and Practice
Educational approaches as tools and the media, for example, online courses that help in the transfer of knowledge, their development and exchange. This is usually what people mean when they use the term "EdTech."
The 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 an educational subject, can be called, for example, “Computer Research” or ICT.
The concept
The Association of Educational Communications is defined as “research and ethical practices to promote learning and increase productivity by creating, using, and managing relevant processes and resources.” Scientists designate the conditions and principles for the implementation of educational technologies as “the theory and practice of designing, developing, using, managing and evaluating the processes and resources for the lesson”.
As such, educational systems apply 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 it can refer to theoretical, algorithmic or heuristic processes. This does not necessarily imply physical systems.
The principles for the implementation of pedagogical technologies are integration in education in a positive way. Which contributes to a more diverse learning environment and gives students the opportunity to complete their common tasks. Different pedagogical perspectives or learning theories can be considered when developing and interacting with educational technologies. An e-learning policy explores these approaches. All theoretical perspectives are grouped into three basic principles of educational technology:
- Behaviorism.
- Cognitivism.
- Constructivism.
Behaviorism
This theory was developed at the beginning of the 20th century on the basis of experiments on the study of animals by Ivan Pavlov, Edward Thorndike, Edward K. Tolman, Clark L. Hall and B.F. Skinner. Many psychologists have used these results to develop human learning. But other educators usually see behaviorism as one aspect of holistic synthesis. Learning about everyday behavior was associated with an activity that emphasized experiments with animal training.
Scientists who have defined 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 of Learning 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 a programmed instruction. Ogden Lindsley developed a learning theory called Celeration, which was based on behavioral analysis, but was significantly different from Keller and Skinner models.
Cognitivism
Such a science underwent significant changes in the 1960s and 1970s to such an extent that some described this period as a revolution. While preserving the empirical framework of behaviorism, cognitive psychology theories do not only look at behavior to explain brain-based learning. But it also examines how human memory works to facilitate occupation. This refers to learning as “all processes by which sensory input is transformed, contracted, developed, stored, restored and used” by the human mind. Atkinson-Schiffrin memory model and Baddeley’s working abilities were created as theoretical foundations.
Define the principles of pedagogical technologies that are suitable for a particular person. Computer science and informational data have had a great influence on the theory of cognitive sciences. These concepts of working memory and long-term have been facilitated by computer data research.
Another important influence in the field of cognitive science is Noam Chomsky. Today, researchers are focusing on topics such as workload, information processing, and psychology of the media. These theoretical perspectives influence the learning factor.
There are two separate schools of cognitivism. The first is focused on understanding the individual’s thinking or processes. And the second includes social data as factors that influence learning, in addition to cognition. The two schools, however, share the opinion that the lesson is not an easy change in behavior, but the mental process used by the student.
Constructivism
Pedagogical psychologists distinguish several types. The first is individual (or psychological), such as the concept of Piaget's cognitive formation. The second is public. This form of constructivism primarily focuses on how students create their own meaning based on new information if they interact with reality and other learners. Which represent different points of view.
The constructivist field of teaching will require that people use their previous knowledge and skills to formulate the latest, related or adaptive concepts. In this framework, the teacher plays the role of a facilitator. Provides guidance so that students can create their own knowledge. Constructivist educators must ensure that previous learning experiences are relevant and relevant to the concepts being studied.
Late 20th century
The principle of pedagogical technology, which involves identification and disclosure, suggests that “well-structured” learning environments are useful for beginning students. And poorly created only for the most modern students. Teachers using a constructivist point of view can include an active environment in their work, which may consist of a person centered problem-based learning. This form works perfectly on the basis of projects and inquiry, ideally with the participation of real scenarios in which students quickly participate in the work of ultimate thinking.
A visual review and example can be found in the deployment of constructivist cognitive teaching in computer literacy in the 1980s, which included programming. This form embodied an attempt to integrate ideas with computers and the concept of pedagogical technology principles.
Initially, there were broad, encouraging statements. For example, 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 lost their novelty and dominance and gradually ceased to be emphasized against the background of criticism.
Based on the constructivist approach, the study of the human learning process as a complex adaptive system developed by Peter Belokhlavek, the principle of pedagogical technology, which involves identification and disclosure, showed that it is the concept that the individual has that leads the adaptation process to the assimilation of new knowledge in long-term memory. Defining learning as internally oriented to freedom and an active process. As an approach, a system based on Unicist reflection establishes adaptive knowledge objects in the student’s mind using the cyclic process “action-reflection-action” to stimulate behavior.
Practice
The degree to which e-learning helps or replaces other teaching approaches varies from continuous to remote, that is, online. Various descriptive terms have been used (somewhat inconsistently) to classify the degree to which the principles of constructing educational technology are used. For example, hybrid or mixed may refer to assistive devices and laptops in the classroom. Or it may belong to approaches in which traditional time is shortened, but not excluded, and replaced by some online learning.
A distributed lesson can describe either a component of the electronic hybrid approach or fully distance learning in online environments.
Synchronous and asynchronous
The first occurs in real time, when all participants interact together. While asynchronous training is carried out at an individual pace and allows children to participate in the exchange of ideas or information without dependence on other people at the same time.
Synchronized 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. As students study together, synchronized learning helps them become more open, because they must actively listen to their peers. Synchronized promotes online awareness and improves the writing skills of many students.
Asynchronous training can use technologies such as management systems, email, blogs, wikis and discussion boards, as well as network-supported textbooks, hypertext documents, audio courses, and social networks using a webcam. At a professional educational level, a lesson may include virtual operating systems.
Asynchronous learning is useful for students who have health problems or who have child care responsibilities. They have the opportunity to complete their work in flexible conditions.
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 it without fear that they will restrain the rest of the class. Thanks to online courses, students can earn their diplomas faster or repeat unsuccessful courses without hesitating to be in the classroom with younger students. People have access to an incredible variety of lessons on the Internet, can participate in college courses, internships, sports, as well as receive higher education in their class.
Line learning
A computer lesson refers to self-activity carried out on a portable device, such as a tablet, laptop or smartphone. Initially, CBT delivered content via a CD-ROM and typically presented all information linearly. It was very much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or performing mathematical equations. A computer lesson is conceptually similar to a web lesson (WBT) that is taught over the Internet.
Assessment of training in CBT is often carried out using marks that can be easily predicted by a computer. For example, multiple-choice questions, drag and drop, switch, simulation, or other interactive tools. Evaluations are easily recorded using online software that provides immediate feedback to the end user. Students can often print completion notes in the form of certificates.
CBTs provide an incentive to learn that goes beyond the traditional methodology of textbooks, manuals, or classroom instruction. CBT can be a good alternative to these materials, since multimedia techniques, including video or animation, can be integrated to improve the quality of education.
Cooperative learning
This type uses methods designed to encourage or require students to collaborate on tasks. This allows for social activities. With the development of Web-based sharing of information between several people on the 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 takes place through talking about content and based interaction about problems. This coeducation is different from the lesson in which the instructor is the main source of knowledge and skills. Neologism an electronic lesson refers to the direct action used in early computer training systems (CBL).
Proponents of social learning argue that one of the best ways to learn something is to transfer knowledge to another. Social networks have been used to create online learning communities in subjects as diverse as exam preparation and language programs. Mobile Phone Learning (MALL) is the use of handheld computers or smartphones for support.
Collaborative applications allow students and teachers to interact while studying. They are designed in the form of games that provide an interesting way of passing. When the experience is pleasant, students become more assiduous. Games are also usually accompanied by a sense of progression, which helps students to be motivated and consistent in the improvement process.
In addition, many researchers distinguish between collective and cooperative approaches to group learning. For example, Roschelle and Teasley (1995) argue that “collaboration is achieved through 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 a coordinated effort to solve a problem together.
Inverted class
This is a learning strategy in which computer learning is integrated with classwork. Students receive basic basic instructions, such as lectures, before the lesson, and not during its time. Learning content is delivered outside the school room, often online. This frees up time for teachers to engage more actively with students.
Benefits
The effective principle of pedagogical technology, reporting constant progress, simultaneously uses several evidence-based strategies. For example, adaptive content, frequent testing, immediate feedback, and more. The use of computer or other characteristics of the principles of pedagogical technologies allows students to practice in the main content and skills. While the teacher can work with others, conduct assessments, or complete tasks. By using the principles of pedagogical technology, reporting constant progress, education can be individualized for each student. That allows you to better differentiate and work at your own pace.
Modern principles of pedagogical technology of education can improve access to education, including for full degree programs. This provides optimal integration for non-full-time students, especially in continuing education. And improves the interaction between students and teachers:
- The material can be used for distance learning and is available to a wider audience.
- All features of the course are easily accessible.
- In 2010, 70.3% of American households had access to the Internet. In 2013, according to the Moscow Broadcasting and Television Commission, the number grew to 79% of homes.
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Seventy-nine percent said they had hired an employee with an online diploma in the past 12 months. However, 66% said that candidates who earn degrees through the Internet were not accepted as positively as applicants with traditional options.
The essence of the principle of modern pedagogical technologies
In conclusion, we will examine another important aspect. The use of educational applications, as a rule, has a positive impact on the principles of selection of pedagogical technologies. Preliminary and subsequent tests show that using applications on mobile devices bridges the gap between student performance and average students. Some educational programs improve group work by allowing students to receive feedback on answers and fostering collaboration in solving problems.
The benefits of learning with the app have been demonstrated in all age groups. Kindergarten students using the iPad show a much higher literacy rate than regular children. And it was also reported that medical students from the University of California, Irvine, who used smartphones for academic purposes, scored 23% more in national exams than previous classes that did not.