scholarly journals History of Educational Technology – Editorial

2020 ◽  
Vol 2020 (1) ◽  
Author(s):  
Martin Weller
Keyword(s):  
Educational Technology ◽  
History Of

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

SOME ASPECTS OF APPLICATION OF CLIL WHILE TEACHING ENGLISH AT NON-LINGUISTIC UNIVERSITIES

2020 ◽  
pp. 51-59
Author(s):  
Elena Yu. Seyku ◽  
Keyword(s):  
Educational Technology ◽  
First World War ◽  
Foreign Languages ◽  
Regional Studies ◽  
Teaching English ◽  
World War ◽  
The First World War ◽  
History Of ◽  
Training Courses ◽  
First World

This article discusses the application of a foreign technology of content and language integrated learning (CLIL) in teaching foreign languages in a non-linguistic university. The author briefly outlines the history of this educational technology, its development, and the main methodological provisions. The great popularity of CLIL abroad and the ever-growing interest in it from Russian teachers of foreign languages both in the field of secondary and higher education are noted. Particular attention is paid to the possibilities of applying CLIL when teaching foreign languages, especially as part of vocational-oriented training courses. Finally, the author presents her project of a CLIL based lesson dedicated to the Centennial of the end of the First World War and Remembrance Day. The article concludes with the outline of the advantages of CLIL and the difficulties that teachers face when using the elements of this educational technology while teaching foreign languages. The results of the analysis allow one to suggest that the application of CLIL is especially beneficial when teaching linguistic and regional studies.

Educational Technology and Learning Theory

2011 ◽  
pp. 712-716
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational-software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

A Reflection on the History of Educational Technology and Evolving Pedagogies

2012 ◽  
pp. 18-41
Author(s):  
Karen R. Juneau
Keyword(s):  
Educational Technology ◽  
Technology Use ◽  
Unique Element ◽  
Ethical Perspective ◽  
Related Field ◽  
The Social ◽  
Technology Leaders ◽  
History Of ◽  
Constructivist Perspective ◽  
Basic Approaches

Educational technology has developed from five basic approaches toward technology use: (1) the technical perspective, (2) the objectivist perspective, (3) the constructivist perspective, (4) the collaborative perspective, and (5) the social-ethical perspective. Each perspective has distinctly impacted educational technology. Every one of these threads has roots in a related field and no single thread can form the foundation for educational technology. The unique element of online instruction is the potential for a truly non-sequential model of learning. This is the only element that can be better designed online; all the other characteristics that have been reviewed can be implemented by other methods, or as adaptations of other methods used in other formats. For this reason, it is recommended that future efforts at designing pedagogy for online learning make non-sequential instructional design central to the theoretical model. This is an issue that technology leaders must consider when planning technology integration.

scholarly journals Educational Technology in Higher Education on Pandemic Covid-19 Experiences

2021 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Muhammad Ihsan ◽  
Muhammad Rusdi Rasyid ◽  
Rudihartono Ismail ◽  
M Makbul
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Research Method ◽  
Secondary Data ◽  
Learning Activities ◽  
Research Results ◽  
The World ◽  
History Of ◽  
New Discovery ◽  
Technology In Higher Education

The educational technology is very important in the world of education because it can facilitate the process of learning activities both in the classroom and learning activities at home as it is now when learning online or online because of the covid-19 pandemic that spreads throughout the world, including in Indonesia. of learning and learning, the history of the development of educational technology and knowing the meaning of educational technology. The research method used is sourced from secondary data. Secondary data is data obtained from information or knowledge obtained indirectly, among others, includes official documents, books, and research results in the form of reports. The results of this study explain that educational technology has developed steadily where each stage in its development creates a new discovery that facilitates learning activities. The emergence of educational technology makes it easier for educators and students to learn independently and can create the latest innovations in the world of education so that a learning and learning innovation will emerge that makes educators and students able to learn easily and fun.

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