Educational Technology: Difference between revisions
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Educational [[technology]] concerns itself with the application, support and use of technology in the [[learning]] [[process]]. The idea of technology is used liberally; personal computers, scientific calculators, "smart" pens, question/response systems, | Educational [[technology]] concerns itself with the application, support and use of technology in the [[learning]] [[process]]. The idea of technology is used liberally; personal computers (desktop, laptop), interactive whiteboards, scientific and graphing calculators, LCD projectors, "smart" pens, question/response systems ("clickers"), handheld computers, cellphones, iPods, and simple electronic devices can all fall under the broad scope of educational technology when used for educational purposes. | ||
Insufficient ongoing supportive organizational structure, annual budget (think TCO - Total Cost of Ownership), technical support, administrative understanding and support, professional development, pedagogical theory, and clear vision have blunted the use of technology as an instructional tool in many schools (especially public schools). | |||
Despite these formidable structural obstacles, educational technology continues to show promise as an effective [[instructional practice]]. | Despite these formidable structural obstacles, educational technology continues to show promise as an effective [[instructional practice]]. | ||
Revision as of 11:12, 8 April 2007
Educational technology concerns itself with the application, support and use of technology in the learning process. The idea of technology is used liberally; personal computers (desktop, laptop), interactive whiteboards, scientific and graphing calculators, LCD projectors, "smart" pens, question/response systems ("clickers"), handheld computers, cellphones, iPods, and simple electronic devices can all fall under the broad scope of educational technology when used for educational purposes.
Insufficient ongoing supportive organizational structure, annual budget (think TCO - Total Cost of Ownership), technical support, administrative understanding and support, professional development, pedagogical theory, and clear vision have blunted the use of technology as an instructional tool in many schools (especially public schools).
Despite these formidable structural obstacles, educational technology continues to show promise as an effective instructional practice.