What Is Educational Technology?

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Educational Technology
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The idea behind this statement was that the person in charge of an educational organization has great sway over the way that management tasks are carried out. In order to stay up with the socioeconomic realities of the modern world, the head of an educational institution needs to have the capacity to both administer the institution and market the education it provides.  

These days, the head of a school is a pedagogical manager who is responsible for organizing and encouraging the professional activities of teachers, contributing to the development of a constructive working environment for everyone, where students would be motivated enough to avoid the possibility to buy narrative essay even when they are quite busy, and analyzing the demand for educational services in order to plan for and ensure the quality of educational services.  

The ability to quickly find solutions to a variety of management issues, manage an educational institution that has a rich tradition and corporate culture, but also to plan the organization’s tactical and strategic activities, encourage employees toward systematic professional growth, and make the transition to a new teaching level are all extremely important skills for a modern leader to possess. So what are the main features of modern educational technology? 

1. Personality-oriented learning technology 

In the realm of educational technology, the most common type is known as “learning technologies.”  

Learning technology is modeled in a way that brings together its content, form, and approach in line with its intended use. Not only does it focus on the acts of the instructor, but it also concentrates on the actions of the learner, also known as the pupil or the student. Both of these terms are used throughout the book.  

The authors have two quite different perspectives on what instructional technology is and what educational technology is. The following is how they are characterized: 

  • activity or set of actions; 
  • pedagogical system; 
  • organization of the learning process, which guarantees the achievement of certain results; 
  • project (model) of the educational process with the highest degree of efficiency, reliability, and guarantee of the result than with traditional methods. 

It is vital to define educational goals in a way that is both obvious and unambiguous if one wants to verify the fact of obtaining the outcome via the use of educational technology. The instructor will first decide on specific aims and objectives for the class and then will identify how those goals and objectives may be accomplished.  

One of the defining characteristics of personality-oriented instructional technology is how it places an emphasis on the student as a topic of self-actualization, self-expression, and self-realization. For there to be personalization and dialogue in university education, there needs to be a system of new kinds of connection, and there needs to be enough consideration of the personal experiences of the communication topics (feelings, experiences, emotions, and associated behaviors and deeds). For them to be successfully implemented, specific order and dynamics must be adhered to, beginning with the teacher providing as much assistance as possible to students in the completion of educational tasks and progressing through the students’ gradual growth in their activity to their achievement of full self-regulation in learning. 

2. Technology of developmental learning 

Critical thinking is becoming an increasingly important skill now that a new type of human being is being developed. This new type of human is a member of the information society who is capable of bringing about progressive social and economic changes as well as cultural revivals of moral and spiritual values.  

In order to successfully execute progressive learning, the method that the instructor uses to decide what the students will learn is absolutely essential. It is essential, in terms of each student’s development, to be aware of what has changed in their capacities to observe, think, feel, and act, as well as their requirements (for instance, the motivation to study) (attitude to the environment, self, etc.). Signs of performance are only evaluated in conjunction with indicators of progress in order to provide an accurate score. At the end of the day, assessments are nothing more than a method of determining how well students have performed during the course. 

3. Learning technology as research 

When applied in the classroom, the procedures and approaches of research help students better remember material, grow their abilities and capacities, and nurture an interest in activities that require cognitive and creative processing. Research in education is a strategy for getting students involved in their own research, which they may then use to draw conclusions, identify patterns, and gain knowledge about the world around them.  

This technology was designed with the intention of providing students with training in educational research that was carried out in a methodical manner (based on study times and topics). The incorporation of research technology into educational settings is undertaken to assist students in the development of their intellectual capacities, research abilities, and creative potential, as well as in the formation of personalities that are dynamic, knowledgeable, and creative. 

4. New information technologies for training 

The utilization of paper (books, printed materials, etc.) and film (pictures, slides, video materials) to arrange the educational process was given the name “Information Technology Learning” in the 1970s. This was the first time the word “Information Technology Learning” was used. The sector of information technology is now experiencing a period of time in which significant growth is occurring. There is already widespread use of personal computers and computer systems in educational settings across the country. The term “informatization” can refer to several distinct educational endeavors, each of which is inextricably linked to the use of various informational resources and products.  

The effectiveness of learning information technologies is directly proportional to the number of teaching aids that are utilized, which might include things like specifically prepared materials or actualized objects.  

As a result of the modernization of both society and educational institutions, it is now feasible to acquire knowledge of newly developed information technologies. For this reason, the objective of education is to prepare students for a life that is meaningful and engaged in the digital era. 

5. Technology of group learning activities 

In neither the field of psychology nor that of education can one find a single description of activities that include learning in groups. Students frequently collaborate in smaller groups to achieve a common goal, operating under the direction of a teacher but drawing on the assistance of their classmates. This type of activity is commonplace in most educational settings.  

When students are engaged in activities that include group learning, the teacher exercises indirect control over the work that is completed by each pupil by giving the group tasks that place limitations on the activities that may be performed by students. Because of this, the relationship between the instructor and the student evolves into one that is advantageous to both parties. They are cooperating in this endeavor. Group learning activities enable students to reach their natural drive for cooperation and communication. This is accomplished rather than isolating students from one another, which would be the result of isolating students from one another. Students may find it challenging to ask a teacher for an explanation, but it is much simpler for them to ask their peers for assistance when they are confused about anything.