Friday, 8 March 2013
EDUCATION AND TECNOLOGY
Experience
Develop
Understand
Collaborate
And learn,
Through technology we can get
Information and be familiar
On the development of our
New Generation.
Develop
Understand
Collaborate
And learn,
Through technology we can get
Information and be familiar
On the development of our
Thursday, 7 March 2013
MY FIELD STUDY OBSERVATION
Many people are visual learners who greatly benefit by seeing graphics and demonstrations that are incorporated into class lessons and presented via an LCD projector.
While using an LCD projector in class, teachers find that reviewing points to answer students' questions becomes much simpler. For example, if the presenter is teaching a class on Microsoft's Excel spreadsheet program and a student has a question about a particular function, the teacher can easily demonstrate that function on the screen.
And by having air conditioned in the classroom is the best way to improve student attentiveness in the classroom because temperature is one of the most important factors in helping students to do well at school.
Saturday, 2 March 2013
WHY WE NEED TO STUDY EDuTECH?
Because we are in a"COMPUTER GENERATING WORLD".OUR educational system is competing with it,so that we wont be left behind.NOWADAYS,children are very updated in this computer generation and we,as a future educator should be aware of it and must attend to their advance development,so we study to upgrade our "KNOWLEDGE AND SKILLS" in these computer innovations.
Technology Uses
Technology should be for accessing what was inaccessible.
Technology should be for doing good things in better ways. For example, hearing books being read aloud is an important part of primary literacy. Long ago, listening to books on a cassette tape became listening to books on a CD. Now, there are online book sand apps that do a much better job of this, highlighting the words as they are read aloud.
Technology should be for sharing with the world. The environment that our students are growing up in is wired for sharing. The hardware and the software that is available make it easier every day for children to share what they are learning with the world. Even young children can share their learning using drawings, images, blogs, video and digital portfolios. By sharing their artifacts digitally, students invite the involvement and support of their parents, grandparents and anyone who sees their work.
Technology should be for connecting. Before the advent of the Internet, classrooms were forced to be isolated learning hives. Now, those hives can all be interconnected as classrooms can easily link with other classrooms and experts to ask questions,compare experiences and learn together. Tools such as Skype, Twitter and blogs make connecting and collaborating with classrooms from anywhere a possibility.
Friday, 1 March 2013
Careers in ETEC
One online site calls
educational technology "the best career you never heard of." UH grads
from the ETEC program agree that it is the best career but argue that you have
heard of it, but didn't know that's what it is called.
With the increasing
emphasis on 21st Century skills and workforce development, our graduates are in
high demand and have multiple job opportunities upon graduation. Students in
the program may be upgrading current capacity as educators or seeking new
career paths. Educational technology graduates work in many places. You will
find our graduates in K-12 education, colleges and universities, libraries,
health care, private business, government, the military, non-profits, museums,
and more.
Job categories
There is no single job
title for educational technologists in organizations, but some examples
include:
·
Training coordinator
·
Instructional designer
·
Web or multimedia
designer
·
Technology support
specialist
·
Distance learning
developer
·
Educational video
producer
·
Technology director
·
Museum education
specialist
·
Education
software/games developer
·
Teacher/professor
·
Evaluation and
assessment specialist
·
Human performance
technologies manager
·
E-learning consultant
For some real-world
examples, check out the following:
Career opportunities
Practitioners in
educational technology, whether they are teachers, trainers, developers,
administrators, or support personnel, seek innovative and effective ways of
organizing the teaching and learning process through the best possible
application of technological developments.
With the rapid expansion of
media in all fields, jobs for educational technologists are growing rapidly, a
trend which is expected to continue. Your ETEC graduate degree is the assurance
to employers of your abilities not only in technical areas, but in learning and
management. ETEC graduates are in demand because of the high quality of the UH
program and its reputation both state-wide, nationally and internationally.
With the computing and management skills you gain in the program, salaries are
excellent and opportunities are plentiful
Assessment and accreditation
Assessment and Accreditation
The Department of
Educational Technology at the University of Hawaii at Manoa is proud of its
reputation for excellence. Maintaining high standards is an ongoing process in
which the entire community contributes to discussion of what we do well and
what we hope to do better. We adhere to a sound set of standards and ethics in
our practice and our programs.
Accreditation
As part of the
continuous improvement effort, ETEC graduate programs are accredited by the Association for
Educational Communications and Technology (AECT), the
professional organization for educational technology.etec was officially reacredited in 2009. AECT is one of the
specialized professional associations (SPA) of the National Council for
Accreditation of Teacher Education (NCATE), the accrediting
body of the UH College of Education.
Standards
All ETEC programs and
courses have been designed to meet national standards for educational
technology. ETEC graduate courses use standards for initial preparation
programs from AECT as
a basis for objectives and assessment.
Those courses
specifically for K-12 teachers, particularly undergraduate classes that are
required by COE teacher preparation programs, employ standards from the International Society
for Technology in Education(ISTE), including the National Educational Technology Standards for Teachers (NETS-T)
and National Educational Technology Standards for Students (NETS-S).
These courses also employ the framework from the Partnership
for 21st Century Skills.
Assessment
Assessment of student
learning is critical to ensuring program success. Each of our required courses
include standards based assessments, with rubrics employed for evaluation of
student outcomes. Each Master's student develops a standards-based portfolio of
work during their program, with the final portfolio self-assessed by the
student and assessed by the faculty. The results of these assessments are
regularly reviewed by the department as part of our self-evaluation and
improvement process. Samples of student portfolios are found in the Resources section.
Research:
What is educational
technology?
As
an academic discipline, the study of educational technology prepares
individuals by helping them acquire a deeper understanding and mastery of:
- learning resources: messages,
people, materials, devices, techniques and settings;
- processes for analyzing and
devising solutions to those problems through research, theory, design,
production, evaluation, utilization;
- the processes involved in
organization and personnel management.
The
focus is on effective processes to facilitate learning using technologies and
understanding the impacts of technology on learners and organizations.
Areas
of specialization may include distance learning, human performance technology,
technology integration and management, media design and development, learning
sciences, instructional design, change management, and communications
processes. It should be noted that the field is not merely concerned with learning
technical skills nor the simplistic use of technology for technology’s sake in
teaching, a common misperception by non-educators. Practitioners in the field
typically hold an advanced degree, Master's or doctorate.
Official Definitions
The Association for Educational Communications and Technology,
the professional society for ET, defines it as:
Educational
technology is the study and ethical practice of facilitating learning and
improving performance by creating, using, and managing appropriate
technological processes and resources.
As
a field, educational technology emphasizes communication skills and approaches
to teaching and learning through the judicious use and integration of diverse
media. Scholars in the field examine the uses of innovative media and
technologies for education, examining all aspects from direct student learning
to management and impacts on institutions. As in all forms of applied
technology, the field studies how theoretical knowledge and scientific
principles can be applied to problems that arise in a social context.
Practitioners in educational technology seek new and effective ways of
organizing the teaching and learning process through the best possible
application of technological developments. These activities rely upon a body of
knowledge for successful and ethical implementation, rather than routine tasks
or isolated technical skills.
Research and Knowledge Base
The
field provides the research base for effective utilization of new media in
education and by default is interdisciplinary in its approaches and theories.
This may include human-computer interaction and cognition, social and
behavioral aspects of media in learning, or change and innovation theory among
social and cultural groupings as the basis for research and study.
The
knowledge base for the field has been well documented by the discipline’s major
professional organization, the Association for
Educational Communications and Technology (AECT). While some
programs refer to the discipline as instructional technology or instructional
design, the UHM department has taken the more current terminology of
“educational technology” reflecting the aspects of the field that go beyond
instructional development to include the wider social and behavioral impacts of
technology on education.
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