Instructional Technology Domains
Educational/School Psychology in the Pursuit of Human Well-Being
Introduction
Now we are living in the technological modern world. With the help of science and technology we have developed in all fields. India is a developing country. We have lot of human resources after China. But the literacy rate is very low when compared to other developed and developing countries in the world. India is a rich country, but Indians are poor. With the help of science and technology and by utilizing all sources in the proper way it is possible to India to become a developed country in the world. In the modern world people living with high tension. The student in schools and colleges are also living with high tension because of heavy competitions. It is necessary to introduce psychology as a general subject in all the classes both at school and college levels. Yoga and meditation is also necessary for each and every one in the world.
Definition of Education
Ø Education is the learning of human souls to what is best, and making what is best out of them?
– John Ruskin
Ø Education is a weapon, whose effect depends on who holds it is his hands and at whom it is aimed.
– Joseph Stalin
The word education is derived from the Latin educare, meaning “to raise”, “to bring up”, “to train”, “to rear”. Education means the gradual process of acquiring knowledge. Education is a preparation for life. Education is also defined as the profession of teaching (especially at a school or college or university).
Importance of Education
India is a union comprised of twenty eight states and seven Territories. The Constitution provides directives regarding the development of education throughout the country. The areas in which the respective central and state governments have domain have been identified in the Constitution as the central list, state list and concurrent list. Until the late 1970s, school education had been on the state list, which meant that states had the final say in the management of their respective school systems. However, in 1976, education was transferred to the concurrent list through a constitutional amendment, the objective being to promote meaningful educational partnerships between the central and state governments. Today, the central government establishes broad education policies for school curricula development and management practices. These serve as guidelines for the states.
Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success.
Educational Psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Uses of Educational Psychology
For finding Individual differences and Disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman’s general intelligence), multiple factors (as in Sternberg’s triarchic theory of intelligence and Gardner’s theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.
For Social, Moral and Cognitive Developemnt
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of Jean Piaget’s theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget’s most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget’s views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people’s belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Psychology and Teacher
Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in teacher education at D.Ed., B.Ed., and M.Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.
After undergoing the course, the student teacher
1) Explains psychology and its relationship with Education.
2) Classifies different branches of psychology and explains their significance.
3) Explains the importance of heredity and environment and its influences in educational process.
4) Explains the different aspects of the development of the child.
5) Explains the growth and human beings and their behaviour.
6) Describes the individual aspects of the development of the child.
7) Explains the primary needs of the children.
8) Explains the secondary needs of the children.
9) Explains the theories of learning and the factors influencing learning.
10) Explains the concept of socialization.
11) Explains the different types of learning.
12) Understands the concept of motivation and the steps to be taken to motivate the children.
13) Explains attention and its uses.
14) Develops skill of observation, listening, responding and understanding.
15) Describes memory, remembering and forgetting and identifies conditions of good memory.
16) Describes the effects of different methods used for learning process.
17) Explains thinking process and its uses-perception, conception, apperception for different ages.
18) Explains the role of creativity and its development.
19) Explains the meaning of intelligence and understands the changing concept of intelligence.
20) Enhances personality development of pupils.
21) Describes the mental hygiene and mental health.
22) Understands exceptional children and their significance.
23) Practices guidance and counseling for school pupils.
Conclusion
Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.
References
1. Educational psychology a cognitive view by Asubel, D.P.
2..Element of educational psychology by Bhatia, H.R.
3. Psychology applied to teaching by Bichler, R.F.
4. Educational psychology by Cole, E.C. and Bruce, W.F.
5. http:/ www.google.com
*****
I. THESIS ABSTRACT
The role of technology in education changes continuously. Research has shown over and over again that teachers play a pivotal role in our society of the developmental use of technology. Teachers must confront the issue and learn how to use technology in their classrooms. However, research continues to suggest that many teachers today still do not feel adequately prepared to integrate new technologies into instruction despite the large investments into new technology within public schools. Studies show that current methods of professional development are not preparing teachers to actively integrate technology into their classroom. By creating online technology education modules within school districts, teachers will have a better knowledge of new technologies and how to implement them into the classroom.
II. Introduction
Problem Addressed
Technology is emerging faster each day and there is a real need for teachers to know, understand, and implement state-of-the-art technologies in their classrooms. Teachers are not exposed enough to technologies in teacher education programs and school districts are now placed with the burden to get their teachers more educated on current technologies to use during instruction. By creating online technology education modules for teachers within school districts, will help teachers to incorporate the greatest technologies available into their instruction.
The solution through my media project will be to develop a training program to keep teachers up-to-date on current technologies. This will be a tiered program where the teachers will to step up to better and newer technology as they complete each module. By creating online technology education modules within school districts, teachers will have a better knowledge of new technologies and how to implement them into the classroom. It solves the problem of continual change in technology and for school districts to be able to keep up with our ever-changing technological society. The bottom line comes down to the fact that school districts must expand professional development with appropriate training for teachers to use technology.
Target Audience
Each school district faces the problem in keeping their teachers up-to-date with new technology. This project will be best suited for K-12 teachers because an entire district would be funding this program. An administrator would find the importance because it provides a solution to professional development for an entire school district and equips the faculty with fresh insight on newer technology. Because of how quickly technology changes a teacher’s knowledge about technology who just graduated from their university can be out of date within a couple of years. School districts and individuals cannot afford to continue to go back to school to learn these new technologies. Therefore, we end up with teachers and school districts that lag behind the rest of our society. Online technology modules present a solution to huge problem in our current educational system. A college or university could do the same thing for their staff as well.
Sharing the project
The Web is the best way to share the project. Also, the modules could be password protected so they would not be able to be accessed by outsiders. A slightly less effective method would be to place these modules on a school district network, but it would only be able to be accessed when connected to that network. School districts could choose to come together financially to create these modules and then share them with each other as well.
Currently, iWeb would be the best creation option because the site can be tested and manipulated as needed. It would be extremely important to start out with a pilot group. A pilot group could give consistent feedback and help develop the training process. Once the bugs are worked out then the modules could be shared with the masses. Once the site has been tested thoroughly, a LMS could be chosen as the final output to keep teachers on track and a system where it could be monitored and projects could be chosen.
III. Goals and Objectives
Instructional Goal
Teachers will acquire knowledge to use technology better than what they originally were able to or may learn a completely new technology in order to improve student learning. Teachers need to do this so that students will be better prepared to meet technological challenges that they will meet later in life. The main goal is to get teachers to incorporate all kinds of technology seamlessly into their instruction. Teachers need this instruction because by the time that they graduate with their degree and are in the classroom for a couple of years their technology skills are behind because they have not had that constant improvement. Currently, the modules to be developed are for blogging, Web 2.0 tools, and podcasts. When developed by an entire school district more modules would be created specific to the needs of that school district.
Learning Domain
The affective learning domain will be used because many teachers have fears of using new technology and that is mainly because they do not feel comfortable enough with the technology in order feel like they can maintain control of the classroom (Hopkins, 2005). They will replace those fears with confidence when they enter the classroom to use technology after completing the modules. The main learning domain that these instructional modules will use is cognitive. Each module will start with the basics for each technology and work up to the point where the learner can evaluate what they have created and used in the same way that the cognitive domain builds on the previous step (Clark, 2004). Overall, the cognitive domain will be showcased because the learner will receive a knowledge base, then showcase their learning by creating a lesson or portfolio item.
Learning Objectives
In 2008 the International Society for Technology in Education (ISTE) created a list of the National Educational Technology Standards and Performance Indicators for teachers that the technology modules are based upon. The following objectives outline five areas that teachers will grow from the technology modules based on the standards from ISTE (International Society for Technology in Education, 2008).
- Teachers will facilitate and inspire student learning and creativity by using digital tools and resources.
- Teachers will design and develop digital-age learning experiences and assessments with contemporary tools to maximize content learning.
- Teachers will model digital-age work and learning.
- Teachers will promote and model digital citizenship and responsibility.
- Teachers will engage in professional growth and leadership by promoting digital tools and resources.
The goal is for teachers to advance student learning through the use of technology and provide engaging learning experiences for their students.
IV. Presentation
Instructional Approach
A report from the National Education Association (NEA) and the American Federation of Teachers (AFT) shows that many teachers today still do not feel adequately prepared to integrate new technologies into instruction despite the large investments into new technology within public schools (National Education Association & American Federation of Teachers, 2008). Of the 2,000 teachers and support professionals within public school that the two largest teacher unions surveyed in May of 2008, only 46% feel that they are prepared to integrate technology into instruction (NEA & AFT). Many school districts and parents of students expect their schools to use technology throughout instruction; yet, most school districts have overlooked the need of quick and accessible resources for technical assistance for teachers for their instruction (Moses, 2008). According to International Society for Technology in Education (ISTE) CEO Don Knezek states that “No matter what kind of improvement path a state or school district may follow the use of technology in learning and teaching is essential for real and lasting change” (International Society for Technology in Education, 2010, p. 1).
In order to bridge the gap for teachers to continually be educated on how to use technology in their own classrooms, online technology education modules specific to each school district will be developed to incorporate the greatest technologies available into their instruction. The basis for the technology-training program would be adopted from the National Educational Technology Standards and Performance Indicators for Teachers and the Top Ten in’10 Education Technology Priorities put out by the International Society for Technology in Education (2008; 2010).
With such great advancement of technology, online modules can take the place of the in-person workshops. The key is that there has to be great depth and time for the training to take place. If the training tries to cover too much at one time then the teachers became frustrated (Bryant & Zhao, 2006). This supports the idea of online training modules because teachers could work at their own pace. Also, it would still be important to provide on-campus support during and after the training to carry out the learning process when teachers have questions (Lee, 1996). The need for a human resource support is essential for a technology-training program to succeed and increase student learning (Bryant & Zhao). Nussbaum-Beach (2003) states beautifully “the goal should be to move teachers along a staff development continuum, taking them from non-users of technology to creative appliers and integrators who seamlessly integrate technology into content area instruction” (p. 1).
The classroom environment may be utilized to create the modules because many teachers still have a need for face-to-face interaction. During those training times the modules could be recorded based on the training session and then placed on the teacher portal portion of their school district website. Schools would need to hire technology personal that would be able to develop the modules that the school district desires for their teachers to learn. The same personnel would then in turn be available for the teachers to use as a resource when they do not understand or are in need of help.
Teachers have tremendous influence with the developmental use of technology because of their position that they hold within the educational environment (Batane, 2004). The really great thing about teachers learning new technologies is that the teacher models learning for the students (Ellis, 2008).
Lesson Structure
The content for instructional module will begin with something simple to see if the user has had any experience before with the technology module chosen. If they have had some experience with it then they can move on and not have to go over the basics. If not, then the user will go through a series of instruction where they will learn the basics for the technology. Once the learner goes through the basics they will move into what the capabilities of the technology are and how they can apply them. Also, the middle section will teach the learner how to use the application and how others have used the application. Finally, the user will develop their own ways that they can apply the technology into their instruction. A list of resources will be available to aid the learner to create their own work. This method of lesson structure lines up with the cognitive learning approach.
Each school district would customize a tiered program starting with basic technology and moving up to the current most advance technology. In order to make these modules fit into any school district, it would be important to determine the district technology interests when creating the top-tier modules. Instructors should have to complete the basic level of what technology they have before they move on to the advanced levels.
The key way that online educational modules relate to the learner is that they are completely self-paced. Self-pacing is a great way to accommodate for teachers that already have extensive knowledge, yet, for the other learners there is the ability to stop, repeat, and relearn. These are even key features for all of the staff for remedial instruction. Since the modules will be online learning may occur in almost any environment.
The technology modules would primarily be a combination of audio, video, and text. Although the ideal medium would be online access, all of the files could be recorded onto DVDs and distributed to a school district’s staff. One other option is for a district to place all of the modules on their servers for teacher access.
V. Evaluation
To show that learning has taken place after a teacher completes a module they will have a lesson or portfolio item that incorporates what they have learned from the module. This will be submitted to the technology-training director within the school district to be reviewed and evaluated to give the teacher feedback.
Completion of module activities will be used for formative assessments. Also, formative evaluations could be based upon blog entries that the teacher will need to create as they move through the modules. Formative tasks will be kept track of completion by the LMS chosen because the learner will be completing their assignments moving through the modules.
A completed lesson or portfolio item from completing the module that is submitted to the technology director will be used for summative assessments.
For ongoing evaluation the teacher will have to continue to improve that particular lesson or create new ones with that type of technology. They will have to review their lessons with that particular technology each time that they use that lesson. It would also be interesting for the teachers to have the students give them feedback. A form could be developed for the students to provide their input because they are on the receiving end of the lesson to find if the lesson technology was seamless into the classroom. Finally, the technology trainer could meet with each teacher each quarter or semester for an official evaluation. Also, the technology trainer could be there to support the teachers if they need it and to promote greater feedback from the technology trainer within the district.
VI. References
Batane, T. (2004). Inservice teacher training and technology: A case of Botswana. Journal of
Technology & Teacher Education, 12(3), 387-410.
Bryant, L., & Zhao, Y. (year). Can teacher technology integration training alone lead to high
levels of technology integration? A qualitative look at teachers’ technology integration after state mandated technology training. Integration of Technology in Education, 5. Retrieved January 27, 2010, from http://ejite.isu.edu/Volume5/Zhao.pdf
Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved March 9, 2010 from
http://www.skagitwatershed.org/~donclark/hrd/bloom.html
Ellis, K. (Director). (2008). Big thinkers: James Paul Gee on grading with games.
Retrieved January 25, 2010, from http://www.edutopia.org/james-gee-games-learning-video
Hopkins, G. (2005). Training teachers who are terrorized by technology. Education World.
Retrieved from January 27, 2010, from http://www.educationworld.com/a_curr/curr176.shtml
International Society for Technology in Education. (2008). National educational technology
standards and performance indicators for teachers. Retrieved January 27, 2010, from http://www.iste.org/content/navigationmenu/nets/forteachers/2008standards/nets_T_standards_final.pdf
International Society for Technology in Education. (2010). ISTE announces its top ten in ’10
education technology priorities. Retrieved January 27, 2010, from http://www.iste.org/AM/Template.cfm?Template=/CM/ContentDisplay.cfm&ContentID=25206
Lee, C. (1996). Teacher training for technology. Thrust for Educational Leadership, 25(6), 12.
National Education Association, American Federation of Teachers. (2008). Access,
adequacy, and equity in educational technology. Retrieved July 27, 2009, from http://www.edutopia.org/files/existing/pdfs/NEA-Access,Adequacy,andEquityinEdTech.pdf
Nussbaum-Beach, S. (2003). Traveling the techno trail: Training teachers to use technology.
Education World. Retrieved January 27, 2010, from http://www.educationworld.com/a_tech/tech157.shtml
