Educat'l Innovations and Tech

7/28/2019 Educat'l Innovations and Tech

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EDUCATIONAL INNOVATIONS AND TECHNOLOGY

Module 1. Discuss Comprehensively:

1. Define educational technology and explain in a semantic mode its relationship with

other aids and terms used in the teaching-learning situation.

2. Give the roles and functions of educational technology.

3. Discuss what an educational media center (EMC) is and give the importance of

putting up and maintaining one.

4. How does the use of multi-media improve the quality of teaching. Justify your

answer by citing teaching-learning theories.

Module 2. Concepts of Teaching and Learning

1. Explain the nature of teaching and of learning.

2. Why teaching is an art and a science?

3. What are the types of domains of learning outcomes? Explain and give the

importance of each. What are the most important outcomes of learning? Why are

they important?

4. Explain the meaning of each of the following terms:4.1. Teaching learning situation

4.2. Methods of teaching

4.3. Strategy of teaching

4.4. Technique of teaching

4.5. Teaching approach

4.6. Teaching device

4.7. Tool of teaching

4.8. Principle of teaching


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4.9. Form of teaching

4.10. Aim, objective, goal

5. Which form of teaching is preferable? Why?

6. What are the functions of objectives?

7. Differentiate between instructional objective and implicit objective. How are these

two kinds of objectives applied?

Module 3. Concepts of Teaching and Learning

1. Explain the meaning of learning

Learning may be defined as relatively permanent change in behavior potentiallythat occurs due to experience and reinforced practice. This definition would be ascribed

more to a behavioral position towards learning.

Learning has also been defined as a process inferred from relatively stable

changes in behavior that result through practice or interaction with and adaptation to the

environment (Goodwin and Klausmeier, 1975:178).

Another definition briefly states that it involve a particular kind of change, the

development of new associations as a result of experience (Good and Gophy, 19777:

135).

Another definition considers learning as the modification of an organisms

behavior as a result of maturation and environmental experience (Garrison andMagoon, 1972: 175).

2. What are three general types or kinds of learning? Explain.

Three types are commonly recognized:

2.1. Sensory motor learning- involves understanding the external world

through the senses and muscles. The chief outcome is the development of

movement as reaction to stimuli resulting in speed and precision in performance.

The development of motor skill depends not only acquiring knew muscular

coordination but also upon perception. Thus, sensory motor learning also

involves the need to utilize perceptual cues in the environment.

2.2. Cognitive learning-is concerned with the development of ideas and

concepts. It covers much of what academic learning demands. It includes

everything from associations between stimuli and responses to the development

of problem solving skills


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2.3. Affective learning- involves experiences within which emotions and affect

take precedence. It involves assimilation of values, mental understanding,

emotional reactions, the sense of pleasure and satisfaction.

3. Explain the following terms:

3.1. Associative learning-involves the developmental associative patterns by

which ideas and experiences are stored in memory. The process involves

establishing relationships among ideas and experiences. The outcome sought in

associative learning is the acquisition and retention of facts and information.

3.2. Problem-solving learning-involves a process of overcoming difficulties that

appear to interfere with the attainment of a goal. It is the framework or pattern

within which creative thinking and reasoning takes place. In the realm of

cognitive psychology, problem-solving takes the forefront.

3.3. Aesthetic learning

3.4. Intellectual learning

3.5. Bodily movement coordination3.6. Manipulative dexterity

3.7. Direct learning

3.8. Indirect learning

3.9. Congenital learning

3.10. Temporary learning

3.11. Permanent learning

3.12. Sensory learning

3.13. Motor learning

3.14. Verbal learning

3.15. Ideational learning3.16. Appreciation learning

4. What are the tests of learning?

5. Explain the following tests of learning

5.1. Trial and error theory

5.2. Association or stimulus-response theory

5.3. Thorndikes connection theory

The findings of Thorndikes studies were based mostly on experiments

conducted on animals. The basic premise of this theory is that human activity is

based on association between stimulus and response. Any activity is seen as: (1)

a situation which affects the individual; (2) a response which the individual makes

to the situation; and (3) a connection between the situation and the response by

means of which the former is enabled to produce the latter.

Thorndikes concept views learning as a process of putting together units

to form total experiences and complex forms of behavior. It places emphasis on

the role of prior learning and experience, conceives of the whole as being no


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more nor less than a combinations of simple habits which add together to equal

the whole.

6. Explain the following laws of learning of Thorndike:

6.1. The law of readiness- This law describes the conditions that refer to

annoying or satisfying states. When a person is prepared to respond or act,

giving the response is satisfying while being prevented from giving the response

becomes annoying. This law is related to the law of effects and accounts for the

motivational aspect of learning.

This law implies that teachers must either wait for readiness or accept the

present level of readiness and be satisfied with a slower learning rate in

introducing any new learning experiences.

6.1. The law of exercise-This law describes the conditions implied in the adage

Practice makes perfect. Repetition of experience increases the probability of a

correct response. Nonetheless, repetition in the absence of satisfying state of

affairs does not enhance learning (Thorndike, 1913).According to this law, drill or repetition is of great value. Although, it is true

that mere repetition is not all there is to learning, the fact remains that pupils may

understand a poem, the multiplication tables, or formulas in algebra or chemistry

without knowing them well enough to repeat them. Drill or repetition is necessary

to consolidate such knowledge. Drill must involve practice in various settings.

6.3. The law of Effect-This law states that a satisfying state of affairs following

the response strengthens the connection between the stimulus and the behavior,

whereas an annoying state weakens the connection. Thus, a person tends to

repeat what has previously been satisfying and to avoid what has been

dissatisfying or annoying.6.4. The law of disuse

7. Explain the following conditioning theories of learning and how they are applied in

teaching:

7.1. Conditional Theory of Pavlov

Classical conditioning is based on the basic stimulus-response sequential

relationship about behavior changes. It is based on the adhesive principle which

means that a response is attached to a stimulus through the stimulus occurring

just prior to the response so that the recurrence of the stimulus will evoke or

cause the response. Hence, conditioning occurs without reinforcement. This

process is called the stimulus substitution theory.

Explain

7.2. Operant conditioning theory

This theory is based on Skinners experiments with animals. He uses the

term operant behavior to refer to his idea that an organism has to do something

in order to get a reward that is; it must operate on its environment. His basic


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premise is that any organism (including man) tends to repeat what it was doing at

the time its behavior was reinforced and that the task is a matter of baiting each

step of the way, thus gradually leading the subject to the required performance.

explain

7.3. Social learning theory

The social learning theory is derived from Skinners operant conditioning

theory. Their theory maintains the importance of the stimulus-response

connection in learning, but its emphasis is on observational learning, which

includes self-instruction and self reinforcement, rather than on the presence of

reinforcement.

It assumes that individuals learn specific cognitive structures from

observing the behavior of others and that these strategies account for the

acquisition of social behaviors.

Explain

8. Explain three cognitive theories of learning and how they are applied in learning.Kohlers Insight Theory- this theory is based on Kohlers belief that animals

and human beings are capable of seeing relationships between objects and events

and act accordingly to achieve their ends. They have the power of looking into

relationships involved in a problem and in coming up with solution. Such solution to

a problem presumably does not involve trial-and-error learning. Rather it involves

what Kohler calls insight learning.

Explain

Lewins Topological and Vector theory(Field Theory)-another

9. What is transfer of learning?

Explain the following theories of transfer of learning:

9.1. The theory of mental discipline

9.2. The theory of identical elements

9.3. The theory of generalization

9.4. The theory of configuration

10. What are some factors that facilitating transfer of learning?

11. What are some ways of facilitating learning?

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