EDUCATIONAL TECHNOLOGY (ESEB 3073)

FEBRUARY SEMESTER 2015

EDUCATIONAL TECHNOLOGYCOURSE CODE: ESEB3073

TITLE: ASSIGNMENT 1

PREPARED BY: NURUL ASHYIKIN BT MOHD JAAFAR MATRIC NO: (MC1402BC5586)

PREPAED FOR: MADAM NG HUEY ZHER

Table of ContentNOCONTENT

11.0 INTRODUCTION1.1 DEFINITION OF EDUCATIONAL TECHNOLOGY1.2 IMPORTANCE OF EDUCATIONAL TECHNOLOGY1.3 DIGITAL TRENDS IN EDUCATION

22.0 5 DIGITAL TRENDS FOR LEARNING AND TEACHING2.1 LAPTOP2.2 OVERHEAD PROJECTOR2.3 IPAD2.4 DIGITAL CAMERA2.5 ANROID PHONES

33.0 ONE GOOD ORIGINAL EXAMPLE OF DIGITAL TRENDS I HAVE CHOSEN FOR THE SCHOO

44.0CONCLUSION

55.0PICTURES ATTACHMENT OF 5 DIGITAL TRENDS

66.0REFERENCES

1.0INTRODUCTIONIn the era of globalization, Malaysia has been consistent in making sure its competitiveness and productivity level are equivalent with other developing countries. Among factors that contributed towards these needed components are human capital, physical capital and innovation. Referring towards development of human capital in the country, there is a huge development in terms of developing skilled workers. Skilled workers are very important since countries that manage to develop it could use it effectively towards enhancing the nations economic growth. But to develop skilled workers in Malaysia, excellence academic performance in students is a must. In effort to ensure performance in academic in schools and higher educational institutions, the government had allocated huge amount of money to increase and modernize the technology used in learning and teaching.Revolution in Information, Communication and Technology (ICT) had made an enormous impact in various sectors such as business, services and education. It has been positively enhanced the efficiency of managing business, improved the quality of services and increase the performance of the students. As discussed before, huge allocation has been given by the government via the annual budget to the education sector every year. For examples, in 2010, allocation amounted to RM 30 billion had been allocated in developing human capital in every stage of education and in 2014, the amount had hugely increased to RM 54.6 billion which is 21% of the total amount of the years budget approved. This trends positively described the importance of human capital development thus need efforts from the education sector to improvise ways to enhance the quality of learning and teaching. Educational technology had been viewed as the most suitable and efficient ways to achieve quality and competitive human capital development.

1.1DEFINITION OF EDUCATIONAL TECHNOLOGYIn order to pursue the objectives of this particular assignment, the meaning of educational technology should be explored. Solomon (2000) in Rocci Luppicini (2 : 2005) defines technology as the systematic application of all sources of organized knowledge (i.e., literature, science, the arts), suggesting that art, craft, and science all have roles to play in technology application while Braham (1977) highlights the importance of environment in defining technology as the organization of activities designed to assist human adaptation to, participation in and utilization of the environment. According to the term, educational technology referred to the manipulation of Information, Communication and Technology (ICT) extensively in learning and teaching. Based on Association for Educational Communications and Technology (4 : 1997), educational technology is a complex, integrated process involving people, procedures, ideas, devices and organizing for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning. Referring to Kazi Enamul Hoque, Ahmad Zabidi Abdul Razak & Mosa. Fatema Zohora (3 :2012) educational technology can be viewed differently, including any media that can be used in instruction. However, a narrower explanation on the subject would be confined to educational technology to computers, computer peripherals, and related software that are used for teaching and learning. On the other hand for technologists, educational technology is any hardware that is used in the classroom (Chai et al., 2009; Cuckle et al., 2000). In comparing the above mentioned descriptions of technology, Rocci Luppicini (3 : 2005) summarized key themes related to Educational Technology include the following: (a) an emphasis on mental processes and products (b) an emphasis on processes and knowledge which are adaptive (Braham, 1977), systematic (Solomon, 2000), material making, or transforming (McGinn, 1978) to serve human purposes, and (c) an emphasis on the environmental, social, or intellectual influences (Braham, 1977; McGinn, 1978). As a conclusion, educational technology meant that the processes to obtain knowledge using the practicality of technology offered by the ICT.

1.2IMPORTANCE OF EDUCATIONAL TECHNOLOGYTo enhance our understanding about the importance of educational technology in Malaysia, further discussion about it should be made. Since it is used in education sector, the main focus should be made towards the effect of the utilization of the application to the students. As discussed before, to develop skilled workers, excellence academic performance of the students is the main objective of the government to assure nations vital economic growth. Therefore, educational technology served as new tools for students and teachers in learning and teaching. This opinion has been supported by Marc Prensky (2 : 2008) that suggested todays technology, though, offers students all kinds of new, highly effective tools they can use to learn on their own from the Internet with almost all the information, to search and research tools to sort out what is true and relevant, to analysis tools to help make sense of it, to creation tools to present ones findings in a variety of media, to social tools to network and collaborate with people around the world. Teachers also had positively affected by the usage of the ICT application whereas the teaching methods had been greatly improvised and teaching has been more fun and easier. Apart from that, according to opinion by Frost & Sullivan (18 : 2010), education technology also important when ICT has become indispensable in the 21st century across all disciplines and industries. ICT is now the key driver of knowledge-based societies. Governments worldwide have recognized the empowerment that ICT can bring along to their countries by investing heavily in the development of knowledge based societies. Recognizing the distinct advantage that ICT can bring to education, many countries have formulated clear strategies on using ICT in the education ecosystem. The integration of ICT in education provides the right exposure to a vast amount of advanced teaching and learning methods and materials. This encourages the students to be more imaginative, creative and innovative thus improving their overall cognitive abilities. It is undeniable that the talent of the future generations forms the basis of the social and economic development of any country.

1.3DIGITAL TRENDS IN EDUCATIONEducation has been undergoing various changes in the past, current and will be in the future. The situation faced by students and teachers before, could be viewed as difficult since the methods of learning and teaching are limited in traditional ways. Teacher will use text books and blackboards to pass knowledge to the students. These ways of learning and teaching are considered outdated and not suitable with the current situation and wave of modernization. Based on statement given by Chris Sim in Gary Motteram (21 : 2013), he strongly emphasized that in the past, technology has predominately been used to source and consume information, whereas todays learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. He added that children and young people are now becoming increasingly interested in the concept of content curation selecting, sifting, showcasing and sharing content with friends, family and peers.

The Economist Intelligence Unit (7 : 2008) has quoted New York City-based Queens College vice-president of institutional advancement, Susan Henderson whom suggested that technology allow students to become much more engaged in constructing their own knowledge, and cognitive studies show that ability is key to learning success. In the report prepared by the unit also stated that online degree programmes and distance learning have gained a firm foothold in universities around the world. What was once considered a niche channel for the delivery of educational content has rapidly become mainstream, creating wider access to education, new markets for content and expanded revenue opportunities for academic institutions.

2.05 DIGITAL TRENDS FOR LEARNING AND TEACHING2.1LAPTOPThe first digital trend that had been found to be suitable for learning and teaching is the laptop which is been categorised as a personal computer. In the beginning it was introduced to the market, the price to have it is quite expensive and unaffordable. Nowadays with the fast revolution of technology and competition, it had been more affordable and cheaper. Laptop is the easiest digital application can be used by teachers and students since it is very user friendly. Computers, and especially laptops, have become standard equipment in higher education as the number of universities instituting laptop initiatives continues to grow (Weaver & Nilson, 2005). Brown, Burg, and Dominick (1998) and Brown and Petitto (2003) have coined the term ubiquitous computing to describe a campus where all students and faculty have laptops and all buildings have access to wi-W technology.Laptops widely used in teaching and learning in schools and higher learning institutions since it provided variety of functions that could ease learning and teaching such as word processor and connection to Internet. The availability of the Internet connection has made it so popular since students and teacher could have unlimited access towards knowledge in the World Wide Web. Through the article titled In-class laptop use and its effects on student learning that had been written by Carrie B. Fried (2 : 2006), she had explained in details about the advantages of using laptops in learning and teaching. According to her, there is some evidence that laptop programs and the so-called ubiquitous computing environments they create on college campuses can have a positive effect. She found that some (e.g., Fitch, 2004; Partee, 1996; Stephens, 2005) have found that laptops can facilitate faculty-student interactions and in-class participation, thus increasing engagement and active learning. This is often done through preparing and posting discussion questions and using new devices such as response keypads to facilitate student interaction. In Carries article also stated that Driver (2002) found that laptops, coupled with web-based activities, enhanced satisfaction with group projects and overall class satisfaction. Barak, Lipson and Lerman (2006) demonstrated that laptop use in a wi-W classroom enhanced active exploratory learning and promoted more meaningful interactions between students and with the instructor in large classes. Other researchers have found that the use of laptops in classes can increase students motivation, their ability to apply course based knowledge, and their overall academic achievements (Mackinnon & Vibert, 2002; Siegle & Foster, 2001). When compared to non-laptop classrooms, students in laptop classrooms reported higher participation rates, more interest in learning, and a greater motivation to perform well (Trimmel & Bachmann, 2004). Surveys of current students and alumni frequently show varying but generally positive levels of satisfaction with laptop programs (e.g., Finn & Inman, 2004; Mitra & SteVensmeier, 2000). Demb, Erickson, and Hawkins-Wilding (2004), in a survey of current students, found that students felt laptops had a positive effect on their study habits and were important to their academic success. Granberg and Witte (2005), in one of the few studies that looked at non-structured classroom use of laptops, even promoted instant messaging as a benefit. They claimed that this technology allowed students to make comments to or ask questions of fellow students silently without disturbing others, though they provided no evidence that this was beneficial to student learning.

Weaknesses found in using laptops as a medium of learning and teaching had been proved by research done by Erping Zhu, Matthew Kaplan, R. Charles Dershimer & Inger Bergom. In their research, they found that on the negative side, students have reported that laptops, both their own (Barak, Lipson, & Lerman, 2006; Maxwell, 2007) and those of their classmates (Fried, 2008; Mazzie, 2008), are a distraction. At the same time, they are also a potential distraction in the classroom. Given that the number of students who own laptops and other mobile devices is increasing steadily, faculty will need to think carefully about their approach to student laptop use and how they can maximize the benefits while minimizing the distraction.

2.2OVERHEAD PROJECTORThis particular instrument is a tool that projects and amplifies an image or written text on a transparency (Handbook Practical Tool). It wisely used by lecturers and teachers as a method to present activity plan or objectives, to show tables, to systematize the information to be conveyed and to list brain-storming ideas. It became so popular since the projector had been widely installed in schools and universities to enhance the learning and teaching. Usually teachers and lecturers used it to convey their ideas spontaneously while discussing ideas with the students. In an article titled Using Overhead Projectors in TheClassrooms in https://csinan.wordpress.com, there are several advantages of using overhead projector listed such as lecturers all over the world now get to face the whole class and maintain eye contact all times with their students instead of having to turn around and write. The article also emphasized on the efficiency of the projector since as a lecturer, they would know that this eye contact plays a very big role in both facilitative as well as expository teaching, and serves both as a means of receiving feedback from the class on how good or bad the session is and as an outward non-verbal communication medium for the teacher. Another very important benefit stated in the blog is that the projector has over the chalkboard is that it is multipurpose and can be used to present prior prepared material, which enables lecturers to build notes, tables, diagrams, and so on; and these can be used anytime, repeatedly. If designed well and planned well, these overhead transparencies will provide all the aides and cues that are needed during a lecture, so that teachers dont have to resort to the conventional note taking. These overhead transparencies are fairly compact when you compare them with some of the other types of visual aids like charts and can easily be stored in boxes, folders, files, or large envelopes.Meanwhile, in the article also explained that compared to most other projected visual aids, the projector also has another big advantage, as it does not require a room to be darkened, so it allows students to take notes easily. It can also be used in any kind of room, except ones with extreme bright lights or in the direct sunlight. The projector is quiet, user-friendly and clean and requires no technical knowledge or skill on the part of the person operating it, apart, of course, from the ability to change the lamps occasionally.Even though there are enormous advantages of the projector but as implied in the article from https://csinan.wordpress.com, there are also many disadvantages of using overhead projector in learning and teaching. The drawbacks of this projector include the basic fact that it requires a constant power supply and also requires a white flat surface on which its image can be projected. Another disadvantage is that if the surface is not suitable inclined at the correct angle, the image will suffer from a phenomenon called keystoning. Unlike marker boards and chalkboards, these projectors require a small amount of maintenance. They are more likely to crack or break, so you must be very careful and always keep a spare bulb close at hand. Another disadvantage is that some teachers find the glare that is emitted from the projector quite bothersome, even though this can be overcome by attaching a shade to the device. Besides these hardware glitches, the basic problems that are associated with the projectors arise from the fact that most users do not really provide enough thought or consideration to the production of their display material. The writing is generally too untidy or too small and cant be read easily, and apart from this it could also extend beyond the area of transparency. Lecturers and teachers always forget that this illuminated projection area in the projector is not the same exact size as the acetate sheets that produce the transparencies. However, most projectors are still of the older square variety. Lastly, lecturers and teachers tend to overuse these overhead projectors only because they are so convenient. They employ it in situations where, on other occasions, other visual aids would have been more effective. 2.3IPADBased on the definition given in http://en.wikipedia.org/wiki, iPad is aniOS-based line oftablet computersdesigned and marketed byApple Inc. The web also provided details about iPad such as theuser interfaceis built around the device'smulti-touchscreen, including avirtual keyboard. The iPad includes built-inWi-Fiand cellular connectivity on select models. An iPad canshoot video,take photos,play music, and perform Internet functions such as web-browsing and emailing. Other functions such as games, reference,GPS navigation,social networking can be enabled by downloading and installingapps. As of October 2013, theApp Storehasmore than 475,000 native apps by Apple and third parties. In other definition acquired from Sabrina Huer (22 : 2012), Parsons and Oja (2010) define tablet computers or tablets as portable computing devices featuring a touch-sensitive screen that can be used as a writing or drawing pad. Further, they state the differences of various tablets, such as the slate and the convertible tablet. Although the former are not equipped with a built-in keyboard, an external one can be attached, which can function as a dock for tablets and provides additional comfort. The iPad, for instance, can be put in an upright position with the aid of its dock, which allows the additional connection of several accessories such as adapters.Referring to further explanation in the http://en.wikipedia.org/wiki, the iPad has several uses in the classroom, and has been praised as a valuable tool for homeschooling. Soon after the iPad was released, it was reported that 81% of the top book apps were for children. The iPad has also been called a revolutionary tool to help children with autism learn how to communicate and socialize more easily.In the context of learning and teaching, the iPad had been widely used in classrooms and lecture halls. There are many advantages of using the iPad as presented by Sabrina Huer (20 : 2012) Lessons are interactive. With computer-based courses, students actions and inputs are involved. Abstract contents can be made descriptive through simulations. Difficult subject matters can be displayed through simulations, but also through graphics and videos, which leads to the next advantage: Audio and video files can be embedded easily. Traditional linear thinking and learning concepts are rethought and more flexible concepts similar to networks can be realised. Learning controls can be individualised. There are several methods of revisions. Courses can be adapted to special needs. Students can improve skills individually. Asynchronous collaboration can be realised. When doing group work, e.g. group portfolios, students can combine their tasks online but do not have to do it at the same time Learning can take place location- and time-independent. For instance, cyber homework can be done at any time within the deadline. Learning can take place just-in-time. On the other hand, students can do web-based tutorials or use other tools on the information they need to fulfil certain tasks. Learning objects are reusable. Teachers can offer their courses to their next class and students can do certain tasks as often as they want or need to. Documentations and revisions are easier to realise. Individual learning is possible according to the learners speed. That also implies the next advantage: Different pre-knowledge can be balanced in a better way. But, in the other hand, Susan Huer (20 : 2012) also listed several disadvantages of using iPad in learning and teaching in the classrooms as follows : Students first have to learn how to deal with new media. They often do not share the same foreknowledge. The minority of educators work in the field of e-learning or use new media widely. The market place is determined by technology and technicians which leads to the next point, the lack of didactical factors that often get lost in spite of great technological backgrounds: The presentation of learning content is often based on technical instead of didactical factors. Didactics is often not considered when creating e-learning solutions. Learning in front of a screen is more wearying than learning in front of paper. Self-discipline and learning competence is required. When students learn time-independent they have to be motivated to fulfil their tasks, e.g. cyber homework. Reduced social contacts to teachers and colleagues make the exchange of experiences harder and questions can be left unclear. Therefore it is of great importance to have sufficient communication channels, like forums and chats where students can asks questions. Some explanations of teachers are reduced, e.g. to written form only which could leave room for different interpretations.

2.4DIGITAL CAMERAReferring to National Centre for Technology in Education (1 : 2008), a digital camera works in the same way as a normal camera but requires no film. Instead, the pictures are stored electronically on a small memory card inside the camera. When this card is full, the pictures can be transferred to a computer, allowing the memory card to be used repeatedly. Most digital cameras allow photos to be viewed on an LCD (liquid crystal display) screen embedded in the camera. This enables photos to be viewed immediately after theyve been taken and deleted or saved as required.Based on the statement given in National Centre for Technology in Education (1 : 2008), images captured using a digital camera can be: Downloaded to a computer for viewing, manipulation, slideshow creation, printing or for use on a Web page Displayed on a television screen Copied to a video cassette recorder, or DVD Printed directly from the camera or memory card Digital cameras are powered by batteries and usually have many of the features of regular cameras, e.g. an optical viewfinder, a variety of flash and exposure modes, a zoom lens and a self-timer. Most mid range digital camera also have basic video recording features which may prove to be very useful in a classroom environment.Digital cameras create exciting learning opportunities for students of all ages and abilities. They can be used to: Capture fieldwork, particularly in the Geography, Science and Nature subject areas Take images for inclusion in individual project work or for use on the school Web site Create multimedia presentations or enhance newsletters Teach children about photography Record images of art and craft displays and school events such as plays, recitals or parents nights Develop personalised student resources using pictures of students, their families, their friends and their local environment. This can be highly motivating, especially for students with special needs Create animated films using additional software such as Claymation or Photostory. These could then be used in multimedia presentations or uploaded to a website. Create a short video clip of a science experiment

2.5ANROID PHONESApart from laptop, overhead projector, iPad and digital cameras, android phone also considered one the digital trends nowadays. Android as defined by https://net.educause.edu is a Linux-based, open-source operating system designed for use on cell phones, e-readers, tablet PCs, and other mobile devices. For users of smart phones, Android provides easy access to social networking sites like Facebook, Twitter, and YouTube and smooth integration with Google products like Gmail, Google Maps, and Google Calendar.In the article published in the blog, it also stated the popularity of smart phones among consumers means developers must assess the spectrum of operating systems upon which these devices run and determine where their effort will be best spent. Android and iOS, being the two biggest players in this market, will continue to give their users similar functionality, making it increasingly practical for the faculty to design mobile-based teaching and learning activities. Android, by increasing the user base, might hasten the integration of mobile technology into the learning experience and give students and faculty new ways to interact with content. Many of the tools that support mobile learning are often better suited to communication and data-gathering than to creative e orts like writing a paper, putting together a video retrospective, building a series of charts and graphs, or making a class presentation. Like Apples iOS products, Android can integrate with devices including laptops, net books, and tablets, though in the case of Android, the list of connectable devices is longer. This interconnectivity provides an easy way for students to move data from their smart phones to locations where it can be shared with others and used in the construction of individual and group projects.3.0ONE GOOD ORIGINAL EXAMPLE OF DIGITAL TRENDS I HAVE CHOSEN FOR THE SCHOOL

For this purpose of this assignment, I have chosen android phones as one good original example of digital trends in term of learning and teaching. Firstly, mobile phone have become necessities in every individual nowadays. Instead of spending more money to buy other digital applications, teachers or lecturers could utilize android phones toward enhancing their method of teaching and learning. Secondly, there are various functions in android phones which could support extensive learning in classrooms. The study been conducted by Issham Ismail, Siti F Bokhare, Siti N Azizan & Nizuwan Azman had identified a significant correlation between respondents awareness and motivation towards technology with their readiness for the pedagogical usage of mobile phone. This evidence showed that teachers and students will positively benefit from the application of android phones in learning and teaching.

Finally, the reason I have chosen this particular trend as one good original example is the situation of globalization that had revolutionize the world. Android phones are the most competitive and modern compared to other devices. Definitely, it will become more advance and could enhance the quality of learning and teaching.

4.0CONCLUSION

As a conclusion, educational technology had become important aspect in Malaysias education sector. With the advancement of the Information and Communication Technology (ICT) everyday, it had bring enormous benefit in the societys life in term of acquirement of knowledge. With the 5 digital trends chosen for this assignment which is laptop, iPad, digital camera, overhead projector and android phones, hopefully it could be used to enhance the level of learning and teaching especially in academic environments. As stated in the Vision 2020, hopefully with the assistance of ICT in educational technology, quality human capital could be develop and robust economic growth could be achieve.

5.0PICTURES ATTACHMENT OF 5 DIGITAL TRENDS

Laptop

Overhead projector

Digital Camera

iPad

Android phone

6.0REFERENCESAECT Task Force. (1977). The Definition of Educational Technology. Washington : Association for Educational Communications and TechnologyErping Zhu, Matthew Kaplan, R. Charles Dershimer & Inger Bergom. Use Of Laptops In The Classroom : Research And Best Practices, Michigan : University of Michigan

Fried, C. B. (2006). In-class laptop use and its effects on student learning, Winona : Winona State University

Frost & Sullivan. (2010). Policy on ICT in Education Malaysia,

Kazi Enamul Hoque, Ahmad Zabidi Abdul Razak & Mosa. Fatema Zohora. (2012). ICT Utilization among School Teachers and Principals in Malaysia, International Journal of Academic Research in Progressive Education and Development October 2012, Vol. 1, No. 4

Huber, S.(2012). iPads in the Classroom - A Development of a Taxonomy for the Use of Tablets in Schools,

Issham Ismail, Siti F Bokhare, Siti N Azizan & Nizuwan Azman. Teaching via Mobile Phone: a Case Study on Malaysian Teachers Technology Acceptance and Readiness

Lim, C.-P., Zhao, Y., Tondeur, J., Chai, C.-S., & Tsai, C.-C. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Educational Technology & Society, 16 (2), 5968.

Luppicini, R. (2005). A Systems Definition of Educational Technology in Society. Educational Technology & Society, 8 (3), 103-109.

Motteram, G. (2013). Innovations in learning technologies for English language teaching, London : British Council

Prensky M. (2008). The Role of Technology in teaching and the classroom