Book Description

Technology in education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word “technology.” Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. The first use of instructional technology cannot be attributed to a specific person or time. Many histories of instructional technology start in the early 20th century, while others go back to the 17th century. This depends on the definition of instructional technology. Definitions that focus on a systems approach tend to reach further back in history, while those definitions focused on sensory devices are more recent. The use of audio and visual instruction was boosted as a military response to the problems of a labour shortage during World War II in the United States. There was a definitive need to fill the factories with skilled labour. Instructional technology provided a methodology for training systematically and efficiently. With it came the use of highly structured manuals, instructional films, and standardized tests. Thomas Edison saw the value of instructional technology in films but did not formalize the science of instruction as well as the US military did. The 2000s emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favouring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic settings. The book addresses varied facets of this subject. The book is very useful to the people engaged with this subject.