Mary Jimbeth P.

Tan
Is the study and ethical practice of
facilitating learning and improving
performance by creating, using and
managing appropriate technological
processes and resources
It is often associated with instructional
theory and learning theory

According to ( AECT ) Association for
Educational Communications and Technology,
Definitions and Terminology Committee

Ed. Tech. includes other systems used in the
process of developing human capabilities
Media Technology is the field of study that
applies theories in human behavior to
educational technology

Edward Thorndike (1874-1949)
- a student of psychologist William
James at Harvard
he tested the psychological
theories of the day using the
empirical method and came up
with his theory of
connectionism

reward or punishment, success
or failure, satisfaction or
annoyance ff. an action did
more to strengthen or weaken
associations
He began to take into account
the ideas of motivation,
incentive, and environment as
they influence learning

He proposed the Theory of
Instruction

He felt teachers should reward
learners expressions of
desirable connections and
create discomfort for
expressions of undesirable
connections

1. Self Activity
2. Interest
3. Preparation or Mental set
4. Instruction should be individualized
5. Socialization
His emphasis on Individualized
Instruction and Self- activity

20
th
century programmed
instruction movement and the
work of the behaviorists ( B.F.
Skinner )
- during 1800s
- large classrooms w/
blackboards

At the end of the century
- Individual Laboratory
Activities
Early 20
th
Century
Under the influenced of
Thorndike & Dewey- interest
grew in Individualized Instruction
1. students could learn and
advance at their own rate with a
minimum of teacher direction
2. Self-instruction materials
produced and distributed on a
mass scale, took the place of
teacher-centered instructions

the movement began in the
adult education of the late 19
th

century

It was consistent with the
conceptual change models of
Thorndike, Dewey, and
Montessori

Proponents of visual education
classified instructional
experiences in terms of their
degree of concreteness or
abstraction

More concrete experiences
included contrived activities (
such as laboratory experiments)
, demonstrations, field trips,
exhibits, motion pictures,
stereographs, still pictures, and
visual symbols

Abstract end the continuum
were verbal symbols or words