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Educational technology as a field of pedagogical study, Angélica Rodríguez…
Educational technology as a field of pedagogical study
Definition of Educational Technology
Pedagogical use of all the instruments and equipment generated by technology as a means of communication, which can be used in pedagogical processes, in order to facilitate the teaching-learning process
Educational technology currently
Arguments raised to invalidate ET as a necessary and useful approach for curriculum development in our schools
ET hides a conception of the nature of the instructional process of a standardized and unidirectional nature
ET is presented as an approach to transformation and improvement of educational systems
Teachers and educational centers have been considered as mere consumers of ET, not as agents with decision-making responsibility for it
The ET does not take into account the contributions of curricular sociology
The context of emergence and use of ET is typical of academic instances and environment, not of schools
The ET conceives the instructional process as an aseptic process of ideological influence
Origin of Educational Technology
Contributions
The Sophists and the Cave Paintings - Saettler, 1968
For Chadwick (1983, 99) "the concept of Educational Technology began to be used in the sixties"
Military educational research, in the development of devices for self-teaching - Pressey, 1950 and Briggs, 1960
The expression "Educational Technology" was already used in previous years; according to Colom (1986, 22)
Crowder's Branching Programs (1959)
President of the APA in 1899 - proposal of a bridging science between Psychology and its applications
(Salinas, 1991) Educational Technology was born in the 50s with the publication of Skinner's works "The science of learning and the art of teaching" and "Teaching machines"
Chadwick notes in another publication (1978, 13) that "the most important advances in Educational Technology have occurred in the last 30 years"
Evolution of educational technology
Stages of Educational Technology
Approaches under the technical-empirical perspective
Scheduled teaching
Systematic approach
Focused on instructional media
Approach under the mediational cognitive perspective
Symbolic interaction
Contextualized curricular approach
first concretions
Critical-reflective approach
Angélica Rodríguez