Nature of Educational Technology

The instructor will never be replaced by educational technology. Out of the three facets of educational technology, input is the teacher’s responsibility and cannot be taken away by technology. Only the cognitive domain, not the emotive domain, is developed by educational technology. Only via interaction between instructors and students can the affective domain be created.

However, a teacher can assist huge classes of pupils by using radio, tape recorders, television, etc. Science is the foundation of instructional technology. It investigates how science and technology have an impact on schooling. It is the practical side of science since science and technology are applied in educational technology. It makes new ideas like programmed learning, microteaching, simulated teaching, interaction analysis, videotapes, tape recorders, projectors, and computers, among others, conceivable. It is a dynamic, ongoing process that produces effects.

Because they solely address the process aspect of educational technology and not the input and output parts, audio-visual aids cannot be referred to be educational technology. However, if these A. V. aids are employed to accomplish educational goals, they might be classified as educational technology. It embraces education as a system in which the school structure, furniture, and teachers serve as inputs and a variety of teaching and testing methods, tactics, and strategies, together with the use of audio-visual aids, operate as a process. Finally, the output takes the shape of the student’s aptitude.

Educational technology can’t address all of the issues in education. It is solely effective as a teaching and instructional method. Because there is no interaction between the student and teacher during programmed teaching, it differs from educational technology in this way as well. It can only be used for a few specific goals and areas of study.
As a result, it is just a component of instructional technology.

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