System approach to education and its components
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Educational Technology as a systems approach: All attempts made to define the concept of educational technology as an area of study involving the application of technologies emerged from the application of theories of learning and development as well as information and communication technologies have not been comprehensive enough without a theoretical grounding in the social context. The use of these technologies has to be grounded in a theoretical foundation provided by a systems perspective. The field of educational technology shares the same difficulties and struggles involved in defining itself as one comes across while defining other social sciences and applied social sciences. This section attempts to provide you with adequate theoretical understanding about systems theory in order to have a more comprehensive view of the field of educational technology.
You would have read through the two sections indicated in the article by Luppicini (2005). You would have understood that a comprehensive definition of educational technology goes beyond uses of technology including techniques, theories, and methods from multiple knowledge domains which are standardised and reproducible such as computer science, psychology and communications. The definition would also include the governing principles of systems approach. More Details:http://woulibrary.wou.edu.my/weko/eed502/educational_technology_as_a_systems_approach.html
2'The systems approach to educational technology The systems approach to the design and analysis of teaching/learning situations is the basis of the great majority of modern educational technology-related developments. However, the terms system and systems approach are themselves jargon terms that can have a variety of interpretations. Let us therefore take a look at these terms in order to define the way in which we are to use them.
In general systems theory, a system is any collection of interrelated parts that together constitute a larger whole. These component parts, or elements of the system are intimately linked with one another, either directly or indirectly, and any change in one or more elements may affect the overall performance of the system, either beneficially or adversely. A simple system is illustrated schematically in Figure 2: More Details http://www2.rgu.ac.uk/celt/pgcerttlt/systems/sys3.htm
The Systems Approach in Technology Education
The traditional approach in engineering or technology teaching is bottom- up, i.e. from component to system. For example, the order of the courses in a typical communications engineering program is: mathematics (calculus, etc.), science (physics, etc.), electricity basics, components, linear circuits, modules, basics of transmission and receiving, subsystems, and communications systems. In most traditional curricula, both in high school and undergraduate programs, the stage of dealing with a complete system is sometimes not fully addressed by the curriculum.
The larger, more complex, more dynamic and more interdisciplinary the specifications for a technological systems get, the harder it is for a lone engineer, as skilled as he or she may be, to design a complete system. Given this, students and their teachers, who are not required to be proficient in engineering, but who should be technologically literate, should not be expected to know so much as trained engineers as they go about manipulating entire technological systems.
Based on the systems thinking approach, what follows is a proposal for a way to teach technology and instill technological literacy without first teaching the details (for instance, electricity basics and linear circuits for electronics, or calculus and dynamics basics for mechanical engineering).
The central idea in this premise is that complete systems can be handled, conceptually and functionally, without needing to know their details. According to this approach, when trying to develop technological literacy in students who are not required to....
You would have read through the two sections indicated in the article by Luppicini (2005). You would have understood that a comprehensive definition of educational technology goes beyond uses of technology including techniques, theories, and methods from multiple knowledge domains which are standardised and reproducible such as computer science, psychology and communications. The definition would also include the governing principles of systems approach. More Details:http://woulibrary.wou.edu.my/weko/eed502/educational_technology_as_a_systems_approach.html
2'The systems approach to educational technology The systems approach to the design and analysis of teaching/learning situations is the basis of the great majority of modern educational technology-related developments. However, the terms system and systems approach are themselves jargon terms that can have a variety of interpretations. Let us therefore take a look at these terms in order to define the way in which we are to use them.
In general systems theory, a system is any collection of interrelated parts that together constitute a larger whole. These component parts, or elements of the system are intimately linked with one another, either directly or indirectly, and any change in one or more elements may affect the overall performance of the system, either beneficially or adversely. A simple system is illustrated schematically in Figure 2: More Details http://www2.rgu.ac.uk/celt/pgcerttlt/systems/sys3.htm
The Systems Approach in Technology Education
The traditional approach in engineering or technology teaching is bottom- up, i.e. from component to system. For example, the order of the courses in a typical communications engineering program is: mathematics (calculus, etc.), science (physics, etc.), electricity basics, components, linear circuits, modules, basics of transmission and receiving, subsystems, and communications systems. In most traditional curricula, both in high school and undergraduate programs, the stage of dealing with a complete system is sometimes not fully addressed by the curriculum.
The larger, more complex, more dynamic and more interdisciplinary the specifications for a technological systems get, the harder it is for a lone engineer, as skilled as he or she may be, to design a complete system. Given this, students and their teachers, who are not required to be proficient in engineering, but who should be technologically literate, should not be expected to know so much as trained engineers as they go about manipulating entire technological systems.
Based on the systems thinking approach, what follows is a proposal for a way to teach technology and instill technological literacy without first teaching the details (for instance, electricity basics and linear circuits for electronics, or calculus and dynamics basics for mechanical engineering).
The central idea in this premise is that complete systems can be handled, conceptually and functionally, without needing to know their details. According to this approach, when trying to develop technological literacy in students who are not required to....
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