Educational Technology as Systems Approach

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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 be proficient in engineering, the favored teaching strategy is top-down. In other words, the focus must be on the characteristics and functionality of whole systems and the interdependences of the subsystems. More Details:http://scholar.lib.vt.edu/ejournals/JTE/v17n1/frank.html

III. System Approach:

This new technology has influenced the educational administration and organisation to a great extent. This is the modern approach.

It acts as a link between hardware and software approach. It is also known as ‘Management Technology’. It has brought to educational management a scientific approach for solving educational administrative problems.

It is essentially a new management approach, influencing management decisions in business, industry and education. Education is regard as a system and system approach is a systematic way of designing an effective and economical educational system.

System is defined in the dictionary as “an assemblage of objects united by some form of regular interaction or inter-dependence; as organic or organised whole as the solar system or a new telegraph system”. System may be divided into three broad categories.

For instance, there are natural systems as solar system; there are systems which have been designed by man as telegraph system and lastly, there are systems which are combinations of natural and man-made systems like hydro-electric plants or modern dairies.http://www.publishyourarticles.net/knowledge-hub/education/what-are-the-different-approaches-of-educational-technology/5367/

SYSTEMS APPROACH:

System approach is a systematic attempt to coordinate all aspects of a problem towards specific objectives. Webster’s dictionary defines a system as “a regularly interacting or independent group of items forming a unified whole.” The characteristics of a system of may be explained with the help of an example – various parts of the digestive system may be called as components of digestive system. Every component of the digestive system contributes to as supports in functioning of the digestive system as a whole.

In the context of education, system is a unit as a whole incorporating all its aspects and parts, namely, pupils, teachers, curriculum, content and evaluation of instructional objectives. The teaching-learning process is viewed as communication and control taking place between the components of a system. In this case, the system is composed of a teacher, a student and a programme of instruction, all in a particular pattern of interaction.

The System Approach focuses first upon the learner and then course content, learning experiences and effective media and instructional strategies. Such a system incorporates within itself the capability of providing continuous self-correction and improvement. It is concerned with all elements of instruction including media, including hardware and software. Its purpose is to ensure that the components of the organic whole will be available with the proper characteristics at the proper time to contribute to the total system fulfilling the objectives.

In the systems approach to instruction, the teacher has to plan completely the utilization of selected resource material and the classroom activities. The teacher should have a good overall view of the subject, know his/her limitations, know all about his/her pupils and the individual differences in their learning capacities and plan accordingly. The system approach involves continuous evaluation of learning outcomes and utilization of knowledge gained by analysis of results of evaluation to suitably modify the plan of approach to achieve the stated objectives.

Major steps in the systems approach in education are:

1. Formulating of specific instructional objectives to be achieved and defining instructional goals, 2. Deciding appropriate media to achieve these goals, 3. Defining learner characteristics and requirements, 4. Selecting appropriate methods suitable for effective learning to take place, 5. Selecting appropriate learning experiences from available alternatives, 6. Selecting appropriate materials and tools required, 7. Assigning appropriate personal roles for teachers, students and supporting staff, 8. Implementing the programme, 9. Evaluating the outcome in terms of original objectives measured in student performance and 10. Revising to improve efficiency of the system to improve students’ learning.

ADVANTAGES OF SYSTEMS APPROACH

i. Systems approach helps to identify the suitability of the resource material to achieve the specific goal.

ii. Technological advance could be used to provide integration of machines, media and people for attaining the defined goal.

iii. It helps to assess the resource needs, their sources and facilities in relation to quantities, time and other factors.

iv. It permits an orderly introduction of components demonstrated to be required for systems success in terms of student learning.

v. It avoids rigidity in plan of action as continuous evaluation affords desired beneficial changes to be made.

LIMITATIONS OF SYSTEMS APPROACH

i. Resistance to change. Old ways are difficult to erase. There is always resistance to any new method or approach.

ii. Involves hard work. Systems approach requires hard and continuous work on the part of school personnel. Some are not prepared for the extra load.

iii. Lack of understanding. Teachers and administrators are still not familiar with systems approach. Though it has been successfully implemented industry, it has still to make headway in education.

CONCLUSION. From the above discussion, it is understood that system approach is a systematic attempt to coordinate all aspects of a problem towards specific objectives. In education, this means planned and organised use of all available learning resources, including audio-visual media, to achieve the desirable learning objectives by the most efficient means possible. https://johnparankimalil.wordpress.com/2015/01/22/approaches-to-educational-technology/

Course Summary: This course was designed primarily to facilitate and enhance students' understanding of the role of Information and Communications Technology (ICT) in education. In the first unit, we deliberated the means to appreciate the purpose of ICT in our daily lives such as Internet banking, e-commerce and professional development courses facilitated by the Internet. We also looked at the influence of technology in curriculum planning, innovation in instruction and the opportunities they present for research and development in education.

In the second unit, we analysed the theoretical basis of learning designs in which we focused on the various theories, approaches, principles and domains in bringing about conducive learning environments. In this effect, we also scrutinised the means technology provides in encouraging and sustaining meaningful interactions among students and instructors through the various representations of computer-mediated instructions. The unit ended with discussion on some of the challenges associated with the utilisation of ICT in teacher training and professional development.

In the third unit, we explored how the exponential growth of ICT resulted in improved hardware and software such as the microprocessor which claimed tremendous success in enhancing the likelihood of using ICT as a tool for leaning resources. Following this, we discussed some potential benefits and challenges associated with the use of ICT as learning resources in the teaching and learning process.

In the fourth unit, we reflected further on the use of ICT as a visualisation tool to augment the delivery of instruction in various fields of humanities, in the teaching of mathematics and in the teaching of science and technology. Subsequently, we delved into the potential of educational games for purposes of teaching and learning.

In the final unit of the course, discussion was channelled towards issues surrounding the planning and implementation of ICT policies. In reference to these issues, we had the opportunity to study a number of concerns such as the role of diversity in inclusion, utilisation of ICT to access learners in remote areas, and emerging trends in education.

References:(1) Aggarwal J.C.(2010) Essentials of Educational Technology (Innovations in Teaching-Learning), Vikas Publishing Housing PVT LTD:New Delhi, Page No. 284-293.

(2) http://woulibrary.wou.edu.my/weko/eed502/educational_technology_as_a_systems_approach.html

(3) http://www2.rgu.ac.uk/celt/pgcerttlt/systems/sys3.htm

(4) http://edutech202.blogspot.in/2012/12/the-concept-of-system-approach-to.html

(5) http://mjhthepedagogue.blogspot.in/2011/02/approaches-of-educational-technology.html

(6) http://www.slideshare.net/maheshnangude/types-of-educational-technology

(7) http://www.slideshare.net/FaKhalid/approaches-in-educational-technology