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DENGAN KEPUJIAN
HBEF 3103
E-MEL : sumathy.mannan@yahoo.com
CENTRE IPOH
CONTENT
No Topics Pages
6.0 Conclusion 9
7.0 References 10
1.0 Introduction to Instructional Technology
The concept of Instructional Technology is "a part of educational technology with the
assumption that as a result of the concept of instructional as part of education is complex
and integrated, involving people, procedures, ideas, tools, and organizations to analyse and
process problems, then implement, evaluate and manage troubleshooting in a situation
where the learning process is directed and monitored ".
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techniques, and environments, and are used to process target learning. The use of hearing
aids and materials is integrated after the curriculum is designed. This level is the traditional
level of planned media use during the curriculum is not the curriculum determination stage
or curriculum planning. Curriculum designers consider media not important. Therefore, it
is not surprising that there are teachers using media materials on a whim without
systematic planning. This decision is like setting up a school resource centre. Media
teachers are only called after the building is ready. Once the curriculum is determined, the
curriculum designer works with the instructional designer to discuss how to use the
teaching technology in the school curriculum. Decisions at the curriculum planning stage
take into account the importance of teaching technology. TP is considered as equally
important as the curriculum.
The term technology is often associated with modern technology tools, especially
electronic devices such as televisions, video tape recorders, laser disk games, compact
gaming players, cassette recorders, LCD projectors and transparent projections. Sometimes
technology means development and modernization and usually an advanced and growing
organization is due to the impact of the use of these technology tools.
Technology is not merely a tool and a machine only. It encompasses processes and
ideas. Its strength lies largely on processes and ideas, while the success of achieving a
purpose or objective lies in the tool. This means that in the planning of a lesson, early
planning involving the use of ideas is in the form of theory, approach, method and so on is
the most important process. Tools are also "catalysts" towards achieving success.
Technology is how teachers use tools to meet a need. The use is not seen from the
scientific point of view, but it is a task. So, if the old blackboard or chalkboard in the
classroom is beautified and used to generate understanding in learning, then technology.
But if the board is idle and has never been searched for optimizing its use. The role of
Instructional technology is divided into three functions:
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Learning Teaching
Resource Management
Function Function
Teaching
Develepoment
Function
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3.2 Teaching Development Functions
This domain function is to analyses learning problems and design, implement and
evaluate solutions to these problems. It involves a processor containing several stages. The
first stage is to conceptualize the theoretical model to solve the problems encountered.
Therefore, research is conducted to obtain information about pupils, teaching and learning,
learning resources and so on. Here theories and models are produced and tested. Having
identified the appropriate theories and models, then the next task is the formulation of the
lessons in parallel with the theory. Strictly speaking, the theory has now become a
specification that will be the basis for the teaching of teaching. Start with an analysis of
pupils, write objectives, choose teaching strategies, select teaching media and also define
the media specifications.
The most important aspect of the assessment process is its ability to meet the
objective requirements. In addition, qualitative reviews were also conducted. Of the
assessments made, proposals will be made whether the results of this publication are
accepted, rejected or received with improvements. Having confirmed its effectiveness,
then the media is ready to use. At this level of use, students are assisted in selecting
learning resources (instructional media of them) in accordance with their learning and
assisting them using the selected resources. Pupil's progress is monitored during the course
of this learning activity.
To ensure that learning resources are always available, logistics or grouping should be
provided. This is where the source of cognitive learning is held and distributed. Finally, to
ensure the development of educational technology can be followed, the dissemination
stage ensures that information about technology is collected and disseminated, through the
provision of advisory services, training and reporting.
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4.0 Relationship Between Instructional Technology and Guiding Principles of
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two-way communication will take place as partnerships, discussions and opinions differ
from all members of the group.
The next principle is direct involvement. This principle clearly emphasizes the
student experience directly involved in the activities carried out in the process of teaching
and learning. According to Anon (2014), each individual must be directly involved in
feeling or experiencing it. In order to provide a fresh experience to students, the activities
that teachers undertake should involve all students. Instructional technology emphasizes
good classroom management by teachers. For example, in group activity composing words
into sentences, everyone in the group should give their views and opinions about the order
of the word. The number of group members should be emphasized by teachers. An
overwhelming amount in a group will create a silent student and not engage in any group
activity.
The third area in the design domain is the design of instructional strategies that
involves the process of selecting and organizing learning activities in a lesson unit such as
sequence, content, learning domain, method and media that are best suited to reinforce the
learning process. For example, in a teaching and learning process, the teacher will begin
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with an induction set, followed by the teaching steps and finally the closing. In the
induction set, the teacher shows the video clip. The second domain in instructional
technology is an expansion domain or a construction domain that involves the process of
translating design specifications to produce instructional materials. Instructional materials
consist of printed materials, sight and hearing materials, computer-based materials and
multimedia materials. This domain emphasizes the construction of materials to develop
potential and knowledge of students. Next, the third domain of instructional technology is
the usability domain. This domain is the use of instructional methods and models, media
materials and tools and the environment in the teaching process to improve the learning
environment.
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6.0 Conclusion
The development of new education in ICT knowledge requires a shift the role of
education and the teaching profession. Developing countries need more many teachers
who have specialized in information communication (ICT) fields. Teacher education
training also requires a paradigm shift to produce teachers who are competent and able to
educate and develop society and country. Abdul Rahim (2005) states that globalization that
widens the concept of a borderless world presents a challenge to teachers how to plan
teaching and learning as well as the world education can be developed from a global
perspective involving adjustments curriculum, learning scheduling, information
exploration via ICT of escort and supervision, and the effective role of teachers in
advancing the education world. National development in the 21st century was devoted to
ICT development involving the development of information technology infrastructure and
the Multimedia Super Corridor. This policy will place Malaysia as a developing country
with the most sophisticated ICT capabilities and a catalyst for the development of
electronic, economic, social and educational media.
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References
Alesandrini, K., & Larson, L. (2002). Teachers bridge to constructivism. Clearing House,
75(3), 118-121. doi:10.1080/00098650209599249.
Al Ghamdi, M. A., & Samarji, A. (2016). Perceived barriers towards e-Learning by faculty
members at a recently established university in Saudi Arabia. International Journal
of Information and Education Technology, 6(1), 23-28. doi:
10.7763/ijiet.2016.v6.652.
Mohd Meerah, T., Halim, L., Rahman, S. D., Harun, H., & Abdullah, R. (2011). Teaching
marginalized children at primary schools: teachers’ professional development
through collaborative action research. Cypriot Journal of Educational Sciences,
6(2), 49-60.
Vatanartiran, S., & Karadeniz, S. (2015). A needs analysis for technology integration plan:
challenges and needs of teachers. Contemporary Educational Technology, 6(3),
206-220.
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