There are many definitions of education given by individuals and organisations which reflect their philosophies and objectives. R. S. Peterson (1966) defined education as the intentionally bringing about of a mental process that is instrumental to something that is worthwhile. Education produces a relative permanent change in the individual which enables him to acquire, use and transmit intrinsic and extrinsic cultural values from skills and attitudes to the next generation. From my own point of view, education is the continuous process of bringing about a relatively permanent change in man with the ultimate aim of enabling him to use the resources in his environment (like knowledge, skills, attitudes, values, money, communication facilities, recreational facilities, etc.) to live a life that is psychologically, socially, spiritually, politically, physically and economically balanced and beneficial to the himself and the society at large. For all this to be effectively achieved there is need for the use of technology in the teaching-learning process. 1.2.
Technology is the systematic application of scientific or other organized knowledge to practical tasks (Timothy et al, 1996). It is both a process and a product. It deals with audiovisuals, tools, techniques, systems and the relationship of these elements to human beings. Thus, Encarta (2005) defines technology as the purposeful human activity which involves designing and making products as diverse as clothing, foods, artefacts, machines, structures, electronic devices and computer systems, collectively often referred to as “the made world”. Technology is the special kind of knowledge which technologists use when solving practical problems (for example, designing and building an irrigation system for tropical agriculture). Such work often begins with a human want (for example, better safety for an infant passenger in a car) or an aspiration (for example, to see the inside of a human artery or to land on the Moon), and technologists draw on resources of many kinds including visual imagination, technical skills, tools, and scientific and other branches of knowledge. Educational technology is a special type of technology required in education. 1.3.
With the background on technology, the Association for Educational Communication and Technology (ACET, 1977) defined educational technology as a complex, integrated process involving people, procedures, ideas, devices and organization, for analysing problems and devising, implementing, evaluating and managing solutions to those problems in situations involved in all aspects of human learning. In educational technology, the solutions to problems take the form of all the ‘learning resources’ that are designed and or selected as messages, people materials, devices, techniques, and settings. At this juncture it will be superfluous to continue without distinguishing between the content and context of educational technology. 1.4.
The content of educational technology
The content of educational technology refers to the scientific material used in education to help facilitate teaching and learning. These materials range from simple visual aids as living objects and non living objects like pictures, drawings, charts, graphs, etc. to audio material which make use of the sense of hearing (like radios, record players, tape players, learning machines, etc.), audio-visual aids which make use of both hearing and sight (like televisions, tape movies, etc.) to more advanced materials like computers , internets, the mass media and other communication devices as mobile phones, mobile phones with capacity to receive and send radio and television signals, others such as overhead projectors, dictaphones, books, teaching machine, libraries, laboratories etc. 1.5.
The context of educational technology
The context of educational technology refers to the scientific way of using...
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