“Muffoletto observes that, “Technology is commonly thought of in terms of gadgets, instruments, machines, and devices…” but that it “[I]s not a collection of machines and devices, but a way of acting.” Educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools, such as computers and their related technologies.”
An ideal pedagogical design of a TELE for math and/or science should fully support student learning and the goals of the class. It would allow for students to be engaged and explore and “understand why, when, and how to use various concepts and strategies” (Cognition and Technology Group at Vanderbilt, 1992).
Technology in education is more than just the device that students use. It is how the devices are used to solve problems, change thinking and develop positive attitudes towards learning (Shyu H. Y. C., 2000). It is also built upon the concept that learning is cooperative (Cognition and Technology Group at Vanderbilt, 1992). Students have the ability to not only work together with technology, but also work with people around the world since technology offers so much in the way of allowing learners to extend beyond the confines of the classroom walls. Students are building conceptual understanding by global networking. Thus, the ideal TELE would be cooperative, engaging, positive, interactive and global.
References:
Cognition and Technology Group at Vanderbilt (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Muffoletto, R. (1994). Technology and restructuring education: Constructing a context. Educational Technology, 34(2), 24-28.
Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.