Article Analysis



Article Analysis

Introduction

Challenges and opportunities are being created in technology by the pace of the constant and rapid changes. Consensus is not, whereas conflict is common in a complex field like educational technology. Yet, on at least one point, there is widespread agreement. On technology's benefits to classroom practice, we need a more persuasive and organized body of evidence. Making them a favorite target, are the complexity and cost of implementing technology-based teaching strategies and, in recent years, the criticism has accelerated, of educational methods. For eliminating or reducing the use of electronic technologies in teaching, a growing and diverse collection of critics has been steadily making the case, in the last decade. For technology's pedagogical contributions, making a strong case, that could address these concerns, technology's advocates have acknowledged an increasing need for research, at the same time.

Discussion

Seeming unlikely to diminish, and been building for some time, through evidence-based research, is the current climate calling for accountability. Rendering past educational studies less than helpful, research reports and designs have many weaknesses, and many authors confirm that. In studies of topics of educational technology, on the special problems reflected, other writers have focused a lot. At follow-up and replication, the poorly written reports that render problematic subsequent attempts, methods that lack rigor or are ill-matched to the research questions at hand, to studying technology strategies and resources, include these weaknesses to uncoordinated and fragmented approaches. We in the field of educational technology have an imminent and clear challenge. Clarifying the directions we should take in the future, and addressing past concerns about findings and methods, we must carry out and design. A product of a technological system are merely tools, technology instead is a process and is not a product. With a view to the resolution of perceived problems, brought to bear on intermediate stock parts and raw materials, the cognitive deployment of other artifacts and tools, development, and invention that is involved as a process, and who uses Dewey's pragmatism to describe technology was a more inclusive definition of the term is offered by Hickman (2001). The design of learning environments and, consequently the process of learning and teaching, in an effort to refine and improve inquires into techniques and tools, in educational technology regularly do well in describing the job that practitioners and researchers do, while it might be broad in scope. In so much as it leads to doing with uncovering information and knowledge is the concern of the technological system. Though consequences might be unexpected, the result of coincidence is not the products that result from them and that these processes are planned. Some other human's (agent) control, as subservient or as deterministic to, can be seen for technology. Over the technological system, many naively assume the complete authority of man, and to technological determinism, few would blindly ascribe to (Ellul, 1980). Involved in the research process, which differ based on the level of pragmatism, considering the distinction between types of “applied” and “basic” research, within ...