Question 1 What is technology & what is technology education?

The word "technology" can also be used to refer to a collection of techniques. In this context, it is the current state of humanity's knowledge of how to combine resources to produce desired products, to solve problems, fulfil needs, or satisfies wants; it includes technical methods, skills, processes, techniques, tools and raw materials. When combined with another term, such as "medical technology" or "space technology", it refers to the state of the respective field's knowledge and tools. "State-of-the-art technology" refers to the high technology available to humanity in any field. Technology can be viewed as an activity that forms or changes culture. Additionally, technology is the application of math, science, and the arts for the benefit of life as it is known. A modern example is the rise of communication technology, which has lessened barriers to human interaction and, as a result, has helped spawn new subcultures; the rise of cyber culture has, at its basis, the development of the Internet and the computer. Not all technology enhances culture in a creative way; technology can also help facilitate political oppression and war via tools such as guns. As a cultural activity, technology predates both science and engineering, each of which formalizes some aspects of technological endeavour. Technology education is the study of technology, in which students "learn about the processes and knowledge related to technology". As a field of study, it covers the human ability to shape and change the physical world to meet needs, by manipulating materials and tools with techniques.

Question 2 What is concept of TOE? Educational technology, sometimes termed EdTech, is the area of technology that deals with facilitating e-learning, which is the learning and improving performance by creating, using and managing appropriate technological processes and resources. The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is "the theory

and practice of design, development, utilization, management, and evaluation of processes and resources for learning, educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean. Technology in education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word "technology." Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, instaeval devices [clarification needed] and calculators. Newer tools such as smartphones and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories of human behaviour to educational technology.

Question 3 What are domains involve in TOE?

5 domain of educational technology There are five domains in Educational Technology. They are: Analysis Development Utilzation Management Evaluation

These are used to enhance or improve the instructional process and thereby facilitate learning.

Question 4 Principles of TOE 1. Adding Value The choice of any particular technology, be it a tool or a process, ought to be based on the principle that it adds value to the task at hand. Values may be such matters as efficiencies, effectiveness, robustness, reliability, usability, contributions to the betterment of humankind and the quality of life for all, etc. The choice should be based on some form of evidence that demonstrates or explains the (inherent) value. We are often too quick to adopt a new technology, be it hardware, software, or a new design, without fully understanding or explaining to others why this new technology is better than what we have been using. We have adopted computers in our classrooms and institutions without fully understanding or explaining to others what it is they do and dont do, and how, with appropriate software and skill in their use, they can add value to productivity, communication, information management, etc. Research to date suggests that it is not the computer per se that can make the difference, but the instructional design. a. Technological enhancements in education are both created and selected for the value that they add, and this value is made explicit and is defensible. 2. A Pedagogical Focus The prime (but not sole) mandate for technology in learning must be on learning itself. Too often networks, software, hardware the tools are designed for purposes other than learning, or designed by those who have little understanding of the concepts of good pedagogy. There is a need, of course, for the administrative, productivity-oriented technologies but there is an urgent need to respect the implications of pedagogy on the selection of tools (hardware and software), on bandwidths, on security of data and privacy, on access to networks and data, on choice and individual needs.

c. Educators should be extensively consulted when educational hardware, software, networks, etc. are being designed and selected. 3. Quality Quality programs and quality infrastructures are desired, thats a given. To achieve this goal takes more than a statement of intent. Quality is defined by criteria and standards. By making explicit the criteria and standards we strive for in our use of technology in learning, it is more likely that these standards can be met. This also helps us to recognize that standards are not universal and that different standards are needed for different contexts. a. Explicit standards should be established through research and discussion when issues of quality arise. We can create professional standards, contractual standards, and standards based on the needs and wants of learners and instructors (the customers). 4. Sharing Learning to share and cooperate with one another is a principle taught in kindergarten, but unfortunately sometimes forgotten. It is a principle based not only in a social good and altruism, but also in pragmatism. Institutions that learn to share and cooperate can reduce costs and improve quality in a number of technological areas. 5. Continuous, Lifelong Learning Learning is a state of change, which requires overcoming inertia or the status quo. Lifelong learning implies constant change, a principle not valued by all. If technology is defined as the way we do things, we should acknowledge a need to constantly examine what we are doing, and to make changes where appropriate, required, or desired. There is a requirement or expectation that learning be on-going. The challenge is to encourage the adoption of this perspective. a. The paradigm for learning as a lifelong endeavour should be built into the structure of learning institutions and the workplace. Learning and changing must be more highly valued in all that we do. b. Learning should be seen as personal and continuous, not lockstep, institutionalized, and always formalized.

Question 5 5) Why TOE is important? For children, computer technology has provided an indescribable wealth of resources, information and knowledge; since the introduction of the internet, students are now able to access information on whatever subject they want, wherever they want. Resources include journals, articles, e-books, practice tests and examinations, model answers and research findings. Research has also suggested that computer technology has helped students to improve their grades in other subjects, most notably science. Practically, students can work much faster using a computer which enables them to do more study in the same period of time. Easy-to-access course materials. Instructors can post the course material or important information on a course website, which means students, can study at a time and location they prefer and can obtain the study material very quickly Student motivation. Computer-based instruction can give instant feedback to students and explain correct answers. Moreover, a computer is patient and non-judgmental, which can give the student motivation to continue learning. According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes. The American educator, Cassandra B. Whyte, researched and reported about the importance of locus of control and successful academic performance and by the late 1980s, she wrote of how important computer usage and information technology would become in the higher education experience of the future. Wide participation. Learning material can be used for long distance learning and are accessible to a wider audience Improved student writing. It is convenient for students to edit their written work on word processors, which can, in turn, improve the quality of their writing. According to some studies, the students are

better at critiquing and editing written work that is exchanged over a computer network with students they know Subjects made easier to learn. Many different types of educational software are designed and developed to help children or teenagers to learn specific subjects. Examples include pre-school software, computer simulators, and graphics software A structure that is more amenable to measurement and improvement of outcomes. With proper structuring it can become easier to monitor and maintain student work while also quickly gauging modifications to the instruction necessary to enhance student learning. Differentiated Instruction. Educational technology provides the means to focus on active student participation and to present differentiated questioning strategies. It broadens individualized instruction and promotes the development of personalized learning plans. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways.

Question 6 6) Explain the role and significance of educational technology in teaching n learning. How they can be implemented in teaching and learning? The third edition of Educational Technology for Teaching and Learning introduces you to the approaches, methods, and procedures for the integrating not only computers but also other media into the curriculum. This book provides you with the basics you need to become a knowledgeable educator in the 21st century: understanding the foundations of learning and technology, planning technology/media-supported learning experiences, integrating technology and media meaningfully into the curriculum, and ensuring the success of your technology/media-support lessons. The vision of this textbook has always been to provide the foundation for enhanced learning experiences through the meaningful integration of technology.

Our first goal is to provide a solid foundation to help you understand the research and background that support the selection, integration, and implementation of specific techniques and technologies. Second, in today's information society our goal is to provide a solid foundation to help you understand the research and background that support the selection, integration, and implementation of specific techniques and technologies. Our third goal is to provide a solid foundation to help you understand the research and background that support the selection, integration, and implementation of specific techniques and technologies.