Page 251 - Educational Technology A Primer for the 21st Century

246 Appendix: Key Terms in the Book
32. Educational project is a planned effort to bring about desired educational
outcomes, which has a budget, resources, a definite beginning, a duration, and
reasonably well-defined goals and objectives.
33. Educational technology is the study and ethical practice of facilitating learning
and improving performance by creating, using and managing appropriate
technological processes and resources.
34. Function list is the integration of functions that is designed to satisfy certain
demands, which also includes the correlation, level of importance, and remarks
of the functions.
35. Gagné’s types of learning: (a) verbal information (e.g., facts), (b) intellectual
skills (e.g., using rules to solve a problem), (c) cognitive strategies (e.g.,
selecting a process to address a problem situation), (d) motor skills (e.g., riding
a bicycle), and (e) attitudes (e.g., dislike of mathematics).
36. Humanism focuses on human's overall development, emphasizes human dig-
nity and value, and pays attention to the health and integrity of people.
37. Inquiry-based learning approach is a method with which students learn
knowledge driven by specific questions or a complex problem. The teacher
scaffolds and helps students as they make contributions, identify questions, and
gather relevant data from the Web. The setting of the problem is crucial during
this process.
38. Interactive whiteboard (IWB) is a large interactive display in the form factor
of a whiteboard. It can either be a standalone touchscreen computer used
independently to perform tasks and operations or a connectable apparatus used
as a touchpad to control computers from a projector. They are used in a variety
of settings, including classrooms at all levels of education, in corporate
boardrooms and work groups, in training rooms for professional sports
coaching, in broadcasting studios, and others.
39. Knowledge gain/building: the production and continual improvement of ideas
of value to a community that involves individuals and groups coming to a
deeper understanding through interactive querying, discussing, and continuing
improvement of ideas.
40. Learner-centered design (LCD) emphasizes the importance of supporting the
learners’ growth and motivational needs in designing software.
41. Learning analytics involve data-driven approaches that use large data sets and
dynamic information about learners and learning environments for real-time
modeling, prediction, and optimization of learning processes, learning envi-
ronments, and educational decision making.
42. Learning experiences represent the user experience from a learner’s specific
perspective in the interaction with an educational product or learning
environment
43. Learning is defined a persisting change in human performance or performance
potential. The changes could include one’s abilities, attitudes, beliefs, knowl-
edge, and skills.