EDT 202: Educational Technology in Schools and Workplaces Vocabulary Flashcards

A comprehensive vocabulary flashcard set defining key concepts, historical milestones, theoretical foundations, models (TPACK, SAMR, ADDIE), and workplace learning principles from the Educational Technology lecture notes.

Educational Technology (AECT, 2023)

The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.

Study (in Educational Technology)

Research and reflective practice to examine the appropriate applications of processes and technologies to the improvement of learning.

Ethical Practice (in Educational Technology)

The foundational basis for practice as educational technologists that goes beyond rules to question assumptions and seek to serve the benefit of learners and society.

Facilitating (in Educational Technology)

The shift in focus from transferring knowledge from teacher to learner to facilitating activities and environments that engage the learner and lead to deep learning.

Learning (in Educational Technology)

A conception of learning that goes beyond mere retention of information to encompass the acquisition of knowledge, skills, and attitudes used beyond classroom walls.

Improving (in Educational Technology)

Providing efficient and cost-effective ways to bring about desired learning benefits.

Performance (in Educational Technology)

The ability of learners to use and apply new capabilities gained through education.

Creating (in Educational Technology)

The research, theory, and practice involved in the generation of instructional materials, learning environments, and large teaching-learning systems.

Using (in Educational Technology)

The selection of an appropriate instructional resource as well as its practical implementation.

Managing (in Educational Technology)

The project management and administration of large-scale instructional systems and technological resources.

Appropriate (in Educational Technology)

Suitable for the defined educational purpose, based on relevant information and sound professional judgement.

Technological Processes and Resources

A series of activities directed towards a specific result, using people, tools, technologies, and materials designed to help learners.

Hardware (EdTech Core Component)

Physical devices and equipment used in education, such as computers, tablets, interactive whiteboards, projectors, and audio-visual aids.

Software (EdTech Core Component)

Educational programs, learning management systems (LMS), applications, and digital content designed to facilitate learning.

Pedagogical Strategies (EdTech Core Component)

Instructional methods and techniques that guide how technology is integrated into teaching to maximize learning effectiveness.

Behaviourism

A learning theory associated with B.F. Skinner and Ivan Pavlov holding that learning is a change in observable behaviour produced by external stimuli.

Cognitivism

A learning theory that focuses on internal mental processes and how learners process, store, and retrieve information.

Cognitive Theory of Multimedia Learning

Richard Mayer's theory proposing principles such as coherence, signalling, and segmenting to inform the design of educational videos and e-learning modules.

Constructivism

A learning theory drawing from Jean Piaget and Lev Vygotsky arguing that learners actively construct knowledge through experience and social interaction.

Zone of Proximal Development (ZPD)

Lev Vygotsky's concept supporting adaptive learning platforms that scaffold tasks just beyond a learner's current ability.

Connectivism

A digital-age learning theory proposed by George Siemens (2005) holding that knowledge is distributed across networks of people, tools, and information.

Adaptive Learning Platform

A digital learning system that tailors content to individual student needs, pacing, and learning styles.

Visual Instruction Movement

An early 20th-century movement (1900s–1920s) marking the introduction of visual aids like photographs, lantern slides, stereoscopes, and silent films into classrooms.

Programmed Instruction

A 1960s instructional method based on B.F. Skinner's behaviourism where teaching machines delivered self-paced, interactive lessons with immediate feedback.

Computer-Assisted Instruction (CAI)

An educational approach introduced in the 1970s–1980s that used personal computers and software like PLATO to provide interactive learning environments.

Open Educational Resources (OER)

Initiatives such as MIT OpenCourseWare that democratize access by providing free, high-quality educational materials.

Early Childhood Education (ECE)

Structured learning experiences designed for children aged 3 to 11, encompassing pre-primary (ages 3–5) and primary (ages 6–11) education.

Gamified Learning

The integration of game mechanics such as badges, progress trackers, and reward systems to motivate and engage learners.

Junior Secondary School (JSS 1-3)

A three-year broad-based secondary education stage in Nigeria for ages 12–14, culminating in the Basic Education Certificate Examination (BECE).

Senior Secondary School (SSS 1-3)

A three-year specialized secondary education stage in Nigeria for ages 15–17, preparing students for vocational paths or the WASSCE.

Tertiary Education

Specialized post-secondary education for students aged 16 and above in universities, polytechnics, and colleges of education overseen by regulatory bodies like NUC, NBTE, and NCCE.

Massive Open Online Courses (MOOCs)

Web-based distance learning programs on platforms like Coursera and edX that offer global access to high-quality course content and certifications.

Workplace Learning

Any form of learning that occurs within or is directly related to a work context, including formal programs, informal peer learning, and self-directed learning.

Formal Learning

Planned, structured workplace training events such as induction programmes, compliance training, and workshops.

Informal Learning

Spontaneous, experience-based learning that occurs naturally through daily work tasks, conversations, and problem-solving.

Incidental Learning

Unplanned learning that happens as an unintended by-product of other workplace activities.

10:20:10 Model

A professional development framework by Lombardo and Eichinger (1996) proposing that learning stems from on-the-job experience, social learning, and formal structured training.

ADDIE Model

A systematic instructional design process consisting of Analysis, Design, Development, Implementation, and Evaluation widely used in workplace training.

Microlearning

Short, focused learning units (typically 3–10 minutes) delivered via mobile devices, short videos, podcasts, or infographics for busy professionals.

Performance Support Systems (PSS/EPSS)

Electronic tools and resources that provide employees with just-in-time information precisely when and where needed within their workflow.

Technological Pedagogical Content Knowledge (TPACK)

A framework developed by Mishra and Koehler (2006) describing the complex interplay between technology, pedagogy, and content knowledge required for effective teaching.

Content Knowledge (CK)

A teacher's deep, accurate, and current understanding of the subject matter to be taught.

Pedagogical Knowledge (PK)

A teacher's professional knowledge of the processes, practices, and methods of teaching and learning independent of subject matter.

Technological Knowledge (TK)

Knowledge about standard and advanced digital technologies, hardware, software, platforms, and their instructional affordances.

Pedagogical Content Knowledge (PCK)

Lee Shulman's (1986) concept describing the intersection of pedagogy and content knowledge to make specific subject matter accessible to learners.

Technological Content Knowledge (TCK)

Knowledge about how technology can change and transform the representation, nature, and understanding of subject-matter content.

Technological Pedagogical Knowledge (TPK)

Knowledge about how various technologies can support, transform, and restructure specific teaching and learning strategies.

SAMR Model

A four-level framework developed by Dr. Ruben R. Puentedura (2006) categorizing technology integration into Substitution, Augmentation, Modification, and Redefinition.

Substitution (SAMR Level 1)

The SAMR level where technology acts as a direct substitute for a non-digital tool with no functional change in the learning task.

Augmentation (SAMR Level 2)

The SAMR level where technology acts as a direct substitute for a non-digital tool while adding meaningful functional improvements to the learning experience.

Modification (SAMR Level 3)

The SAMR level marking transition into the Transformation Zone where technology allows for a significant redesign of the learning task.

Redefinition (SAMR Level 4)

The highest level of SAMR where technology enables the creation of entirely new, previously inconceivable learning tasks.

Enhancement Zone (SAMR)

The lower levels of the SAMR framework (Substitution and Augmentation) where technology improves a learning task without changing its fundamental nature.

Transformation Zone (SAMR)

The upper levels of the SAMR framework (Modification and Redefinition) where technology enables significant task redesign or the creation of novel learning experiences.