This study tries to show the importance of technology in modern life and how it is necessary to educate teachers by using new technology. Using different apps or modes could help the teachers or students improve themselves. Also, in this chapter, the researchers use different strategies, showing the advantages and disadvantages, to show how technology is important in daily life. The Greek words “techno” and “logos,” which translate to “science,” “word,” “learning,” and “mental condition,” respectively, are the roots of the English word technology. The phrase “educational technology” is a misnomer. Terms and synonyms used in different nations include “educational technology,” “educational equipment,” “AV resources,” and “the technology of instruction.” The technique of lecturing by teachers and memorization by students during the earliest stages of human history, when writing was unknown, was widespread throughout practically all of the world's civilizations.
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The most straightforward and comfortable definition of educational technology is a collection of instruments that may aid in improving student learning and may be evaluated in terms of how and why people act. The term “technology” is used broadly in educational technology. Technology can relate to tangible items that are useful to humans, such as machinery or hardware, but it can also cover a wider range of concepts, such as processes, systems, and organizational approaches. Calculators, laptop computers, and overhead projectors are just a few examples of contemporary gear. The educational potential of more recent gadgets like “smart phones” and games (both online and offline) is starting to receive considerable consideration. The field of research known as “media psychology” applies theories of human behavior to educational technology.
Television is without a doubt the most potent and significant media of the 20th century. The way we present and process information, as well as our culture, have all been dramatically impacted by television. Considering how much money and resources have been invested in television use in classrooms, it stands to reason that it should also have had a big impact on education. However, this is not the case. The concept of employing a computer to deliver personalised education is compelling on the surface. Everyone is in agreement that each student has their own learning preferences and styles, and that group-based training (i.e., typical classroom instruction) does not take this into account. Computer applications can be created to give students the freedom to study what they want, when they want, and whatever they want.
Adaptive technology—hardware and software created to make it easier for persons with impairments to use computers—should also be a beautiful success story for technology in the educational sector (e.g., Brett & Provenzo, 1995; Lazzaro,1996). Although there is a vast quantity of such technology accessible, it is usually unavailable, rarely used, and frequently fails to meet the needs of its users. Apart from a few well-known cases (like Stephen Hawking and his use of voice technology to communicate), few teachers, administrators, and parents are aware of the options available, and it is rarely seen in institutions serving disabled students or in their homes. Additionally, until relatively recently, computer designers did not take into account how their products would accommodate people with disabilities (so-called “universal design”).
The most recent educational craze is distance learning, which is being propelled by a frenzied vendor market eager to offer the necessary hardware and software. It's a good idea to be able to study without having to be in a classroom or at a school at the same time as the teacher or other pupils. By its very nature, distance learning relies on technology to function, even if it's only a simple tool like the phone or the mail. In fact, distant learning has been carried out pretty successfully via the mail, radio, and audiocassettes for many years now throughout the world (see Moore & Kearsley, 1996). While newer technologies like satellite television, video conferencing, and computer networks (like the internet or web) offer a wide range of new opportunities for learning activities and participant interaction, they do not always make distance learning more effective.