Educational Technology- A General Introduction

Dr. V.K.Maheshwari, M.A (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V. (P.G) College, Roorkee, India

Educational Technology is concerned with the development, application, and evaluation of system, techniques and aids to improve the process of human  learning. It could be conceived as a science of techniques, methods and media by which educational goals could be realised.

Earlier the Concept of Educational Technology was used as a synonym to audio-visual aids like pictures, charts, maps, and models meant for direct  teaching-learning .

Then came the age of mass media which led to massive communication revolution for instructional purposes with the advent of programmed instruction , a new dimension of educational technology came into existence it has individualized the process of education and introduced a system of self-learning in the form of self- instructional material and teaching machine.

This way one aspect of Educational Technology related to the use of specific techniques such as ‘educational television, radio, programmed learning and other audio-visual aids.

Educational technology is seen both as a means as well as service to effect and facilitate better and more productive learning systems. It may be  defined as a separate field in the theory of education dealing with the development and application of the use of educational resources.

Educational Technology should not be confused with teaching or instruction or education or learning or engineering but it should be taken as a sum  total of all such aspects which go a long way in shaping the personality of the learner in a meaningful context.

It is neither technology in education nor technology of education but both and all pervasive which pervades the whole teaching-learning process to  make it meaningful for the teacher who teaches and the learner who learns and modifies his behaviour for his own betterment.

There are a lot of misconceptions as regards the meaning of educational technology. For many, it is a discipline associated with the use of audio-visual media in education. Some use the term software and hardware as synonyms of educational technology. Whereas, some people are comfortable with the term teaching machines as the meaning of educational technology. The truth of the matter is that none of the above could actually be taken as correct interpretation of the meaning of educational technology concept.

A Short Historical Retrospect

In the early period of human history, when writing was unknown, the method of verbal presentation on the part of the teachers and citation and memorization on the part of the students was a common practice in almost all the civilization of the world. Socrates’ teacher-pupil oral dialogue system prevalent in the west and oral teaching tradition maintained by the ancient sages in the Gurukuls of our country may be cited as a testimony of the use of relevant technology on the field of teaching-learning at a particular age in the progress of human civilization.

With the advent of writings as the means and materials of communication, like writing on the leaves and tree-trunks, engraving on metals and rocks, and then the use of the some type of paper and ink material provided the next breakthrough in the use of writing technology for teaching and learning. In the time to come, it provide a great impetuses  in the field of teaching and learning which witnessed the use of the subject matter available in the form of printing materials and textbooks, a great scientific and technological advancement.

The use of writing and printing technology then took its next leap in helping the cause of teaching and learning by utilized in the production and use of the instructional materials like chalkboard, pictures, chart, models, maps, diagrams and other graphic material.

Educational technology in a  way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history is made to start with educational film (1900′s) or Sidney Pressey’s mechanical teaching machines in the 1920′.

Today, presentation-based technology, based on the idea that people can learn contents trough aural and visual reception, exists in many forms, e.g., streaming audio and video, PowerPoint presentations + voice-over.

The 1950′s led to two major still popular designs. Skinners work led to “programmed instruction” focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements.

The 1980′s and 1990′s produced a variety of schools that can be put under the umbrella of the l Computer dominated instruction.

Digitized communication and networking in education started in the mid 80s and became popular by the mid-90′s, in particular through the World-Wide Web, email and Forums.  In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. It also provides tools for student and curriculum management.

In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT/CBL materials, there is increased use of e-tutoring through forums, instant messaging, video-conferencing etc. Courses addressed to smaller groups frequently use  hybrid designs that mix presence courses with distance activities and use various pedagogical styles .

From 2000′s onword emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favouring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic  settings.

Meaning  and Definition of Educational Technology

Educational technology is comprised of two words education and technology. When we apply the science of learning and communication to teaching we evolve a technology

Before understanding the meaning of educational technology it is essential to know the meaning of the term” technology”. The word ‘technology‘ has been taken  from the Greek word (techniques) which means an art and which is related with skill and dexterity.

The term ‘technology’ implies the application of science to art. Generally the term “Technology” denotes the systematic application of the knowledge of science to practical tasks in industry.

Educational technology is a discipline that is difficult to define. Its meaning can be derived from the two components of technology in education and technology of education. It is an eclectic discipline that borrows from such educational fields like psychology, sociology and philosophy.

The universally accepted definition of ET involves processes, methods and techniques, products, resources and technologies organized into workable systems. The recognition of the need for a multilevel organisation of a classroom, for instance, along with the designing of an appropriate programme and its implementation, become as much an exercise in ET as the use of audio-visual aids or the information superhighway.

  • E.E. Hadden “Educational Technology is that branch of educational theory and practice concerned primarily with the design and use of messages which control the learning process.”
  • G.O. Leith “Educational Technology is the application of scientific knowledge and learning and the conditions of learning to improve the effectiveness and efficiency of teaching and training.”
  • John P. Dececco “Educational Technology is the form of detailed application of psychology of learning to practical teaching problems”
  • Richmond “Educational Technology is concerned to provide appropriately designed learning situations which, holding in view of objectives of the Teaching of Training, being to bear the best means of instruction.”
  • Robert M. Gange defined Educational Technology as “The Development of asset of systematic techniques and accompanying practical knowledge for designing, testing and operating schools as educational systems.
  • S.K. Mitra “Educational Technology can be conceived as a science of techniques and methods by which educational goals could be realized.”
  • S.S. Kulkarni “Educational Technology may be defined as the application of the laws as well as recent discoveries of science and technology to the process of education.”

Hence, “Educational   Technology” may be roughly defined as the systematic application of the knowledge of sciences to practical tasks in Education. It was widely accepted as the application of systematic design of a learning system to bring about improvement in   teaching-learning evaluation process.

Literary Interpretation of Educational Technology

“Education” is another elusive term that means many things to many people. According to Oxford English Dictionary (2000), the term means “a process of teaching, training and learning, especially in schools or colleges to improve knowledge and develop skills”. There seems to be a consensus among definers of the term education. Education is regarded as “that which is given to an individual to make him develop socially, morally, and intellectually as to allow for his/her personal overall development and the development of the community in which he/she finds himself/herself”. By implication, education, whether formal or informal, is goal-oriented. It is to be functional, qualitative and socio-personal driven. It is because of the role attributed to education by the society that account for its being defined as “transmission and renewal of culture from one generation to another”.

“Technology” on the other hand, is simply defined by the Oxford English Dictionary as “a body of knowledge which when used / applied helps in solving problems”. One can then infer, from the literal point of view, that educational technology means “application of a body of knowledge (technology) to solving educational problems. “the contributions of technology to education constitute or mean educational technology.”

Subtle aspects of educational technology

During the last two decades, many significant developments have taken place in the discipline of education Educational technology has become a very major and useful area of knowledge relevant for more efficient and effective functions of teaching-learning system.

There are two subtle aspects of educational technology— Technology in Education and Technology of Education.

Concept of Technology IN Education

By the term “technology in education” is meant application of machines, gadgets or equipment to improve the quality of education. This aspect is described as the “hardware” approach to educational technology. It involves the use of pieces of instructional materials (media) such as audio media, visual media, projected media, graphics, computers and other teaching machines. It is important to note that hardware/machines are means through which information are extracted from their corresponding software. Technology in Education covers every possible means by which knowledge or information can be presented interestingly. It is concerned with various equipments such as projectors, overhead projectors, television, computers etc., used for education and training.

Concept of Technology OF Education

The term “technology of education” refers to application of theories and laws/rules in education and  related disciplines for the purpose of improving the quality of education. Such relateddisciplines include: sociology/sociology of education, philosophy/philosophy of education, psychology/psychology of education, communication, technology, etc. Technology of education is a component of educational technology that is involved in the use of systems approach to promote high quality education. Furthermore, this aspect of educational technology is concerned with the use of systematic and scientific procedures in educational practice. Simply put, technology of education refers to the application of the systems approach to educational enterprise. Its main concerns include issues bothering on identification of educational problem, analysing the problem, setting objectives, suggesting solution strategies, synthesizing the processes, embarking on evaluation and providing feedback. Technology of Education is concerned with the better understanding of the learners and learning processes and how best the available resources can be used optimally for producing learning in the minimum time possible.

At this junction, it is to be noted that a combination of the meaning of technology in education and technology of education will provide a fairly acceptable/description of educational technology.

Nature of Educational Technology

Some people assume that educational technology will replace the teacher which will make the teacher unemployed one day. It is their mistake. Educational technology can never replace the teacher. It is because of these aspects of educational technology.

  • Audio-visual aids cannot be termed as educational technology. It is because its concern is only with the process-aspect of educational technology and not with the input and output aspects. But if these A.V. aids are used to achieve educational objectives, then it can be put in the category of Educational technology.
  • Educational Technology accepts schools as a system. In this system, the school-building, furniture and teachers act as input while various methods, techniques, strategies and the teaching and examination with the help of audio-visual aids function in the form of a process. Lastly, the output is in of form of ability of the pupils.
  • Educational Technology cannot solve each and every problem of education. It can be used successfully in teaching and instructional system only.
  • Educational Technology is a continuous dynamic, progressive and effect-producing method.
  • Educational Technology studies the effect of science and technology upon education. In other words, science and technology are used under educational technology. Hence, it is the practical aspect of science.
  • Engineering Technology is not the educational technology because the engineering technology has manufactured radio, tape- recorder, video-tape and T.V., etc., which are used in teaching as audio-visual aids, but still engineering technology is different from educational technology. In education, it is accepted as hardware approach only.
  • New conceptions are possible only due to educational technology such as programmed learning, micro-teaching, simulated teaching, interaction analysis, video-tape, tape-recorder, projector and computer, etc.
  • Programmed Instruction is also different from Educational Technology. Its main cause is that the student learns himself during the programmed instructions. It does not allow interaction between pupil and teacher. Hence, it can be used only for limited objectives and limited subject-matter. Therefore, programmed instruction is merely a part of educational technology.
  • The basis of educational technology is science.

Characteristics of Educational Technology

  • Characteristics of Educational Technology are as follows:
  • It is a fast growing modern discipline.
  • It is bound to improve the teacher, the learner and the teaching learning process.
  • It brings pupils, teachers and technical means together in an effective way.
  • It is based on scientific and technological advancements.
  • It is more a practical discipline and less a theoretical one.
  • It makes use of the research findings of psychology, sociology, engineering, sciences and social psychology etc., and applies the same to the field of education.
  • It is the science of techniques and methods. It locates the problems in the field of education, remedies them and ultimately aims at improving the education system.

Goals of Educational Technology

ET could be defined in simple terms as the efficient organisation of any learning system, adapting or adopting methods, processes, and products to serve identified educational goals. This would involve:

• Appreciation of the role of ET as an agent of change in the classroom, influencing the teacher and the teaching-learning process, and its role in systemic issues like reach, equity, and quality. (This appreciation should not be limited to educators alone, but should extend to planners and administrators as well, since systems both at micro and macro levels will be necessary to meet the current challenges of education.)

• Designing, providing for, and enabling appropriate teaching-learning systems that could realise the identified goals.

• Developing a range of support systems and training, creating the enabling systemic conditions/materials, reaching these to the school system, and training teachers and students to use them.

• Recognition of not only the immediate needs of children but also their future needs in relation to the society for which we are preparing them.

• Recognition of the diversity of learners’ needs, the contexts in which learning will take place, and the range of provisions needed for them.

• Research into existing and new techniques, strategies and technologies for solving problems of education, enabling judicious and appropriate application of technology.

• Systematic identification of the goals of education, taking into account nationwide needs (higher scalability, for instance), the system capabilities, and the learners’ needs and potential.

Objectives of Educational Technology

Educational technology, in the capacity of technology of educational, provides valuable help in the total teaching-learning process for achieving the possible results in an economic way through the available human and non-human resources. In the respect, the major objectives of education technology can be summarized as follows:

Objectives at the Macro Level

In view of the broad educational goals, i.e. the macro level, the objectives of educational technology can be listed in the following way

  1. To identify educational needs aspiration of the community.
  2. To determine the aims of education, broad strategies and structure of education.
  3. To develop a sustainable curriculum with interaction with science, art and human values.
  4. To identify man-material resources and strategies for achieving the stipulated aims of education.
  5. To develop certain models leading to improvement of the process of teaching and learning.
  6. To develop the appropriate aids and equipment to meet the educational purposes.
  7. To identify the major constraints in the environment and the ways and means to tackle those.
  8. To help in extending educational opportunities to the masses especially the neglected section of the community.
  9. To manage the whole educational system covering planning, implementation and the evaluation phases.

Objectives at the Micro Level

In view of specific classroom teaching, i.e. the micro level, the objectives of educational technology are as follows:

To identify and analyze the characteristics and educational needs of the pupils.

  1. To determine the specific classroom objectives and state them in behavioral terms.
  2. To analyze the contents of instruction and organize it in proper sequence.
  3. To identify the available teaching-learning materials and resources.
  4. To identify the nature of the interaction of the sub-systems like students, teachers, teaching-learning materials, content of instruction and methodologies.
  5. To plan the teaching strategies and utilize the man-material resources for achieving specific classroom objectives.
  6. To plan the teaching strategies and utilize the man-material resources for achieving specific classroom objectives.
  7. To plan the teaching strategies and utilize the man-material resources for achieving specific classroom objectives.

Functions of Educational Technology

The main functions of educational technology are as follows:

(i)                  To convert behavioural objectives into the learningconditions in the context of educational objectives.

(ii)                  To analyse the characteristics of the learners.

(iii)                 To organize the contents.

(iv)                To formulate or construct the media of presenting the contents.

(v)                To evaluate the performance of the pupils with reference to the achievement of educational objectives

(vi)               To provide reinforcement and feedback in order tomodify the behaviour of the pupils.

Importance and Need of Educational Technology

There are three major factors that emphasize the linking of education with technology.

(i) Explosion of population.

(ii) Explosion of new knowledge.

(iii) Explosion of scientific and technological development

Educational Technology enjoys special importance in all the countries of the world, as it:

Increasing the Effectiveness on Teaching-Learning Process-Educational technology brings desired improvement in teaching-learning process by making it effective. It develops to the maximum the cognitive, affective and psychomotor aspect of the pupil.

Maximising the Output—Educational technology has maximised the learning facilities. It is because it uses the principles indoctrinated by Psychology, Sociology, Mathematics, Engineering and other social and scientific subjects. Their input maximises their output in the form of their competency by this technology.

Optimum Use of Resources—The developing countries possess very limited resources. They lack experts, machinery or tools, school building, stationary and time. Educational technology emphasizes the maximum use of available resources in the learning situations, which may benefit all the pupil of the nation from those limited resources which are available for teaching work.

Components of Educational Technology:-

The following are the major components of Educational Technology:-

(i) Methods: It is concerned with the devices such as Programmed Learning Team Teaching, Micro Teaching, Personalized System of Instruction in Teaching Learning situations.

(ii) Materials: Instructional materials such as Programmed Text book the material of this type may be handwritten or printed.

(iii) Media: The media used here are audio, or visual or audio­visual. A few examples are radio, tape recorder, charts, films, educational television etc.

(iv) Man Power: Man power controls educational technology in every way. Educational Technology without man is zero.

Dimensions of Educational Technology

Attempts to further provide fuller description of educational technology has led to the emergence of three dimensions of educational technologies).

A- Educational Technology I (ET I)

This dimension of educational technology focuses more on physical media that are designed and developed to improve the quality of teaching-learning process. This refers to the use of instructional materials of all categories to facilitate learning . It can also be called the hardware approach to teaching and learning.

B- Educational Technology II (ET II)

The meaning of this dimension of educational technology is closely refers to all strategies, techniques and means through which instructions are designed, planned, implemented and evaluated. It does not exclude integration of laws and rules especially in the field of education for proper integration and utilisation of media for better results.

C- Educational Technology III

This aspect of educational technology is usually attributed to philosophical  orientation based on the concept of problem analysis and goal achievement.  It has its roots on the systems theories and applications. This aspect attempts at putting man and machine efforts together to improve the quality of instruction.

Perspectives of Educational Technology

If educational technology is viewed as both processes and tools, it is important to begin by examining four different historical perspectives on these processes and tools, all of which have helped shape current practices in the field. These influences come to us from four groups of education professionals. Because each of these groups emerged from a different area of education and/or society, each has a unique outlook on what educational technology is, and each defines it in a slightly different way.

Perspective 1: Educational technology as media and audio-visual communications — This perspective grew out of the audio-visual  movement in the 1930s, when higher education instructors proposed  It is observed that media such as slides and films delivered information in more concrete, and therefore more effective, ways than lectures and books did. This movement produced audio-visual communications or the “branch of educational theory and practice concerned primarily with the design and use of messages that control the learning process” .The view of educational technology as media to deliver information continues to dominate areas of education even today.

Perspective 2: Educational technology as instructional systems and instructional design— This view  is based on efficiency studies and learning theories from educational psychology, they advocated using more planned, systematic approaches to developing uniform, effective materials and training procedures. Their view was based on the belief that both human (teachers) and nonhuman (media) resources could be part of an efficient system for addressing any instructional need. Therefore, they equated “educational technology” with “educational problem solutions.”

Perspective 3: Educational technology as vocational training — Also known as technology education, this perspective originated with vocational educators in the 1980s. They believed  that an important function of school learning is to prepare students for the world of work in which they will use technology and  that vocational training can be a practical means of teaching all content areas .

Perspective 4: Educational technology as computer systems (a.k.a. educational computing and instructional computing) — This view began in the 1950s with the advent of computers and gained momentum when they began to be used instructionally in the 1960s. Teachers began to see that computers also had the potential to aid instruction. At first, programmers and systems analysts created all applications. But by the 1970s, many of the same educators involved with media, AV communications, and instructional systems also were researching and developing computer applications. By the 1990s, educators began to see computers as part of a combination of technology resources, including media, instructional systems, and computer-based support systems.

Domains of Educational Technology

Educational technology has three domains of use:

1-Technology as a tutor (computer gives instructions and guides the user),

2-Technology as a teaching tool and

3-Technology as a learning tool.

Today’s children use modern technical equipment from an early age so that their coming in with new educational technologies at school will not be a problem find out that more students use modern technical equipment.

When using educational technology we should be primarily focused on the educational value of the tools and applications we use, how adequate they are in the acquisition of knowledge, whether there is an interaction between users and tools, and if we have positive effects in using them. A number of authors suggest that we should focus on five areas of software programs that have the potential to strongly influence children’s learning experience:

1. The educational value of the program,

2. Its ability to engage children in learning,

3. Ease of use,

4. Interactivity between the child and programs,

5. The possibility that a software program monitors the progress of the child.

Scope of Educational Technology

Educational Technology is as wide as Education itself. Educational Technology implies the use of all educational resources – Men, Materials, Methods and Techniques, Means and Media in an integrated and systematic manner for optimized learning. The below mentioned technologies are included in it.

Behavioural Technology: Behavioural technology is the important component of Educational Technology. It puts emphasis on the use of psychological principles in learning and teaching so that the behaviour of the teacher and pupils may be modified in accordance of the teaching objectives.

Instructional Technology: Instructional Technology means a network of techniques or devices employed to accomplish certain defined set of learning objectives. Instructional technology implies the application of psychological, sociological and scientific principles and knowledge to instruction for achieving the specific objectives of learning.

Teaching Technology: Teaching is the social and professional activity. It is a process of development teaching is system of actions which induce learning through interpersonal relationship. Teaching technology is the application of philosophical, sociological and scientific knowledge to teaching.

Instructional Design: In order to bring desired changes in the pupils’ behaviour, the teaching situations, working tools and new approaches were considered important in addition to the learning principles. The composite form of all these is instructional design.

Training Psychology: Training psychology is an important method of teaching and learning. Its development resulted out of the research work carried out on the complicated training problems and situations.

Training psychology emphasizes that the whole training task should be divided into three parts. These are preparing outline of the task, task analysis andPutting the task in sequence. The main role of training psychology is in Teacher Education.

Cybernetic Psychology: It’s a part of training psychology. Cybernetic psychology accepts human beings as machine. Cybernetic psychology emphasizes the fact that all the methods of feedback bring the desired changes by controlling the behaviour of the pupil.

System Analysis: System Analysis is a problem solving process in which the needs of the management are diagnosed and by using an appropriate method for solving the problem, evaluation is carried out.

Working areas of Educational Technology

The working areas of Educational Technology includes the following:

  • Audio-Visual materials,
  • Curriculum Construction,
  • Determining Educational Objectives,
  • Feedback, Hardware and Software
  • Teaching-Learning Strategies,
  • Training the teachers,

In short, the scope of Educational Technology extends to all resources (human and non-human) for the augmentation and development of education. Thus Educational Technology has a wide scope.

Students’ Involvement with Educational Technology

One of the most important issues is to understand the process of students‘familiarization with technology. Teachers have to deal with this issue and to take into consideration not only students‘ adoption rates in terms of the utilization of technology in the classroom.

As technology activities are a valuable vehicle for all types of learning have found that there are three different formulations regarding educational technology that can be identified as stages of learning with technology:

Stage 1: Awareness of Technology: Adoption to Innovation

Rogers  developed a generalized theory concerning the way that innovation is adopted. He defined innovation as ―an idea or object that is perceived as new by an individual or other unit of adoption and that creates uncertainty and resistance in those affected by it‖. Rogers states that ―newness in reference to an innovation does not refer to new knowledge, but to an idea, practice or object about which the person has not yet developed favourite or non-favourite attitudes, not adopted nor rejected‖ . This is a very important part if we consider that students are not predisposed neither in favour nor against educational technology as a teaching method.

Stage 2 : Competence of Technology

One of the most important concepts of the learning process at this stage is task grasp‖, that is the task that actually is regulating a learner‘s behavior. There are various factors that influence how this ―task grasp‖ can be achieved through educational technology. Students learn best by beginning with concrete experience and then move progressively to reflection and abstract understanding‖.

Another factor that influences students‘ learning is students‘ capabilities at a particular age.The learning task should be tailored to the students‘ capabilities rather than the students having to fit in the software designer‘s generalized understanding of how learning should take place.

Stage 3 : Capabilities of Technology

At this stage, students as they have initiative for their actions, start finding out the most efficient way to achieve their goals.  This is a very important stage as research has shown that moving towards student-cantered classrooms can be very effective, as this method of teaching ―takes advantage of multiple human abilities  recognizes the social basis of learning  and values learning in context.

Use and Significance of Educational Technology (in the Indian context)

In India, before the 1960’s the term educational technology was almost unknown to the educational system. It was used as synonym to audio-visual teaching aids. The role of educational technologist in India, today, is not merely that of an audio-visual aid master, hardware expert, media expert or programmed text writer, but of one who is concerned with the information of an overall design to carry out an evaluation of the total process of education in terms of specific objectives.

Educational technology, as we find it today, has a meaningful present and promising future in our country. Some of the significant development in this direction may be summarized as follows:

There has been a wider and more effective utilization of radio for broadcasting educational programs throughout the country. These well planned programs are now broadcast throughout the country for both in-school and out-of-school groups.

  1. Another significant development in the use of educational technology is concerned with the development of television programs.
  2. The third important area where educational technology has been useful is the problem of -training and re-training a large number of school teachers in an effective way.
  3. Another application of educational technology in our country is known as distance education.
  4. Another major area where educational technology is being used in our country relates to language instruction.
  5. Another field of operation of educational technology in our country is concerned with the correspondence education,
  6. Another use for which educational technology is being put in our country is concerned with preparation, development and utilization of audio-visual material, and handling as well as maintenance of the hardware appliances and sophisticated gadgets.
  7. In the latest trend, educational technology is providing its worth by utilizing the services of computers and advanced form of ICT technology in the field of education.

Thus, educational technology has been providing its worth in our country by guiding, planning, implementing and evaluating various programmes of formal as well as non-formal education.



The presence of educational technology is growing in the classroom. The new generation of kids come ready to work with these new technologies, which play an important role in children’s learning and acquiring various cognitive knowledge so that educational technology must be incorporated into future curricula.

The application of educational technology enhances skills and cognitive characteristics. With the help of new technology comes an explosion of learning and receiving new information, especially on mobile devices.

Teachers have been using new technologies in the classroom. However, the development and application of new technologies grows as a measure that is the question of whether teachers are trained to keep up with them. Here we have two problems. Are the teachers have the ability to use educational technology and whether the school is sufficiently equipped with all modern technical means? Numerous studies were carried out, some are still ongoing, but we have to find the right strategies to apply educational technology in teaching.






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