The Necessity of Educational Technology in Teaching Methods: Why Educational Technology in Teaching Is Important?

Introduction

The systematic and structured application of contemporary technology to raise educational standards is known as educational technology (efficiency, optimal, true, etc.). It aids in the implementation of contemporary educational teaching approaches and provides a systematic framework for thinking, planning, carrying out, and evaluating the educational process, which includes both teaching and learning. It involves teaching aids, working procedures, and relationship structures, or the conduct of all individuals involved in the educational process. Although they are not interchangeable, the term “teaching resources” is frequently employed (Pedagoki leksikon, 1996). 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. Terminological distinctions typically arise because of how one approaches technical aspects and how one uses current tools, rather than because of how those tools are really used to educate, or how they are used pedagogically. There are various viewpoints among educators in the social and technological sciences as a result of this. Therefore, using educational technology effectively necessitates knowledge in a variety of fields, including pedagogy, psychology, didactics, computer sciences, and informatics. As a result of this variety. There are various definitions of educational technology used by various authors, each of which defines it in light of their own requirements. Because of a lack of funding for critical school supplies and teacher preparation requirements, educational technology is still not being used to its full potential in classrooms. Three areas of application exist for educational technology: as a tutor (a computer delivers instructions and guides the user), as a teaching instrument, and as a learning tool. Depending on the application and advantages, Lowther et al. (2012).

Research indicates that despite their suggestions, educational technology has not yet replaced traditional methods. This is likely the driving force behind the social company's statute. Children in less affluent communities hardly ever utilize the Internet as a learning aid, according to Leu et al. Children today use current technology from a young age, so when new instructional tools are introduced at school, there won't be any issues (Gutnik et al., 2011; Rideout 2011). Studies (Greenhow et al., 2009) show that more pupils are using cutting-edge technology. Kaufman (2004) and Lee et al. (2008) did thorough research on the impact of educational technology on cognitive processes.

When utilizing educational technology, we should be primarily concerned with the tools' educational value, their suitability for knowledge acquisition, if users engage with the tools, and whether using them has good impacts. According to several experts (including Clements and Sarama (2003), Glaubke (2007), and Dynarski et al. (2007), we ought to concentrate on the following five aspects of the software that could have a significant impact on kids' learning:

• 1.

  The program's educational worth;

• 2.

  It’s the capacity to keep kids interested in what they're learning; and

• 3.

  Program usability, 4. A child's interaction with the programs,

  • 5.

    The potential for a computer program to keep track of the child's development.