TECHNOLOGY EDUCATION In the 1960s, technology education to become one of the study, which received much attention in environmental education experts. Initially, technology, education is a continuation of the development of studies on the use of Audiovisual, and the program of study in education. The study on the substance of business is learning to solve problems in the human (human learning).ScanSnap S510M Instant PDF Sheet-Fed Scanner  Solutions are taken through the study of technology education that need to learn problem-solving using approaches that enable more precise with the use of(learningresources). Study the development of educational technology produces a variety of educational concepts and practices that use the media as a source of learning. Therefore, there is a perception that technology education with the media, the position of the media to function as a means to facilitate the delivery of information or learning materials. From the aspect of the education system, the technology works to strengthen the education curriculum development, especially in the design and development, and implementation, there is even the assumption that curriculum related to the "what", while technology education on "how". In connection with learning, technology, strengthen education in various ways and are from engineering design phase, development, utilization of various resources, implementation, and evaluation of programs and results learning. history of its development, technology, education starts term used since 1963, and authorized by the Association of Educational Communication and Technology (AECT) since 1977, although sometimes overlapping occurs with the use of the term learning technology. However, the second term is still used in accordance with the users. Finn (1965) reveal that in the UK and Canada more commonly used term technology education, while in the United States used the term learning technology. But sometimes both these terms are used in unison in the same activities. And the recently developed technology that the concept of learning more feasible to use the context of teaching. A. The Development Framework Draft The term technology derived from the word "textere" (Latin) meaning "to weave or construct", weaving or build. According to Saettler (196 technology that does not necessarily have to use the machines as imagined in our minds during this, but refers to any activity that uses practical knowledge or specific knowledge. Even mentioned that the technology is a business to solve human problems (Salisbury, 2002). In this connection, Romiszowski (1981, p. 11) states that the technology is associated with the products and processes. Meanwhile, Rogers (1986, p. 1) have the view that technology usually involves aspects of the hardware (consisting of material or physical object) , And aspects of the software (which consists of the information contained in the hardware). Based on the understanding, a clear understanding of the Salisbury (2002, 7) revealed that the technology is the application of science or knowledge in a systematic organized for the resolution of the tasks are practical . The use of technology in terms of education is not separate from the study, Finn (1960) at the seminar on the role of technology in society, with the title word means "AND Technology and the Process." Through word means examines the relationship between technology with education. The main argument was based on the symptoms of the utilization of technology in the lives of people who have a similarity with the condition that there is in education. Therefore, the use of the term on technology with education is appropriate and reasonable. Lumsdaine (1964) in Romiszoswki (1981: 12) stated that the use of technology in terms of education have a correlation with the concept of product and process. Drafts of products related to the hardware or the results used in the production processes. At that stage of simple technology that is used blackboards, charts, real objects, and models that simple. In the middle stages of technology use OHP, slide, film projection, a simple electronic equipment for teaching, and projection equipment (LCD). While the stages of high technology related to the use of the packages are complex, such as distance learning using radio, television, the module, computer assisted instruction, and teaching or stimulate the complex, and information systems through a dial-access phone and so forth. The use of the hardware is in line with the development of the product industry and community development, such as e-learning network that use the Internet for learning activities. The concept of process or software, concentrated on the development of substantive learning experience that prepared and organized approach by applying science for the sake of learning programs. Development of learning experience is cultivated in a systemic and systematic utilize various learning resources. The concept of process and product concept in the substance can not be separated because both of them together is used for the purposes of the optimal learning experience to students. Development of study begins with the analysis tinkle (highly learned and the need to study the situation tinkle students) that students need to be mastered in the learning process and born behavior after the learning activities. analysis of these phases make use of science or knowledge to reveal a number of capabilities that must be owned by prospective students, in addition to the need for the ability to obtain the ability to learn the results. Romiszwoski (1986: 15-17) enter these activities to the term "behavioral technology". Furthermore, the ability, capability analysis to be developed in the development of the program selected, or phases "AND technology". Concept and principles of technology and learning by members of the Psychology field, as Bruner (1966), and Gagne (1974), Cybernetics experts such as lye (1976), and Pask (1976), and practitioners such as Gilbert (1969), and Horn (1969), and the institutions that have an interest of the development program of learning. Although the technology is still learning, including premature, but will continue to do business development in a creative and carefully so that they can solve problems that arise in learning, up to this stage in micro study participants on the substance . prepare students to be able to display the results learning in the real condition, or to solve the problems in their lives. For that, always learning program developers to use the analysis technique needs to learn to obtain information about the capabilities required of students. Even after students complete the learning activities conducted the analysis for feedback to see the results of conformity with the needs of learning to learn. Harless (196 call to the "front-end analysis", while Mager and Pape (1970) call "the problems of performance analysis." And Romizwoski (1986) such as "performance technology". The concept and practice, the program requires the attention of all parties that have relevance study disciplines, including science, and not only can be trusted fully to the teachers only. This is caused by the complexity of human learning. Learning related to the psychological development of students, who need to obtain experience, the ability to be learned, or how to learn techniques, environmental conditions that need to create a conducive means and facilities that support, and various other external factors. For that, Malcolm Warren (197 reveal that the technology required to manage effectively organizing various human resources. Romizowski (1986) call the "Human resources management technology." Handling the various parties and have the necessary attention to the development programs of study and learning activities require one particular technique that can coordinate and accordance with the potential and expertise of each. B. The History of Concept 1. Introduction to the Concept of the Technology Education Based on the historical approach, Januszewski (2001: 2-15) revealed that the early stages as the introduction to the development of terms and concepts and technology education was sharpened by the following three factors: First, engineering (Bern, 1961; Szabo, 1968); Second, science (Finn, 1953; Ely, 1970; Jorgenson, 1981; Saettler, 1990; Shorck, 1990), and Third, the development of the Audio Visual Education movement (Ely, 1963; Ely, 1970; Joggers, 1981; Saettler, 1990 ; Shrock, 1990). From the results of studies shows that technology education has a relationship and mutual dependence with these three factors (engineering, science, education and audiovisual). In conjunction with engineering, from the beginning of the meaning of the engineering research and development activities and generate business technology for use in a practical, that there are many in the field of industry. Saettler (1990) states that Franklin Bobbitt and WW Charters become a pioneer the use of the term "Educational engineering" in the 1920s, especially on the approach used for curriculum development. The use of the term engineering is used by Munroe (1912) in the binding concept of knowledge management in education settings and Educational engineering. Munroe reasoned that the term Educational engeering required in the review of the business of preparing for the children enter their lives, which is better, which should be avoided, the requirements that need to be prepared, where and why they experience failure. Charters (1941) stated that T.J. Hoover and J.C.L. Fish said that the engineering is a systematic and professional activities in applying science to utilize natural resources efficiently result in welfare. Furthermore, the results of discussions between the engineering concepts disclosed Charters and the concept of the technology developed Noble produce four similarity, namely: 1) both need a business systematic ; 2) The application of both states; 3) both emphasize the efficiency of resources utilization; and 4) The goal of both is to produce something. In the implementations on education, described systematic that business needs to be done every technology education in each program, and the organizers of learning. In connection with the application knowledge, Charters said that a basis in science education, and every business in education need clarity by understanding the science used. For that matter, believed that the same point between the Educational engineering with the industrial engineering, using both methods of research, which was by scholarly basis. Furthermore, the organizers need to define the efficiency of education in each of conducting business, teachers need to define how efficient so that students obtain the maximum learning experience. In connection with each program to produce learning on the substance intended to provide a learning experience to students in the maximum so that learning can be a problem. There are three differences between the Charters with John Dewey looked in science and engineering in education. First, if Charters stated that systematise learning and knowledge learned to size in the process of learning and results, but Dewey not agree with the approach algorithmic in science and engineering education. Second, the methods of science and think reflective, Charters said that the similarity of the phases of the method of thinking in science and engineering reflective in the method. Reflective think is the articulation of engineering methods, processes and procedures are in the Linear set of activities beginning and end. Meanwhile, Dewey not agree with the idea that thinking is reflective Linear procedures, observed that there is a process that is open in accordance with hypothetical problems and that will be tested. However, both agreed on five stages in thinking reflective. Third, that Dewey not agree with the model that trenching in education such as that used in the role of workers in the industry (Munroe, 1912). Dewey expects that the practitioners of education need to utilize the experience and ability to think reflective using the method in science, and reject the use of procedures that testatrices. visit | ||
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