Introduction to the Establishment of Educational Technology Concepts

Based on the historical approach, Januszewski (2001: 2-15) reveals that the early stages of development as an introduction to the concepts and terms based educational technology and 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; Jorgerson, 1981; Saettler, 1990 ; Shrock, 1990). From the study results showed that technology and education are associated with the interdependence of these three factors (engineering, science, and audiovisual education).

In engineering terms, starting from the assessment that describes the meaning of engineering research and development activities as well as the business of making technology to practical use, which is mostly located in industrial areas. Saettler (1990) states that Franklin Bobbitt and WW Charters to 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 also by Munroe (1912) in the binding concept of knowledge management in educational settings and educational engineering. Munroe argued that the term educational Engeering required to assess on a great effort to prepare children to enter his life, which one is better, which ones to avoid, what requirements need to be prepared, where and why they experience failure. Charters (1941) stated T.J. Hoover and J.C.L. Fish reveals that engineering is a professional and systematic activity in applying science to efficiently utilize natural resources in generating prosperity. Further discussion of the concepts expressed Charters engineering and technology concepts were developed Noble produced four similarity, namely: 1) both require a systematic effort; 2) both said that the application of science, and 3) both emphasize the efficiency of resource utilization, and 4) the purpose of both is to produce something. In its application to education, described that effort needs to be done systematically every educational technologist in any developing program, and the organizers of learning. In relation to the application of science, Charters said that science is the basis of education, and every effort in education need to be based on the clarity of the science that is used. For this, it is believed that the common point between educational engineering with industrial engineering, both using the research method that is based on scientific basis. Furthermore, education providers need to establish efficiency in any business does, the teacher needs to establish how efficient manner so that learners gain the maximum learning experience. In conjunction with producing any learning program is essentially aimed at providing learning experiences to learners learning to the maximum so that the problem can be solved.

There are three differences between the Charters by John Dewey in looking at science and engineering in education. First, even if it sistimatisasi Charters stated that learning and knowledge learned in the process and to measure learning outcomes, but Dewey not agree with the use of an algorithmic approach to science and engineering education. Second, the methods of science and reflective thinking, Charters reveals that the similarities stage method of reflective thinking in science and engineering methods. Reflective thinking is an articulation of engineering methods, processes and procedures are linear in the initial and final set of activities. While Dewey disagree with the idea that reflective thinking is a linear procedure, he argues that there is an open process in accordance with the problems and hypotheses to be tested. But both agree on five stages in reflective thinking. Thirdly, that the less agree with Dewey premeditated model as used in education on the role of workers in the industry (Munroe, 1912). Dewey expects that educational practitioners need to take advantage of the experience and reflective thinking skills in using the methods of science, and reject the use of standardized procedures.

Approach to the use of science in education including educational technology is a must, because the concept and praxis of education in fact reveal things that happen on the field empirically. Kliebert Herbert (1987) as an expert History Education and Curriculum identifies three different events that are found in the early twentieth century in understanding the use of science in education. First, with regard to the child's development is fundamentally supported by the concept of G Stanley Hall on the development of science. Educators assess children's development in accordance with the conditions of their environment, in order to uncover the most appropriate curriculum for them. The second view, the use of science in education using a common model scientific inquiry in reflective thinking developed by Dewey. He was interested to study teaching model for thinking skills using science, and patterns used as the basis for establishing science teaching methods and instructional materials to be delivered. The third view, revealing that science be exact size and appropriate standards to maintain and predict the order of the world (Kliebard, 1987). Correspondingly, a laboratory science in education and experiments to select and assign prospective students, establishing curriculum, determining methods of learning, and assess student learning outcomes. The purpose of science in education provide assurance that the expected learning events have an impact on the efficiency and effectiveness of learning, in addition to the ability of learning outcomes can be predicted and controlled.

The third factor affecting the birth of educational technology is the development of audiovisual movement (tool of view heard) in education. Based on the historical development of the concept of audiovisual education has no connection with the concept of engineering and science in general. Even specifically educational technology consider that the concept is based on the understanding of audiovisual hardware and equipment (Finn, 1960). Most of the use of equipment used in the classroom education after World War II (Lange, 1969). Therefore suggests that the popular understanding of educational technology is the result of the evolution of the use of audiovisual movement in education. Hoban who completed his doctorate before Dale in OHIO State University has written a book about Visualizing the Curriculum 1937 with his father and Samual Zisman, they reveal a systematic relationship between the concrete instructional materials to the learning process. They began to describe the visual aid or teaching aids in the form of drawings, models, objects in the form of a concrete learning experiences to students in order to introduce, build, enrich, or clarify abstract concepts. Dale then tried to diversify the learning experience in the classroom. The first book he wrote was Audio Visual Methods in Teaching (1946), which explains the "Cone of Experience" or cone experiences as popular until now. The concept is very affecting and inspiring development of audiovisual concept.