Question

Compare and contrast the Principles of effective technology utilization and the principles of effective media utilization using any two of the theories listed below.

Objectivism and behaviourism
Cognitivism
Constructivism
Connectivism

I have chosen to use Objectivism and behaviorism and Constructivism.

Answer 1

Principles of effective technology utilization V/S

The principles of effective media utilization

Use technology viably in instructing Guide students in utilizing these instruments to upgrade their capacities in the utilization of innovation(technology) to help their learning. Address innovation education aptitudes Improve learning of basic cooperation, correspondence, imagination and advancement

Gaining from numerous wellsprings of media gives data and difficulties our reasoning. Need media proficiency aptitudes just as realizing how to get to them, how to comprehend and investigate substance and how to make new media messages The job is to direct understudies o use media ss hotspots for their learning in insightful, sheltered and profitable ways. Understudies need to figure out how to be basic clients of these assets Ought to give understudies these chances to investigate how to utilize media assets to impart their insight.

Similitudes

Educators are required to give understudies chances to investigate new media.

Both investigate innovation and learning

Contrasts

Viable Media requires media education abilities

Viable innovation requires innovation education abilities

Objectivism

An educator working from a basically objectivist see is bound to accept that a course should introduce a collection of information to be scholarly. This may comprise of realities, equations, phrasing, standards, speculations and so forth.

The powerful transmission of this collection of information is the fate of focal significance. Talks and reading material must be definitive, educational, composed, and clear. The understudy's obligation is precisely to fathom, imitate and add to the information passed on to the person in question, inside the directing epistemological system of the control, in view of exact proof and the testing of speculations. Course assignments and tests would expect understudies to discover 'right answers' and legitimize them. Unique or inventive reasoning must at present work inside the principles of an objectivist approach – as it were, new information advancement must fulfil the thorough guidelines of observational testing inside concurred hypothetical systems.

An 'objectivist' educator must be particularly in charge of what and how understudies realize, picking what is essential to realize, the arrangement, the learning exercises, and how students are to be evaluated.

Behaviourism

Albeit at first created during the 1920s, behaviourism despite everything overwhelms ways to deal with educating and learning in numerous spots, especially in the USA. Behaviourist brain science is an endeavour to demonstrate the investigation of human conduct on the techniques for the physical sciences and in this manner focuses consideration on those parts of conduct that are able to do coordinate perception and estimation. At the core of behaviourism is the possibility that specific social reactions become related in an unthinking and invariant manner with explicit upgrades. Therefore a specific upgrade will bring out a specific reaction. At its most straightforward, it might be a simply physiological reflex activity, similar to the compression of an iris in the eye when animated by brilliant light.

Be that as it may, most human conduct is increasingly mind-boggling. All things considered, behaviourists have shown in labs that it is conceivable to strengthen through remuneration or discipline the relationship between a specific improvement or occasion and a specific conduct reaction. The bond framed between improvement and reaction will rely upon the presence of a suitable method for fortification at the hour of the relationship among upgrade and reaction. This relies upon arbitrary conduct (experimentation) being suitably strengthened as it happens.

Constructivism

Constructivism is grounded in the conviction that singular students make importance from their background and associations with the world and others. They make their world at that point arrange that reality with others through "social exchange" (e.g., conversation or discussion). The learning is best when the learning is framed in a circumstance or setting that is real and pertinent. Since each student is extraordinary, this learning hypothesis requests that understudies appreciate a high level of office and self-sufficiency comparable to their work. The more undertakings are moored in "this present reality" or valid circumstances; the more powerful the learning will be.

Summary

The job of understudies shifts with each learning hypothesis. Behaviourism consigns understudies to an increasingly detached job and organizes the job of the instructor in learning. Constructivism is student-driven and requests that understudies ponder their learning. This basic move in the understudy's job strengthened my inclination for constructivism, however, Ertmer and Newby express that the learning hypotheses are not totally unrelated and can supplement one another.