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EDUCATION AND TRAININGlearning capabilities to help teachersimprove their teaching.To conduct this research and toevaluate the educators’ familiarity,goals and expectations, a wide listof educational media was compiled.This research analyzes the levelsof familiarity with and use of eachlearning technique by the educatorswith the following objectives in mind.a. To evaluate the extent of use ofinstructional media by teachers ingeneral.b. To identify the objectives and goalsof the EST from media utilization.c. To measure the extent of use ofeach media by teachers.d. To find the best and effectivemethods to increase teachers’media knowledge.e. To identify obstacles impedingmedia applications.f. Recommend solutions andremedies that authorities shouldpursue to foster better planningand improve human resourcerequirements.The questions to be answered bythe sampled teachers (400) are asfollows.1. What is the best pattern and modelof media application?2. At what stage in the learningprocess is the instructional mediabeing used?3. Which media at what stage isbeing adopted?4. Which and to what extentinstructional technique is used?5. How much is your knowledgeof modern computers and internetapplications?6. Do you need special training toimprove your qualifications andknowledge of modern media?BackgroundAccording to Simon (1983, p. 88),technological innovation has anintellectual basis that attempts tocontrol, secure, and exploit thehuman physical environment byusing the known scientific rules andlaws. In other words, technologyis any scientific capability thatuses, manipulates, and adopts theaccumulated scientific findings of thepast and present. Technology canalso be defined as methodology orthe knowledge of better and moreeffective applications of humansciences. Fardanesh (1991, p. 9)claims that Webster’s definition oftechnology is as simple language ofapplication of knowledge for scientificgoals and purposes.Instructional technologies aredesigned to have empirical andpractical applications in the learningteachingprocess. Accordingto Raberd & Valiwer (1989),educational innovation is theoutcome of systematic challengesthat aim to diagnose and analyzethe educational shortcomings andto offer solutions. Wager (1997),while emphasizing expansion ofconcept of technology, believes thatthe effective educational technologyis not necessarily the hardware,but comprises all delicate steps ofconducive educational planningas well. The National Academy ofEngineering Instructional Technologyon Education states that educationalinnovations are scientific findings thatemerge from the actual classroomapplications of tools, techniques,and methods assisting the learningprocess (Dieuzeide, 1971).Importance and Necessity ofEducational TechnologyExperience shapes and moldslearning capabilities, therefore,thoughtful and achieving educatorswill attempt to provide a basis forstudents to be able to understandand retain new concepts andexperiences by drawing inferencesfrom their previous knowledge.Technology affects the learners intheir academic success in threedistinguishable ways: a) success inlearning the content area subjects; b)increase critical thinking and fosterproblem solving talents; c) preparethe human resource work force(Cradler, 2002).Historical Development ofTechnology in the WorldHuman beings have always beenin search of effective methodsto communicate with each other.After the inventions of script andlanguage and mitigating ease incommunications, the foundation forteaching/learning was laid down.Everyone could communicate his/her experience and findings andtake advantage of those of others.However, the pace of this revolutionwas rather slow and piecemeal untilthe invention of the press industry.Revolutionary steps were takenin instructional innovations alongwith emergence of educationalinstitutions that instituted thesecond revolutionary turn in schoolinstructional education. Learningprocess was analyzed by scientistsas an independent realm frompsychology and elements affectinglearning capabilities were indentified.Sidney Pressey invented a simplemachine in 1925 for the first timeto evaluate the performance ofstudents. That was the beginningpoint of mechanical teaching in thehistory (Zofen, Lotfipour, 2002, p.7). Burrhus F. Skinner, a well knownpsychologist, invented a “teachingmachine” that could teach subjectsin a simple manner and step bystep (Skinner, 1954). The thirdrevolution took place in the 1930’s(Gange, 1985, pp. 11-14). EricAshby was one of the first thinkerswho advocated the use of electronicmedia in education and visual mediawas accepted as the best substitutefor direct experimentation andexperience.With the start of the WWII, the focusof audio/visual researchers wasdiverted from educational institutionsto the United States Army. Duringthe war, most learning/teachingtools such as overhead projectorswere built for the first time and madetheir place along with slides, pilotsimulations, and language labs(Fardanesh, 1991, p. 21).Use of computers in classroomsstarted in the 1980’s and markedthe fourth revolution in educationalinnovations. A rise in teachers’confidence contributed to a wideapplication of computers. Itsintegration into the teaching/learningprocess started in 1990 andcomputers became an integral part ofclassroom settings and instructions.This contributed to a wide and dailyuse of computers by the studentsMIDDLE MIDDLE EAST EAST JOURNAL JOURNAL OF OF OF FAMILY MEDICINE VOLUME • VOLUME 108 ISSUE 7, ISSUE 7510 31