Editing Educational psychology (section)

==Technology==
{{broader|Educational technology}}
[[Image:BloomsCognitiveDomain.svg|right|thumb|Bloom's [[taxonomy of educational objectives]]: categories in the cognitive domain<ref name=Anderson>Anderson, L.W. & [[David Krathwohl|Krathwohl, D.R.]] (2001). ''A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives''. New York, USA: Addison-Wesley Longman.</ref>]]
[[Instructional design]], the systematic design of materials, activities, and interactive environments for learning, is broadly informed by educational psychology theories and research. For example, in defining learning goals or objectives, instructional designers often use a [[taxonomy of educational objectives]] created by [[Benjamin Bloom]] and colleagues.<ref name=Anderson/> Bloom also researched [[mastery learning]], an instructional strategy in which learners only advance to a new learning objective after they have mastered its prerequisite objectives. Bloom<ref name=Bloom>[[Benjamin Bloom|Bloom, B.S.]] (1984). The two sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. ''Educational Researcher'', 13 (6), 4–16.</ref> discovered that a combination of mastery learning with one-to-one tutoring is highly effective, producing learning outcomes far exceeding those normally achieved in classroom instruction. [[Robert M. Gagné|Gagné]], another psychologist, had earlier developed an influential method of [[task analysis]] in which a terminal learning goal is expanded into a hierarchy of learning objectives<ref name=gronlund>Gronlund, N.E. (2000). ''How to write and use instructional objectives'' (6th ed.). Columbus, OH, USA: Merrill.</ref> connected by prerequisite relationships.
The following list of technological resources incorporate computer-aided instruction and intelligence for educational psychologists and their students:
* [[Intelligent tutoring system]]
* [[Cognitive tutor]]
* [[Cooperative learning]]
* [[Collaborative learning]]
* [[Problem-based learning]]
* [[Computer-supported collaborative learning]]
* [[Constructive alignment]]

Technology is essential to the field of educational psychology, not only for the psychologist themselves as far as testing, organization, and resources, but also for students. Educational psychologists who reside in the K-12 setting focus most of their time on special education students. It has been found that students with disabilities learning through technology such as iPad applications and videos are more engaged and motivated to learn in the classroom setting. Liu et al. explain that learning-based technology allows for students to be more focused, and learning is more efficient with learning technologies. The authors explain that learning technology also allows for students with social-emotional disabilities to participate in distance learning.<ref name=Liu>Liu, Gi Zen; Wu, No- Wei; Chen, Ye- Wen. Identifying Emerging Trends for implementing learning technology in special education. "Research in Development disabilities", 2013, 3618–3628</ref>