For:

Bachelor in Secondary

Education Major in English III

Educational Technology 2

(Adapted Version)

LESSON 1:

A REVIEW OF EDUCATIONAL TECHNOLOGY 1

The Education Technology 1 (ET-1) course has truly paved the way for the

learner to become aware, appreciative and equipped to use educational

technology 1 tools ranging from traditional to modern educational media.

Truly, the foundation for a truly satisfying exposure to educational technology

has been firmly laid down by the ET- 1 course, starting with the through treatment of

the history of educational technology, quality education, and the roles of ET in the

21th millennium. In ET-1, the learner was also oriented towards averting the dangers of

dehumanization which technology brings into societies, such as through ideological

propaganda, pornography, financial fraud, and other exploitative use of technology.

Sad to say, these dangers continue to affect peoples and cultures while widening the

gap between rich and poor countries.

On the application of educational technology to instruction. Educational

technology 1 showed the four phases of application of educational technology in

teaching- and- learning, namely: (a) setting of learning objectives (b) designing

specific learning experiences (c) evaluating the effectiveness of the learning

experiences vis-à-vis the learning objectives, and (d) revision as needed of the whole

teaching-learning process, or elements of it, for further improving future instructional

activities.

Adding to the technology sophistication of the learner, educational technology

1 fitting refined the distinction between educational technology and other concepts,

such as instructional technology (which is the use of technology and instruction,

different from school management), educational media (or equipment and materials,

apart from the teacher himself), audio visual aids (or learning media to stir the senses

for more effective learning).

In sum, educational technology 1 served:

i. To orient the learner to the pervasiveness of educational

technology in society.

ii. To lend familiarization on how educational technology can be

utilized as media for the avenues teaching-learning process in this

school.

iii. To uplift the learner to human learning through the use of learning

technology.

iv. To impart skills in planning, designing, using and evaluating the

technology-enriched teaching-learning process.

v. To acquaint learners on the basic aspects of community education,

functions of the school media center, and finally.

vi. To introduce the learner to what is recognized as the third revolution

in education, the computer.

LESSON 2

AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2

Educational technology 2 is concerned with “Integrating Technology into

Teaching and Learning.” Specifically this is focused on introducing, reinforcing,

supplementing and extending the knowledge and skills to learners so that they can

become exemplary users of educational technology. Mainly directed to student

teachers, also professional teachers who may wish to update their knowledge of

educational technology, it is our goal that this course can help our target learners to

weave technology in teaching with software (computer programmed learning

materials) becoming a natural extension of their learning tools.

Necessarily, Educational Technology 2 will involve a deeper understanding of

the computer a well as hands-on application of computer skills. But this is not to say

that the goal of the course is to promote computer skills. Rather, the course is primarily

directed at enhancing teaching-and-learning through technology integration.

In essence, the course aims to infuse technology in the student-teachers training,

helping them to adapt and meet rapid and continuing technological changes

particularly in the thriving global information and communication technology (ICT)

environment.

More specifically, the course objectives are:

• To provide education in the use of technology in instruction by providing

knowledge and skills on technology integration-in-instruction to learners

• To impart learning experiences in instructional technology-supported

instructional planning

• To acquaint students on information technology or IT- related learning theories

with the computer as a tutor

• To learn to use and evaluate computer-based educational resources

• To engage learners on practical technology integration issues including

managing IT classrooms, use of the internet for learning, cooperative learning

through the use of information technology, etc.

• To inculcate higher level thinking and creativity among students while

providing them knowledge of IT-related learning theories

While the course is primarily intended for the use of student-teachers, it can also be of

great use to professional teachers, school administrators, teacher educators, and in

fact anyone who is interested on how information technology can be used to improve

not only instruction but the school management and curriculum. It may be said, too,

that the study of this course on integrating Information Technology in instruction should

not be considered as a formidable task, but rather as a refreshing and exciting study

given the idea that all learning should be fun.

LESSON 3

EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC REGION

To provide confidence to educators that they are taking the right steps in

adopting technology in education, it is good to know that during the last few years,

progressive countries in the Asia Pacific region have formulated state policies and

strategies to infuse technology in schools. The reason for this move is not difficult to

understand since there is now a pervasive awareness that a nation‟s socio-economic

success in the 21st century is linked to how well it can compete in a global information

and communication technology (ICT) region. This imperative among nations has

therefore given tremendous responsibilities on educators to create an educational

technology environment in schools.

And since it is understood that state policies will continue to change, it is helpful

to examine prevailing ICT policies and strategies of five progressive states/city, namely

New Zealand, Australia, Malaysia, Singapore and Hong Kong.

New Zealand 2001 ICT Goals and Strategy

(Web link for more a detailed document)

http://www.tki.org.nz/ict/

Goal

Government with the education and technology sectors, community

groups, and industry envisions to support to the development of the capability

of schools to use information and communication technologies in teaching-and-

learning and in administration.

Strategy

It foresees schools to be:

Improving learning outcomes for students using ICT to support

the curriculum.

Using ICT to improve the efficiency and effectiveness of

educational administration.

Developing partnerships with communities to enhance

access to learning through ICT.

Focus Areas

Infrastructure for increasing school‟s access to ICTs to

enhance education

Professional development so that school managers and

teachers can increase their capacity to use ICT

Initiatives

An On-line Resource Center with a centrally managed

website for the delivery of multimedia resources to schools

A computer recycling scheme

A planning and implementation guide for schools

ICT professional development schools/clusters

Australia IT Initiatives

(http://www.deet.gov.au/schools/Adelaide/text.htm)

In the Adelaide Declaration on National Goals for schools, information

technology is one of the eight national goals/learning areas students should achieve.

Students should be confident, creative and productive users of new technologies on

society.

The plans for achieving the national goal for IT are left to individuals states and

territories with the Educational Network Australia (EdNA) as the coordinating and

advisory body. Across the states and territories, the common features to planning,

funding and implementation strategies are:

Fast local& wide area networks linking schools across the state&territory

Substantial number of computers in schools, ensuring adequate access

Continuing teacher training in the use of technology for instruction

Technical support to each school

Sufficient hardware and software

Digital library resources

Technology demonstrations as models for schools

Malaysia Smart School-level Technology Project

(http:/www.ppk.kpm.my/smartschool/)

Technology plays many roles in a Smart School from facilitating teaching-and-

learning activities to assisting with school management. Fully equipping a school

includes:

Classrooms with multimedia, presentation facilities, e-mail, and

groupware for collaborative work

Library media center with database for multimedia courseware and

network access to the internet

Computer laboratory for teaching, readily accessible multimedia and

audiovisual equipment

Multimedia development center with tools for creating multimedia

materials. Computer studies as a subject

Studio/theatrette with control room for centralized audiovisual equipment,

teleconferencing studio, audio room, video and laser disc video room

Teachers‟ room with on-line access to courseware catalogues and

databases, information and resource management systems and

professional networking tools, such as e-mail and groupware

Server room equipped to handle applications, management databases

and web servers

Administration offices capable of managing databases of students and

facilities, tracking student and teacher performance and resources,

distributing notices and other information electronically

Singapore Masterplan for IT in Education

(http://www.moe.edu.sg/iteducation/masterplan/welcome.htm)

The masterplan has four key dimensions:

Curriculum and assessment

A balance between acquisitions of factual knowledge and mastery of

concepts and skills

Students in more active and independent learning

Assessment to measure abilities in applying information, thinking and

communicating

Learning resources

Development of a wide range of educational software for instruction

Use of relevant Internet resources for teaching-and-learning

Convenient and timely procurement of software materials

Teacher development

Training on purposeful use of IT for teaching

Equipping each trainee teacher with core skills in teaching with IT

Tie-ups with institutions of higher learning and industry partners

Physical and technological infrastructure

Pupil computer ratio of 2:1

Access to IT in all learning areas in the school

School-wide network, and school linkages through wide area

network(WAN), eventually connected to Singapore ONE (a broadband

access service for high-speedy delivery of multimedia services on island-

wide basis

Hong Kong Education Program Highlights

(http://www.info.gov.hk/emb/prog_high/schoolprog.html)

Government aims to raise the quality of school education by promoting the use of IT

in teaching and learning. The IT initiatives are:

On average, 40 computers for each primary school and 82 computers for

each secondary school

About 85,000 IT training places for teachers at four levels

Technical support for all schools

An Information Education Resource Center for all schools and teachers

An IT coordinator for each of 250 schools which should have sound IT

plans, devices and procedures

Computer rooms for use by students after normal school hours

An IT Pilot Scheme to provide schools with additional resources

Review of school curriculum to incorporate IT elements

Development of appropriate software in collaboration with

government, the private sector, tertiary institutions and schools

Exploring the feasibility of setting up an education-specific intranet

LESSON 4

BASIC CONCEPTS ON INTEGRATING TECHNOLOGY IN INSTRUCTION

There is a lingering issue on how educational technology is integrated in the

teaching learning process. This is due to the fact that the mere use of the computer

does not mean technology has already been in integrated in instruction. For example,

computer games may not relate at all to education, much less to classroom

instruction.

There is a need, therefore, to provide learning on how educational

technology can be applied and integrated into the teaching-learning process. For this

purpose, the definition given by Pisapia (1994) is helpful:

Integrating technology with teaching means the use of learning

technologies to introduce, reinforce, supplement and extend skills…. The difference

between the classroom of exemplary users of technology and technology uses is the

way their classes are conducted. In the exemplary classrooms, student use of

computers is woven integrally into the patterns of teaching; software is a natural

extension of student tools.

Following this definition, there is NO INTEGRATIVE PROCESS if for example the

teacher makes students play computer games to give them a rest period during

classes. Neither is there integration, if the teacher merely teaches students computer

skills. In the first place, the teachers of general or special are not computer technicians

or computer trainers.

If one is looking for external manifestations of technology integration into

instruction, here are some:

• There‟s a change in the way classes are traditionally conducted.

• The quality of instruction is improved to a higher level such a way that

could not have been achieved without educational technology.

• There is planning by the teacher on the process of determining how and

when technology fits into the teaching-learning process.

• The teacher sets instructional strategies to address specific instructional

issues/problems.

• In sum, technology occupies a position (is a simple or complex way) in the

instructional process.

LESSON5

STATE-OF-THE-ART-ET APPLICATION PROCESS

Looking through progressive state policies that support technology-in-education, and

other new developments in pedagogical practice, our educators today have

become more aware and active in adopting state-of-the-art educational technology

practices they can possibly adopt.

The following trends should also be recognized by educators:

• Through school and training center computer courses, present-day students

have become computer literate. They send e-mail, prepare computer encoded

class reports, even make PowerPoint presentation sometimes to the surprise of

media tradition-bound teachers.

• Following the call for developing critical thinking among students, teachers have

deemphasized rote learning and have spent more time in methods to allow

students to comprehend/internalize lessons.

• Shifting focus from low-level traditional learning outcomes, student

assessment/examinations have included measurement of higher level learning

outcomes such as creative and critical thinking skills.

• Recent teaching –learning models (such as constructivism and social

constructivism) have paved the way for instructional approaches in which

students rely less on teachers as information-givers, and instead more on their

efforts to acquire information, build their own knowledge, and solve problems.

Virtue is in moderation and so, there is truly a need for teachers to balance their time

to the preparation and application of instructional tools. Through wise technical

advice, schools can also acquire the most appropriate computer hardware and

software. At the same time, training should ensure that the use of ET is fitted to learning

objectives. In addition, teachers should acquire computer skills for so that they can

serve as models in integrating educational technology in the teaching-learning

process.

Following modern trends in technology-related education, schools should now foster a

student-centered learning environment, wherein students are given leeway to use

computer information sources in their assignments, reports and presentation in written,

visual, or dramatic forms. All these suggestion show that teachers and schools can no

longer avoid the integration of educational technology in instruction. Especially in the

coming years, when portable and mobile computing will make computing activities

easier to perform, the approaches to classroom pedagogy musts change. And with

continuing changes in high-speed communication, mass storage of data, including

the revolutionary changes among school libraries, educators should be open for more

drastic educational.

LESSON 6

IT ENTERS A NEW LEARNING ENVIRONMENT

It is most helpful to see useful models of school learning that is ideal to achieving

instructional goals through preferred application of educational technology. These are

the models of Meaningful Learning, Discovery learning, Generative Learning and

Constructivism.

In these conceptual models, we shall see how effective teachers best interact

with students in innovative learning activities, while integrating technology to the

teaching learning process.

If the traditional learning environment gives stress focus to rote learning and

simple memorization, meaningful learning gives focus to new experience departs from

that is related to what the learners already knows. New experience departs from the

learning of a sequence of words but attention to meaning. It assumes that:

Students already have some knowledge that is relevant to new learning.

Students are willing to perform class work to find connections between

what they already know and what they can learn.

In the learning process, the learner is encouraged to recognize relevant

personal experiences. A reward structure is set so that the learner will have both

interest and confidence, and this incentive system sets a positive environment to

learning. Facts that are subsequently assimilated are subjected to the learner‟s

understanding and application. In the classroom, hands-on activities are introduced

so as to simulate learning in everyday living.

Discovery Learning

Discovery learning is differentiated from reception learning in which ideas are

presented directly to student in a well-organized way, such as through a detailed set

of instructions to complete an experiment task. To make a contrast, in discovery

learning student from tasks to uncover what is to be learned.

New ideas and new decision are generated in the learning process, regardless of the

need to move on and depart from organized setoff activities previously set. In

discovery learning, it is important that the student become personally engaged and

not subjected by the teacher to procedures he/she is not allowed to depart from.

In applying technology, the computer can present a tutorial process by which

the learner is presented key concept and the rules of learning in a direct manner for

receptive learning. But the computer has other uses rather than delivering tutorials. In

a computer simulation process, for example, the learner himself is made to identify key

concept by interacting with a responsive virtual environment.

Generative Learning

In generative learning, we have active learners who attend to learning events

and generate meaning from this experience and draw inferences thereby creating a

personal model or explanation to the new experience in the context of existing

knowledge.

Generative learning is viewed as different from the simple process of storing

information. Motivation and responsibility are seen to be crucial to this domain of

learning. The area of language comprehension offers examples of this type of

generative learning activities, such as in writing paragraph summaries, developing

answers and questions, drawing pictures, creating paragraph titles, organizing

ideas/concepts, and others. In sum, generative learning gives emphasis to what can

be done with pieces of information, not only on access to them.

Constructivism

In constructivism, the learner builds a personal understanding through

appropriate learning activities and a good learning environment. The most accepted

principles constructivism are:

Learning consists in what a person can actively assemble for himself and

not what he can receive passively.

The role of learning is to help the individual live/adapt to his personal

world.

These two principles in turn lead to three practical implications:

The learner is directly responsible for learning. He creates personal

understanding and transforms information into knowledge. The teacher

plays an indirect role by modeling effective learning, assisting, facilitating

and encouraging learners.

The context of meaningful learning consists in the learner “connecting” his

school activity with real life.

The purpose of education is the acquisition of practical and personal

knowledge, not abstract or universal truths.

To review, there are common themes to these four learning domains. They are

given below:

Learners

are active, purposeful learners.

set personal goals and strategies to achieve these goals.

make their learning experience meaningful and relevant to their lives.

seek to build an understanding of their personal worlds so they can

work/live productively.

build on what they already know in order to interpret and respond to

new experiences.

LESSON 7

IT FOR HIGHER THINKING SKILLS AND CREATIVITY

In the traditional information absorption model of teaching, the teacher

organizes and presents information to students-learners. He may use a variety of

teaching resources to support lesson such as chalkboard, videotape, newspaper or

magazine and photos. The presentation is followed by discussion and the giving of

assignment. Among the assignments may be a research on a given topic. This

teaching approach has proven successful for achieving learning outcomes following

the lower end of Bloom‟s Taxonomy: knowledge, comprehension, and application are

concerned.

But a new challenge has arisen for today‟s learners and this is not simply to

achieve learning objectives but to encourage the development of students who can

do more than receive, recall, recite and apply the knowledge they have acquired.

Today, students are expected to be not only cognitive, but also flexible, analytically

and creative. In this lesson, there are methods proposed by the use of computer-

based as an integral support to higher thinking skills and creativity.

Higher Level Learning Outcomes

To define higher level thinking skills and creativity, we may adopt a framework

that is a helpful synthesis of many models and definitions on the subject matter. The

framework is not exhaustive but a helpful guide for the teacher‟s effort to understand

the learner‟s higher learning skills.

Complex Thinking Skills Sub-Skills

Focusing Defining the problem,

goal/objective-setting,

brainstorming

Information Gathering Selection, recording of data of

information

Remembering Associating, relating new data with

old

Analyzing Identifying idea constructs, patterns

Generating Deducing, inducting, elaborating

Organizing Classifying, relating

Imagining Visualizing, predicting

Designing Planning, formulating

Integration Summarizing, abstracting

Evaluating Setting criteria, testing idea,

verifying outcomes, revising

Figure - Thinking Skills Framework

The Upgraded Project Method

In this modern day, the teachers are now guided on their goal to help students

achieve higher level thinking skills and creativity beyond the ordinary.

We know the fact that the ordinary classroom is awfully lack in instructional

toolkits; as a result the teacher might have a difficulty to bring the students to the

higher domains of learning and achieving, so the project method is suggested.

Project Method

Teachers assign the students to work on projects with depth, complexity

duration and relevance to the real word.

Project is utilized because students need to make the most of the decisions

about what to put inside their project, how to organize their information and ideas and

how to communicate their result effectively.

Upgraded Project Method

In here, there is a tighter link between the uses of projects for simply coming up

with products to have the students undergo the process of higher thinking skills under

the framework of the Constructivist Paradigm.

In this new project method, the students are advised to use computer

application and high technology in doing their projects.

Constructivist Paradigm

It emphasize on how the students construct knowledge. The students, not the

teacher are the one who make decisions about what to put into the project, how to

organize information, how to package the outcomes for presentation and the like.

In doing projects, there are two things that are involved:

Process- refers to the steps, effort and experiences in project completion.

Product- is the result or the end point of the process.

As a future teacher, we must take into consideration the process in every

project because in the process, the students were able to think and apply their

creativity as results they have develop their higher order thinking skills.

Four Types of IT-Based Projects

● Resource-based project

● Simple creations

● Guided hypermedia

● Web design project

LESSON 8

HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS

In this lesson, we shall discuss four types of IT-based projects which can

effectively be used in order to engage students in activities of a higher plane of

thinking. To be noted is the fact that these projects differ on the specific process and

skills employed, also in the ultimate activity or platform used to communicate

completed products to others.

It is to be understood that these projects do not address all of the thinking skills

shown previously in the Thinking Skills Framework. But these projects represent

constructivist projects, containing the key elements of a constructivist approach to

instruction, namely:

the teacher creating the learning environment

the teacher giving students the tools and facilities, and

the teacher facilitating learning.

The students themselves who demonstrate higher thinking skills and creativity

through such activities searching for information, organizing and synthesizing ideas,

creating presentations, and the like.

Now let us see four IT-based projects conducive to develop higher thinking skills

and creativity among learners.

I. RESOURCES-BASED PROJECTS

In these projects, the teacher steps out of the traditional role of being an

content expert and information provider, and instead lets the students find their own

facts and information. Only when necessary for the active learning process does the

teacher step in to supply data or information. The general flow of events in resource-

based projects are:

1. The teacher determines the topic for the examination of the class.

2. The teacher presents the problem to the class.

3. The students find information on the problem/questions.

4. Students organize their information in response to the problem/questions.

Relating to finding information, the central principle is to make the students go

beyond the textbook and curriculum materials. Students are also encouraged to go to

the library, particularly to the modern extension of the modern library, the internet.

The inquiry-based or discovery approach is given importance in resource-based

projects. This requires that the students, individually or cooperatively with members of

his group, relate gathered information to the „real world.‟ The process is given more

importance than the project product. It doesn‟t matter for example if each group

comes up with a different answer to the problem. What matters are the varied sources

of information, the line of thinking and the ability to agree in defense of their answers.

The table below can provide the difference between the traditional and resources-

based learning approach to instruction.

Traditional Resource-based learning model

Teacher is expert and information

provider

Teacher is a guide and facilitator

Textbook is key source of

information

Sources are varied

(print, video, internet, etc.)

Food on facts information is

packaged, in neat parcels

Focus on learning inquiry/

quest/discovery

The product is the be-all and end-

all of learning

Emphasis on process

Assessment is quantitative Assessment is quantitative and

qualitative

II. SIMPLE CREATIONS

Students can also be assigned to create their software materials to supplement

the need for relevant and effective materials. Of course, there are available software

materials such Creative Writer (by Microsoft) on writing, KidWork Deluxe (by Davidson)

on drawing and painting, and MediaWeave (by Humanities software) on multimedia.

In developing software, creativity as an outcome should not be equated with

ingenuity or high intelligence. Creating is more consonant with planning, making,

assembling, designing, or building. Creativity is said to combine three kind of

skills/abilities:

Analyzing – distinguishing similarities and differences, seeing the project as

a problem to be solved.

Synthesizing – making spontaneous connections among ideas, their

generating interesting or new ideas.

Promoting – selling of new ideas to allow the public to test the ideas

themselves.

To develop creativity, the following five key tasks may be recommended:

1. Define the task. Clarify the goal of the completed project to the student.

2. Brainstorm. The students themselves will be allowed to generate their own

ideas on the project. Rather than shoot down ideas, the teacher

encourages idea exchange.

3. Judge the ideas. The students make appraisal for or against any idea. Only

when students are completely off track should the teacher intervene.

4. Act. The students do their work with the teacher a facilitator.

5. Adopt flexibility. The students should be allowed to shift gears and not

follow an action path rigidly.

III. GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached in two

different ways:

1. As an instructive tool, such as in the production by students of a power-

point presentation of a selected topic.

2. As a constructivist tool, such as when students do a multimedia

presentation (with text, graphs, photos, audio narration, interviews,

video clips, etc., to simulate a television news show.

IV. WEB-BASED PROJECTS

Students can be made to create and post webpages on a given topic. But

creating webpages, even single page webpages, may be too sophisticated and time

consuming for the average student.

It should be said, however, that posting of webpages in the Internet allows the

students (now the webpage creator) a wider audience. They can also linked with

other related sites in the Internet. But as of now, this creativity project may be to

ambitious as a tool in the teaching-learning process.

THE PC

Communication media Audiovisual media

(Internet) (Multimedia)

Email (text and video) Text, sound, graphics

Chat rooms chart, photos

Blog sites Power-point presentation

News services (print, video clip) CD, VCD, DVD player

Music/movie/television room CDVCD, DVD player

Educational software

(Internet)

Educational websites

Software‟s , courseware‟s

School registration/ records

Accounting

LESSON 9:

COMPUTER AS INFORMATION AND COMMUNICATION TECHNOLOGY

In educational technology course 1 the role of computer in education was well

discussed. It was pointed out that the advent of the computer is recognized as the

third revolution in education. The first was the invention of the printing press; the

second, the introduction of libraries and the third the invention of the computer,

especially so with the advent of the microcomputer in 1975. Thus emerged computer

technology in education. Through the technology, educators saw the amplification of

learning literacy. Much like reading, the modern student can now interact with

computer messages; even respond to question or to computer commands. Again like

writing, the learner can form messages using computer language or programs.

Soon computer assisted instruction (CAI) was introduced using the principle of

individualized learning through a positive climate that includes realism and appeal

with drill exercise that uses color, music and animation. The novelty of CAI has not

waned to this offered by computer-equipped private schools. But the evolving pace

of innovation in today‟s Information Age is so dynamic that within the first decade of

the 21st century, computer technology in education has matured to transform into an

educative information and communication technology (ICT) in education.

Until the nineties, it was still possible to distinguish between instructional media

and the educational communication media. Instructional media consist of audio-

visual aids that served to enhance and enrich the teaching-learning process.

Examples are the blackboard, photo, film, and video. On the other hand, educational

communication media comprise the media communication to audiences including

learners using the print, film radio, and television or satellite means of communication.

For example, distance learning were implemented using correspondence, radio,

television or the computer satellite system.

Close to the turn of the 21st century, however, such as distinction merged

owing to the advent of the microprocessor also known as the personal computer (PC).

To illustrate, let‟s examine the programs normally installed in an ordinary modern PC: v Microsoft Office- program for composing text, graphics, photos into letters,

articles, reports etc.

v Power-point- for preparing lecture presentations

v Excel- for spreadsheet and similar graphic sheets

v Internet – access to the internet

v Yahoo or Google- websites; email, chat rooms, Blog sites, news service

(print/video) educational software etc.

v Adobe reader- Graph/photo composition and editing

v MSN- mail/chat messaging

v Cyber link power- DVD player

v Windows media player- Editing film/video

v Game house- video games

LESSON 10

THE COMPUTER AS A TUTOR

The computer is one of the wonders of human ingenuity, even in its original

design in the 1950's to carry out complicated mathematical and logical operations.

With the invention of the microcomputer (now also commonly referred to PCs or

personal computers), the PC has become the tool for programmed instruction.

Educators saw much use of the PC. It has become affordable to small business,

industries and homes. They saw its potential for individualization in learning, especially

as individualized learning is a problem since teachers usually with a class of forty or

more learners. They therefore devised strategies to use the computer to break the

barriers to individualized instruction.

Computer-assisted instruction (CAI)

The computer can be a tutor in effect relieving the teacher of many activities in

his personal role as classroom tutor. It should be made clear, however, that the

computer cannot totally replace the teacher since the teacher shall continue to play

the major roles of information deliverer and learning environment controller. Even with

the available computer and CAI software, the teacher must:

• Insure that students have the needed knowledge and skills for any computer

activity.

• Decide the appropriate learning objectives.

• Plan the sequential and structured activities to achieve objectives.

• Evaluate the students‟ achievement by ways of tests the specific expected

outcomes.

On the other hand, the students in CAI play their own roles as learners as they:

• Receive information.

• Understand instructions for the computer activity.

• Retain/keep in mind the information and rules for the computer activity.

• Apply the knowledge and rules during the process of computer learning.

During the computer activity proper in CAI the computer, too, plays its roles as it:

• Act as a assort of tutor (the role traditional played by the teacher.

• Provides a learning environment.

• Delivers learning instruction.

• Reinforces learning through drill-and-practice.

• Provides feedback.

Today, educators accept the fact that the computer has indeed succeeded in

providing an individualized learning environment so difficult for a teacher handling

whole classes. This is so, since the computer is able to allow individual students to learn

at their own pace, motivate learning through a challenging virtual learning

environment, assist students through information needed during the learning process,

evaluate students responses through immediate feedback during the learning

process, and also give the total score to evaluate the student‟s total performance.

LESSON 11

CONSTRUCTIVIT LEARNING

In this lesson, we shall again look at the computer, but this time from another

perspective the computer as the teacher‟s handy tool. I can in fact support the

constructivist and social constructivist paradigms of constructivist learning.

Constructivist was introduced by Piaget (1991) and Bruner (1990). They gave stress to

knowledge discovery of new meaning/concepts/principles in the learning process.

Various strategies have been suggested to foster knowledge discovery, among these,

is making students engaged in gathering unorganized information from which they

can induce ideas and principles. Students are also asked to apply discovered

knowledge to new situations, a process for making their knowledge to real life

situations. While knowledge is constructed by the individual learner in constructivism,

knowledge can also be socially constructed. Social constructivism. This is an effort to

show that the construction of knowledge is governed by social, historical and cultural

contexts, in effect; this is to say that the learner who interprets knowledge has a

predetermined point of view according to the social perspective of the community or

society he lives in.

The psychologist Vygotsky stressed that learning is affected by social influences. He

therefore suggested the interaction process in learning. The more capable adult

(teacher or parent) or classmate can aid or complement what the learner sees in a

given class project. In addition Dewey sees language as a medium for social

coordination and adaptation. For Dewey human learning is really human language

that occurs when students socially share, build and agree upon meaning and

knowledge.

Learning framework Constructivism Social Constructivism

Assumption Knowledge is

constructed by the

individual.

Knowledge is

constructed within a

social context.

Definition of Learning Students build their own

Learning.

Students build

knowledge influenced

by the social context.

Learning Strategies Gather unorganized

information to create

new concept/principle.

Exchange and share

form ideas, stimulates

thinking.

General Orientation Personal discovery of

knowledge.

Students discuss and

discover meanings.

Example 8*5-8+8+8+8+8 Two alternative job offers

Option 1-8 hrs./day for 6

days/ week.

Option 2- 9 hrs./day for 5

days/ week.

The Computer‟s Capabilities

Based on the two learning theories, the teacher can employ the computer as an:

• An information Tool

• A communication Tool

• A constructive Tool

• As co- constructive Tool

• A situating Tool

• Informative Tool.

The computer can provide vast amounts of information in various forms, such as text, graphics,

sound, and video. Even multimedia encyclopedias are today available on the Internet. The

Internet itself provides an enormous database from which user can access global information

resources that includes the latest news, weather forecasts, airline schedule, sports

development, entertainment news and features, as well as educational information directly

useful to learners. The Internet on education can be sourced for kinds of educational

resources on the Internet. Along the constructivist point of view, it is not enough for learners to

download relevant information using the computer as an information tool. Students can used

gathered information for composition or presentation projects as may be assigned by the

teacher. Given the fact that the Internet can serve as a channel for global communication,

the computer can very well be the key tool for video teleconferencing sessions.

Constructive tool. the computer itself can be used for manipulating information, visualizing

one's understanding, and building new knowledge. the Microsoft word computer program

itself is a desktop publishing software that allows users to organize and present their dies in

attractive formats.

Co-constructive tools. Students can use constructive tools to work. cooperatively and

construct a shared understanding of new knowledge. one way of co-construction is the use of

the electronic whiteboard where students may post notices to a shared document/

whiteboard. students may also co-edit the same document from their homes. The computer-

supported intentional learning environments (CSILE) is an example of an integrated

environment developed by the Ontario Institute for Studies in Education. within CSILE, students

can enter their ideas in notes and respond to each other‟s ideas. Manifest in the student-

generated database are higher level thinking processes-explaining, problem so living/finding,

expertise and development, literacy improvement.

Situating tool. By means of virtual reality (RS) extension system, the computer can create 3-D

images on display to give the user the feeling that are situated in a virtual environment. A flight

simulation program is an example of a situating tool which places the user in a simulated flying

environment. Mulch-User Domains or Dungeons (MUDs), MUD object-oriented (MOOs), and

Multi-User Shared hallucinations (MUSHs) are example so situating systems. MUDs and MOOs

are mainly text\based virtual reality environments on the internet. When users log on to a

MOO environment, they may interact with the virtual reality(such as by writing on a notice

board) through simple text-based commands. A school-to-school or classroom-to-classroom

environment is possible whereby the user can choose to walk around the campus talk with

other users who are logged to the same site.to caution users, the computer as a situating tool

is news and still undergoing further research and development.

LESSON 12

INFORMATION TECHNOLOGY IN SUPPORT OF STUDENT-CENTERED LEARNING

CLASSROOM

The idea of student-centered learning is not a recent idea. In fact, as early as the

20th century, educational educators such as John Dewey argued for highly active and

individualized pedagogical methods which place the student at the center of the

learning process. In this lesson, we shall see how the teacher can expand his options to

make himself more effective and relevant in the 21st millennium information age. In

addition, suggestions shall be made on how a student-centered classroom (SCL) can

be supported by information technology (IT).

The Traditional Classroom

It may be observed that classroom are usually arranged with neat columns and rows

of student chairs, while the teacher stands in front of the classroom or sits behind his

desks. This situations is necessitated by the need to maintain classroom discipline, also

they allow the teachers to control classroom activities through lecture presentation

and teacher-led discussion.

Noticeably, however, after spending so many minutes in lesson presentation and class

management, students can get restless and fidgety. Often enough, the teacher has to

also mange misbehavior in class as students start to talk among themselves or simply

stare away in lack attention. To prevent this situation, teachers often make students

take time to work individually on worksheets can help the situation. Another option is

now presented and this is adopting the idea of developing students to be

independent learners with the end of making them critical and creative thinkers.

The SCL classroom

John Dewey described the traditional learning process in which the teacher pours

information to students learners, much like pouring water from a jug into cups. This is

based on the long accepted belief that the teacher must perform his role of teaching

so that learning can occur.

This learning approach is generally known as direct instruction, and it has worked well

for obtaining many kind of learning outcomes. The problem with the direct instruction

approach to learning, however, is the fact that the world‟s societies have begun to

change. Of course, this change may not be strongly felt in many countries in which the

economy longer depends primarily on factory workers who do repetitive work without

thinking on the job. The traditional classroom and direct instruction approach to

learning conform to this kind of economies.

In contrast, industrialized societies we find knowledge based economies in which

workers depends on information that can be accessed through information and

communication technologies (ICTs). Desiring to gain effectiveness, efficiency and

economy in administration and instructions, schools in these developed economies

have also adopted the support of ICTs.

Their students have now become active not passive learners, who can interact with

other learners, demonstrating independence and self-awareness in the learning

process.

Generally the new school classroom environment is characterized by student

individually or in group:

Performing computer word processing for text or graph presentation

Preparing power-point presentation

Searching for information on the internet

Brainstorming on ideas, problems and project plans

As needed, the teacher facilitating instruction, also giving individual

instruction to serve individual needs.

Observably, there is departure from traditional worksheet, read-and-answer, and drill-

and-practice activities. Students also no longer need to mark the test of peers since

the computer has programs for test evaluation and computerized scoring of results.

Given this trend in teaching-and-learning, it must be pointed out, however, that

traditional classroom activities-especially in less developed countries-will continue to

have a strong place in the classroom. In spite of this setback experienced in some

countries, the option has now been opened for the modern teacher to shift gears to

students centered learning.

LESSON 13

COOPERATIVE LEARNING WITH THE COMPUTER

Singapore has set the global pace for student-centered learning with a 2:1 (2

pupils with one computer) ratio in its master plan for IT in Education. This shows that

even in other progressive countries, the 1:1: pupil-computer ratio is still an ideal to be

achieved. Reality therefore dictates that schools face the fact that each classroom,

especially in public or government schools, may not be equipped with the

appropriate number of computers.

The creativity of the teacher will have to respond to the situation, and so

cooperative learning will likely be the answer to the implementation of IT supported

learning in our schools. But the situation may not be that bad since there are

motivational and social benefits to cooperative learning and these can compensate

for lack of hardware that educators face.

DEFINING COOPERATIVE LEARNING

Cooperative or collaborative learning is learning by small groups of students

who work together in a common learning task. It is often also called group learning but

to be truly cooperative learning, 5 elements are needed:

1. A common goal

2. Interdependence

3. Interaction

4. Individual accountability

5. Social skills

Therefore not every group work is cooperative learning since students working on

their work sheets physically sat around a table may be working together without these

features of cooperative learning.

From several studies made on cooperative learning, it is manifested that cooperative

learning in its true sense is advantageous since it:

(a) Encourage active learning, while motivating students

(b) Increases academic performance

(c) Promotes literacy and language skills

(d) Improves teacher effectiveness

In addition, there are studies show that cooperative learning enhances personal

and social development among students of all ages, while enhancing self-esteem and

improving social relations between racially and culturally different students.

Cooperative learning and the computer.

Researchers have made studies on the learning interaction between the student

and the computer. The studies have great value since it has been a long standing fear

that the computer may foster student learning in isolation that hinders the

development of the student‟s social skills.

Now this mythical fear has been contradicted by the studies which show that

when students work with computers in groups, they cluster and interact with each

other for advice and mutual help. And given the option to work individually or in a

group, the students generally wish to work together in computer-based and non-

computer-based activities. Reflecting on this phenomenon, psychologists think the

computer fosters this positive social behavior due to the fact that it has a display

monitor – just like a television set – that is looked upon as something communal.

Therefore researchers agree that the computer is a fairly natural learning

vehicle for cooperative (at times called promotive) learning.

Components of cooperative learning

Educators are still wary about the computer‟s role in cooperative learning. Thus

they pose the position that the use of computers do not automatically result in

cooperative learning.

There therefore assign the teacher several tasks in order to ensure collaborative

learning. These are:

Assigning students to mixed-ability teams

Establishing positive interdependence

Teaching cooperative social skills

Insuring individual accountability, and

Helping groups process information

These are in addition to assigning a common work goal in which each member

of the group will realize that their group will not succeed unless everyone contributes

to the groups‟ success. It is also important for the teacher limits learning group clusters

(six is the ideal number in a group) so there can be closer involvement in thinking and

learning.

LESSON 14

THE SOFTWARE AS AN EDUCATIONAL RESOURCE

Whenever people think about computers, they are most likely thinking about the

computer machine such as the television-like monitor screen, the keyboard to type on,

the printer which produces copies of text –and-graphics material, and the computer

housing called “the box” which contains the electronic parts and circuits (the central

processing unit) that receives/stores data and directs computer operations. The

computer machine or hardware is naturally an attention- getter.

It‟s more difficult to realize, however, that the computer hardware can hardly

be useful without the program or system that tells what the computer machine should

do. This is also called the software.

There are two kinds of software:

1. The system software. This is the operating system that is found or

bundled inside all computer machines.

2. The application software. This contains the system that commands

the particular task or solves a particular problem.

In turn the applications software maybe:

(a) a custom software that is made for specific tasks often by large

corporations, or

(b) a commercial software packaged for personal computers that help

with a variety of tasks such as writing papers, calculating numbers,

drawing graphs, playing games, and so much more.

Microsoft Windows

Also referred to as a program, Microsoft Windows or Windows for short is an

operating environment between the user and the computer operating system. Also

called a shell, it is a layer that creates the way the computer should work. Windows

uses a colorful graphics interface (called GUI-pronounced “gooee”) that can be seen

on the computer screen or monitor whenever the computer is turned on.

The user can work with on-screen pictures (icons) and suggestions (menus) to

arrive at the desired software. Actually, Windows is in itself a self-contained operating

system which provides:

• User convenience - just click a file name to retrieve data or click from

program to program as easy as changing channels in your TV screen.

• A new look - fancy borders, smooth and streamlined text fonts.

• Information center - Windows put all communications activities

adapts/configures the computer for the Internet.

• Plug and play - configures the computer with added components, such

as for sound and video.

Instructional Software

Instructional software can be visited on the Internet or can be bought from software

shops or dealers. The teacher through his school should decide on the best computer-

based instructional (CBI) materials for the school resource collection. But beware since

CBIs need much improvement, while web-based educational resources are either

extremely good or what is complete garbage. In evaluating computer-based

educational materials, the following can serve as guidelines:

• Be extremely cautious in using CBIs and „free‟ Internet materials.

• Don‟t be caught up by attractive graphics, sound, animation, pictures,

video clips and music forgetting their instructional worth.

• Teachers must evaluate these resources using sound pedagogical

principles.

• Among design and content elements to evaluate are: the text legibility,

effective use of color schemes, attractive layout and design, and easy

navigation from section-to-section (such as from game to tutorial to drill-and-

practice section).

• Clarity in the explanations and illustrations of concepts and principles.

• Accuracy, coherence, logic of information.

• Absence of biased materials (e.g. gender bias or racial bias

LESSON 15

UNDERSTANDING HYPERMEDIA

From the Educational Technology I course, the student has already become

aware of multimedia or an audiovisual package that includes more than one

instructional media (means of knowing) such as text, graphics, audio animation and

video clip.

Hypermedia is nothing but multimedia, but this time packaged as educational

computer software where information is presented and student activities are in a

virtual learning environment. Most Educational IT application is hypermedia and these

include:

● Tutorial Software Packages

● Knowledge Webpage‟s

● Simulation Instructional Games

● Learning Project Management and Others

The presentation of information-learning activities in hypermedia is said to be

sequenced in a non-linear manner, meaning that the learner may follow his path of

activities thus providing an environment of learner autonomy and thinking skills. This

fact makes it therefore important to understand hypermedia in the educational

context in order to ensure their successful integration in the teaching-learning process.

Characteristics of Hypermedia Applications

There are two important features that are outstanding among other features that

characterize the hypermedia software:

1. Learner control.

This means the learner makes his own decisions on the path, flow or events of

instruction. The learner has control on such aspects, as sequence, pace, content,

media, feedback, etc. that he/she may encounter in the hypermedia learning

program.

2. Learner wide range of navigation routes.

For the most part, the learner controls the sequence and pace of his path depending

on his ability and motivation. He has the option to repeat and change speed, if

desired. Of course, at the start, the learner may choose the learning activities he

prefers. Meanwhile, the teacher has the prerogative to determine suitable learning

objectives.

The learner also has a wide range of navigation routes such as by working on

concepts he is already familiar with. They may even follow a linear or logical path,

even if the previous activity is half-completed. He may explore other sections opting to

return or complete the previous activity.

LESSON 16

THE INTERNET AND EDUCATION

The internet, also simply called the NET, is the largest and far-flung networks system –of-

all-system. Surprisingly, the internet is not really a network but a loosely organized collection of

about 25,000 networks accessed by computers in the planet. It is astonishing to know that no

one owns the internet. It has no central headquarters, no centrally offered services, and no

comprehensive online index to tell users what information is available in the system. How is

everything coordinated through the Internet? This is done through a standardized protocol (or

set of rules for exchanging data) called Transmission Control Protocol/Internet Protocol

(TCP/IP). To gain access to the Internet, the computer must be equipped with what is called a

Server which has special software (program) that uses the Internet protocol. Originally

developed and still subsidized by the United States government, the Internet connect not only

commercial, industrial, scientific establishments but all other sectors including education and

its libraries, campuses, and computer centers.

The great attraction of the Internet is that once the sign-up fees are paid, there are no

extra charges. Electronic mail, for example, is free regardless of the amount of use. In contrast,

individuals using the Internet on their own personal computers must pay ongoing monthly fees

to whoever is their service provider.

Getting around the Net

The vast sea of information now in the Internet, including news and trivia, is an

overwhelming challenge to those who wish to navigate it. Every day, the Net user- population

and the available information continue to grow, and new ways are continuously being

developed to tour the Internet. The most attractive way to move around the Internet is called

browsing. Using a program called a browser, the user can use a mouse to point and click on

screen icons to surf the Internet, particularly the World Wide Web (the Web), an Internet‟s

subset of text, images, and sounds are linked together to allow users to access data or

information needed.

The future of the Internet seems limitless. Already its including new demand for services to

business, industries, science, government, and even homes. Many experts predict that he

Internet is destined to become the centerpiece of all online communications on the planet

and in some future time in the solar system using interplanetary satellite communication

stations.

A view of educational uses of the Internet

Today, even elementary school graders in progressive countries like the United States are

corresponding via e-mail with pen pals in all 50 states. Educational software materials have

also developed both in sophistication and appeal. There is now a wider choice from rote

arithmetic or grammar lessons to discovery and innovation projects. But the real responsibility

today is connecting with the world outside homes, classrooms, and Internet cafes. And today

schools are gearing up to take advantage of Internet access, where they can plug into the

Library of Congress, make virtual visits to famous museums in the world, write to celebrities, and

even send questions to heads of states.

LESSON 17

PRACTICUM

Much like field studies in teacher education, educational technology 2 offers

students the experiential process of adapting to technology integration with in a

student-centered paradigm. This is the practicum phase of the course at the end of

the more theoretical lessons or inserted between lessons.

The practicum phase consist of hands-on computer tutorial which the students

teacher or professional teacher-trainee will need to make him or her capable.

The essential requirements for the ET 2 practicum phase will be:

• A computer laboratory/ special computer classroom with adequate sets of

computers for hands-on.

• Participation of computer laboratory tutors/ assistants- as the teachers technical

assistants- to assist the learners in the use of computers and its various programs.

• Assigned numbers of hours in conformity with the course requirements. Tutorials are

preferably done during week-ends in order to provide continuous hours of computer

hands-ons trainings.

The practicum phase consists in:

1. Basic Microsoft word (6 hrs.)

The tutorial familiarities each individual learner to the basic of Microsoft word. They will

learn to use menus and toolbars and the software. They will be taught to type, edit

and format text, sentences and paragraphs.

Tutorial coverage:

• Microsoft word menus and toolbars

• Creating, formatting and editing documents

• Assigning page layouts

• Inserting tabs and tablets

• Printing

Upon successful completion the learner shall be able to:

• Create. Open and save document files

• Insert graphic tables and charts in documents

• Manage files and folder

• Apply format on the text, sentences and paragraphs

• Inter link documents

• Create standard documents using templates

2. Microsoft PowerPoint (6hrs)

The tutorial is a familiarization on the basics of Microsoft PowerPoint. It will train the

learners to prepare, PowerPoint presentations to enhance the teaching of subjects.

Coverage:

• PowerPoint fundamentals

• Enhancement of PowerPoint presentations with the use of graphics, chats and

audio.

• Using templates and masters.

• Presenting and printing a slide show.

At the end of the tutorial, the learner will be able to:

• Create and open PowerPoint presentation

• Insert objects, charts and video in the powerpoint presentation.

• Use templates to enhance presentations.

3. Internet as tool of inquiry (4hrs)

The tutorial will facilitate the findings of sources of information appropriate to a

learning tasks.

Course coverage:

• Accessing the internet

• Use of internet tools

• Search techniques

At the end of the tutorial. The learner will be able to:

• Search and retrieve information from the web.

• Acquire skills in locating appropriate information.

• Acquire abilities to use internet tools.

• Gain knowledge of search techniques.

• Learn the ability to execute the search.

In sum, educational technology 2 promises to bring the student teacher and the

professional teacher trainee to the challenge of a new age- integrating technology in

the teaching-learning process. The brisk face of technology advancement and

innovation continues, but ET 2 is a preparation to bring our teachers to more ahead

with their uses of technology in the classroom.

Overall,the Filipino teachers shall be empowered to meet the technology challenges

of the 21st century digital age.