EDUCATIONAL TECHNOLOGY IN

NUTSHELL

B-day; September 26, 1997F- color; Pink, Yellow& VioletF-food; AllSport; VolleyballHobbies; watching TV, reading books, playing, sleeping & eating. Goal; Finished my study, &pass the B-exam. Quote; Do you're best to success.

• Name; Dul-Aina H. Otto

• Age; 19

• Weight; 50kg

• Height; 5’2

• Address; Calasaguen

shore, B.P.P.

Name: Nely Joy T. Sunico Age: 27 years oldFather: Kismeῆo B. SunicoMother: Thelma S. SunicoAddress: Pangobilian, Brooke’s

Point, PalawanHobbies: Cooking and ReadingGoal: To be successful in the field of Education.F- color: Blue and WhiteF-food: Pasta and Ice CreamHeight: 5’1’’Weight: 55 kiloB-day: April 27, 1988Sports: Badminton

EDUCATIONAL

TECHNOLOGY- II

WHAT IS EDUCATIONAL TECHNOLOGY?

•Educational technology as practice refers to any form of teaching and learning that makes use of technology. Nevertheless, there are a few features on which most researchers and practitioners might agree:

•Use of technology is principled: Technology means the systematic application of scientific knowledge to practical tasks. Therefore, educational technology is based on theoretical knowledge drawn from different disciplines (communication, education, psychology, sociology, philosophy, artificial intelligence, computer science, etc.) plus experiential knowledge drawn from educational practice.

•Educational technology aims to improve education. Technology should facilitate learning processes and increase performance of the educational system(s) as it regards to effectiveness and/or efficiency.

TECHNOLOGY; BOON OR

BANE

EDUCATIONAL TECHNOLOGY IS BANE WHEN;

●The learners is made to accept as Gospel truth information they get from the internet.

●The learners surfs the internet for pornography.●The learners has a uncritical mind on images floating

on televisions and computers that represent modernity and progress.

●When not used properly, technology becomes a detriment to learning and development.

IN EDUCATION, TECHNOLOGY IS

BOON WHEN;

● Technology is a blessing for man, with technology there is a lot that we can do which we could not do then.

●Contributes much to the improvement of the teaching-learning process and to the humanization of life.

●With TV, you can watch events as they happen all over the globe.

●Many human lives saved, because of speedy notifications via cell phones.

SYSTEMATIC

APPROUCH TO

TEACHING.

WHAT IS SYSTEMATIC?●Methodical-procedure or plan.●Organize- relating to or consisting of a

system.●Logical- formulated as a coherent body

of ideas or principle.●Efficient- effective in class that is marked

by thoroughness and regularity.

SYSTEMATIC

APPROUCH TO

TEACHING

●It is a network of elements or parts different from each other but each one is special in the sense that each performs a unique function for the life and effectiveness of the instructional system.

●The focus of systematic instructional planning is the student.

SYSTEMATIZED INSTRUCTION

●Instruction begins with the definition of instructional objectives

that consider the students needs, interest, and readiness.

DEFINE

CHOOSE APPROPRIATE METHODS

•On the basis of these objectives the teacher selects the appropriate teaching methods to be utilized and used.

CHOOSE APPROPRIATE

EXPERIENCE•Based on

the teaching method selected, the appropriate learning experience an appropriate materials, equipment and facilities will also be selected.

SELECT

MATERIALS,

EQUIPMENT,

AND FACILITIES

•The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher.

ASSIGN PERSONNEL

ROLES

•Defining the role and task of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.

IMPLEMENT THE INSTRUCTION

• Actual mode of instruction in which all plans are being utilized.• With the instructional objectives in mind, the teacher implements planned instruction with the use of the selective teaching method, learning materials with the help of other personnel whose role has been defined by the teacher.

EVALUATE OUTCOMES •With the instructional objectives in mind , the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose defined by the teacher.• Examining if the instructional objectives was attained or not.

REFINE THE PROCESS •If the instructional objectives was attained, teacher proceeds to the next lesson going through the same cycle once more.•If instructional objectives was not attained, then the teacher diagnoses was not learned in order to introduced a remedial measure for improved students performance and attainment of instructional objectives.•Getting the system fixed before entering to other cycle.

Some examples of learning resources for instructional

use are :

EXAMPLE OF LEARNING

Resources FOR

INSTRUCTIONAL USE

Examples of learning activities that the teacher

can choose from, depending on his/her instructional

objectives, nature of the lesson content, readiness of

the student are :

EXAMPLES OF

LEARNING ACTIVITIES

After instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained ,

THE ROLES OF

EDUCATIONAL

TECHNOLOGY IN

LEARNING

•Teachers can even specify the learning intentions, select the topic, identify the stimulus situation, determine media, manage teaching and finally conduct evaluation and modify the instructions in the light of evaluation results.

•Educational process can’t proceed systematically without the help of educational technology. Every aspect of educational system is fully enlightened with educational technology.

“Technology serve as a

teacher “

Technology makes the world a new place”

“Delivery vehicles for

instructional lesson”

Partner in the learning process

Learning to solve problems with technology.

Technology is a learning tool to learn with, not from.

*Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:

•For helping others to articulate and represent what they know.

•For reflecting on what they have learned and how they came to know it.

•For supporting learners internal negotiations and meaning making.

•For constructing personal representation of meaning for supporting mindful thinking.

*Technology as information vehicles for exploring knowledge to support learning-by-constructing:

•For accessing needed information.

•For comparing perspectives beliefs and world views.

*Technology as a social medium to support learning by conversing:

•For collaboration with others.•For discussing, arguing, and

building consensus among members of community.

•For supporting discourse among knowledge-building communities.

*Technology as context to support learning-by-doing:•For representing and stimulating meaningful real-world problems, situations and context•For representing beliefs, perspectives, arguments and stories of others•For defining a safe, controllable problem space for student thinking

*Technology as tools to support knowledge construction:•For representing learner’s ideas, understanding and beliefs•For producing organized, multimedia knowledge bases by learner’s

*Technology as information vehicles for exploring knowledge to support learning-by-constructing:•For assessing needed information•For comparing perspective, beliefs and world views

Roles of technology in education

•Methods used within the classroom not only need to keep evolving, but also harness the effects of the digital revolution in a positive and constructive manner. Creating a curriculum that appreciates the power of technology in the learning process can serve to increase engagement in the classroom and make learning easier and more efficient.

•A common misperception surrounding the impact of technology on learning is that the Internet, with all its factual data, has served to render our long-term memory as useless. Why commit to learning something if a simple press of a button will give you the answers you are looking for? Proponents of this argument therefore believe that the need to remember facts is no longer essential to our education. However, these arguments often ignore the dynamic between long-term memory and working memory.

•A person’s long-term memory has much more capacity than their working memory that can only remember between 4-7 items before it becomes overloaded. Therefore, working memory space is premium, in order for it to be free on a regular basis we have to commit certain facts to our long-term memory. This is perhaps why researchers label long-term memory as ‘the seat of human intellectual skill.’

CONE OF EXPERIENCE

What is Dale’s cone of experience?

●Is a pictorial device use to explain the interrelationships of the various types of audio-

visual media, as well as their individual “position” in the learning process.

●The cone’s utility in selecting instructional resources and activities is as practical today as

when Dale created it.

Principles of the cone experience

•Chalkboard/ whiteboard, flat maps, diagram, charts•Fits the tempo of presentation of idea, topics or situation•Very easy to procure and prepare•Limitation- lack of ability to use the media size of visuals simplification of visual materials leads to misconception.

VISUAL SYMBOLS

VERBAL SYMBOLS

•Principal medium of communication•Bear no physical resemblance to the objects or ideas for which they stand•May be a word of concretion, ideas, scientific principle, formula or philosophic aphorism.•Disadvantage: highly abstract.

RECORDINGS, RADIO, STILL PICTURES

•Attention- getting, particularly projected views•Concretize verbal abstraction•Limitation: Size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons.

CONTRIVED EXPERIENCE

• An “editing” of reality•Substitutes for confusing or unmanageable first-hand experience•Easier to handle, manipulate or operate•Disadvantage: Simplification leads to misconceptions, distorted views, and incomplete pictures of reality no freedom to handle expensive or fragile models, mock-up, specimens, etc.

•Help get closer to certain reliabilities are no longer available at first hand. •Stirring and attention getting•Participants learns to understand intimately the character he portrays•Teaches cooperative work•Disadvantage- time consuming with out commensurate results participation is limited to few individuals.

DRAMATIZED EXPERIENCE

DIRECT, PURPOSEFUL EXPERIENCE

•Unabridged version of life itself•Direct participation with responsibility for the outcomes•The basis for the most effective and lasting learning •Disadvantage: not all things can be learned through direct, first hand experience.

EXHIBITS

Present objectives or processes otherwise impossible inside the classroom.Exposure to new ideas, discoveries, inventionsProblems that may be encountered:

too little spacetime-consumingmaintenance

TELEVISION AND MOTION PICTURES

•A solution to time and space constraints•Provides “windows to the world”•Effective for presenting movements, continuity of ideas or events•Substitute for dangerous direct learning experiences•Limitation:

ExpensiveViewing problemsTiming with classroom lessonsMisconception about time,

size, and ideas.

DEMONSTRATION

•Visualized explanation of an important fact or ideas or process.•May require nothing more than observation or students may be asked to do what has been show how to do.•Disadvantage: Ideas or processes might not be interpreted or conceived very well visibility to all learners.

FIELD TRIPS

•Undertaken primarily for the purpose of experiencing something that cannot be encountered within the classroom. •A rich experience in learning about objects, system, and situations.

CONCEPTUAL MODEL OF LEARNING

●There exist a number of models

and theories about learning that is ideal

in achieving instructional goals though

preferred application of Educational

Technology.

These are;

●Meaningful learning

●Discovery learning

●Generating learning

●Constructivism

MEANINGFUL LEARNING●If the traditional learning

environment gives stress to rote learning and simple memorization, meaningful learning gives focus to new experience that departs from learning of sequence of words but gives attention to meaning.

DISCOVERY LEARNING

●This is differentiated from reception in which ideas are presented to students in a well-organize way, such as through detailed set of instructions to complete an experiment.

●Students perform task to uncover what is to be learned. New ideas and new decision are generated in learning process, regardless of the need to move on and depart from the structured lesson previously set.

GENERATING LEARNING

●This is viewed as different from the simple process of storing information. Motivation and responsibility are crucial to this domain of learning. This gives emphasis to what can be done with the pieces of information not only on access to them.

CONSTRUCTIVISM

●The learners builds a personal understanding through appropriate learning activities and a good learning environment . The most accepted constructivism principles are.

●Learning consist in what a person can actively assemble for himself and not what he can just ask from someone else.

●Role of learning is to help the individual live to his personal world.

LEARNING THROUGH ED-TECH-II

The course objectives are:

•To provide education in the use of technology in instruction;

•To impart learning experiences in instructional technology supported instructional planning; •To acquaint students on information technology;

•To learn to use and evaluate computer-based educational resources; •To engage learners on practical technology; and •To inculcate higher-level thinking and creativity among students.

“Integrating Technology into Teaching and Learning”

•Which is putting together technology into teaching and learning so that these will become one in learner’s education. To specify- focused on introducing, reinforcing, supplementing, and extending the knowledge and skills to learners so that they can become exemplary users of educational technology.

FOUR TYPES OF IT-BASED

PROJECT

1. Resource based-project2.Analysing3.Synthesizing4.Promoting

Resource based-project

• In these projects, the teacher steps out of the traditional role of being a 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.

ANALYzING

•Distinguishing similarities and differences/ seeing the project as a problem to be solved.

•Making spontaneous connections among ideas, thus generating interesting or new ideas.

SYNTHESIZING

PROMOTING

•Selling of new ideas to allow the public to test the ideas themselves.

REFLECTIONIN

EDUCATIONAL TECHNOLOGY-II

REFLECTIONBY:

OTTO, DUL-AINA H.

●Is concerned with integrating technology into teaching and learning. Specially 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.

● Educational Technology II will involve a deeper understanding of the computer a well as hands-on application of computer skills.

● In this lesson we are being aware the importance of the technology like computer in our learning and teaching, because as a future educators we need this to make our classroom meaningful every day.

REFLECTIONBy;

SUNICO, NELLY JOY

●Educational Technology is indeed very helpful to us. But it should not be abused nor be used in a wrongway, because I believe that these technologies are not invented to destroy nor to degrade all humanity rather these are being invented to help us in all aspect of our lives.

END!