BRENDA B.

CORPUZ












LESSON 1:
THE DEFINITIONS OF EDUCATIONAL TECHNOLOGY



EDUCATIONAL
TECHNOLOGY
It is a theory about how
problems in human learning are
identified and solved. (David
Jonassen, Kyle Peck Brent
Wilson)
It is consists of designs and
environments that engage
learners and reliable
technique or method for
engaging learning such as
cognitive learning
strategies and critical
thinking skills. (David H.
Jonassen)
It is a field study which is
concerned with the practice of
using educational methods and
resources for ultimate goal of
facilitating learning process.
(Lucido and Borabo, 1997)
It is a field involved in
applying a complex,
integrated processs to
analyze and solve problems
in human learning.
(Jonassen et. al 1999)
It is a complex, integrated
process involving people,
procedures, ideas, devices and
organizations for analyzing
problems and devising,
implementing, evaluating and
managing solutions to the
problems in all aspects of
human learning. (AECT)
Technology in Education- application of
technology to any of those process involved in
operating the institutions which house the
educational enterprise.
Instructional Technology- refers to those aspects of
technology that are concerned with constructions as
contrasted to designs and operations of eduational
institutions.
Technology Integration- using learning technology to
introduce, reinforce, supplement and extend skills.
Educational Media- channels or avenues or
instruments of communications.
Terms associated with
Educational Technology

LESSON 2:
TECHNOLOGY: BOON OR BANE?




LESSON 3:
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Traditional Role
Constructivist Way
Technology serves as source and
presenter of knowledge- knowledge is
embedded in technology and technology
presents the knowledge to the student.

Technology is seen as productivity tool.

Educational Technology serves as
learning tools that learners learn with-
it engages learners as active,
constructive, intentional, authentic and
cooperative learning.
Technology is not merely a delivery
vehicle for content, rather used as a
facilitator of thinking and knowledge
construction.


Boon
With technology, there is a lot
that a man can do which we
could not do then.
Cellphones and webcam:
makes us closer to someone
who is miles away from us.
Television: enables us to watch
and be updated with worldwide
events
In teaching, multimedia in the
classroom makes the teaching-
learning process a novel,
simulating, exciting and
engaging one.
Bane
When technology is misused,
it could destroy relationships.
We spend more time in using
cellphones than doing more
important and valuable things
in studies or works.
A teacher may misuse
educational televisions in a
class when he/she lets these
technologies replace him/her
just to kill time
Technology becomes a
detriment to learning and
development when not used
properly.
TECHNOLOGY

LESSON 4:
SYSTEMATIC APPROACH TO TEACHING


Define Objective
Choose
appropriate
methods
Choose
appropriate
experiences
Select materials,
equipment and
facilities
Assign
personnel
roles
Implement the
Instruction
Evaluate
outecomes
Refine the
process
SYSTEMATIC
APPROACH TO
INSTRUCTION
Formulation of
Instructional Objectives
(first phase)
Process of
Instruction Itself
(second phase)
planning for
instruction
implementation of
the instructional
plan itself
Assessment of
Learning
(third phase)
It is the network of elements or parts
different from each other but each
one is special due to its unique
function for the life and
effectivenesss of the instructional
system.
STUDENT
S
Verbal
Symbol
Visual
Symbols
Recordings,
Radio, Still
Pictures
Motion
Pictures
Educational
Television
Exhibits
Study Trips
Demonstrations
Contrived Experience
Direct Purposeful
Experience
LESSON 5: THE CONE OF EXPERIENCE








SYMBOLIC Verbal Symbols
Visual Symbols
Recordings, Radio, Still Pictures
ICONIC Educational Television
Exhibits
Study Trips
Demonstrations
ENACTIVE Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences

MODEL AND GRAPH
FOR EXPERIENCES
AND LEARNING
JEROME BRUNER'S
THREE-TIERED MODEL
OF LEARNING
Every area of
knowledge can be
presented and
learned in three
distinct steps
It is highly
recommended that a
learner proceeds
from the
ENACTIVE to the
ICONIC and only
after to the
SYMBOLIC
EDGAR DALE'S
CONE OF
EXPERIENCES
Visual
representation of
learning resources
arranged according
to degree of
abstraction.
The farther you
move away from
the base of the
cone, the more
abstract the
learning resource
becomes.

Third
Through a
series of
Symbols

SYMBOLIC

Second
Through a
series of
Illustrations

ICONIC

First
Through a
Sequence of
Actions

ENACTIVE

SYMBOLIC

ICONIC

ENACTIVE
I
n
c
r
e
a
s
i
n
g

A
b
s
t
r
a
c
t
i
o
n

A
b
s
t
r
a
c
t
i
o
n

LESSON 6: USING AND EVALUATING INSTRUCTIONAL MATERIALS



PREPARATION OF SELF Gain attention
Provide learner guidance
PREPARATION OF STUDENTS Inform learner of objectives
Stimulate recall of prior learning
PRESENTATION OF MATERIALS Present stimulus materials
FOLLOW-UP Elicit performance
Provide feedback
Assess performance
Enhance retention transfer



INSTRUCTIONAL EVENTS AND
MATERIALS
HAYDEN SMITH AND THOMAS
NAGEL'S EFFECTIVE USE OF
INSTRUCTIONAL MATERIALS
"To select a good
instructional material is
one thing, to use it well
is another thing"
PREPARE
YOURSELF.
PREPARE YOUR
STUDENT
PRESENT YOUR
MATERIALS
FOLLOW-UP
ROBERT GAGNE'S
INSTRUCTIONAL EVENTS
.
1. gain attention
2.inform learner of objectives
3. stimulate recall of prior
learning
4. present stimulus material
5. provide learner guidance
6. elicit performance
7. provide feedback
8. assess performance
9. enhance retention transfer

LESSON 7:
DIRECT PURPOSEFUL EXPERIENCES









DIRECT PURPOSEFUL
EXPERIENCES
These are concrete
firsthand experiences that
make up the foundation
of our learning
Sensory
experiences
These experiences
undergone in relation to
purpose such as
learning
Direct experiences
These experiences are
purposeful in the sense that
these are internalized
which involves asking of
questions that have
signiicance in life of the
person undergoing direct
experience

LESSON 8:
TEACHING WITH CONTRIVED EXPERIENCES











CONTRIVED
EXPERIENCES
Model- reproductionof a real
thing in a small scale, or exact
size but made of synthetic
materials.
Specimen- any
individual or item
considered typical
of a group , class or
whole.
Object- (may also
include artifacts)
displayed in
museums or objects
displayed in exhibits
or preserved insects
specimen in science
Games- similar
to simulations
but is played to
win
These are "edited" copies of reality and are
used as substitutes for real things when it is
not practical or not possible to bring or do the
real thing
Mock-up- is arrangement
of a real device or
associated devices,
displayed in such a way
that representation of
reality is created.

Simulation- representation
of a manageable real event in
which the learner is a n
active participant engaged in
learning a behavior or in
applying previously acquired
skills or knowledge.


LESSON 9:
TEACHING WITH DRAMATIZED EXPERIENCES





DRAMATIZED
EXPERIENCES
Plays- depict life,
character or culture
or a combination of
all three.
Puppets- can present
ideas with extreme
simplicity without
elaborate scenery or
costume yet effective.
Shadow Puppet- flat-back
silhouette made form light-
weight cardboard and shown
behind a screen
Glove-and-finger
puppet- make use of
old gloves to which
small costued figur
are attached
Marionettes- flexible, jointed
puppets operated by strings or
wires attached to a cross bar
and maneuvered from directly
above the stage
Rod Puppets- flat cut out figures
tacked to a stick, with one or
more movable parts and opreated
from below stage level by wire
rods or slender sticks.
Hand Puppets- puppet's head is
operated by the orefinger of the
puppeteer, the little finger and
thumb being used to aniimate the
puppet hands.
Tableau- a
picture-like scene
composed of
people aainst a
background.
Pageants- usually
community dramas
that are based on
local history,
presented by local
actors.
Pantomimes- art
of conveying a
story through
bodily movements
only.
These are experiences
which are omething
stirring, affecting or
moving
Role-playing- unprepared,
spontaneous dramatization of a
lets pretend situation where
assigned participants are
absorbed by their own roles in
the situation described by the
teachers.
LESSON 10:
DEMONSTRATIONS IN TEACHING





























Guiding Principles
Establish Rapport
Avoid the COIK Fallacy
(Clear Only If Known)
Watch for Key Points
Planning and Preparing
Knowing the objectives
Determine entry knowledge
and skills
Replace the demonstration
method with the more
effective one
Have a checklist of necessary
equipment and materials
Outline steps and rehearse the
demonstration
Make time limits

Demonstration
Lesson 11:

MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS



























Field Trip
- offers an Excellent bridge between the work of school and the work of the
world outside
Planning:
a. preliminary planning
by the teacher
b. preplanning with
others going on the trip
c. taking the field trip
itself
d. post-field tip follow
up activities
Educational
Benefits/Advantages:
a. opportunities for rich
and memorable
experiences
b. bring us to the world
beyond classroom
c. has a wide range of
application
d. can bring about a lot
of realizations
Disadvantages:
a. costly
b. involves logistics
c. extravagant with time
d. contains an element
of uncertainty
LESSON 12:
POWER OF FILM, VIDEO AND TV IN THE CLASSROOM



Benefits Limitations

Transmit a wide range of audio-visual
materials including still pictures, film,
objects, specimens and drama.

Bring models of excellence to the viewer

Bring the world of reality to the home and
to the classroom through a live broadcast
or as mediated through film or videotape

Makes us see and hear for ourselves world
events as they happen

Be the most believable news source

Make some programs understandable and
appealing to a wide variety of age and
educational levels

Become a great equalizer of educational
opportunity

Provides us with sounds and sights not
easily available even to the viewer of a real
event

Can give opportunity to teachers for
purposes of self-improvement

Can be both instructive and enjoyable

Television and Film are one-way
communication device, consequently they
encourage passivity

The small screen size puts television at a
disadvantage when compared with the
possible size of projected motion picture
for example

Excessive TV viewing works against the
development of childs ability to visualize,
be creative, and imaginative, skills that are
needed in problem solving.

There is much violence in TV. Viewing
violence increases violence


















LESSON 13:
TEACHING WITH VISUAL SYMBOLS


Visual Symbols










Drawings- may not be real thing but
better to have a concrete visual aid
than nothing
sketching
cartoon


Cartoons- can bring novelty to
teaching


Strip Drawings- commonly
known as comics or comic strips
Affinity Diagram- clusters complex apparently related data into
natural and meaningful groups.
Tree Diagram- charts out increasing detail, the various tasks that
must be accomplished to complete a project, achieve a specific
objective.
Fishbone Diagram- also called cause-and-effect diagram.
Diagrams- any line drawing that
shows arrangement and relations
as of parts tp the whole, relative
values, origins, development,
etc.
Flow Chart- visual way of charting or showing process from
beginning to end
Tree or Stream Chart- depicts development, growth and change by
beginning with a single course (trunk) which spreads out into
many branches
Organizational Chart- shows how one part of the organization
relates to other parts of the organization
Compare and Contrast Chart
Pareto Chart- a type of bar chart
Gannt Chart- an activity time chart
Charts- diagrammatic
representation of relationships
among individuals within an
organization.
Pie/circle Graph- recommended for showing parts of a whole
Bar Graph- used in comparing the magnitude of similar items at
different ties
Pictorial Graph- makes use of picture symbols
Graphic Organizers
Graphs
Physical Map- combines in a single projection data
Relief Map- has three-dimensional representation
Commercial or Economic Map- shows land areas in relation to
economy
Political Map- gives detailed information about countriy,
provinces' cities and towns, roads and highways. Oceans, rivers and
lakes are its main features.
Map-
representation of
the surface of
the earth or
some part of it.
LESSON 14:
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD













EFFECTIVE USE OF
CHALKBOARDS
Write clearly and
legibly on the board.
Don't crowd your notes
on the board.
Make use of colored
chalk to highlight
keypoints.
Do not turn back on the
class while writing on
the board
Write"Please Save" if
you need to have a
board work in advance
for tomorrow's use and
cover with curtain.
Make full use of the
chalkboard.
EFFECTIVE USE OF
OVERHEAD
PROJECTOR
Stand off to one while
facing to the students.
Have the top of the
screen tilted forward
towards the OHP to
prevent the keystone
effect.
Do not talk to the
screen, face to the
students instead.
Place the OHP to a table
low enough so it won't
block your screen.
Avoid too much text and
including too much detail
on an image.
The presentation must
be readable from far
afar.
LESSON 15:
PROJECT-BASED LEARNING AND MULTIMEDIA:
WHAT IS IT?














Project-Based
Learning &
Multimedia
-has seven key dimensions
Core Curriculum
Real-World
Connection
Extended Time Frame
Student Decision
Making
Collaboration
Assessment
Multimedia
-value-added to teaching
-it is a powerful motivation
-students can acquire new
knowledge and skills in the
course of designing,
planning and producing
multimedia product.

LESSON 16:
USING THE PROJECT-BASED LEARNING MULTIMEDIA
AS A TEACHING STRATEGY










Initial Planning
Clarrifying goals and objectives
Determining how much time is
needed and extent of students'
involvement in decision-making
Setting up forms of
collaboration
Identifying and determining
what resources are needed
Deciding on the mode to
measure what students learn
Phases Of The
Project
Before the projects starts
Introduction of the project
Learning the technology
Preliminary research and
planning
Concept design and story-
boarding
First draft production
Assessing, testing and finalizing
presentations
Concluding activities
EFFECTIVE USE OF
PROJECT-BASED
MULTIMEDIA LEARNING
LESSON 17:
ASSESSMENT IN A CONSTRUCTIVIST
TECHNOLOGY-SUPPORTED LEARNING















Assesment in
Congruent Thinking
is a higher level form of assessment that will
require the display of basic skills, writing,
speaking, computing and the more complex
skills of applying concepts learned,
analyzing, integrating, creating, critiquing,
evaluating and the social skills of working
with others.
It is when a student performs a real
world tasks where there is a reliable
measure of skills learned. The proof of
acquisition of skills is the product.
By observing, evaluating and doing it
more objectively with the aid of a
scoring rubric
Lesson 18:
ROLES AND FUNCTIONS OF AN
EDUCATIONAL MEDIA CENTER







Educational
Media
Center
renders various
kinds of services
functions as a vital
instrument as well as
a basic requirement
for quality education
enriches all parts
of the sholl's
educational
process
facility designed
for the housing and
utilization of all
educational media
within the school
a unit in the scholl that
cooperates with other
units or departmenits
vision by living up to the
scholl's philosophy and
aimst that helps the
school fulfill its mission
and realize