Topic Outline

Lesson 5
State-of-the-Art ET Application Practices

One can see a greater need for teachers to acquire not only computer
literacy, but competence as well.
Some software materials acquired by schools about five years ago are not
even compatible anymore to more recent computer systems.

More recent ET in education practice
Recent changes have also occurred in the area of pedagogical theory and practice.
It is now accepted that the contribution of the computer to pedagogy
makes up for good instruction.

The following trend should also be recognized by educators:

Through school or training center computer courses, present-day students have
become literate.
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/ internalized lessons.
Shifting focus from lower-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 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.
Obstacles to IT pedagogical practice
Especially for educators living in developing or peasant economies, objections
are likely to be heard such as that the use of the computer is time-consuming and
expensive.


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.
Effective teachers best interact with students in innovative learning
activities, while integrating technology to the teaching-learning process.









Discovery Learning
Generative Learning
Constructivism






CONCEPTUAL MODELS OF LEARNING


MEANINGFUL LEARNING
Gives focus to new experience that is related to what the learner already
knows.
New experience departs from the learning of a sequence of words but gives
attention to meaning. It assumes that:
o Students already have some knowledge that is relevant to new
learning.
o Students are willing to perform class work to find connections
between what they already know and what they can learn.

The learner is encouraged to recognize relevant personal experience.

Reward structure- is set so that the learner will have both interest and
confidence.
Facts that are subsequently assimilated are subjected to the learners understanding
and application.
Hands-on activities-are introduced so as to simulate learning in everyday living.
Meaningful Learning


DISCOVERY LEARNING
-is differentiated from reception learning in which ideas are presented directly
to students in a well-organized way, such as through a detailed set of instructions to
complete an experiment or task.
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.

GENERATIVE LEARNING
-We have active learners who attend to learning events and generate
meaning from this experience and draw inferences.

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

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.

CONSTRUCTIVISM
- The learner builds a personal understanding through appropriate learning
activities and a good learning environment.

The most accepted principles constructivism are:
Learning consist 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
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.
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 traditional information absorption model of teaching, the teacher organizes
and presents information to student-learners.
He may use a variety of teaching resources to support the lesson such as the
Chalkboard
Videotape
Newspaper or magazine and
Photos
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 been proven successful for achieving learning
outcomes following the lower end of Blooms Taxonomy:
Knowledge
Comprehension
Application
Higher Level Learning Outcomes
Framework- that is a helpful synthesis of many models and definitions on the
subject matter.
-is not exhaustive but a helpful guide for the teachers effort to understand the
learners higher learning process.

Complex
Thinking skills

Sub-skills

Focusing

Definng the problem, goal/objective-
setting, brainstorming

Information gathering

Selection, recording of data of information





Remembering

Associating, relating of data of information

Analyzing


Identifying idea constructs, patterns

Generating

Deducing, inducing, elaborating

Organizing

Classifying, relating

Imagining

Visualizing, predicting

Designing

Planning, formulating

Integration

Summarizing, abstracting

Evaluating

Setting criteria, testing idea, verifying
outcomes, revising

THINKING SKILLS FRAMEWORK
The Upgraded Project Method
The modern day teacher can now be guided on his goal to help student achieve
higher level thinking skills and creativity.
The project method for higher learning outcomes consists in having the students work
on projects with depth, complexity, duration and relevance to the real word.
-project method, there is a tighter link between the use of projects for simply coming
up with products to having the students undergo the process of complex/ higher
thinking under the framework of the constructivist paradigm.
THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT.
PROCESS- refers to the thinking/ effective/ psycho-motor process that occurs on the
part of the learner.
In the succeeding lessons, we shall examine examples of IT-based, These are:
Resource-based projects
Simple creations
Guided hyper-media projects
Web-based projects
Lesson 8
Higher Thinking Skills Through IT- Based Projects

This lesson 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.
Key elements of a constructivist approach to instruction, namely:
(a) The teacher creating the learning environment
(b) The teacher giving students the tools and facilities, and
(c) The teacher facilitating learning.

I. Resource-based 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.
The general flow of events in resource based projects are:
1. The teacher determines the topic for the examination of the class (e.g. the
definition of man)
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.
The central principle is to make the students go beyond the textbook and curriculum
materials.
Inquiry-based or discovery approach is given importance in resource-based
projects.


Traditional learning model


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.)

Focus 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 in quantitative

Assessment is quantitative
and qualitative

TRADITIONAL & RESOURCE-BASED LEARNING MODELS
II. SIMPLE CREATION
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,
thus generating interesting or new ideas.
Promoting-selling of new ideas to allow the public to test the
ideas themselves.
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.
3. Judge the ideas. The students themselves make an appraisal for or
against any idea.
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,
2. As a communication tool,

III. WEB-BASED PROJECTS
Students can be made to create and post webpages on a given topic.
Creating webpages, even single page webpages, may be too
sophisticated and time consuming for the average student.























LESSON 9
Computers as Information and Communication Technology
Computer-is recognized as the third revolution in education.
Computer assisted instruction (CAI) was introduced using the principle of
individualized learning through a positive climate that includes realism
and appeal with drill exercises that uses colour, music and animation.
Computer technology in education has matured transform into an
educative information and communication technology (ICT) in education.
THE PERSONAL COMPUTER (PC) AS ICT
Instructional media consist of audio-visual aids that served to enhance
and enrich the teaching learning process. Ex. are the blackboard, photo,
film and video, radio, television or satellite means of communication.
Ex. distance learning were implemented using correspondence, radio,
television, or the computer satellite system.

To illustrate, lets examine the programs (capabilities) normally
installed in an ordinary modern PC:
Microsoft office
Power point
Excel
Internet Explorer
Yahoo or Google
Adobe Reader
MSN
Windows media player-CD, VCD player
Cyber link Power-DVD player
Windows media player- editing film/video
Game House-video games






LESSON 10
The Computer as a Tutor
Computer is one of the wonders of human ingenuity, even in its original design in the
1950s to carry out complicated mathematical and logical operations.
Computer-assisted instruction (CAI)
COMPUTER can be a tutor in effect relieving the teacher of many activities
in his personal role as classroom tutor.
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:
Acts as a sort of tutor (the role traditional played by the teacher)
Provides a learning environment
Delivers learning instruction
Reinforces learning through drill-and practice
Provides feedback.

CAI Integrated with Lessons
CAI computer learning should not stop with the drill and practice activities of
students.
Common types of drill and practice programs include:
Vocabulary
Building
Math facts
Basic science
History or geography facts
The tutorial software should be able to:
Teach new content /new information to students ( inasmuch as CAI
provides practice on old or already learned content)
Provide comprehensive information on concepts in addition to practice
exercises.
Can be effectively used for remediation, reviewing, or enrichment.
Allow the teacher to introduce follow-up questions to stimulate students
learning.
Permits group activity for cooperative learning.
SIMULATION PROGAMS
Simulation software materials are another kind of software that is constructivist
In nature. These simulation software:
Teaches strategies and rules applied to real-life problems/ situations
Asks students to make decision on models or scenarios
Allows students to manipulate elements of a model and get the
experience of the effects of their decisions.
INSTRUCTIONAL GAMES
Geosafari- introduces adventure activities for Geography History and
Science. The program can be played by up to four players to form teams.
PROBLEM SOLVING SOFTWARE
The thinking things 1 is an example of a problem solving software in
which the team learners must help each other by observing, comparing.

MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS
Multimedia Encyclopedia- can store huge database with texts, images,
animation, audio and video.
Electronic books- provide textual information for reading, supplemented
by other types of multimedia information (sounds, spoken words,
pictures , animation).
CONCLUSION
COMPUTER-is a tutor in this new age of learning.
-computer activities are not the end-all of learning since they have to
conform to the lessons curriculum.
-computers will become an integral component of the future classroom
and not a mere machine that can deliver routine drills and exercises.





































Lesson 11
The Computer as the Teachers Tool
Constructivism-was introduced by Piaget (1981) and Bruner (1990). They
gave stress to knowledge discovery of new meaning/concepts/principles
in the learning process.
Social constructivism -is an effort to show that the construction of
knowledge is governed by social, historical and cultural contexts.



SUMMARY OF THE TWO LEARNING PERSPECTIVE

The Computers Capabilities

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 can provide access to information, foster creative social
knowledge-building, and enhance the communication of the achieved project package.
Based on the two learning theories, the teacher can employ the computer as or
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.
Constructive tool- the computer itself can be used for manipulating
information, visualizing ones understanding, and building new knowledge. The
Microsoft Word computer program itself is a desktop publishing software that allows
users to organize and present their ideas in attractive format.
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.
Situating tool- means of virtual reality (RS) extension systems, the computer can
create 3-D images on display to give the user the feeling that are situated in a virtual
environment.
Multi-User Domains or Dungeons (MUDs), MUD Object-Oriented (MOOs), and
Multi-User Shared hallucination (MUSHs) are examples of situating systems. MUDs and
MOOs are mainly text-based virtual reality environments on the internet.










Lesson 12
Information Technology in Support of Student-Centred Learning
The idea of student-centered learning is not a recent idea. In fact, as early as
the 20
th
century, educational educators such as John Dewey argued for highly active
and individualized pedagogical methods which place the student at the center of the
teaching-learning process.
The traditional classroom
The classrooms are usually arranged with neat columns and rows of student
chairs, while the teacher stands in front of the classroom or sits behind his desk. This
situation is necessitated by the need to maintain classroom discipline to allow the
teacher to control classroom activities through lecture presentation and teacher-led
discussions.
The SCL classroom
John Dewey has described traditional learning as a process in which the teacher
pours information to student learners, much like pouring water from a jug into cups.
Generally the new school classroom environment is characterized by student
individually or in groups:
Performing computer word processing for text or graph presentations
Preparing power-point presentation
Searching for information the Internet
Brainstorming on ideas, problems and project plans
As needed, the teacher facilitating instruction, also giving individualized
instruction to serve individuals needs








Lesson 13
Cooperative Learning with the Computer
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 school.
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:
a common goal
interdependence
interaction
individual accountability
social skills
From several studies made on cooperative learning, it is manifested that cooperative
learning in its true sense is advantageous since it:
encourages active learning, while motivating students
increases academic performance
promotes literacy and language skills
improves teacher effectiveness
Cooperative learning and the computer
To work individually or in group, the students generally wish to work together in
computer-based and non-computer-based activities. Therefore, researchers agree that
the computer is a fairly natural learning vehicle for cooperative (at times called
promotive ) learning.
Components of 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
This is important for the teacher limits learning group clusters (six is the ideal number
in group) so that there can be closer involvement in thinking and learning.
























Lesson 14
The Software as an Educational Resource
People think about computers, they are most likely thinking about 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.
Software- the computer hardware can hardly be useful without the program or system
that tells what the computer machine should do.
There are two kinds of software:
1. The systems software- is the operating system that is found or bundled inside
all computer machines.
2. The applications software- contains the system that commands the particular
task or solves a particular problem.
In turn the applications software may be:
A custom software that is made for specific tasks often by large corporations
Commercial software packaged for personal computers that helps with a variety
of tasks such as writing papers, calculating numbers, drawing graphs, playing
games, and so much more.
Microsoft Windows
-referred to as a program, Microsoft Windows or Windows for short is an
operating environment between the user and the computer operating system.
Shell- it is a layer that creates the way the computer should work. Windows uses a
colourful graphics interface (called GUI- pronounced gooee) that can be seen on the
computer screen or monitor whenever the computer is turned on.


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 puts all communications activities (e-mail,
downloads etc. in a single screen icon); adapts/configures the computer for the
internet.
Plug and play- configures the computer with added components, such as for
sound and video.
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.
In evaluating computer-based educational materials, the following can serve as
guidelines:
Be extremely cautions in using CBIs and free Internet materials
Dont 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 ad principle
Accuracy, coherence, logic of information
Their being current since data/statistics continually change
Relevance/effectiveness in attaining learning objectives
Absence of biased materials (e.g. gender bias or racial bias)










Lesson 15
Understanding Hypermedia
Hypermedia- is nothing but multimedia, but this time packaged as educational
computer software where information is presented and student activities are integrated
in a virtual learning environment.

Most educational IT applications are hypermedia and these include:
Tutorial software packages
Knowledge webpages
Simulation instructional games
Learning project management, and others
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 that 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- the learner controls the sequence and
pace of his path depending on his ability and motivation.
Variety of media
-hypermedia includes more than one media (text, graphics, audio, animation
and video clip) but does not necessarily use all types of media in one presentation.
In the use of hypermedia the following instructional events will be prove useful
to the teacher:
Get the learners attention
Recall prior learning
Inform learners of lesson objectives
Introduce the software and its distinctive features
Guide learning, eliciting performance
Provide learning feedback
Assess performance
Enhance retention and learning transfer

Lesson 16
The Internet and Education
The Internet simply called the Net; it is the largest and far-flung network
system-of-all-systems.
The Internet is not really a network but a loosely organized collection of about
25,000 networks accessed by computers on the planet.
Transmission Control Protocol/Internet Protocol (TCP/IP)-is done through a
standardized protocol (or set of rules for exchanging data).
Server- it is to gain access to the Internet, the computer must be equipped with
and has special software (program) that uses the Internet protocol.
Getting around the Net
The most attractive way to move around the Internet is called browsing.
Browser- the user can a mouse to point and click on screens icons to surf the
Internet, particularly the World Wide Web (the Web), an Internets subset of text,
images, and sounds are linked together to allow users to access data or information
needed.
A view of educational uses of the Internet
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
Educational Technology 2 Practicum
Educational Technology 2 offers students the experiential process of adapting
to technology integration within a student-centered paradigm. The practicum phase
consists of hands-on computer tutorials which the student teacher or professional
teacher-trainee will need to make him/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 tutorial learning
Participation of computer lab tutor/assistant- as the teachers technical
assistant- to assist the learner in the use of the computer and its various
programs
Assigned number of hours in conformity with the course requirement.
The practicum phase consists in:
1. Basic Microsoft Word (6 hrs.)
The tutorial familiarizes each individual learner to the basics of Microsoft Word.
They will learn to use menus and toolbars of the software. They will be taught to type,
edit and format text, sentences and paragraphs.
Tutorial coverage:
Microsoft word menus and toolbars
Creating, formatting, editing and saving documents
Assigning page layouts
Inserting tabs and tables
Templates and wizards
Printing
Upon successful completion the learner shall be able to:
Create, open and save word documents and files
Insert graphics, tables and charts in documents
Manage files and folder
Apply format on the text, sentences and paragraphs
Interlink documents
Create standard documents using template

2. Microsoft PowerPoint (6 hrs.)
The tutorial is a familiarization on the basics of Microsoft PowerPoint. It will
train the learner to prepare PowerPoint presentations to enhance the teaching of
subjects.
Coverage:
o PowerPoint fundamentals
o Enhancement of PowerPoint presentation with the use of graphics, charts, audio
and video
o Using templates and masters (slide, handout and notes)
o Presenting and printing a slide shows
At the end of the tutorial, the learner will be able to:
Create and open PowerPoint presentations
Insert objects (clip arts), pictures, graphics, charts, audio and video to create
effective presentations
Use the templates to enhance presentations

3. Internet as tool of inquiry (4 hrs.)
The tutorial will facilitate the finding of sources of information appropriate to a
learning task.
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 on the Internet
Acquire ability to use Internet tools such as search engines
Gain knowledge of search techniques such as browsing through an information
tree
Learn the ability to execute the search
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 pace of technology advancement and
innovation continues, but ET 2 is a preparation to bring our teachers to move ahead
with their use of technology in the classroom.