LESSON 5

Today, one can see a greater

need for
teachers to acquire not only
computer literacy, but
competence
as well.

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. Owing the
development, teachers
must therefore acquire or
improve on their computer
skills, as well as their

Through school or training center

computer courses, present-day
students have become computer
literate.
Following the call for developing
critical thinking among students,
teachers have deemphasized rote
learning.

DEVELOPING CRITICAL THINKING

Shifting focus from lower-level

traditional learning outcomes,
Recent assessments/examinations
teaching-learning models
students
(suchincluded
as constructivism
and of
social
have
measurement
higher
constructivism)
have paved
level
learning outcomes
suchthe
as way
for instructional
approaches
which
creative
and critical
learning in
skills.
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

Virtue is in moderation and so,

there is truly a need for
teachers to balance their time
for the preparation and
application of instructional
tools.

All these suggestions show that

teachers and schools can no
longer avoid the integration of
educational technology in
instruction.
Especially in the coming years, when
the portable and mobile computing
will make computing activities
easier to perform, the approaches to
classroom pedagogy must change.

LESSON 6

It is most helpful to see useful

models of school learning that is
deal to achieving goals through
preferred application of educational
technology.

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.

MEANINGFUL LEARNING

If the traditional learning environment

gives stress to rote learning and simple
memorization, 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:
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

In the learning process, the learner

is encouraged to recognized
relevant personal experiences.

A reward structures is set so that

the learner will have both interest
and confidence, and this incentive
system sets a positive
environment to learning.

DISCOVERY LEARNING

Discovery Learning is differentiated

from reception learning in which ideas
are presented directly to students in a
well-organized way, such as through
detailed set of instructions to complete
an experiment or task.
To make a contrast, in discovery
learning students perform tasks to
uncover what is to be learned.

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.

APPLY IN HOME

IN SCHOOL

Constructivism
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.
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.

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.

Though these new conceptual

models of learning, we now know
that there are better ways to
learn other than rote learning
or memorization and that
learning is for use not only in
school but in real life

THE END!!!
GODBLESS!!!!!

GROUP 1
JOHN WENDELL MEJIAS
AJ BATAUSA
ADRIAN SAB
JUNILYN ESTORIA
NECIE ESTORGIO

MS. RIZA BELTRAN

INSTRUCTOR