BRENDA B.

CORPUZ

LESSON 1:

THE DEFINITIONS OF EDUCATIONAL TECHNOLOGY

I t is a f ie ld in v ol ve d in ap p ly in g a c om p le x, in te gr at ed p ro ce s s s t o a na ly ze an d s ol ve p ro b lem s in h um a n lea rn i ng .

I t is a co m p le x, in te gr at ed p ro ce s s in v ol vi ng p eo pl e, pr o ced u re s , i de as , de vi ces an d or ga ni za tio n s f or a na ly zin g p ro b lem s an d de vi s in g, im p l em en ti ng , ev alu at in g an d m an agi n g s o l ut io ns to th e pr o bl em s i n al l a s pe cts of h u m an le ar ni ng .

It i s a fi el d s tu dy w h ich i s co n cer n ed w it h t h e p ra ct ice o f us i ng e du cat io n al m et ho ds an d re s ou r ces fo r u lt im at e g o al of f ac il it ati ng l ear n in g pr o ces s .

E D U CA TI O NA L T E C H NO L O GY

I t is con s i s ts o f d es ig n s an d en vi r on m en ts th at en ga ge le ar ne rs an d re li ab le tec hn iq u e o r m et ho d f or e ng ag in g le ar ni ng s u ch as co gn it iv e l ea rn in g s tr at eg ie s an d cr it ic al th in ki ng s k il ls .

I t is a t he or y ab ou t ho w p ro b lem s in h um a n le ar ni ng ar e id en ti fi ed a nd s o lv ed .

Terms associated with

Educational Technology

LESSON 2:

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TECHNOLOGY: BOON OR BANE?
TECHNOLOGY

LESSON 3:

ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

Traditional Role

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.

Constructivist Way
Educational Technology serves as
learning tools that learners learn withit 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.

LESSON 4:
SYSTEMATIC APPROACH TO TEACHING
Define Obje ctive

R efine the process

C hoos e appropriate m ethods

STUDEN
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Evalu ate o ut eco mes

Im pleme nt the Instruc tion

Choose a ppropria te experie nc es

Se lect m ateria ls, e qui pm ent and fa ciliti es

Assign personnel role s

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LESSON 5:

THE CONE OF EXPERIENCE

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LESSON 6:

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

USING AND EVALUATING INSTRUCTIONAL MATERIALS

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PREPARATION OF SELF
PREPARATION OF STUDENTS
PRESENTATION OF MATERIALS
FOLLOW-UP

Gain attention
Provide learner guidance
Inform learner of objectives
Stimulate recall of prior learning
Present stimulus materials
Elicit performance
Provide feedback
Assess performance
Enhance retention transfer

LESSON 7:
DIRECT PURPOSEFUL EXPERIENCES

DIRE CT PURPO SEFU L EXPE RIE NCES

These ex periences are purposeful in th e sense that these are intern alized wh ich involv es asking o f q uestions that hav e sig niicance in life of the pe rson underg oing direct exp erience

Direct exp erience s

These are con cret e firsth and exp eriences th at mak e up the fo und atio n of o ur learning

These ex p erie nces und ergo ne in relation to pu rpo se such as learning

Sen sory ex per ien ces

LESSON 8:
TEACHING WITH CONTRIVED EXPERIENCES

MCT h e s e a r e " e d i t e d " c o p i e s o f r e a l i t y a n d a r e u s e d a s s u b s t i t u t e s f o r r e a l t h i n g s w h e n i t i s n o t p r a c t i c a l o r n o t p o s s i b l e t o b r i n g o r d o t h e r e a l t h i n g

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Simulation- representation
Mock-up- is arrangement
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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.

of a real device or
associated devices,
displayed in such a way
that representation of
reality is created.

LESSON 9:
TEACHING WITH DRAMATIZED EXPERIENCES

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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

Demonstration

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Lesson 11:
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

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LESSON 12:
POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

Disadvntge:

Benefits

Limitations

Transmit a wide range of audio-visual

materials including still pictures, film,
objects, specimens and drama.

Television and Film are one-way

communication device, consequently they
encourage passivity

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

The small screen size puts television at a

disadvantage when compared with the
possible size of projected motion picture
for example

Makes us see and hear for ourselves world

events as they happen

Excessive TV viewing works against the

development of childs ability to visualize,
be creative, and imaginative, skills that are
needed in problem solving.

Be the most believable news source

Make some programs understandable and

appealing to a wide variety of age and
educational levels

There is much violence in TV. Viewing

violence increases violence

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

LESSON 13:
TEACHING WITH VISUAL SYMBOLS

Visual Symbols

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LESSON 14:

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MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD

LESSON 15:

PROJECT-BASED LEARNING AND MULTIMEDIA:

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LESSON 16:
USING THE PROJECT-BASED LEARNING MULTIMEDIA
AS A TEACHING STRATEGY
EFFECTIVE USE OF
PROJECT-BASED
MULTIMEDIA LEARNING
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LESSON 17:

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ASSESSMENT IN A CONSTRUCTIVIST
TECHNOLOGY-SUPPORTED LEARNING

Lesson 18:

ROLES AND FUNCTIONS OF AN

EDUCATIONAL MEDIA CENTER

fac i l i ty d es i g n e d f o r t h e h o u si n g a n d u t il i z a ti o n o f al l e d u c at i o na l m e d i a wi t h in t h e sc h o o l

a u n it in th e s c h o ll th a t co o p e ra te s w ith o th e r u n it s o r d e p ar tm e n its v is io n b y liv in g u p to th e s c h o ll's p h i lo s o p h y an d a im s t t h at h e lp s th e s ch o o l fu lf ill its m is s io n an d r ea liz e

en ri ch es all p a rts o f th e s h o ll' s e du c atio n al p ro c es s

fu n c tio n s a s a v i tal in s tr u m en t as w el l as a b as i c r eq u i re m en t fo r q u al ity ed u c at io n

re n d er s v a rio u s ki n d s o f s e r v ice s