Social Science 504 CUES

Social Science 504
Construction, Utilization,
Evaluation and Storage (CUES) of
Instructional Media in the Social
Sciences
DARYL YEPES PATANAO
MAT-SOCSCI – Student
1 s t Semester, S.Y. 2019-2020
EDUCATIONAL
TECHNOLOGY AND
THE TEACHER
2.1 FOUR PHASES OF EDUCATIONAL TECHNOLOGY
2.2 EDUCATIONAL TECHNOLOGY vs. INSTRUCTIONAL TECHNOLOGY
2.3 HISTORICAL BACKGROUND OF EDUCATIONAL TECHNOLOGY
2.4 EDUCATIONAL TECHNOLOGY: ITS MEDIA TYPES AND CLASSIFICATION
2.5 FACTORS AFFECTING EDUCATIONAL TECHNOLOGY
2.6 IMPLICATIONS FOR CURRICULUM AND INSTRUCTION
2.6.1. Curriculum Content, Strategies, & Environment
2.6.2. The Teacher’s Role
2.6.3. The Students’ Role
Objectives:
At the end of the discussion, learners are expected to:
1. Identify the four phases of educational technology.
2. Define and differentiate educational technology and instructional
technology.
3. Trace the historical development of educational technology.
4. Identify the various types and uses of educational media.
5. Identify the factors affecting educational technology.
6. Discuss the implications of educational technology on curriculum and
instruction.
Pre-Test
Direction: Choose the letter of the correct answer. Write the letter only.
1. Who used the term “techne” to refer to the process of applying knowledge
systematically to the practical art of instruction?
a. Montessori b. Elder Sophists c. Pressey d. Froebel
2. What is the field of study concerned with the practice of using educational methods and
resources for the ultimate goal to facilitate the learning process?
a. Educational Technology c. Instructional Technology
b. Educational Media d. Audio-visual Technology
3. Rowntree identifies four phases of educational technology as an approach. Arrange the
correct order of it.
1. Improvement of the learning experiences so as to better achieve the objectives.

2. Design of learning experiences.
3. Evaluation of how effective learning experiences are in achieving the objectives.
4. Identification of objectives.
a. 1-2-3-4 b. 3-1-4-2 c. 4-2-3-1 d. 2-4-1-3
4. What is the pictorial device used to show the progression of learning experiences from
direct, first-hand participation to purely abstract verbal symbols?
a. Cone of Learning c. Hypergraphics

b. Holograms d. Cone of Experience
5. Who was recognized as the pioneer of modern instructional technology by reason of his
book Orbis Pictus (The World in Picture) which was an illustrated textbook for children
studying Latin and the sciences?
a. Johann Amos Comenius c. Edward Thorndike

b. John Dewey d. Friedrich Froebel
Activity 1: DEFINE IT!
Direction: Work in small groups. Explain what is educational technology is
by using this graphic organizer.
Educational
Technology
Activity 2: WORD WAR
Direction: Arrange the different jumbled letters. You are only given 5
minutes to complete the activity.

1. CALUTONIDEA TOYLOGCENH
2. VISELONITE
3. REACHET
4. SUCTLANORTINI HOGLOYCNET
5. SERITALAM
2.1 FOUR PHASES OF EDUCATIONAL
TECHNOLOGY
Rowntree identifies four phases of educational technology as
an approach, namely;
1) Identification of objectives.
2) Design of learning experiences.
3) Evaluation of how effective learning experiences are in
achieving the objectives.
4) Improvement of the learning experiences so as to better
achieve the objectives.

The goals, purposes, or objectives to be

accomplished serve as guide to the type and nature
of learning activities as well as the methodologies to
be used.
In all of these steps, there is a need to ensure that
the objectives chosen are relevant to the individual’s
needs in a rapidly changing society.

In the book Educational Technology in

Curriculum Development, Rowntree indicates
two things that a teacher has to consider in the
design of learning experiences:
1) sequences and strategies and
2) modes and media.
3. Evaluation of how effective learning
experiences are in achieving the objectives.
Hannah and Michaelis (1977) suggest the use of the following evaluative
methods:
Observation devices: checklists, rating scales, anecdotal records, and
the behavior journal
Self-report instruments: inventories, questionnaires and ranking
devices
Test items: essay and objective types.
4. Improvement of the learning experiences
so as to better achieve the objectives.
Some of the learning experiences may need to be revised themselves

through the sequencing or strategies used, or through the media or
materials employed.
Determine if the objectives are compatible with the needs, goals, or
interests of the learner for it may be a source of flaw.
When objectives are fully accomplished, the teacher can now formulate
other objectives, design another set of learning experiences, evaluate
student performance on the basis of stated objectives, and the cycle
continues.
2.2 EDUCATIONAL TECHNOLOGY vs.
INSTRUCTIONAL TECHNOLOGY
A number of teachers still think

that educational technology is
synonymous with videotape
recorders, film projectors, or
computers. Sometimes, they use
the term “educational technology”
interchangeably with concepts
like “instructional technology,”
“educational media,” “audio-visual
technology” or “audio-visual aids.”
◦ Educational technology is involved with the facilitation of human

learning through the systematic identification, development,
organization, and use of a full range of learning resources and
then the management of these resources (Silber 1977).
◦ Educational technology is an area of study or practice (within

education) concerned with all aspects of the organization of
educational systems and procedures whereby resources are
allocated to achieve specified and potentially replicable
educational outcomes (Mitchell 1978).
◦ Educational technology is concerned with the systematic use of
modern methods and technologies in teaching and learning. It
involves teachers in various roles, some are traditional, some still
emerging (Leedham 1973).
◦ As a working definition therefore, we may state:

Educational Technology is the field of study which is concerned with
the practice of using educational methods and resources for the
ultimate goal to facilitate the learning process.
◦ Instructional technology is the branch of education concerned

with the scientific study of instructional design and development.
The main purpose of instructional designers is to create
engaging, effective learning experiences.
◦ Instructional technology refers to those aspects of educational

technology that “are concerned with instruction as contrasted to
designs and operations of educational institutions. Instructional
technology is a systematic way of designing, carrying out, and
evaluating the total process of learning and teaching in terms of
specific objectives.” (Lucido and Borabo, 1997)
◦ Instructional Technology is the theory and practice of design,

development, utilization, management, and evaluation of
processes and resources for learning – Association for
Educational Communications and Technology (AECT)
◦ Brickson (1969) has suggested reserving “instructional

technology” to those aspects of educational technology that are
concerned primarily with instruction as contrasted to design and
operation of institutions. He therefore looks at instructional
technology as an area within educational technology which
stresses the teaching-learning process or instruction.
Educational Technology: Instructional Technology, a
• Is specific to the development of broader term, that:
teaching and learning. • Deals with the process of using
technology for instruction.
• Applies theories of instruction, learning, • Describes the technologies that
behavioral and cognitive psychology to facilitate access to information of
assessment, design, implementation, all types.
and evaluation of instructional material.
• Acquisition, processing, storage,
• Applies research, theory, technologies, and dissemination of information
and psychology to solve instructional
and performance problems.
in all of its forms.
• Evaluation, management, and
• Is an approach used to achieve the integration of instruction with tools
ends of education.
available.
2.3 HISTORICAL BACKGROUND of
EDUCATIONAL TECHNOLOGY
Educational technology is essentially a product of a historical

stream composed of trial and error, imitation, individual
creativity, and persuasion.
A. In Ancient Greece, the Elder Sophists used the term “techne”
to refer to the process of applying knowledge
systematically to the practical art of instruction. They formulated
cognitive rules, systematically analyzed subject matter,
designed instructional technologies and devised effective
instructional materials.
B. During the Middle Age

Advent of Scholastic
Philosophy, Pierre Abelard
introduced a technology of
instruction which was really a
new method of structuring
and presenting materials that
helped set the style of
scholastic education.
C. Comenius, Pestalozzi,
Froebel, Herbart, and
Montessori contributed
their own concepts on
educational technology
improving the
educative process.
D. Johann Amos Comenius was recognized as the pioneer of

modern instructional technology by reason of his book Orbis
Pictus (The World in Picture) which was an illustrated textbook
for children studying Latin and the sciences.
E. Edward Thorndike and John

Dewey formulated the scientific
theory of learning and the scientific
method, respectively. Thorndike
gave emphasis to the use of
empirical investigation as a basis for
an organized process of learning.
On his part, Dewey introduced a
method of instruction in terms of
scientific method in broad terms.
F. The 19th century paved in the advent of effective

technological development, including the production of
textbooks, use of blackboards, and improvements in writing
implements like pen and ink.
Photography was invented, giving way to a movement called

“visual instruction.” By 1920, visual media became widely
accepted. Then came the publication of audio-visual media
texts.
In 1926, educational films were used as instructional media.

In 1927, Pressey wrote on programmed learning through a
machine which tested and confirmed a learning task.
G. In 1932, the first instructional Television program was aired at

the State University of Iowa. About the same time, the 16mm
sound motion picture was developed and this served as the
educational workhorse during the audio-visual movement of the
time.
◦ The development of educational technology

particularly in the U.S. was intensified during World
War II with the government’s emphasis and
encouragement on the establishment of military
training programs and the allocation of an almost
unlimited financial resources for the implementation of
a technology of instruction.
◦ In the Philippines, the development of educational technology

has been at a much slower pace. For instance, while
educational television (ETV) in the U.S. appeared in the
1930s, ETV in the Philippines was born only in the early
1960’s with Channel 9’s “Education on TV” produced by
Fr. James B. Reuter, S.J.
◦ In 1961, a college course in physics was telecast over one of

the commercial channels.
◦ About two years later, the Metropolitan Educational Television

(META) was organized to coordinate the activities of school
users and television stations. Later, it had to be incorporated
with Ateneo de Manila University’s Center for Educational
Television (CETV).
◦ CETV started in 1964 but later stopped its operation on

30 April 1974 due to lack of funds.
◦ The ETV programs of the Bureau of Elementary Education of
the Department of Education, Culture, and Sports was
produced and presented jointly with the Bureau of Broadcast
of the former Ministry of Public Information; it operated from
1971 to 1979.
◦ Among the ETV series developed and used in the formal

education system at the elementary level were “Aliwan ng
mga Bata” (Play-time), “Tayo’y Magpalakas” (Let’s Exercise),
and an in-service education designed for school
administrators, teachers, student-teachers and parents.
◦ The University of the Air program offered by the

University of Mindanao, Davao City in the early 1970’s
was among the early innovations in the use of radio
for instruction.
◦ 50% of instruction in different subjects of the

curriculum was conducted via radio, while 50% was
taught in campus.
◦ The “Lingap ng Pangulo sa Barangay,” an interagency

non-formal school-on-the-air program under the Office
of Non-formal Education of the Department of
Education, Culture, and Sports and based at the
National Media Production Center was formally
launched on 17 September 1977 (SEAMEO 1970).
◦ A major breakthrough in the development of educational

technology in the Philippines was the establishment of the
SEAMEO Center for Educational Innovation and Technology
(INNOTECH).
◦ It was created to serve as a major research arm of the

Southeast Asian Ministers of Education Organization
(SEAMEO) and as the principal instrumentality for
implementing SEAMEO’s developmental program for the
seventies.
◦ Its prime purpose has been to identify educational problems in

the Southeast Asian region and to seek solution or assist in the
solution of such problems.
Major projects:
◦ Project IMPACT (Instructional Management by Parents, Adults, Community
and Teachers)
◦ ISOSA (In-School-Off-School-Approach)
◦ RIT (Reduced Instructional Time)
◦ CB-BLP (Community-Based Basic Learning Package).
◦ DELSILIFE (Development of a Learning System for the

Improvement of Life), an educational strategy to fight rural
poverty, is one of its latest projects in three phases:
1) identification of relevant data;

2) development and try-out of Educational Intervention
System to test its effectiveness
3) development of generalized models for use in the
SEAMEO region.
2.4 EDUCATIONAL TECHNOLOGY:
ITS MEDIA TYPES AND CLASSIFICATION
Scriven (1981), for instance, discusses the following

separately:
◦ The Cone of Experience is thus a pictorial device

used to show the progression of learning experiences
from direct, first-hand participation to purely abstract
verbal symbols.
◦ At the same time, it classifies various types of

instructional materials according to the relative
degree of experiential concreteness that each type
provides.
Within the group of media and materials suggested by the

Cone of Experience, another classification can be made:
Audio Materials Visual Materials Audio-Visual Materials
pictures and photographs,

flashcards, flip books, charts,
television, sound films,
radio, recordings, telephone, maps, posters, exhibits,
videotapes, sound filmstrips,
language laboratories, bulletin boards, dioramas,
demonstrations, study trips,
sound distribution systems models, mock-ups, slides,
printed materials with
filmstrips, transparencies,
recorded sound
chalkboards, cartoons
Another way of classifying instructional materials is grouping

them into those:
Projected on the screen Non-projected on the screen
in the case of transparencies, slides, films, as photographs, still pictures, objects,

filmstrips or opaque projection materials and the like
Others venture into simpler classification:
L
O High -
W Cost
- M
a
Cost t
e
r
Materials i
a
l
s
A more detailed approach toward media classification was that done by
Rossi and Biddle (1966) which examines the following media dimensions:
1. Literacy.
 Some forms of media such as books, chalkboards, teaching machines,
or computers require the ability to manipulate and understand symbols
(or literacy) of the user.
Others, such as TV, motion pictures, filmstrips or cartoons may not

require literacy and are thus understood and appreciated even by an
illiterate user.
2. Audio and visual. The common available media makes use of
one or a combination of two sense modalities: seeing and hearing.
Thus media and materials may be classified on this basis.
3. Static and dynamic.
Media may be classified as static when they are presented
discretely and do not flow spontaneously as in the case of filmstrips,
books, chalkboards, language laboratories or slides.
They are dynamic when they portray a continuous sequence of
events as in the case of TV and motion pictures, audio recordings
(except those associated with language laboratories), and others
which give the viewer or listener the illusion of continuous
presentation.
4. Solo versus group use. Some media allow use by only one
person as in the case of books or teaching machines while
others allow use by a small or large group as in the case of
projected media, radio, and recordings.
5. Cost and spread. Some media are extremely cheap as in
the case of newspapers, while others are far more expensive
as in the case of computers. Others have a really widespread
as in the case of mass media, while some are for individual or
narrow spread.
2.5 FACTORS AFFECTING EDUCATIONAL
TECHNOLOGY
Hayden and Torkelson cite the following as factors influencing

a technology of instruction:
1) trend toward a science of education,

2) shift from what to teach to how to teach,
3) improved performance and productivity; and
4) focus on the learner.
1) Trend toward a science of education.
◦ Though teaching is basically an art, the methods it uses to

induce learning and the principles about the learner and the
learning process are products of years of scientific research
and investigation; and the media and materials it uses to
bring about effective learning are the fruits of scientific
invention.
◦ This body of knowledge is dynamic and changing. This trend

has thus added substance to the practical art of instruction
and has provided and impetus toward the development of
educational technology.
2) Shift from what to teach to how to teach.
◦ Curriculum change characterized by the shift of emphasis from

mere transmission of subject matter or content to the process of
learning itself has greatly influenced educational technology.
◦ Curriculum development is now increasingly becoming scientific

and sophisticated, with considerable emphasis on sequencing for
learning effectiveness.
◦ The feedback from student performances now serves as basis for

modifying curricular programs.
2) Shift from what to teach to how to teach.
◦ Learning to learn has become a significant educational

objective and part of curricular content itself; the “new math”
rather than the traditional arithmetic is now “in.”
◦ Added to all these is the development of micro-teaching,

individualized instruction, programmed learning and other
instructional processes that have greatly strengthened the
utilization of technology in education.
3) Improved performance and productivity.
◦ The goal of education has shifted from mere acquisition of

knowledge and subject matter to improved performance or
increased productivity not only of the students but of the
teacher.
◦ Competency-based criteria for rating teacher performance
are now getting popular.
◦ Open-concept schools and cluster classrooms supported by
media or learning resource centers, libraries and language
laboratories are now among the newer designs in
educational facilities.
3) Improved performance and productivity.
◦ For indeed, one test of real learning is the application of facts

or principles learned. Psychologists call this “transfer of
training.”
◦ The acquisition of skills that make one a more productive

person is the current emphasis in education. This trend has
therefore triggered the development of educational
technology, particularly in the search for new media, methods
and materials that can effectively accomplish stated
objectives.
4) Focus on the learner.
◦ Whereas before, group or mass instruction was favoured and

directed at the non-existent “average” student, today’s
educative processes put greater premium on the nature of
the learner and individual differences.
◦ What are the strengths and weaknesses of the learner?

◦ To what methods of instruction does he respond best?
◦ What are his needs, interests, and goals?
◦ What are his talents, his potentialities?
◦ While we commonly think of curriculum as those learning

experiences under the direct control of the school, this
concept, like all others, is bound to change. Thus educational
content and strategies will be altered, though the pace of
change may not be dramatic or abrupt. Then there will also
be a change in the learning environment itself.
◦ Foremost of all is obviously a change in what to teach.
◦ With the tremendous expansion of knowledge and

information, the subject matter included in the curriculum
must be changed or updated as necessary. The inclusion of
basic computer concepts in today’s schools is a tangible
proof of such an influence, as was “new math” a few years
ago.

◦ A change in how to teach. Inasmuch as conceptual development
of the individual is a key concern of instruction, there is a need to
plan for fruitful learning that comes from transfer, from making
applications, from relating old and new learnings.
◦ With the shift of emphasis from subject matter to the process of

learning and the trend toward improved performance and
productivity, educational processes should allow greater
opportunities for learners to display their acquired skills.
◦ There may be a move to abandon arbitrary pupil grading.

One’s achievement in a particular area may be certified via a
built-in evaluative device. He teaches himself, at his own
level and rate, perhaps alone or together with other students
who, for that particular subject, are his peers.

◦ Media centers or learning resource centers now form part of
the physical structure of schools.
◦ Full-time media teachers are now in the plantilla for school
personnel to support the classroom teacher primarily in the
use of available hardware and software. In the years ahead,
there may be a need to completely revolutionize designs of
school buildings – making these more flexible in terms of
space and number of students per group, and equipped with
the latest technological innovations.
2.6.2. Teacher’s Role

◦ The school is only as strong as its weakest teacher, so the saying
goes.
◦ The fact is that teachers comprise a major arm of the school in the
accomplishment of objectives for which it stands.
◦ How does a teacher function amidst all those technological advances

in the field of education? A look at his instructional roles reveals a
rather humiliating role: he can no longer claim to be the sole
source of information.

◦ In some instances, he may act as facilitator, catalyst, director,
or manager of the teaching-learning process.
◦ Where educational media free him from the drudgery of
instructional programs, he may assume counseling or
advisory roles made possible through release of his time.
◦ In more sophisticated learning environments, he may even
be engaged in the preparation of instructional programs and
systems in cooperation with a wide array of specialists.

◦ In response to the need to provide for individual differences
guided by educational accountability, the teacher needs to
undertake systematic planning, control and evaluation to
insure effective instruction.
◦ While the same elements in lesson planning – objectives,
learner characteristics, assessment of entry behavior,
appropriate materials, equipment and methodologies, and
assessment of results – may be considered, the teacher now
coordinates with other teachers, both human and nonhuman.
Hayden and Torkelson (1973) and Schramm (1969) have suggested the
following principles or guidelines for teachers and administrators who are
seriously looking into the potentials of educational technology:
1. Be open to innovation.
 One serious problem to the spread of educational technology is
teacher resistance to this new technology.
 There is a need to realize that educational technology has much

alternative to offer especially for teachers (or for those find themselves
in rut) who may find teaching routine dull.
2. Use media effectively.

◦ Each teacher should realize that effective use of media
means directing them toward an adequate and suitable
problem, planning, evaluating learning, and to a certain
extent, team teaching among all those concerned with the
teaching-learning process.
◦ The uniqueness of message forms, the appropriateness of

certain media for particular types of learning should be
considered in media selection.
3. Cultivate a commitment to continuous assessment.

◦ The life of a scientific instruction lies in the continuous evaluation
of the efficiency and effectiveness of procedures and policies.
◦ Try-outs and summative evaluation are essential in order to

provide feedback to the teacher concerning areas which need to
be revised and improved.
4. Promote the humanizing aspects of educational

technology.
◦ Utilization of educational technology does not mean dehumanization or
elimination of human contact between students and teachers.
◦ Far from it, it represents in fact a boost to individualized instruction, for

teachers are given time and resources to meet individual needs.
2.6.3. Students’ Role
◦ The student assumes the task of teaching himself and even

evaluating his own progress. He takes personal responsibility for
his own learning.
◦ Self-feedback provides him with the motivation or reinforcement
to do better.
◦ At the same time, it indicates quickly the need for further
modifications in the student’s program, in the instructional
materials, or in the modes of presentation.
Post-Test
Direction: Choose the letter of the correct answer. Write the letter only.
1. Who used the term “techne” to refer to the process of applying knowledge
systematically to the practical art of instruction?
a. Montessori b. Elder Sophists c. Pressey d. Froebel
2. What is the field of study concerned with the practice of using educational methods and
resources for the ultimate goal to facilitate the learning process?
a. Educational Technology c. Instructional Technology
b. Educational Media d. Audio-visual Technology
3. Rowntree identifies four phases of educational technology as an approach. Arrange the
correct order of it.
1. Improvement of the learning experiences so as to better achieve the objectives.

3. Evaluation of how effective learning experiences are in achieving the objectives.
a. 1-2-3-4 b. 3-1-4-2 c. 4-2-3-1 d. 2-4-1-3
4. What is the pictorial device used to show the progression of learning experiences from
direct, first-hand participation to purely abstract verbal symbols?
a. Cone of Learning c. Hypergraphics

b. Holograms d. Cone of Experience
5. Who was recognized as the pioneer of modern instructional technology by reason of his
book Orbis Pictus (The World in Picture) which was an illustrated textbook for children
studying Latin and the sciences?
a. Johann Amos Comenius c. Edward Thorndike

b. John Dewey d. Friedrich Froebel
Activity 3: MAALA-ALA MO
KAYA?
Direction: Complete the pyramid by writing the events that
took place in the history of educational technology. You
work in groups with 5 members each. The allotted time to
complete the task is 10 minutes.
Ancient Greece
Middle Age
Time of Comenius, Pestalozzi, and others
Time of Johann Amos Comenius
Time of Edward Thorndike and John Dewey
19th Century
1932
World War II
RUBRIC
Students performance will be rated according to the rubric below.
CRITERIA POINTS
Content 20
Creativity 15
Presentation 10
Collaboration / Teamwork 5
Total Score 50
Activity 4: ITS ESSAY!
Direction: Answer the following questions below. Find a pair to work with.
You only have 7 minutes to do the activity.
 What is educational technology and instructional technology? Are they

synonymous or not? Discuss your answer.
Why is educational technology significant to a classroom teacher? Prove

its relevance to the educative process today.
RUBRIC
CRITERIA POINTS
Content 25
Organization of Ideas 15
Collaboration 10
Total Score 50
Activity 1: Educational technology is the application
of scientific knowledge about learning and
DEFINE IT! the conditions of learning to improve the
effectiveness and efficiency of teaching
and training.
Educational Technology is the field of Educational technology is the

study which is concerned with the Educational development, application, and
practice of using educational methods evaluation of systems, techniques and
and resources for the ultimate goal to
facilitate the learning process.
Technology aids to improve the process of human
learning.
Educational technology is a systematic way

of designing, implementing, and evaluating
the total process of learning and teaching
in terms of specific objectives based on
research in human learning.
Activity 2: WORD WAR

1. EDUCATIONAL TECHNOLOGY
2. TELEVISION
3. TEACHER
4. INSTRUCTIONAL TECHNOLOGY
5. MATERIALS
Activity 3: MAALA-ALA MO
KAYA?
CRITERIA POINTS
Content 20
Creativity 15
Presentation 10
Collaboration / Teamwork 5
Total Score 50
Activity 4: ITS ESSAY!
CRITERIA POINTS
Content 25
Organization of Ideas 15
Collaboration 10
Total Score 50
REFERENCES:
Aquino, Gaudencio V., Rosalina C. Abellera and Ligaya C. Hidalgo, “Principles of Teaching and
Educational Technology”. National Bookstore, (1998). pp. 203-226
Corpuz, Brenda B., Paz I. Lucido, “Educational Technology 1”. Lorimar Publishing. Inc, (2008).
pp. 14-16
Lucido, Paz I., Milagros L. Borabo, “Educational Technology”. Katha Publishing Corporation
Inc., (1997). pp. 1, 12-13
https://educationaltechnology.net/definitions-of-instructional-technology/
https://www.quora.com/What-is-the-difference-between-educational-technology-and-
instructional-technology

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Social Science 504

a. Montessori b. Elder Sophists c. Pressey d. Froebel

1. Improvement of the learning experiences so as to better achieve the objectives.

a. 1-2-3-4 b. 3-1-4-2 c. 4-2-3-1 d. 2-4-1-3

a. Cone of Learning c. Hypergraphics

a. Johann Amos Comenius c. Edward Thorndike

achieve the objectives.

The goals, purposes, or objectives to be

In the book Educational Technology in

Some of the learning experiences may need to be revised themselves

A number of teachers still think

◦ Educational technology is involved with the facilitation of human

◦ Educational technology is an area of study or practice (within

◦ As a working definition therefore, we may state:

◦ Instructional technology is the branch of education concerned

◦ Instructional technology refers to those aspects of educational

◦ Instructional Technology is the theory and practice of design,

◦ Brickson (1969) has suggested reserving “instructional

Educational technology is essentially a product of a historical

B. During the Middle Age

D. Johann Amos Comenius was recognized as the pioneer of

E. Edward Thorndike and John

F. The 19th century paved in the advent of effective

Photography was invented, giving way to a movement called

In 1926, educational films were used as instructional media.

G. In 1932, the first instructional Television program was aired at

◦ The development of educational technology

◦ In the Philippines, the development of educational technology

◦ In 1961, a college course in physics was telecast over one of

◦ About two years later, the Metropolitan Educational Television

◦ CETV started in 1964 but later stopped its operation on

◦ Among the ETV series developed and used in the formal

◦ The University of the Air program offered by the

◦ 50% of instruction in different subjects of the

◦ The “Lingap ng Pangulo sa Barangay,” an interagency

◦ A major breakthrough in the development of educational

◦ It was created to serve as a major research arm of the

◦ Its prime purpose has been to identify educational problems in

◦ DELSILIFE (Development of a Learning System for the

1) identification of relevant data;

Scriven (1981), for instance, discusses the following

◦ The Cone of Experience is thus a pictorial device

◦ At the same time, it classifies various types of

Within the group of media and materials suggested by the

pictures and photographs,

Another way of classifying instructional materials is grouping

in the case of transparencies, slides, films, as photographs, still pictures, objects,

Others venture into simpler classification:

Others, such as TV, motion pictures, filmstrips or cartoons may not

Hayden and Torkelson cite the following as factors influencing

1) trend toward a science of education,

◦ Though teaching is basically an art, the methods it uses to

◦ This body of knowledge is dynamic and changing. This trend

◦ Curriculum change characterized by the shift of emphasis from

◦ Curriculum development is now increasingly becoming scientific

◦ The feedback from student performances now serves as basis for

◦ Learning to learn has become a significant educational

◦ Added to all these is the development of micro-teaching,

◦ The goal of education has shifted from mere acquisition of

◦ For indeed, one test of real learning is the application of facts

◦ The acquisition of skills that make one a more productive

◦ Whereas before, group or mass instruction was favoured and

◦ What are the strengths and weaknesses of the learner?

2.6.1. Curriculum Content, Strategies, & Environment