educ.6

Educational Technology 1

Brenda B. Corpuz, Ph.d Paz B. Lucido, Ph.d Authors

Submitted To: Sir George C. Patron Submitted By: Ms. Harel Joy C. Acaso Submitted On: February 21, 2016

Philippine College Foundation P-6 Hagkol Valencia City, Bukidnon

Educational Technology 1

Lesson 1: Meaning of Educational Technology Summary: Technology comes from the greek word “ techne” which means craft or art. -refers to “all the ways people use their inventions and discoveries to satisfy their needs and desire. According to Lucido and Borado(1999), Educational Technology is a field study which is concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process. These are other terrms that are associated with educational technology are the following: *Technology in Education *Instructional Technology *Technology Integration in Education Books *Educational Media Chalkboard- is also a human invention and so definitely forms part of educational technology. - remain to be a popular equipment in the classroom.

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology1 Lesson 2: Technology: Boon or Bane? Summary: Boon (blessing) => if we use it to help our students and teachers become caring, relating, thinking reflecting and analysing and feeling beings. Bane (curse) =>if we abuse and misuse it and so contribute to our ruin and downfall and those of other persons. Of life In education, technonology is bane when: >the learner is made to accept as Gospel truth information they get from learner >the learner surfs the internet for pornography >the learner has an uncritical mind on images floating on television and computers that represent modernity and progress >the tv makes the learner a mere spectator not an active participant in the drama of life >the learner gets glued to his computer for computer assisted instruction of the world and so fails to develop the ability to relate to others >we make use of the internet to do character assassination of people whom we hardly like >because of our cell phone, we spend most of our time in the classroom or in our workplace texting >we use overuse and abuse tv or film viewing as a strategy to kill time. This means that technology is meant to serve man in all aspects of life including instruction. It is a man, and in the context of the classroom, the teacher, who determines how technology ought to be used in order to reap maximum benefits that come along with technology.

Philippine College Foundation P-6 Hagkol, Valencia City Bukidnon

EducationalTechnology 1

Lesson 4: Systematic Approach to teachingncia City, Bukidnon Systematic Approach Teaching- is a network of elements or parts different from each other but each one is special in the sense that each performs a unique function for the life and effectiveness of the instructional system. According to Brown 1999 the purpose of a system instructional design is “ to ensure orderly relationship and interaction of human, technical and environment resource to fulfill the goals which have been established for instruction. There are three phases of Systematic Approach to Teaching : 1. formulation of instructional objectives 2. process of instruction itself 3. assessment of learning which will once more lead to the formulation of instructional objectives The system approach to instruction is simple in theory but far from being simplistic in practice. It is not just a matter of teacher formulating his/her lesson objective and then directly teaching the student. There are a lot of elements or factors that the teacher has to take into consideration- learners' need, entry knowledge and skills, interest, home background, prior experiences, developmental stage, nuture and the like.

Philippine College Foundation P-6 Hagkol, Valencia City, bukidnon

Educational Technology 1

Lesson 5: The Cone of Experience Cone of Experience- is a visual model, a pictorial device that present bands of experience arranged according to degree of abstration and not degree of difficulty. 1. Direct purposeful experience- first hand experience which serve as the foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling. 2. Contrived Experience- representative models for practical reasons and so that we can make the real life accessible to the students perceptions and understanding. 3. Dramatized Experience- we can participate in a constructed experience, even though the original event far removed from us in time. 4. Demonstration- visualized explanation of an important fact, idea or process by the use of photographs, drawing, films, displays, or guided motions. 5. Study trips- these are excursors, educational trips, and visits conducted to observe an event that is unavailable with in the classroom. 6. Exhibits- displays to be seen by spectators,for eyes only, working models arranged meaningfully or photographs with models, charts and pasters. 7. Still Pictures, Recordings, Radio- visual and auditory devices which may be used by an individual or a group. 8. Visual Symbols- just like charts, graphs, maps and diagraams. 9. Verbal Symbols- they are not like the objects or ideas for which they stand. It may be a word for concrete object (book), qn idea (freedom of speech), a scientific principle (principle of balance), formula (e=mc2).

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 6: Using and Evaluating Instructional Material Selection of materials 1. It is always good to ask when the material was produced. 2. Is the material aligned to the curriculum satandards and competencies? 3. Is the material culture and grades sensitive? 4. Does the material have a culture bias? Proper use of materials >Prepare yourself >Prepare your student >Prepare the material >Follow Up The materials that weselect must: 1. give a true picture of the ideas they presentation 2. contribute to the attainment of the learning objective 3. be in good and satisfavtory condition 4. be culture-sensitive and gender-sensitive 5. provide for a teacher's guide 6. promote collaborative learning? 7. Be worth the time, expense and effort involved For optimum use of the instructional material, it is necessary that the teacher prepare: >herself >her students >the instructional material and does follow up >promote indepent study Nine(9) Instructional events in the subject facilitating learning (Robert Gagne's) >gain attention >inform learner of objectives >stimulate recall of prior learning >present stimulus material >provide learner guidance >elicit performance >provide feedback >assess performance

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 7: Direct, Purposeful Experiences and Beyond According to Edgar Dale (1969), these are the rich experience that our senses bring from which we construct the ideas, the concepts, the generalization that give meaning and order to our lives. Direct Experience are firsthand experience that serve as the foundation of learning. The opposite of direct experiences are indirect or vicarious experience. Direct Experiences lead us to concept formation and abstration. We should not end our lessons knowing only the concrete. We go beyond the concrete by teaching the level of abstract concepts. Why are these direct experiences described to be purposeful? =>Purposeful because the experience are not purely mechanical. They are not a matter of going through the motion. These are not “mere sensory excitation”. They are experiences that are internalized in the sense that these experiences involve the asking of questions that have significance in the life of the person undergoing the direct experience. If direct, purposeful experiences or firsthand sensory experiences make us learn concepts and skills effectively, what does this imply to the teaching-learning process? =>First, let us give our students oppurtunties to learn by doing. Let us immerse our students in the world of experience. Second, let us make use of real things as instructional materials for as long as we can. Third, let us help the students develop the five senses to the full to heighten their sensitivity to the world. Fourth, let us guide our students so that they can draw meaning from their firsthand experiences and elevate their level of thinking.

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 8: Teaching with Contrieved Experience Contrieved Experience- 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 in the classroom – designed to stimulate to real-life situations. Model- is a “reproduction of a real thing in a small scale, or large scale, or Mock up- is “an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created. Example: planetarium Specimen- is any individual or item considered typical of a group, class or whole. Simulation- is a “representation of a manageable real participant engaged in learning a behavior or in applying previously acquired skills or knowledge. Orlich (1994) ten general purpose of simulation and games 1. to develop changes in attitudes 2. to change specific behavior 3. to prepare participants for assuming new roles in the future 4. to help individuals understand their current roles 5. to increase the students ability to apply principles 6. toreduce complex problems or situations to manageable element 7. to illustrate roles that may effect one's life but that one may never assume 8. to motivate learners 9. to develop analytical processes 10.to sensitive individuals to another person's life Games used fo four(4) purpose: 1. to practice and/or to refine knowledge/skills already acquired 2. to identify gaps or weakness in knowlegde or skill 3. to serve as a summation or review 4. to develop new relationship among concepts and principles

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon Educational Technology 1 Lesson 9: Teaching with Dramatized Experiences Dramatic-something that catches and holds our attention and has an emotional impact. 1. Formal plays- depict life, character, or culture or a combination of all three. 2. Pageants=usually community dramas that are a historical pageant that races the growth of a school. Example: historical Pageant 3. Tableau= is a picture like scene composed of people against background. 4. Pantomine= is the art of conveying a story through bodily movements only. 5. Puppet= the regular stage play can present ideas with extreme simplicity without elaborate. Types of Puppet 1. Shadow puppet= flat black silhouelth made from light, card board and shown behind a screen. 2. Rod puppet= flat cut out figure tacked to a stick, with one or more movable party and operate from below the stage level by wire rods or slender sticks. 3. Hand puppet= puppet's head is operated by the forefinger of the puppeteer the little finger and thumb being used to animate the puppet hands. 4. Glove and Finger= make use of old gloves to which small costumed figure are attached. 5. Marionettes= flexible, jointed puppets operated by strings oor wires attached to a cross bar and maneuvered from directly above the stage. Role Playing= is an unhearsed, unprepared and sponteneous dramatization of a “let's pretend” situation where assigned participants are absorbed by theiir own roles in the situation described by the teachers.

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 10: Demonstrations in Teaching Planning and preparing for demonstration Dale (1969) giver several points to observe: 1. Set the tone for good communication. Get and keep your audience's interest. 2. Keep your demonstration simple. 3. Do not wander from the main ideas. 4. Check to see that your demonstration is being understood, which your audience for sign oof bewilderment, boredom or disagreement. 5. Do not hurry your demonstration. Asking questions to check understanding can serve a “brake”. 6. Do not drag out the demonstration. Interest things are never dragged out. They create their own tempo. Audio visual= is a good demonstrations. *Conduct of the demmonstration 1. Get and sustain the interest of our audiences. 2. Keep our demonstration simple, focused and clear. 3. Do not hurry nor drag out the demonstration. 4. Check for understanding in the process of demonstration. 5. Conclude with a summary. 6. Hand out written materials at the end of the demonstration.

Philippine Colllege Foundation P6 Hagkol, Valencia City, Bukidnon

Educational technology 1

Lesson 11: Making the Most of Community Resource and Field Trips Field Trips bring us to the world beyond the classroom. The real-world connection is more work but the benefiits of broadening teaching beyond textboook far outweigh the little bit oof time it takes from a teacher's schedule. Planning a field trip: 1. preliminary planning by the teacher 2. Preplanning with oothers going on the trip 3. Taking the field trip itself 4. Postfield trip follow up activities 5. Advantages of Field trip: 1. Oppurtunities for rich and memorable experience which are fundamental to learning that last. 2. Bring us to the world beyond the classroom 3. Have a wide range of application 4. It can bring about a lot of realization which may lead to changes in attitudes and insight. Disadvantages of field trip: 1. 2. 3. 4.

costly it involves logistics it is extravagant with time contains an element of uncertainty

Philippine College Foundation P-6 Hakol, Valencia City, Bukidnon

Educational Technology 1

Lesson 12: The Power of Film, Video and TV in the classroom Powerful instructional tools: >film >video >TV Edgar Dale (1969) says, they can bring the world of reality to the home and to the classroom through a “live” broadcast or as medrated through film or videotape. Not all of us have the opppurtunity to see life at the bottom of the sea right there in our sala or bedroom through Discovery Channel, for example. While the film, video and tv can do so much, they have their own limitations, too. -Television and film are one-way communication device. Consequently, they encourage passivity. Today, However, we talk about and work on interactive classroom for effective llearning. We are convinced that learning is an active process and so the learner must be actively engaged. – The small screen size puts television at a disadvanage when compared with the possible size of pprojected motion pictures, for example. We new technology, how is this remedied? – Excessive tv viewing works against the development of the child's ability to visualize and to be creative and imaginative, skills that are needed in problem solving. – There is much violence in tv. This is the irrefutable conclusion, 'viewing violence increase violence”. The film,video and tv are powerful instructional tools. When they are used approximately and moderately, they can makee interactive. It contributs to a more lasting learning because of it's visual, audio and motion effects. These effects make learning fun. However, misuse and abuse of their use in

the classroom and even at home has far reaching damaging effects in the development of children's imaginative and thinking powers and sensitivity to human life. The most significant cited weakness of the tv is the effects of tv violence on peoples aggressive behavior. With the coming of the VCR, viewing need not be passive anymore. We have interactive viewing with VCR.

Philippine College Foundation P6 Hagkol, Valencia City, Bukidnon

Educatioanal Technology 1

Lesson 13: Teaching with Visual Symbol There are three (3) example of visual symbol 1.drawing 2.cartoons 3.strip drawing- commonly called comic/comis strip *source -newspaper -magazines -books 4. Diagrams- any line that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronology fluctuations, distribution, etc. “Types of Diagram a. Affirnity Diagram- used to cluster complex apparently unrelated data into natural and meaningful groups. b. Tree Diagram- used to chart out, in increasing detail, the various tasks that must be accomplish to complete a project or achieve a specific objective. c.Fishbone Diagram- it is also called cause and effect diagram. It is commonly used to analyze work-related problems. d.Charts- is a diagrammatic represent of relationships among individual with an organization. “Examples of charts” -Time chart -Tree/stream chart -Flow chart -Organizational chart -Comparison and Constrast chart -Pareto chart -Run chart or trend chart -Gannt chart

5.Graphs – Bar graph=>different ties and seeing relative size – Pictorial graph=>picture symbol – pie or circle=> showing parts of whole – Graphic Organizers 6.Maps a. Physical map b. Relief map c.Commercial map d.Political map

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 14: Maximizing the use of the Overhead Projector and the Chalkboard Chalkboard techniques: a. sharper your chalk to get good line quality b. stand with your elbow high move along as you write c. use dots as “aiming points”. This keeps writing level e. make all writing or printing between 2 and 4 inches high for legibility f. when using colored chalk, use soft chalk so that it can be erased easily Ovehead Projector: 1. You can show pictures and diagram, using a pointer on the transparency to direct attention to a detail. 2. You can use a felt pen or wax-based pencil to add details or to make points on the transparency during projection. 3. You can control the rate of presenting information by covering a transparency with a sheet of paper or cardboard and then exporing data as you are ready to discuss each point. 4. You can show three dimensional object from the stage of the projector in silhouette if the object is opaque, or in color if an object is made of transparent color plastic. 5. You can move overlays back and forth across the base in order to rearrange elements of diagrams or problems. *Effective use of the Overhead Projector are: 1. Stand off to one side of the overhead projector while you face the students. 2. Don''t talk to the screen. Face the students when youtalk not the screen. 3. Place the overhead project to your right, if you are right landed and to your left, if you are left handed. 4. Pace the overhead project on a table low enough so that does not block you

or the screen. 5. Don't read the text on your slide. Your audience can slide.

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 15: Project-based learning and Multi-media: What is it? Project-based multimedia learning- is a teaching method in which students “acquire new knowledge and skills in the course of designing, planning, and producing multimedia product.”(Simkins, et al, 2002) There are seven(7) key dimensions: 1. Core Curriculum 2. Real-world connection 3. Extended time frame 4. Student decision making 5. Collaboration 6. Assessment 7. Multimedia SCANS (Scretary of Labor's Comission on Achieving Necessary Skills) =) to find meaningful work, high school graduates need to master a combination of foundation skills and competencies. Three (3) basic skills 1. Foundagtion skills 2. Thinking skills 3. Personal skills

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 16: Using the Project-based Learning Multi-media as a Teaching-learning Strategy Goals and objectives- are always the starting points of planning. *Introducing the project (one or two days) 1. Review project document 2. Perform pre-assessments 3. Perform relevant activities 4. Group students 5. Organize materials Storyboard- is a paper and pencil sketch of the entire presentation, screen by screen or, in the care of video shot by shot. *Tips to keep throughout storyboarding and production: – usescanned, hand made artwork to make a project look personal and manage scource technology resources – keep navigation – organize information similarly throughout so users can find what they are looking for – care for collaboration – organize manageable steps – check and assess often *Effect use of Project-based 1. Clarifying goal and objectives 2. Determining now much time is needed and extent of students involvement in decision making 3. Setting up forms of collaboration 4. Identifying and determining what resources are needed 5. Deciding on the mode to measure what students learn *Various Phases of the project include:

1. Before the project starts 2. Introduction of the project 3. Learning the technology 4. Prelimimary research and planning 5. Concept design and storyboarding 6. First draft production 7. assessing, testing and finalizing presentations, concluding activities *Multi-media project plans: – planning - Evaluating – reseach - develping – organizing - communicating

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 17: Assessment in a Constructivist, Technology-Supported Learning In a constructivist classroom, learning transcends memorization of fact. It is putting these isolated facts together, form concept and construct meaning from them. Authentic assessment is most apppropriate for the constructivist classroom measures collective abilities, written and oral expression skills, analytical skills, manipulative skills, integration activity and ability to work collaboratively. In authentic assessment, student perform real-world tasks, thus the world “authentic”. It is an assessment of a process or a product. You and your student may develop a rubric. It can be a colllaborative effort for both of you teacher and student, in line with the practice of self-assessment, which is highly favored and encourage. Assessment in a technolog-supported environment necessarily include display of skillful and creative are of technologies, old and recent, because that is what is naturally expected of us in the real-world, a technology dominated world. A technology suppported classroom maximizes the use oof old and now technology. Students are expected to demonstrate learning with the use of booth old and new technology. Assess as it is ocurring. This is process or performance assessment. Traditional paper and ppencil test are not adequate to assess learning in constructivist technology supported learning.

Philippine College Foundation P-6 Hagkol, Valencia City, Bukidnon

Educational Technology 1

Lesson 18: Roles and Functions of an Educatioanal Media Center Mission/Vision of Educational Media Center – It reflect and support the philosophy of the school. – It share and implement the schoool's aims and objectives. – It is involved in the teaching and learning process.. – It is a source center. – It is a learning laboratory. – It is a teaching agency. – It is a service agency. – A coordinating agency. – A center foor recreational reading, viewing and listening. – It is introduces the students to the resources available in other community resource centers Educational Media Center Service: – orientation – selection of print and non-print materials – organization of print and non-print materials – circulation of pprint and non-print materials – reference – media instruction program – class supervised research – grade level newspaper – mags- on – wheels – photocopying services – video and sound pproduction

– multimedia services

Table of Contents Lesson 1 Meaningful of Educational Technology …........................................1 Lesson 2 Technology: Boon or Bane? .............................................................2 Lesson 3 The Roles of Educational Technology in learning ...........................3 Lesson 4 Systematic Approach to Teaching …................................................4 Lesson 5 The Cone of Experiences .................................................................5 Lesson 6 Using and Evaluating Instructional Materials …..............................6 Lesson 7 Direct, Purposeful Experiences and beyond …................................7 Lesson 8 Teaching with Contrieved Experiences ...........................................8 Lesson 9 Teaching with Dramatized Experiences ..........................................9 Lesson 10 Demonstrations in Teaching …........................................................10 Lesson 11 Making the Most of Community Resources and Field Trips ...........11 Lesson 12 The Power of Film, Video, and TV in the Classroom …...................12 Lesson 13 Teaching with Visual Symbols ….....................................................13 Lesson 14 Maximizing the Use of the Overhead Projector and the Chalkboard …......................................................................14 Lesson 15 Project-based Learning and Multimedia: What is it? …...................15 Lesson 16

Using the Project-Based Learning Multimedia as aTeaching-Learning Strategy …..................................................16 Lesson 17 Assessment in a Constructivist, Technology-Supported Learning …...................................................17 Lesson 18 Roles and Functions of an Educational Media Center ….................18 My Reflection: