topic 1 ed105 b introduction
TRANSCRIPT
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Selection, Production and Utilization of Appropriate Technology
Tools for Instruction
EDUCATIONAL TECHNOLOGY 2
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1. setting of learning objectives
2. designing specific learning experiences
3. evaluating the effectiveness of learning experiences.
4. revision as needed of the whole teaching-learning process.
Four phases of application of ET 2 in
teaching-and –learning
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1. setting of learning objectives
2. designing specific learning experiences
3. evaluating the effectiveness of learning experiences.
4. revision as needed of the whole teaching-learning process.
Four phases of application of ET 1 in
teaching-and –learning
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To orient the learner to pervasiveness of educational technology in society.
To lend familiarization on how educational technology can be utilized as media for the avenues teaching-learning process in the school.
To uplift the learner to human learning through the use of learning technology
To impart skills in planning, designing, using and evaluating the technology-enriched teaching-learning process
To acquaint learners on basic aspects of community education, functions of the school media center, and finally
To introduce the learner to what is recognized as the third revolution in education, the computer.
Educational technology 1 served:
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To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners.
To impart learning experiences in instructional technology-supported instructional planning.
To acquaint students on Information Technology or IT-related learning theories with the computer as a tutor.
To learn to use and evaluate computer-based educational resources.
To engage learners on practical technology integration issues including managing IT classrooms, use of the Internet for the learning, cooperative learning through the use of information technology, etc.
Objectives of Educational Technology 2
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While the course is primarily intended for the use of student-teachers, it can also be of great use to professional teachers, school administrators, teacher educators, and in fact anyone who is interested on how Information Technology can be used to improve not only instruction but the school management program and curriculum.
It may be said, too that the study of this course on Integrating Information Technology in instruction should not be considered as a formidable task, but rather as a refreshing and exciting study given the idea that all learning should be fun.
Four phases of application of ET 2 in
teaching-and –learning
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The Evolution of Technology
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What is the Impact of Technology in
Teaching and Learning?
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IT in Asia Pacific
The 21st Century Education
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Understanding Technology Learners Lesson 3
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Dig
ital
Nat
ive
s
A person who was born after the introduction of digital technologies and through interacting with digital technology
A person who has been familiar with computers, internet and technology from a young age.
Chacteristics of 21st century learners
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Th
e 2
1st
ce
ntu
ry
lear
ne
rs
Learners are more smarter yet cant read fluently.
Addicted to internet, their concentration is questionable. Uneasy to simply sit and listen
Learners spend more time talking and interacting with friends , playing video games and surfing
Daily exposure to high technology-personal computers, video games, internet stimulates the brain by strengthening and creating neural circuits
Technological revolution is creating an intellectual revolution, faster and better than ever before
Chacteristics of 21st century learners
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19th century learning
REDEFINE
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Th
e 2
1st
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ntu
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lear
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Underdevelopment of new learners along social face-to-face interaction skills
Learners can do task at the same time (multi-tasking)
There is a need to balance the good and possibly detrimental changes among the learners.
Chacteristics of 21st century learners
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Rethinking Learning: The 21st Century Learner
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Bridging the Generation Gap Lesson 4
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Shift happens Bringing Education into the 21st century
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In education, traditional
schooling has a huge
generation gap, unless
some changes are adopted
at the proper time.
Given a rapid emergence of
digital technology, there is a
need to prepare and
understand the potentials of
ICT
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The new network of instantaneous communication is global, overcoming borders between countries and continents.
What elders believe may not be applicable anymore to a new generations specifically on matters of traditional value systems.
Alvin Toffler’s book. Future Schock, shows how the information age has begun to create many cultural changes in the family, societies, businesses, government.
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Download five episodes of Alvin
Toffler’s video entitled “
FUTURE SHOCK” then write a
250 word- reaction paper.
Follow this with a group work
and reporting through a 3-
minute powerpoint or video
presentation.
GROUP ACTIVITY
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Since new generations are expected to face a future
professional challenge of a digital world ahead of
them, technology-supported skills need to be taught
in schools today, or else schools will become white
elephant.
If schools fail to respond to emergent changes and needs, new
learners may lose appreciation of our educational system, and drop
out of school.
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Teaching in the 21st century
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In the Asia Pacific Region
EDUCATIONAL TECHNOLOGY 2
Australia Malaysia Singapore Hongkong Philippines
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• Government with education and technology sectors, community groups and industry envisions to support the development of the capability of the schools to use ICT in teaching-learning and in administration
GOAL
• Improve learning outcomes for student using ICT to support the curriculum
• ICT to improve efficiency and effectiveness of educational administration
• Develop partnership with communities to enhance access
STRATEGY • On-line resource center with managed website for delivery of multimedia resources to schools
• Computer recycling scheme
• Planning and implementation guide for schools
• ICT professional development schools/ cluster
INITIATIVES
EDUCATIONAL TECHNOLOGY
In the Asia Pacific Region
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New Zealand
New Zealand
Malaysia Singapore Hongkong Philippines /MTPPELONES2015
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On-line resource center
On-line resource center
Computer recycling scheme
Planning and implementation guide for schools
Ict professional development schools/clusters/ electric room
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Malaysia Singapore Hongkong Philippines /MTPPELONES2015
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For Education MALAYSIA IT
MASTERPLAN
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Main Components
o according to the Smart School Conceptual Blueprint are as follows:
1. Teaching-learning processes :“heart”
2. Management and Administration: “brain”
3. Human Resources, Skills and Responsibilities
4. Processes = system
5. Technology
6. Policies : Implementation
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1. Curriculum
• to help students achieve overall and balanced development
2. Pedagogy
• appropriate mix of learning strategies
• ensure mastery of basic competencies
• promotion of holistic development
3. Assessment
• Integration of technology
• Facilitate assessment –
• Classroom assessment
• School-based assessment
• Centralized assessment
4. Teaching and learning materials
• challenging and motivating
• combining the best of
• Network-based,
• Teacher-based
• Courseware materials
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LEARNING ISSUES
WHAT ARE THE
TYPES OF ICT
APPLICATION
USED IN THE
SMART SCHOOL ?
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1. Classrooms with :
- multimedia courseware
- presentation facilities
- e-mail or groupware for collaborative work
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OVERHEAD PROJECTOR Advantages :
- Better communication
between teacher and student.
- Saves time
- Comfortable to use in
teaching
- The transparencies are easily
restored to their original
unused state
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SMART BOARD
An interactive whiteboard that uses
touch detection
A projector is used to display a
computer’s video output
- act as a large touch screen
Comes with 4 digital pens
-use digital ink and replace
traditional whiteboard markers
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Classroom use :
- Teachers can record each step of a lesson for students to review
- The flexibility of use in the classroom
* Teachers can display information in
interactive text, images, sound and video
files
- Effective to use in class
- Decreasing teacher stress
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2. Library Media Center
- with a database centre for multimedia courseware
- network resources like access to the internet
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3. Computer laboratory for teaching, readily
accessible multimedia and audiovisual equipment.
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4. Multimedia Development Center with tools for
creating multimedia materials.
5. Administration Offices capable of managing
databases of student and facilities,tracking student
and teacher performance or resources, distributing
notices and other information electronically.
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6. Studio/ theatrette with control room for
centralized audiovisual equipment,
teleconferencing studio, audio room, video and
laser disc video room.
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7. Teachers’ Room
- with on-line access to
courseware catalogues
and databases,
information and
resource management
systems
- professional
networking tools, such
as e-mail and groupware
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8. Server Room equipped to handle applications, management databases, and web servers
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ICT LAB
Each lab has 30 computer workstations linked to the school's network
- giving a 1:1 ratio student to computer.
Students are encourage to use the Internet and communication technology
- to facilitate the learning process
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WIFI
In a Wi-Fi network, computers with wifi network cards connect wirelessly to a wireless route.
The router is connected to the Internet by means of a modem, typically a cable or DSL modem.
Wifi networks can either be "open", such that anyone can use them, or "closed", in which case a password is needed.
An area blanketed in wireless access is often called a wireless hotspot. New
Zealand Malaysia Singapore Hongkong Philippines
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ASIA PACIFIC IN REGION
Australia Malaysia Singapore Hongkong Philippines
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Curriculum and Assessment
Australia Malaysia Singapore Hongkong Philippines
A balance acquisition of
factual knowledge and mastery of
concepts and skills
Students in more active and
independent learning.
Assessment to measure abilities in
applying information, thinking and
communicating
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Learning Resources
Australia Malaysia Singapore Hongkong Philippines
Development of a wide range of educational
software for instruction
Use of relevant internet resources for teaching-and-
learning
Convenient and timely
procurement of software materials
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Teacher Development
Australia Malaysia Singapore Hongkong Philippines
Training on purposeful use of IT for teaching
Equipping each trainee teacher with
core skills in teaching with IT
Tie-ups within institution of higher
learning and industry partners
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Physical and Technological Infrastructure
Australia Malaysia Singapore Hongkong Philippines
Pupil computer ratio of 2:1
Access to IT in all learning areas in the school
School-wide network, and school linkages through Wide Area
Network (WAN), eventually connected to Singapore ONE ( a broadband access service for high
speedy delivery of multimedia services on island-wide basis
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HONG KONG EDUCATION PROGRAM
HIGHLIGHTS
Government aims to raise the quality of education by promoting the use of IT in teaching and learning. The
IT initiatives are:
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Basic knowledge of using computer
Chinese input method
Techniques for various office applications such as word processing, spreadsheets and presentation software
Managing multimedia information
Application of Internet technology
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Facilities at Public Libraries
To support the public's self-learning and
information needs, the Hong Kong Public
Libraries have developed a Multimedia Information System (MMIS) to provide
one-stop interactive multimedia information
service that allows the public to search, browse, view or listen to all kinds of multimedia materials
through workstations inside the library or
through Internet.
You can also use the Internet Express
Terminals located at certain public libraries to
surf the Internet and check or send emails for up to 15 minutes without the need for pre-booking.
Australia Malaysia Singapore Hongkong Philippines
Internet Express
Terminal
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Use commonly used software
Apply application software
Access to the Library Catalogue, e-books and online databases
Browse the Internet
Proceed secured electronic transactions with e-Cert embedded in smart ID card (available at selected workstations only)
Scan document (except Stanley Public Library)
Burn CD (available in the Hong Kong Central Library only)
the
Computer and
Information
Centres or
Areas in
selected
public libraries
offer
services that
allow you to:
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Public IT Facilities & Resources
Provides free computers with Internet connection
for public use at convenient locations,
such as public libraries, Community Cyber Points
and District Cyber Centres; and
Offers ongoing education campaigns and training
courses to help the public improve their IT skills,
including spam containment and website
design.
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Christian Action Community Cyber Centre The Community Cyber Centre is co-organised by the Christian Action and Home Affairs Department with its services launched in July 2007.
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highlights of the types of software available in the centre:
• Word processing software and tools • Website development and publishing software • DVD recording software • Video, sound and animation editing software
• Graphics design and images editing software
• Desktop publishing software
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Australia Malaysia Singapore Hongkong Philippines
Exploring the feasibility of setting up education-specific intranet
Development of appropriate software in collaboration with government, the private sectors, the tertiary institutions and
schools
Review of school curriculum to incorporate IT elements
An IT Pilot scheme to provide schools with additional resources
Computer rooms for use by students after normal school hours
An IT coordinator for each of 250 schools which should have sound IT plans /MTPPELONES2015
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Philippines IT
Masterplan /MTPPELONES2015
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1.Commitment to a people-centered,
inclusive and development-centered
information society
2. Technology must be studied first as a
separate subject, then applied in other learning
areas
The application of computer skills to the
other learning areas is a curriculum policy
4. Creating a safe, trustworthy online
environment for all Filipinos.
5. An education modernization programme will equip schools
with facilities, equipment, materials and skills and
introduce new learning and delivery systems necessary.
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Financial Resources
Australia Malaysia Singapore Hongkong Philippines
The bulk of investment requirements for implementing ICT in education comes from government funding.
To provide the physical infrastructure and necessary technical support
To develop teacher competence in the use of ICT and in the design, production and use of ICT-based instructional materials
To ensure access to the latest developments in ICT and to support research and development
To undertake a curriculum improvement that would integrate technology with the different learning areas
To promote the use of appropriate and innovative technologies in education and training.
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Financial Resources
Australia Malaysia Singapore Hongkong Philippines
The Workforce Mobilization Programme with the Commission of Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA) to improve English competence, industry certifications and career advocacy programmes
Establishment of Community e-Centres & Creating a government communication network
All public secondary schools shall be provided with an appropriate educational technology package
75% of public secondary schools shall have a computer laboratory room equipped with basic multimedia equipment
Restructuring the curriculum to integrate the application of ICT to teaching and learning
Operational targets by the
year 2009
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The said Plan focuses on the
following thrusts:
Improving the delivery support system of basic education so that it includes the use of ICT as a component of multi-channel learning
Generating funds through non-traditional financing schemes
Retooling human resources at different levels involving sub-systems (Central office, field offices, and schools) and focusing on the different components of basic education
Australia Malaysia Singapore Hongkong Philippines
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Professional Development Of
Teachers
Since year 2000, it has been the policy of the DepEd to give preference to the hiring of teachers who are computer literate
public schools send a few teachers to computer literacy training
Private schools usually hire ICT service providers
Australia Malaysia Singapore Hongkong Philippines
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Key problem areas for
implementing ICT in education
Teachers’ fear of the technology;
School principals’ closed mindset to
and non-appreciation of ICT
in education;
Constraints of the annual Education
Budget;
Maintenance of ICT resources
and lack of technical staff;
Sustainability; and
Limited availability of
education software and courseware.
Australia Malaysia Singapore Hongkong Philippines
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• How do Philippines schools compare with schools in progressive countries in the Asia Pacific region?
• What can be proposed so that the Philippines can cope up with its neighbors on IT education?
Australia Malaysia Singapore Hongkong Philippines
ENRICHMENT ACTIVITY /MTPPELONES2015
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• How do Philippines schools compare with schools in progressive countries in the Asia Pacific region?
• The plan of the Department of Education is to supply computers to public elementary and high schools at a ratio of 1 school-1 computer. How adequate or inadequate do you find this plan considering that the public school system in the Philippines has average of 1,000 students in each school?
Australia Malaysia Singapore Hongkong Philippines
ENRICHMENT ACTIVITY /MTPPELONES2015
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• What can be proposed so that the Philippines can cope up with its neighbors on IT education?
• Filipinos, including students are hooked up on cellphone texting. Is this enough for information skills literacy for our citizens and youth? Mention the benefits and disadvantages of our texting culture.
Australia Malaysia Singapore Hongkong Philippines
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LESSON 5:
PREFERENCES OF THE TECHNOLOGY
GENERATION
EDUCATIONAL TECHNOLOGY 2
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What the old generation likes may not be the same as what the new generation refers in their life, work and leisure.
Good things enjoyed by elders when they are students were no longer enjoyed by elders when they were students
As technology stages changes lawmakers are challenge to adopt windows in calibrating the geniune needs for longer development
GUIDE QUESTIONS
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DIFFERENCE IN THEIR ACTIVITY PATTERNS
Old generation New Generation
Books TEXT Read book text rich with illustrations and photos
VISUALS Greater affinity to visuals, tvs and video images
Information LINEAR (linear, logical, sequential)
HYPERMEDIA Random access to hyperlinked digital information
Educational System
Independent Learners Acquired information were taken from teachers
Social Learners Acquainted with digital tools that adopt both personal and participative work (experimentation, discovery and intuition)
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DIFFERENCE IN THEIR ACTIVITY PATTERNS
Old generation New Generation
Educational Foundation
Learning to pass the test For completion of
requirements
Learning to do Acquire skills, knowledge, habits. Multitask & Multi-career opportunities
Reward System
Delayed Reward Focus on grades, certificates/medals, diplomas
Instant Gratification -scores in games, enjoyable conversation, excitement and inviting comments
Learning Delivery
Rote Memory Delivery of content-based courses that was measured thru standard tests
Fun Learning - Socially motivated looking learning, fun, exciting and productive
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The new learner’s digital fluency with visual learning with the use of audiovisuals, media and multimedia
Using hyperlinked multimedia projects that enhance work focus and reflective and
Problem-solving activities that suit new generations style and preference for fun and relevant learning
SUMMARY
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ASSESS AND REPORT YOUR LEARNING EXPERIENCE ( GOOD OR BAD) OF THE SOCIAL MEDIA
PREPARE A GRID CHART DIFFERENTIATING THE PAST 30 YEARS OLD GENERATION AND THE NEW GENERATION
LEARNING ACTIVITY
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LESSON 6:
DEVELOPING BASIC DIGITAL SKILLS
EDUCATIONAL TECHNOLOGY 2
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Solution Fluency
Information Fluency
Collaboration Fluency
Media Fluency
Creativity Fluency
Digital Ethics
Six Digital Fluency
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Solution Fluency • Capacity and creativity in problem
solving. It requires whole brain thinking executed where students define a problem, design appropriate solution, apply the solution and assess the process and result
Six Digital Fluency
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Information Fluency • This involves 3 subsets of skills • 1. Ability to access, information,
access to internet & softwares • 2.Ability to retrieve information like
text, images, sounds and video • Ability to reflect, assess and rewrite
instructive information packages
Six Digital Fluency
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Collaboration Fluency • Teamwork with virtual or real
partners in the online environment. Like social networking, online gaming
• Distance has been abridge where learning comes to an exciting potentials for partnership in discovery learning
• Individual and school to school partnership are now possible for multi-cultural learning
Six Digital Fluency
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Media Fluency • Media refers to a channel of mass
communication or digital sources. This includes radio, television, magazine, advertising, graphics and arts)
• Publishing digital messages • Blog pages which personal reflection
can be publish • Sites develope, articles, researches
and lesson plans are accessible by researchers and learners.
Six Digital Fluency
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Creativity Fluency • Artistic proficiency by way of design,
art, and story telling package a message.
• Font, color, patterns, layout are elements to creative fluency.
• Templates for powerpoint presentations and blogs are readiliy available for free access in the internet
Six Digital Fluency
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Digital Ethics • Digital citizen is guided by principles
of leadership, global responsibility, environmental awareness, global citizenship, and personal community.
Six Digital Fluency
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• Show by way of graphic art illustration
the six digital fluencies, adding textual
information to support each fluency
ENRICHMENT ACTIVITY
Six digital fluency
INDIVIDUAL
OUTPUT
CRITERIA
CREATIVITY – 30%
CONTENT – 30%
COHERENCE- 25%
X-FACTOR- 25%
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• Entering the new world of information and
communication technology (ICT) opens a new
way for complex and higher cognitive skills.
• BLOOMS of TAXONOMY of thinking skills
serves as our general framework of skills a new
era of creativity in digital world led to a new
framework.
HIGHER THINKING SKILLS
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Creating new
product/point of view
Evaluating justly stand or
position
Analyzing-distinguishing different
parts
Applying-use information in a new way
Understanding- explain ideas
Remembering-recall idea
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HOW HUMAN BRAIN WORKS
RIGHT HEMISPHERE LEFT HEMISPHERE
• Works sequential thru series of events like talking, reading and writing.
• Logical and Good in decoding along literate level of meaning
• Takes care of synthesis, emotional expression, context of bigger picture to create meaning
• Understanding the meaning or theme of figurative literacy
• Individual analysis of images, events and ideas
• Drawing of the literal meaning
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By developing the higher thinking skills
• Inculcate digital fluencies while overcoming limitations inherent in digital technology.
• Instructional process: shift from lecture-to-tasks to digital tasks-to-learning.
• Explies activity like role playing(task), processing of activity( learning). Learning was develop and learning outcome is achieve by students themselves.
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4 D’s (problem solving structured shifted the
education to digital learning)
Define the problem
Design the solution
Do the work
Debrief on the outcome
Teachers need to move away from the center stage
and let students be at the limelight in the teaching-
learning process
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ACTIVITY
•Create a sample student-activity plan related to the subject field of specialization that applies the 4 Ds of the project-based activity
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LESSON 7:
Evaluation of Technology Learning
EDUCATIONAL TECHNOLOGY 2
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• Assessment needs to conform with the new 21st
century literacy.
Standard Student Evaluation
It uses DIGITAL TOOLS in preparing students to face hightech world
Teachers must adopt a new mindset for instruction and evaluation gearing ESSENTIAL KNOWLEDGE AND SKILLS in order to be effective, productive and creative.
Uses Evaluative tool that measures digital skills : solution fluency, information, collaboration, creative, media and digital citizenship.
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• It implies a mass reach of student outputs.
Bridging the gap between amateur creator
outputs to professional creators of future
outcomes and products.
Mass Amateurization
It inculcates adeptness among students over media along publishing, visual creation, audio-video recording, internet website postings and multimedia production.
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• Group 1 Lesson 8 Higher Thinking Skills through IT-Based Projects
• Group 2 Lesson 9 Computer as Information and Communication Technology
• Group 3 Lesson 10 Computer as a Tutor
• Group 4 Lesson 11 Computer as the Teacher’s Tool
• Group 5 Lesson 12 Information Technology in Support of Student-Centered
Learning
• Group 6 Lesson 13
• GROUP
CREATIVITY- 25
CONTENT, 20
PRESENTATION ( NARRATION, VOICE, IMAGES, VIDEOS, TRANSITIONS
ETC... QUALITY)-30
TIMING- 1O
X-FACTOR -15
INDIVIDUAL
C/O MAAM PELONES
ACTIVITY: Create an interactuve slide presentation
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Free Powerpoint Templates
Using the Project-Based Multimedia as a Teaching-Learning Strategy
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Project-based multimedia learning
-is a teaching method in which students ‘aquire new knowledge and skills in the course of designing, planning, and producing multimedia product.’ (Simkins, et al, 2002.)
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BEFORE THE PROJECT
STARTS… 1. Create project description and milestones.
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2. Work with real- world connections.
3. Prepare resources.
4. Prepare software and peripherals
such as microphones.
5. Organize computer files.
6. Prepare the classroom.
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INTRODUCING THE PROJECT
1. Review project documents.
2. Perform pre-assessments.
3. Perform relevant activities.
4. Group students.
5. Organize materials.
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LEARNING THE TECHNOLOGY
-give a chance for
the students to work with
whatever software and
technology they
will be using.
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PRELIMINARY RESEARCH AND PLANNING
Students should immerse, themselves
in the content or subject matter they
need to understand to create
presentations.
Students will engage in relevant
experiences or conduct research to
collect information and gather ideas.
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CONCEPT DESIGN AND
STORYBOARDING
Hold a brainstorming session
where the whole class or a
subgroup defines a tentative
approach to the subjects and
discusses some preliminary
design ideas.
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Is a paper-and-pencil sketch
of the entire presentation,
screen by screen or, in the
case of video, shot by shot.
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A storyboard helps you:
Define the parameters of a story
within available resources and time.
Organize and focus a story.
Figure out what medium to use
for each part of the story.
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/MTPPELONES2015
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ASSESING, TESTING, AND FINALIZING
PRESENTATIONS
Assessing means critical evaluation of your
presentation. Ideally this
come from more than one
source.
Possible assessors include your students, you,
members of your target audience,
context experts, and design experts.
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Two kinds of testing:
Functional testing- trying all the buttons,
taking all possible paths through the
presentation, checking for errors, missing
images, and the like.
User testing- showing the presentation
to member of the target audience is younger
students, user testing would include watching
those students go through the presentation
and making sure the text is appropriate for their
reading level.
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CONCLUDING ACTIVITIES
Allow time for students to present and show
of their hard work. You and they will be proud
of what they have done and will want to share
it with others.
Concluding activities make a
memorable project even more
special.
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