BRENDA B. CORPUZ

LESSON 1:

THE DEFINITIONS OF EDUCATIONAL TECHNOLOGYEDUCATIONAL TECHNOLOGYIt is a theory about how problems in human learning are identified and solved. (David Jonassen, Kyle Peck Brent Wilson)It is consists of designs and environments that engage learners and reliable technique or method for engaging learning such as cognitive learning strategies and critical thinking skills. (David H. Jonassen)It is a field study which is concerned with the practice of using educational methods and resources for ultimate goal of facilitating learning process. (Lucido and Borabo, 1997)It is a field involved in applying a complex, integrated processs to analyze and solve problems in human learning. (Jonassen et. al 1999)It is a complex, integrated process involving people, procedures, ideas, devices and organizations for analyzing problems and devising, implementing, evaluating and managing solutions to the problems in all aspects of human learning. (AECT)Technology in Education- application of technology to any of those process involved in operating the institutions which house the educational enterprise.Instructional Technology- refers to those aspects of technology that are concerned with constructions as contrasted to designs and operations of eduational institutions.Technology Integration- using learning technology to introduce, reinforce, supplement and extend skills.Educational Media- channels or avenues or instruments of communications.Terms associated with

Educational Technology

LESSON 2:

TECHNOLOGY: BOON OR BANE?

LESSON 3:

ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

Traditional Role Constructivist Way Technology serves as source and

presenter of knowledge- “knowledge is embedded in technology and technology presents the knowledge to the student.

Technology is seen as productivity tool.

Educational Technology serves as learning tools that learners learn with- “it engages learners as active, constructive, intentional, authentic and cooperative learning”.

Technology is not merely a delivery vehicle for content, rather used as a facilitator of thinking and knowledge construction.

BoonWith technology, there is a lot that a man can do which we could not do then.Cellphones and webcam: makes us closer to someone who is miles away from us.Television: enables us to watch and be updated with worldwide eventsIn teaching, multimedia in the classroom makes the teaching-learning process a novel, simulating, exciting and engaging one.TECHNOLOGY

LESSON 4:

SYSTEMATIC APPROACH TO TEACHINGDefine ObjectiveChoose appropriate methodsChoose appropriate experiencesSelect materials, equipment and facilitiesAssign personnel rolesImplement the InstructionRefine the processSYSTEMATIC APPROACH TO INSTRUCTIONFormulation of Instructional Objectives(first phase)planning for instructionAssessment of Learning(third phase)It is the network of elements or parts different from each other but each one is special due to its unique function for the life and effectivenesss of the instructional system.STUDENTS

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TelevisionExhibitsStudy TripsDemonstrationsContrived ExperienceDirect Purposeful ExperienceLESSON 5: THE CONE OF EXPERIENCEMODEL AND GRAPH FOR EXPERIENCES AND LEARNINGJEROME BRUNER'S THREE-TIERED MODEL OF LEARNINGEvery area of knowledge can be presented and learned in three distinct stepsIt is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC and only after to the SYMBOLICEDGAR DALE'S CONE OF EXPERIENCESVisual representation of learning resources arranged according to degree of abstraction.The farther you move away from the base of the cone, the more abstract the learning resource becomes.

SYMBOLIC

ICONIC

ENACTIVE

Increasing Abstraction

ThirdThrough a series of Symbols

SYMBOLIC

SecondThrough a series of

IllustrationsICONIC

FirstThrough a

Sequence of Actions

ENACTIVE

SYMBOLIC Verbal SymbolsVisual SymbolsRecordings, Radio, Still Pictures

ICONIC Educational TelevisionExhibitsStudy TripsDemonstrations

ENACTIVE Dramatized ExperiencesContrived ExperiencesDirect Purposeful Experiences

LESSON 6: USING AND EVALUATING INSTRUCTIONAL MATERIALS

PREPARATION OF SELF Gain attentionProvide learner guidance

INSTRUCTIONAL EVENTS AND MATERIALS HAYDEN SMITH AND THOMAS NAGEL'S EFFECTIVE USE OF INSTRUCTIONAL MATERIALS"To select a good instructional material is one thing, to use it well is another thing"PREPARE YOURSELF.PREPARE YOUR STUDENTPRESENT YOUR MATERIALSFOLLOW-UPROBERT GAGNE'S INSTRUCTIONAL EVENTS.1. gain attention2.inform learner of objectives3. stimulate recall of prior learning4. present stimulus material5. provide learner guidance6. elicit performance7. provide feedback8. assess performance9. enhance retention transfer

PREPARATION OF STUDENTS Inform learner of objectivesStimulate recall of prior learning

PRESENTATION OF MATERIALS Present stimulus materialsFOLLOW-UP Elicit performance

Provide feedbackAssess performanceEnhance retention transfer

LESSON 7:

DIRECT PURPOSEFUL EXPERIENCES

LESSON 8:

TEACHING WITH CONTRIVED EXPERIENCES

DIRECT PURPOSEFUL EXPERIENCESThese are concrete firsthand experiences that make up the foundation of our learningSensory experiencesThese experiences undergone in relation to purpose such as learningDirect experiencesThese experiences are purposeful in the sense that these are internalized which involves asking of questions that have signiicance in life of the person undergoing direct experience

LESSON 9:

TEACHING WITH DRAMATIZED EXPERIENCES

CONTRIVED EXPERIENCESModel- reproductionof a real thing in a small scale, or exact size but made of synthetic materials.Specimen- any individual or item considered typical of a group , class or whole.Object- (may also include artifacts) displayed in museums or objects displayed in exhibits or preserved insects specimen in scienceGames- similar to simulations but is played to winThese 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 thingMock-up- is arrangement

of a real device or associated devices,

displayed in such a way that representation of

reality is created.

Simulation- representation of a manageable real event in which the learner is a n

active participant engaged in learning a behavior or in

applying previously acquired skills or knowledge.

LESSON 10: DEMONSTRATIONS IN TEACHING

DRAMATIZED EXPERIENCESPlays- depict life, character or culture or a combination of all three.Puppets- can present ideas with extreme simplicity without elaborate scenery or costume yet effective.Shadow Puppet- flat-back silhouette made form light-weight cardboard and shown behind a screenGlove-and-finger puppet- make use of old gloves to which small costued figur are attachedMarionettes- flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stageRod Puppets- flat cut out figures tacked to a stick, with one or more movable parts and opreated from below stage level by wire rods or slender sticks.Hand Puppets- puppet's head is operated by the orefinger of the puppeteer, the little finger and thumb being used to aniimate the puppet hands.Tableau- a picture-like scene composed of people aainst a background.Pageants- usually community dramas that are based on local history, presented by local actors.Pantomimes- art of conveying a story through bodily movements only.These are experiences which are omething stirring, affecting or movingRole-playing- unprepared,

spontaneous dramatization of a “let’s pretend” situation

where assigned participants are absorbed by their own

roles in the situation described by the teachers.

Lesson 11:

MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

Establish RapportAvoid the COIK Fallacy (Clear Only If Known)Watch for Key PointsKnowing the objectivesDetermine entry knowledge and skillsReplace the demonstration method with the more effective oneHave a checklist of necessary equipment and materialsOutline steps and rehearse the demonstrationMake time limitsDemonstration

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

Field Trip - offers an Excellent bridge between the work of school and the work of the world outside

Benefits Limitations

Transmit a wide range of audio-visual materials including still pictures, film, objects, specimens and drama.

Bring models of excellence to the viewer

Bring the world of reality to the home and to the classroom through a live broadcast or as mediated through film or videotape

Makes us see and hear for ourselves world events as they happen

Be the most believable news source

Make some programs understandable and appealing to a wide variety of age and educational levels

Become a great equalizer of educational opportunity

Provides us with sounds and sights not easily available even to the viewer of a real event

Can give opportunity to teachers for purposes of self-improvement

Can be both instructive and enjoyable

Television and Film are one-way communication device, consequently they encourage passivity

The small screen size puts television at a disadvantage when compared with the possible size of projected motion picture for example

Excessive TV viewing works against the development of child’s ability to visualize, be creative, and imaginative, skills that are needed in problem solving.

There is much violence in TV. “Viewing violence increases violence”

LESSON 13: TEACHING WITH VISUAL SYMBOLS

Visual Symbols

LESSON 14:MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD

Drawings- may not be real thing but better to have a concrete visual aid than nothingCartoons- can bring novelty to teachingsketching cartoonStrip Drawings- commonly known as comics or comic stripsDiagrams- any line drawing that shows arrangement and relations as of parts tp the whole, relative values, origins, development, etc.Affinity Diagram- clusters complex apparently related data into natural and meaningful groups.Tree Diagram- charts out increasing detail, the various tasks that must be accomplished to complete a project, achieve a specific objective.Fishbone Diagram- also called cause-and-effect diagram.Flow Chart- visual way of charting or showing process from beginning to endTree or Stream Chart- depicts development, growth and change by beginning with a single course (trunk) which spreads out into many branchesOrganizational Chart- shows how one part of the organization relates to other parts of the organizationCompare and Contrast ChartPareto Chart- a type of bar chartGannt Chart- an activity time chartPie/circle Graph- recommended for showing parts of a wholeBar Graph- used in comparing the magnitude of similar items at different tiesPictorial Graph- makes use of picture symbolsGraphic OrganizersMap- representation of the surface of the earth or some part of it.Physical Map- combines in a single projection dataRelief Map- has three-dimensional representationCommercial or Economic Map- shows land areas in relation to economyPolitical Map- gives detailed information about countriy, provinces' cities and towns, roads and highways. Oceans, rivers and lakes are its main features.

LESSON 15:PROJECT-BASED LEARNING AND MULTIMEDIA:

WHAT IS IT?

EFFECTIVE USE OF CHALKBOARDSWrite clearly and legibly on the board.Don't crowd your notes on the board.Make use of colored chalk to highlight keypoints.Do not turn back on the class while writing on the boardWrite"Please Save" if you need to have a board work in advance for tomorrow's use and cover with curtain. Make full use of the chalkboard.

LESSON 16:USING THE PROJECT-BASED LEARNING MULTIMEDIA

AS A TEACHING STRATEGY

Project-Based Learning & Multimedia-has seven key dimensionsCore CurriculumReal-World ConnectionExtended Time FrameStudent Decision MakingCollaborationAssessmentMultimedia-value-added to teaching-it is a powerful motivation-students can acquire new knowledge and skills in the course of designing, planning and producing multimedia product.

LESSON 17:ASSESSMENT IN A CONSTRUCTIVIST

TECHNOLOGY-SUPPORTED LEARNING

Initial PlanningClarrifying goals and objectivesDetermining how much time is needed and extent of students' involvement in decision-makingSetting up forms of collaborationIdentifying and determining what resources are neededDeciding on the mode to measure what students learnPhases Of The ProjectBefore the projects startsIntroduction of the projectLearning the technologyPreliminary research and planningConcept design and story-boardingFirst draft productionAssessing, testing and finalizing presentationsConcluding activitiesEFFECTIVE USE OF PROJECT-BASED

MULTIMEDIA

Lesson 18:ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

Assesment in Congruent Thinkingis a higher level form of assessment that will require the display of basic skills, writing, speaking, computing and the more complex skills of applying concepts learned, analyzing, integrating, creating, critiquing, evaluating and the social skills of working with others.It is when a student performs a real world tasks where there is a reliable measure of skills learned. The proof of acquisition of skills is the product.By observing, evaluating and doing it more objectively with the aid of a scoring rubric

Educational Media Centerfunctions as a vital instrument as well as a basic requirement for quality educationenriches all parts of the sholl's educational processfacility designed for the housing and utilization of all educational media within the schoola unit in the scholl that cooperates with other units or departmenits vision by living up to the scholl's philosophy and aimst that helps the school fulfill its mission and realize