Lesson 5:

State-of-the-Art ET Application Practices

Our educators today have become more aware and active in adopting state-of-the-art educational
technology practices they can possibly adopt
The contribution of computer to pedagogy makes up for good contribution.
Teachers must therefore acquire or improve on their computer skills, as well as their
computers-in-the-classroom skills.













In summary, these trends and new levels of learning require the appropriate use of state-of-the art
instruction with the use of IT, tapping the computers information and communication tools
(such as, word processors, databases, spreadsheets, presentation software, e-mail, Internet
conferencing, etc.)
The following trends should also be recognized by
educators:

Through school or training center
computer courses, present-day students
have become computer literate.
send e-mail,
prepare computer encoded class
reports
even make power-point
presentation
Following the call for developing critical
thinking among students, teachers have
deemphasized rote learning and have
spent more time in methods to allow
students to comprehend/internalized
lessons.

Recent teaching-learning models (such as
constructivism and social constructivism)
have paved the way for instructional
approaches in which students rely less on
teachers as information-givers, and instead
more on their efforts to acquire information,
build their own knowledge, and solve
problems.
Shifting focus from lower-level traditional
learning outcomes, student assessment,
examinations have included measurement of
higher level learning outcomes such as
creative and critical thinking skills.

Lesson 6:
IT Enters a New Learning Environment

It is most helpful to see useful models of school learning that is ideal to achieving instructional
goals through preferred application of educational technology.











In these conceptual models, we shall see how effective teachers best interact with students in
innovative learning activities, while integrating technology to the teaching-learning process.

MEANINGFUL LEARNING
significant learning that hard to forget
Gives focus to new experience that is related to what the learner already knows.

DISCOVERY LEARNING
explore ideas
ideas are presented directly to students in a well-organized way

Meaningful Learning
Discovery Learning
Generative Learning
Constructivism

GENERATIVE LEARNING
hands-on learning
generate meaning from this experience and draw inferences
viewed as different from the simple process of storing information

CONSTRUCTIVISM
creating own knowledge
The learner builds a personal understanding through appropriate learning activities and a
good learning environment.












Lesson 7:
IT for Higher Thinking Skills and Creativity
In the traditional information absorption model of teaching, the teacher organizes and
presents information to student-learners. This teaching approach has been proven successful for
achieving learning outcomes following the lower end of Blooms Taxonomy: knowledge,
comprehension and application concerned.
Higher Level Learning Outcomes
To define higher level thinking skills and creativity, we may adopt a framework that is
helpful synthesis of many models and definitions on the subject matter.
Complex Thinking Skills Sub-skills
Focusing Defining the problem, goal/objective-setting,
brainstorming
Information gathering Selection, recording of data of information
Remembering Associating, relating new data with old
Analyzing Identifying idea constructs, patterns
Generating Deducing, inducting, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting
Evaluating Setting criteria, testing idea, verifying
outcomes, revising
FIGURE 4 THINKING SKILLS FRAMEWORK

The Upgraded Project Method
To explain, the project method for higher learning outcomes consists in having the
students work on projects with depth, complexity, duration and relevance to the real world.
In this revised project method, there is a tighter link between the uses of projects for
simply coming up with products to having the students undergo the process of complex/higher
thinki8ng under the framework of the constructivist paradigm


LESSON 8:
Higher Thinking Skills through IT-Based Projects
In this lesson, we shall discuss four types of It-based projects which can effectively be
used in order to engage students in activities of a higher plane of thinking.
But these projects represent constructivist projects, containing the key elements of a
constructivist approach to instruction, namely:
a. The teacher creating the learning environment
b. The teacher giving students the tools and facilities, and
c. The teacher facilitating learning

Resource-based Projects
In these projects, the teacher steps out of the traditional role of being a content expert and
information provider, and instead let the students find their own facts and information. The
general flows of event in resource-based projects are:
1. The teacher determines the topic for the examination of class (e.g. the definition of
man)
2. The teacher presents the problem to the class.
3. The students find information on the problem/questions.
4. Students organize their information in response to be problem/questions.
Inquiry-based or discovery approach is given importance in resource-based projects. This
requires that the students, individually or cooperatively with members of his group, relate
gathered information to the real world
Webquest as a Resource
It is an inquiry-oriented acti9vity in which most or all of the information used by learners
are drawn from the web.
Simple Creations
Students can also be assigned to create their software materials to supplement the need
for relevant and effective materials.



Creativity is said to combine three kind skills/abilities:
1. Analyzing
2. Synthesizing
3. Promoting

GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approached in two different
ways:
1. Instructive tool
2. Communication tool












Lesson 9:
Computers as Information and Communication Technology
It was pointed out that the advent of the computer is recognized as the third revolution in
education. The first was the invention of the printing press; the second, the introduction of
libraries; and the third, the invention of the computer, especially so with the advent of the
microcomputer in 1975.
Soon computer-assisted instruction (CAI) was introduced using the principle of
individual learning through a positive climate that includes realism and appeal with drill
exercises that uses color, music and animation.
THE PERSONAL COMPUTER (PC) AS ICT
Instructional media consist of audio-visual aids that served to enhance and enrich the
teaching-learning process. Ex. Blackboard, photo, film and video.
Educational communication media comprise the media of communication to audiences
including learners using the print, film, radio, and television or satellite means of
communication.















INSTALLED IN AN ORDINARY MODERN PC
Microsoft Office
PowerPoint
Excel


Internet Explorer
Yahoo or Google
Adobe Reader
MSN
Windows media
player
LESSON 10:
The Computer as a Tutor
Computer-assisted instruction (CAI)
It should be made clear, however, that the computer cannot totally replace the teacher
since the teacher shall continue to play the major roles of information deliverer and learning
environment controller. Even with the available computer and CAI software, the teacher must:
Insure that students have the needed knowledge and skills for any computer activity.
Decide the appropriate learning objectives.
Plan the sequential and structured activities to achieve objectives.
Evaluate the students achievement by ways of test the specific expected outcomes.
On the other hand, the students in CAI play their own roles as learners as they:
Receive information
Understand instructions for the computer activity
Retain/keep in mind the information and rules for the computer activity
Apply the knowledge and rules during the process of computer learning.
During the computer activity proper in CAI the computer, too, plays its roles as it:
Acts as a sort of tutor (the role traditional played by the teacher)
Provides a learning environment.
Delivers learning instruction
Reinforces learning trough drill-and-practice.
Provides feedback.
CAI Integrated with Lesson
When and how can teachers integrate drill and practice programs with their lessons? The
following suggestions can be made:
Use drill and practice programs for basic skills and knowledge that require rapid or
automatic response by students.
Ensure that drill and practice activities conform to the lesson plan/curriculum.
Limit drill and practice to 20-30 minutes to avoid boredom.
Use drill and practice to assist students with particular weakness in basic skills.


While practice exercise or learning-by-doing is still the heart of each tutorial, the tutorial
software should be able to:
Teach new content/new information to students
Provide comprehensive information on concepts in addition to practice exercise
Can be effectively used for remediation, reviewing, or enrichment.
Allow the teacher to introduce follow-up questions to stimulate students learning.
Permits group activity for cooperative learning.














Lesson 11:
The Computer as the Teachers Tool
In this lesson, we shall again look at the computer, but this time from another perspective
the computer as the teachers handy-tool. It can in fact support the constructivist and social
constructivist paradigms of constructivist learning.

Piaget (1981) and Bruner (1990)
constructivism was introduced
They gave stress to knowledge discovery of new meaning/concepts/principles in the
learning process.
Vygotsky
social constructivism
Stressed that learning is affected by social influences.
Suggested the interactive process in learning
Dewey
language as a medium for social coordination and adaptation
according to him, human learning is really human language that occurs when students
socially share, build and agree upon meanings and knowledge

Computer Capabilities
information tool
constructive tool
co-constructive tool
situating tool





Lesson 12:
Information Technology in Support of
Student-Centered Learning
In this lesson, we shall see how the teacher can expand his options to make himself more
effective and relevant in the 21
st
millennium information age. In addition, suggestions shall be
made on how a student centered classrooms (SCL) can be supported by information technology
(IT).
THE TRADITIONAL CLASSROOM
It may be observed that classroom is usually arranged with neat columns and rows of
student chairs, while the teacher stands in front of the classroom or sits behind his desk.
This situation is necessitated by the need to maintain classroom discipline, also to allow
the teacher to control classroom activities through lecture presentation and teacher-led
discussions.
THE SCL CLASSROOM
Desiring to gain effectiveness, efficiency and economy in administration and instruction,
schools in these developed economies have also adopted the support of ICTs. Their students
have now become active not passive learners, who can interact with other learners,
demonstrating independence and self-awareness in the learning process.
Generally the new school classroom environment is characterized by student individually or in
groups:
Performing computer word processing for text or graph presentations
Preparing power-point presentation
Searching for information on the Internet
Brainstorming on ideas, problems and project plans
As needed, the teacher facilitating instruction, also giving individualized instruction to
serve individual needs.
Given this new trend in teaching-and-learning, it must be pointed view; however, the traditional
classroom activities especially in less developed countries will continue to have a strong place in
the classroom. The option is now opened for the modern teacher to shift gears to student centered
learning.

Lesson 13:
Cooperative Learning with the Computer

The creativity of the teacher will have to respond to the situation, and so cooperative
learning will likely be the answer to the implementation of IT supported learning in our schools.
COOPERATIVE LEARNING
collaborative learning
learning by small groups of students who work together in a common learning task.
also called group learning
5 elements are needed:
1. a common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills
From several studies made on cooperative learning, it is manifested that cooperative learning in
its true sense is advantageous since it:
a) encourages active learning, while motivating students
b) increases academic performance
c) promotes literacy and language skills
d) improves teacher effectiveness

COOPERATI VE LEARNI NG AND THE COMPUTER
Researchers have made studies on the learning interaction between the student and the
computer. The studies find out that it has been a long standing fear that the computer may foster
student learning in isolation that hinders the development of the students social skills.
Researchers agree that the computer is a fairly natural vehicle for cooperative learning.




COMPONENTS OF COOPERATI VE LEARNI NG
assigning students to mixed-ability teams
establishing positive interdependence
teaching cooperative social skills
insuring individual accountability, and
helping groups process information















LESSON 14:
The Software as an Educational Resource
Software
- The computer hardware can hardly be useful without the program or system that tells
what the computer machine should do.

There are 2 kinds of software:
1. The systems software. This is the operating system that is found or bundled inside all
computer machines.
2. The application software. This contains the system that commands the particular task
or solves a particular task or solves a particular problem.

Microsoft Windows
- Referred to as a program.
- An operating environment between the user and the computer operating system.
- Windows is in itself a self-contained operating system which provides:
User convenience
A new look
Information center
Plug and play

Instructional software
- Can be visited on the internet or can be bought from software shops or dealers.

In evaluating computer- based educational materials, the following can serve as
guidelines:

Be extremely cautious in using CBIs and free internet materials
Dont be caught up by attractive graphics, sound, animation, pictures, video clips and
music forgetting their instructional worth
Clarity in the explanations and illustrations of concepts and principles
Accuracy, coherence, logic of information
Their being current since data/statistics continually change
Relevance/effectiveness in attaining learning objectives
Absence of biased materials (e.g. gender bias or racial bias)

LESSON 15:
Understanding Hypermedia
Hypermedia is nothing but multimedia, but this time packaged as educational computer
software where information is presented and student activities are integrated in a virtual learning
environment. Most educational IT applications are hypermedia and these include:
Tutorial software packages
Knowledge webpages
Simulation instructional games
Learning project management

Characteristics of Hypermedia applications
Two important features those are outstanding-among other features-that characterize the
Hypermedia software:
1. Learner control
2. Learner wide range of navigation routes
Variety of media
-hypermedia includes more than one media (text, graphics, audio, animation and video
clip) but does not necessarily use all types of media in one presentation.
In the use of hypermedia the following instructional events will be prove useful to the
teacher:
Get the learners attention
Recall prior learning
Inform learners of lesson objectives
Introduce the software and its distinctive features
Guide learning, eliciting performance
Provide learning feedback
Assess performance
Enhance retention and learning transfer


Lesson 16:
The Internet and Education

How is everything coordinated through the Internet? This is done through a standardized
protocol (or set of rules for exchanging data) called Transmission Control/Internet
Protocol (TCIP/IP). To gain access to the Internet, the computer must be equipped with
what is called a Server which has special software (program) that uses the Internet
protocol.

A view of educational uses of the Internet
There is now a wider choice rom rote arithmetic or grammar lessons to discovery and
innovation projects. Today schools are gearing up to take advantage of Internet access,
where they can plug into the Library of Congress, make virtual visits to famous museums
in the world, write to celebrities, and even send questions to heads of states.










Lesson 17:
Educational Technology 2: PRACTICUM
The essential requirements for the ET 2 practicum phase will be:
A computer laboratory/special computer classroom with adequate sets of computer for
hands-on tutorial learning.
Participation of computer lab tutor/assistant- as the teachers technical assistant.

The practicum phase consists in:
1. Basic Microsoft Word (6 hrs.)
Tutorial coverage:
Microsoft word menus and toolbars
Creating, formatting, editing and saving documents
Assigning page layouts
Inserting tabs and tables
Templates and Wizards
Printing
Upon successful completion the learner shall be able to:
Create, open and save word documents and files
Insert graphics, tables and charts in documents
Manage files and folder
Apply format on the text, sentences and paragraphs
Interlink documents
Create standard documents using template

2. Microsoft PowerPoint (6 hrs.)
Coverage:
PowerPoint fundamentals
Enhancement of PowerPoint presentation with the use of graphics, charts, audio
and video
Using templates and masters (slide, handout and notes)
Presenting and printing a slide show.

At the end of the tutorial, the learner will be able to:
Create and open PowerPoint presentations
Insert objects (clip arts), pictures, graphics, charts, audio and video to create effective
presentations
Use the templates to enhance presentations

3. Internet as tool of inquiry (4 hrs.)
Course coverage:
Accessing the Internet
Use of Internet tools
Search techniques
At the end of the tutorial, the learner will be able to:
Search and retrieve information from the web
Acquire skills in locating appropriate information on the Internet
Acquire ability to use Internet tools such as search engines
Gain knowledge of search techniques such as browsing through an information tree
Learn the ability to execute the search
Educational Technology 2 promises to bring the student teacher and the professional
teacher trainee to the challenge of a new age- integrating technology in the teaching-learning
process. The brisk pace of technology advancement and innovation continues, but ET 2 is a
preparation to bring our teachers to move ahead with their use of technology in the classroom.