Pera Written Report

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Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY
College of Teacher Education
Main Campus, Tandag City
EDUCATIONAL TECHNOLOGY VIS-A-VIS MODELS OF LEARNING
Mr. Angelito T. Pera
Mr. Brandon Serrano
Ms. Janine Montenegro
Discussants
OBJECTIVES:
At the end of the lesson, the students should be able to:
1. Define Educational Technology Vis--Vis Models of Learning,
2. Identify the Vis--Vis Models of Learning.
WHAT IS EDUCATIONAL TECHNOLOGY VIS--VIS MODEL OF LEARNING?
is a dynamic model aimed at serving the new generation of children from
kindergarten to high school with the best skills to face the ongoing changes of a growing
world.
It offers progressive studies in social, emotional and relational learning that helps
students develop their creativity and that raises their knowledge in many topics such as
the new types of intelligence, communication, leadership, self-awareness, critical
thinking, ethics and morals, new technologies, environment, health and creative arts.
EDUCATIONAL TECHNOLOGY VIS-A-VIS MODELS OF LEARNING
A. MEANINGFUL LEARNING
B. DISCOVERY LEARNING
C. GENERATIVE LEARNING
D. CONSTRUCTIVISM
Prepared and Printed by: Mr. Angelito T. Pera, Mr. Mark Brandon Serrano and Ms. Janine
Montenegro in Education 4 (Educational Technology) on December 15, 2014 for reference,
report and instructional purposes.
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MEANINGFUL LEARNING
refers to the concept that the learned knowledge (lets say a fact) is fully
understood by the individual and that the individual knows how that specific fact relates
to other stored facts (stored in your brain that is).
For understanding this concept, it is good to contrast meaningful learning with the
much less desirable, rote learning. Thus, Rote learning is where you memorize
something without full understanding and you dont know how the new information
relates to your other stored knowledge.
Some suggestions on how to ensure meaningful learning:
1.Make sure what you learn is in your proximal zone,
2. If in doubt, ask the instructor how some new knowledge is related to other course
material,
3. Have a study partner ask you questions that require recall of related material,
4.Make a figure that illustrates what you should know about a specific topic and its
related material.
DISCOVERY LEARNING
is a powerful instructional approach that guides and motivates learners to explore
information and concepts in order to construct new ideas, identify new relationships and
create new models of thinking and behavior.
Discovery Learning incorporates three key ideas:
A. PROBLEM SOLVING
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guides and motivates learners to find solutions by pulling together information and
generalizing knowledge.
B. LEARNER MANAGEMENT
allows participants, working alone or in small teams, to learn in their own ways
and at their own pace.
C.INTEGRATING AND CONNECTING
encourages integration of new knowledge into the learners existing knowledge
base and clearly connect to the real world.
In other words, Discovery Learning is
ensuring learners brains are engaged at all times. Participants may be
manipulating pieces on a game board, working with others to make a decision, or
gathering seemingly disconnected pieces of information to solve a problem.
Also, Discovery learning simply accelerates the educational process and results
in higher levels of retention than more traditional learning approaches do.
Discovery Learning Benefits are:
A. Training time is condensed,
B. Programs are fun, fast-paced and energizing,
C.Participants absorb course content via active participation,
D.Sessions are highly customizable,
E. Retention is high,
F. With training time in short supply, and knowledge in great demand, discovery
learning can help organizations offer training that works quickly and effectively.
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GENERATIVE LEARNING
incorporates current knowledge with experimentation and open-mindedness of
new ideas into a style of learning. A new way of viewing old methods drives this style of
learning.
Also, it encourages individual and team creativity. To flow with market, technology
and society changes, organizations depend on the generative learning, Thus,
Generative learning activities must provide the students with an opportunity to mentally
play with information to create a personal understanding of the subject to be learned.
Two Types of Generative Activities:
A. Activities that generate organizational relationships (titles, headings, questions,
objectives, summaries, graphs, tables, and main ideas).
B. Activities that generate integrated relationships between what the learner sees,
hears, or reads and memory (demonstrations, metaphors, analogies, examples,
pictures, applications, interpretations, paraphrases, inferences).
How can the World Wide Web support Generative Learning?
A. Provide students with World Wide Web-based simulations that they can
manipulate to learn concepts.
B.Provide students with database sites they can use to interpret, make
inferences, or predictions.
C.Provide students with sites that function as triggers for discussion about
concepts.
CONSTRUCTIVISM
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is a theory of knowledge that argues that humans generate knowledge and meaning
from an interaction between their experiences and their ideas.
CONSTRUCTIVISM IS BASED UPON A FEW KEY ASSUMPTIONS OF LEARNING:

A. knowledge is constructed by learners through experiences,
B. knowledge constructions do not necessarily bear any relationship to external reality,
and
C. learners will test their understanding against those of others, especially teachers or
more advanced peers.
Hence, for constructivist theorists, learners are not empty vessels waiting to be
filled, but rather active organisms seeking meaning
In addition, constructivist theorists consistently argue the importance of learning
in context, viewing learning as a continuous, life-long process resulting from acting in
situations
Hence, for constructivists, learning is determined by a combination of the
learners previous knowledge, the social context, and the problem to be solved.
HOW DOES TECHNOLOGY COMPLEMENT CONSTRUCTIVISM?
The rapid development of increasingly powerful computer and communication
systems has great implications for the constructivist approach to education. It offers a
tremendous amount of information, tools for creativity and development, and various
environments and fora for communication.
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Within a student-centered curriculum based on student performance or research,
new technology tools provide many opportunities for students and teachers to build
knowledge in an engaged setting.
BIBLIOGRAPHY
Anonymous,(2014).
Educational
Technology
In
vis--vis
Models
of
Learning.http://teengengroup.wordpress.com/2013/05/29/chapter-4educationaltechnology-vis-a-vis-models-of-learning/. Retrieved on December 5, 2014.

Anonymous,
(2014).Constructivism.Availableat:http://etec.ctlt.ubc.ca/510wiki/Constructivism,_Learnin
g,_and_Educational_Technology.Retrieved on December 6, 2014.
Anonymous,(2014).Vis-A-Vis Models ofLearning in Educational Technology.
Available at:http://sas.lau.eu.lb/education/news/all/viis-vis_a_dynamic_educationa.php.
Retrieved on December 6, 2014.
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CONSTRUCTIVISM IS BASED UPON A FEW KEY ASSUMPTIONS OF LEARNING:

Learning.http://teengengroup.wordpress.com/2013/05/29/chapter-4educationaltechnology-vis-a-vis-models-of-learning/. Retrieved on December 5, 2014.

THANK YOU FOR LISTENING.

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