PROJECT

IN
ED TECH
Submitted by:
Catayoc, Haezl B.
Mercado, Marycon S.
San Diego, Elita Mae A.

History of Ed Tech

Man started to use pointed sticks to in script signs and symbol on the leaves of trees and
knives for the bark of trees.

At about 3100 B. C. the Egyptians devised a system for picture writing called
hieroglyphics.
Rise of the class known as scribes, a group of men trained in the art of writing.

In ancient Greece, the Spartan education emphasized the Development of Physical body
coupled with discipline.

The boys underwent exercises and activities that promoted body strength, endurance and
vitality. They were taught by the paedonomos, a military commander in the public
barracks.

The girls on the other hand stayed by their mothers who taught them the rudiments of
housekeeping and motherhood.

In Athens, the right of the individual to develop to the fullest is recognized.

- Music schools with the Kitharist
- Grammar schools with the Grammatist
- Gymnastics with the Paedotribe

With the help of the Sophist cognitive rules systematically arranged subject matter, instructional
technologies and effective instructional materials were designed and implemented.

History of Ed Tech

The establishment of Medieval University Emperor Frederick Barbarossa I of Bologna

in 1158 charleved the first University degrees.

The Saracens or the Arabs among the Moors of Spain aimed to search for knowledge and
the application of scientific facts to their daily lives. They originated the scientific
method of teaching.

History of Ed Tech

John Amos Comenius developed the fist picture book known as Orbis Pictus (the world
in pictures)

He was considered as the pioneer in instructional technology development.

Maria Montessori used multi sensory materials to teaching.

History of Ed Tech

Jean Jacques Rousseau authored the book Emile

Johann Friedrich Herbart proposed the Herbatian Method of Teaching

- Preparation
- Presentation
- Comparison and abstraction
- Generalization
- Application

Friedrich Froebel, the Father of kindergarten emphasized the use of actual objects which
could be manipulated by the learners.

Johann Heinrich Pestallozi believed that teaching is more effective if it proceeds from
concrete to abstract.

John Dewey formulated the scientific theory of learning.

Edward Thorndike advanced the three primary laws of learning.

Production of books, use of blackboard, pen, inks

Photography

Visual media widely accepted, 1920

Audio Visual Materials

Educational Films

Fiest TV instructional program, 1932

16 mm sound motion picture was developed

Revision and enrichment of curriculum to include courses in computer applications.

Computer Aided Instructions

Internet and E mail

Computerization of the different aspects of administration and supervision

Systematic way of designing, implementing, and evaluating the total learning and
teaching in terms of specific objectives based on research in human learning and
communication; and employing a combination of human and non human resources to
bring about more effective instruction.

Roles & Functions

of Ed Tech

Arouse and sustain the interest and attention of the pupils / students to learn.

Concretize abstract concepts / ideas to promote meaningful learning.

Makes learning more permanent because of the rich experiences that they provide.

Provide self activities for independent learning

Increase vocabulary

Develop continuity of thought

Increase the quality of learning while decreasing the time spent.

Check pupil preparedness

Make learning interactive, hence learning is improved

Guidelines in the Selection of IMS

Size

Color

Durability

Economy

Easy to Handle

Relevance

Novelty

The Cone of Experience

A device for identifying, selecting appropriate educational medial for a specific task and
group of learners.

By Edgar Dale in his book Audio Visual Education 1946

A visual analogy which is used as a guide by teachers in choosing what, why, and how
much IMs should they use to promote learning with the most satisfying results.

The Cone of Experience

Suggests that learning is more impressive if one proceeds from concrete to abstract.

Benjamin Bloom classified educational objectives into three domains: cognitive,

affective, psychomotor which should be expressed via SMART objectives.

Jerome Bruner theory of Cognitive Development

Enactive

Iconic

Symbolic

Visual Symbols

CHART - are graphic or pictorial representations of a large mass of information or show

progression thru time and space of people or events, ideas and objects.

Kinds of Charts
1. Data chart contains items of information pf all sorts especially quantitative data.
2. Pictorial chart use relevant pictures to present data or information on quantifiable data over
a specific period or condition
3. Schematic chart shows a principle or a law as applied like that of refrigeration
4. Diagrammatic chart verb chart is popular example
5. Multiple leaf chart internal working parts of a machine
6. Phantom view chart shows hidden parts of a machine without obliterating the outer parts
7. Development or progress chart profile of a place or a person
8. Table chart
9. Time and tabular chart presents data in ordinal sequence
10. Stream or tree chart

11. Flow or organizational chart visual way of charting or showing a process from beginning
to end

GRAPHS are present quantitative data for easier analysis and interpretation It shows
comparative relationship of data involved in size, trends and growth. Graphs are best
used in developing and in summarizing a unit.

Kinds of graphs
1. Line graph is the most accurate of all graphs used in plotting trends of relationships
between two series of data.

Visual Symbols

2. Bar graphs simplest of all graphs to read They are represented either by vertical or
horizontal bars. The lengths of the bars represent an amount or percentage data.

3. Circle or pie graph They always present total amounts, their parts or segments are
calculated in percentage or fractional parts of a whole.

Visual Symbols

4. Area or Solid graphs use for the simplest quantitative comparison thru the use of geometric
shapes. It is used to compare two or three related totals.
5. Pictorial Statistics or pictograph it makes use of related pictures in showing quantitative
data. Pictures give realism and interest so it is widely used specially in the elementary grades.

Principles of Pictographing
1. Simplicity picture used must be simple
2. Comparison of relationship must be strikingly seen
3. Approximates rather than precise amounts are represented
4. Pictorial symbols used must be self explanatory rather than by the size.

STRIP DRAWING OR COMIC STRIP are recommended for their story value in
adaptation of the classics. They are affective in instruction not only because they are
simple, clear and easy to read but because they deal with materials that has been made
personal.
Comics is a form of cartooning in which the same cast of characters form a story in
sequence of closely related drawings, designed to entertain the readers.

Values derived from the strip drawings

1. Increases interest in the subject

2. Individualizes and personalizes instruction for certain types of pupils
3. Serves as a valuable practice in reading
4. Widens reading interest
Reasons for using comics strip
1. It is easy to read so it encourages reading
2. It builds vocabulary
3. It satisfies the collectors interest in acquiring copies
4. It provides excitement
5. It is inexpensive
6. It satisfies the childrens idea of art

MAPS - are usually shown on flat surface and are used to represent the surface of the
earth or some parts of it, showing the relative size and position according to scale or
projection and position represented.

Maps according to content

A. Physical map also called relief maps, they are the best because of their three dimensional
representation; which includes geographical outline of land and water.
Maps according to content
B. Commercial or economic maps- also known as product or industrial map since they show
land area in relation to the economy
C . Political map shows national boundaries down to the smallest division

Maps according to form

a. Chalkboard outline map
b. Student outline maps
c. Projected maps
d. Wall maps (decorative maps)
e. Atlas collection of maps
f. Sand table map
g. Pictorial maps

Standards in judging maps

1. Visibility details are clearly seen and read
2. Detail less detailed maps are better

3. Scale marks are clear, dependable and easily interpreted

4. Symbols not too many to be remembered
5. Color should be used as an aid to reading it
6. Accuracy in terms of its specific purposes
7. Grade level relevance
8. Print is legible or readable
9. Durability can stand several use

Uses of Chalkboard

To illustrate facts and processes, often with the help of the drawing and sketches, maps,
and others.

To present important facts, and principles such as new words, terms, rules, definitions,
and classification.

To provide a good medium for students demonstration.

To display a wide variety of materials ranging from the motivational, developmental to

evaluative activities and processes.

To enhance maximum students participation.

To provide for individual differences.

Characteristics of Chalkboard

It should be within reach of students.

Grade 1-3 (28in. High)

Grade 3-4 (32 in. high)
Grade 5-6 (36 in high)

It should be easily erased and cleaned.

It should not be glaring.

It should not be abrassive.

Is a medium for displaying materials which must be cooperatively planned and put up by
the teacher and her pupils or students.

a. To approach a unit. The displays are used as a springboard to a new unit.

b. To develop a unit. This type of display provides the pupils or students some materials for
research purposes.
c. To summarize a unit. This type of display showcases the projects or requirements of the
whole class.

Multi - Purpose

This type of bulletin board serves many purposes like to announce important events or
occasions.

Three-dimensional Instructional Materials

1. Specimen and objects

Are good substitutes for realia.

This enables students to learn many things that would be otherwise be unobtainable.

Examples of specimens and objects are: different kinds of rocks, shell, fish, butterflies, coins,
relic stamps.
POINTS TO CONSIDER IN USING SPECIMENS AND OBJECT IN TEACHING
1. Develop a purpose for using them.
2. Provide opportunities to pupils and student to work with or to manipulate the specimens
so that they can discover concepts, process, and principles by themselves.
3. Present just enough specimen and objects at a time so as not to overwhelm the
students/pupils.
4. Present the materials in a dramatic way so as to arouse and sustain the interest of the
students/pupils.

2. Models and mock-ups

These are recognizable imitation of the real thing except size, which may be scaled down
or scaled up to provide the needed experiences.

Models show the totality of a thing or a process.

Mock-ups are special types of models which are focused on specific part of a whole
object and this are workable.

When do we use models and mock ups?

1. When reality is too small or too big.

2. When reality is inaccessible like past and futuristic events; and when distance is
impossible to bridge.
3. When reality is too dangerous.
4. When reality is unreliable.
5. When reality is too abstract.

3. The Globe

The most widely used model is the globe, which is reduced version of the earth.

Students can learn more about the earth from the globe rather than from the map.

The overhead projector (OHP)

the overhead projector is a handy device that had its beginning with the corporate and
business worlds.

Advantages of the OHP

1. The images or facts and figures can be enlarged and be viewed by a large class or
audience.
2. The light on the screen in a semi-darkened room allows the students or listeners to focus
their attention into the materials.
3. It allows the teacher to have a direct contact with the students.
4. It is light and portable, easy handling is insured.
5. The acetate can be personally done by the teacher herself.

Standards in using the OHP

1. make the text, the illustrations or pictures in your transparencies big enough.
2. Play up your transparencies with color to attract attention and interest.

3. Use a pointer to emphasize points on the acetate not on the screen so that you dont turn
your back against the pupils/students.
4. Plan for a dramatic presentation, you may not expose the items all at the same time.
5. Plan your narration so that it does not overshadow nor repeat the text.
6. Put off the projector for prolonged explanations.