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BRENDA B.

CORPUZ

LESSON 1:

THE DEFINITIONS OF EDUCATIONAL TECHNOLOGY

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)

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 theory about how


problems in human learning are
identified and solved. (David
Jonassen, Kyle Peck Brent
Wilson)

EDUCATIONAL
TECHNOLOGY

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)

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?
TECHNOLOGY

Boon

Bane

With 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
events
In teaching, multimedia in the
classroom makes the teachinglearning process a novel,
simulating, exciting and
engaging one.

When technology is misused,


it could destroy relationships.
We spend more time in using
cellphones than doing more
important and valuable things
in studies or works.
A teacher may misuse
educational televisions in a
class when he/she lets these
technologies replace him/her
just to kill time
Technology becomes a
detriment to learning and
development when not used
properly.

LESSON 3:
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Traditional Role

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.

Constructivist Way
Educational Technology serves as
learning tools that learners learn withit 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.

LESSON 4:

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SYSTEMATIC APPROACH TO TEACHING

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SYSTEMATIC
APPROACH TO
INSTRUCTION
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.

Formulation of
Instructional Objectives
(first phase))

Process of
Instruction Itself
(second phase)

Assessment of
Learning
(third phase)

planning for
instruction

implementation of
the instructional
plan itself

LESSON 5:

THE CONE OF EXPERIENCE


MODEL AND GRAPH
FOR EXPERIENCES
AND LEARNING

EDGAR DALE'S
CONE OF
EXPERIENCES

JEROME BRUNER'S
THREE-TIERED MODEL
OF LEARNING

Verbal
Symb
ol

Every area of
knowledge can be
presented and
learned in three
distinct steps

Third

Secon
d
First

Through a
series of
Symbols
Through a
series of
Illustrations
Through a
Sequence of
Actions

It is highly
recommended that a
learner proceeds
from the
ENACTIVE to the
ICONIC and only
after to the
SYMBOLIC

Visual representation
of learning resources
arranged according
to degree of
abstraction.

Visual
Symbols
The farther you
move away from
Recordings,
Radio, Still
the base of the
Pictures
cone, the more

abstract the
Motion Pictures
learning resource
becomes.
Educational Television

Exhibits
SYMBOLIC
SYMBOLICIncreasing

Abstraction

ICONIC

ENACTIVE

ICONIC
Abstracti
ENACTIVEon

Study Trips
Demonstrations
Contrived Experience
Direct Purposeful Experience

SYMBOLIC

Verbal Symbols
Visual Symbols
Recordings, Radio, Still Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences

ICONIC

ENACTIVE

LESSON 6:

USING AND EVALUATING INSTRUCTIONAL MATERIALS


INSTRUCTIONAL EVENTS AND
MATERIALS

HAYDEN SMITH AND THOMAS


NAGEL'S EFFECTIVE USE OF
INSTRUCTIONAL MATERIALS

ROBERT GAGNE'S
INSTRUCTIONAL EVENTS

"To select a good


instructional material is
one thing, to use it well
is another thing"

PREPARE
YOURSELF.

PREPARE YOUR
STUDENT

PRESENT YOUR
MATERIALS

FOLLOW-UP

1. gain attention
2.inform learner of objectives
3. stimulate recall of prior
learning
4. present stimulus material
5. provide learner guidance
6. elicit performance
7. provide feedback
8. assess performance
9. enhance retention transfer

PREPARATION OF SELF
PREPARATION OF STUDENTS
PRESENTATION OF MATERIALS
FOLLOW-UP

Gain attention
Provide learner guidance
Inform learner of objectives
Stimulate recall of prior learning
Present stimulus materials
Elicit performance
Provide feedback
Assess performance
Enhance retention transfer

LESSON 7:
DIRECT PURPOSEFUL EXPERIENCES

These are concrete


firsthand experiences that
make up the foundation
of our learning
These 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

Sensory
experiences

DIRECT PURPOSEFUL
EXPERIENCES

Direct experiences

These experiences
undergone in relation to
purpose such as
learning

LESSON 8:
TEACHING WITH CONTRIVED EXPERIENCES

CONTRIVED
EXPERIENCES

These 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 thing

Model- 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.

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.

Object- (may also


include artifacts)
displayed in
museums or objects
displayed in exhibits
or preserved insects
specimen in science

Games- similar
to simulations
but is played to
win

Mock-up- is arrangement
of a real device or
associated devices,
displayed in such a way
that representation of
reality is created.

LESSON 9:
TEACHING WITH DRAMATIZED EXPERIENCES

DRAMATIZED
EXPERIENCES

These are experiences


which are omething
stirring, affecting or
moving

Plays- 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 lightweight cardboard and shown
behind a screen
Glove-and-finger
puppet- make use of
old gloves to which
small costued figur
are attached

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.

Rod 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.

Pantomimes- art
of conveying a
story through
bodily movements
only.

Role-playing- unprepared,
spontaneous dramatization of
a lets pretend situation
where assigned participants
are absorbed by their own
roles in the situation described
by the teachers.

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.

Marionettes- flexible, jointed


puppets operated by strings or
wires attached to a cross bar
and maneuvered from directly
above the stage

LESSON 10:
DEMONSTRATIONS IN TEACHING

Demonstration

Guiding Principles

Establish Rapport

Avoid the COIK Fallacy


(Clear Only If Known)

Planning and Preparing


Knowing the objectives
Determine entry knowledge
and skills
Replace the demonstration
method with the more
effective one

Watch for Key Points


Have a checklist of necessary
equipment and materials
Outline steps and rehearse the
demonstration

Make time limits

Lesson 11:
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

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

Planning:
a. preliminary planning
by the teacher
b. preplanning with
others going on the trip
c. taking the field trip
itself
d. post-field tip follow
up activities

Educational
Benefits/Advantages:
a. opportunities for rich
and memorable
experiences
b. bring us to the world
beyond classroom
c. has a wide range of
application
d. can bring about a lot
of realizations

Disadvantages:
a. costly
b. involves logistics
c. extravagant with time
d. contains an element
of uncertainty

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

Benefits

Limitations

Transmit a wide range of audio-visual


materials including still pictures, film,
objects, specimens and drama.

Television and Film are one-way


communication device, consequently they
encourage passivity

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

The small screen size puts television at a


disadvantage when compared with the
possible size of projected motion picture
for example

Makes us see and hear for ourselves world


events as they happen

Excessive TV viewing works against the


development of childs ability to visualize,
be creative, and imaginative, skills that are
needed in problem solving.

Be the most believable news source

Make some programs understandable and


appealing to a wide variety of age and
educational levels

There is much violence in TV. Viewing


violence increases violence

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

LESSON 13:
TEACHING WITH VISUAL SYMBOLS

Visual Symbols
Drawings- may not be real thing but
better to have a concrete visual aid
than nothing

Strip Drawings- commonly


known as comics or comic strips

Cartoons- can bring novelty to


teaching

sketchin
g
cartoon

Diagrams- any line drawing that


shows arrangement and relations
as of parts tp the whole, relative
values, origins, development,
etc.

Affinity
Diagram- clusters
complex apparently
apparently related
data into
Affinity Diagramclusters complex
related data
into
natural
natural and
and meaningful
meaningful groups.
groups.
Tree
Diagram- charts
charts out
detail, the
Tree Diagramout increasing
increasing detail,
the various
various tasks
tasks that
that
must be
be accomplished
accomplished to
to complete
complete aa project,
project, achieve
must
achieve aa specific
specific
objective.
objective.
Fishbone
Fishbone DiagramDiagram- also
also called
called cause-and-effect
cause-and-effect diagram.
diagram.

Charts- diagrammatic
representation of relationships
among individuals within an
organization.

Flow Chart- visual way of charting or showing process from


beginning to end
Tree or Stream Chart- depicts development, growth and change
by beginning with a single course (trunk) which spreads out into
many branches
Organizational Chart- shows how one part of the organization
relates to other parts of the organization
Compare and Contrast Chart
Pareto Chart- a type of bar chart
Gannt Chart- an activity time chart

Graphs

Maprepresentation of
the surface of
the earth or
some part of it.

LESSON 14:

recommended for
Pie/circle
Pie/circle GraphGraph- recommended
for showing
showing parts
parts of
of aa whole
whole
Bar
Bar GraphGraph- used
used in
in comparing
comparing the
the magnitude
magnitude of
of similar
similar items
items at
at
different
different ties
ties
Pictorial
Pictorial GraphGraph- makes
makes use
use of
of picture
picture symbols
symbols
Graphic Organizers
Physical Map- combines in a single projection data
Relief Map- has three-dimensional representation
Commercial or Economic Map- shows land areas in relation to
economy
Political Map- gives detailed information about countriy,
provinces' cities and towns, roads and highways. Oceans, rivers
and lakes are its main features.

MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD

EFFECTIVE USE OF
CHALKBOARDS

Write clearly and


legibly on the board.

Stand off to one while


facing to the students.

Don't crowd your notes


on the board.

Have the top of the


screen tilted forward
towards the OHP to
prevent the keystone
effect.

Make use of colored


chalk to highlight
keypoints.
Do not turn back on the
class while writing on
the board
Write"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 15:

EFFECTIVE USE OF
OVERHEAD
PROJECTOR

Do not talk to the


screen, face to the
students instead.

Place the OHP to a table


low enough so it won't
block your screen.

Avoid too much text and


including too much detail
on an image.

The presentation must


be readable from far
afar.

PROJECT-BASED LEARNING AND MULTIMEDIA:


WHAT IS IT?
Core Curriculum
Real-World
Connection
Extended Time Frame
-has seven key dimensions

Student Decision
Making
Collaboration
Assessment

Project-Based
Learning &
Multimedia

Multimedia

-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 16:
USING THE PROJECT-BASED LEARNING MULTIMEDIA
AS A TEACHING STRATEGY
EFFECTIVE USE OF
PROJECT-BASED
MULTIMEDIA LEARNING

Initial Planning

Phases Of The
Project

Clarrifying goals and objectives

Before the projects starts

Determining how much time is


needed and extent of students'
involvement in decision-making

Introduction of the project

Setting up forms of
collaboration

Learning the technology

Identifying and determining


what resources are needed

Preliminary research and


planning

Deciding on the mode to


measure what students learn

Concept design and storyboarding

First draft production

Assessing, testing and finalizing


presentations

Concluding activities

LESSON 17:

ASSESSMENT IN A CONSTRUCTIVIST
TECHNOLOGY-SUPPORTED LEARNING

Assesment in
Congruent Thinking

is 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.

By observing, evaluating and doing it


more objectively with the aid of a
scoring rubric
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.

Lesson 18:

ROLES AND FUNCTIONS OF AN


EDUCATIONAL MEDIA CENTER

renders various
kinds of services

a 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

Educational
Media
Center

facility designed
for the housing and
utilization of all
educational media
within the school

functions as a vital
instrument as well as
a basic requirement
for quality education

enriches all parts


of the sholl's
educational
process

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