PROFED_108 Educational Technology 2

TFri 9:00-10:30 Class

First Semester, School Year 2016-2017
Building an Effective Learning Environment
1. Make learning relevant. It should facilitate the kind of learning that will
benefit the learner.
2. Develop a code of conduct. This is for the purpose of establishing
discipline among learners.
3. Consider varied learning styles and characteristics of learners. This is
for dealing individual differences.
4. Help learners develop intrinsic motivation. This would encourage them
to develop positive outlooks in life.
5. Make the ambiance of the classroom conducive for learning.
6. Reinforce positive collaboration between the teacher and the learners
and among the learners themselves.
7. Be guided with the different principles of teaching and learning in
delivering and discussing topics or lessons.
Integration of ICTs to Support Teaching and Learning
Integration of Computer and Internet to Support Teaching and
Learning
Reasons for Integrating Technology
When done effectively, technology has a positive impact on student
learning. It can:
1. Increase student motivation for learning
2. Improve communication of learning goals
3. Facilitate higher order thinking skills
4. Build valuable skills that students will use in college and in the
workplace
5. Expand students understanding from novice to mastery
Activities for All Classrooms
The following ideas can be used in virtually any classroom, regardless
of course content:
1. Create a Class Website
The Web is an excellent way to communicate with your students
and their parents or guardians. You can include course information,
assignments, lecture notes and presentation, links to interesting sites,
challenges, study tools, links to textbook Websites, and many other
features.
2. Take Your Class on a Virtual Field Trip
Use the Internet to visit one of the many online exhibitions
available. Notable institutions, such as the Library of Congress and the
Smithsonian Institution, have exhibitions and guides designed
especially for teachers and students. When funds or time do not allow
a field trip, look online to find a worthwhile destination.
3. Take Part in a Web Event
These online events allow classes to observe and interact in
educational activities occurring in real time. Using chat room
technology or streaming video, these events are exciting to both
students and educators. Students can often ask experts questions and
can read (or hear) what other students from around the world are
asking.
4. Create a WebQuest

Designed to engage students in Internet-based tasks that require

higher-order thinking skills. WebQuests can range from a simple one
class period activity to an extended group project that can take all
semester. You can create your own using a template or visit one of the
many sites that have teacher-created WebQuests ready for your use.
5. Visit Your Textbook Website
Many publishers offer supplementary websites to accompany
textbook study.
6. Participate in an Online Research Project
The Internet is filled with ongoing projects that allow students to
contribute by collecting, submitting, and analyzing data, submitting
ideas, or contributing work online.
7. Have Students Create a Multimedia Presentation
Ask students to use various digital media, such as digital video
clips, audio clips, and digital photographs to assemble a multimedia
presentation.
8. Use Common Productivity Software for Teaching and Learning
Software that is commonly used to increase productivity in
offices and in homes can also be effectively adapted for school use.
Common products, such as word processing software, spreadsheets,
and presentation-making applications, have a multitude of uses in the
classroom.
Technology Lesson Guidelines
1. Clearly define learning objectives for each lesson.
2. Align lessons with content standards.
3. Prepare learning assessment tools in advance.
4. Share assessment methods with students.
5. Familiarize yourself with technology before using it in the classroom.
6. Be prepared with a back-up lesson in case technology malfunctions.
Integration of Distance Education to Support Teaching and Learning
What is Distance Education?
Distance education refers to the interactive, educational process
between student and teacher separated by physical distance (Harry et al.,
1993, p. 32). It makes education accessible to underserved populations, and
flexible in fitting into complex lifestyles, schedules, and responsibilities of
todays learners.
Distance education enables people to learn individually at any time or
place. They learn from computer assisted programmes, interactive
multimedia, and internet discussions rather than from lectures and
classroom methods of instruction.
It requires alternative learning process, roles of teacher (Clark, 2001).
People roles in distance education can be categorized in four subtitles:
1. Students
In distance education, students role is to learn.
2. Teachers
The main role of teachers is to design the course and set the
needs of students.
3. Designer Groups
These persons determine goals, content, delivery systems,
interaction, and evaluation. Usually it is a team of subject matter
experts, educators, instructional designers, and production personnel.
They design the cyber and digital environment for effective teaching
and learning.
4. Directors

These are the people who direct planning, implementation, and

evaluation of the education process.
There are three types of interaction within the distance education:
1. Learner-content interaction
2. Learner-instructor interaction
3. Learner-learner interaction
Understanding Hypermedia
Hypermedia is nothing but multimedia, but this time packaged as an
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:
1. Tutorial software packages
2. Knowledge webpages
3. Simulation instructional games
4. Learning project management, and others
Characteristics of Hypermedia Applications:
There are two important features that are outstanding among other
features that characterizes the hypermedia software:
1. Learner control
The learner makes his own decisions on the path, flow or events
of instruction. The learner has control on such aspects as sequence,
pace, content, media, feedback, and others that he/she may encounter
in the hypermedia learning program.
2. Learner wide range of navigation routes
For the most part, the learner controls the sequence and pace of
his path depending on his/her ability and motivation.
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 prove
useful to the teacher:
1. Get the learners attention
2. Recall prior learning
3. Inform learners of lesson objectives
4. Introduce the software and its distinctive features
5. Guide learning, eliciting performance
6. Provide learning feedback
7. Assess performance
8. Enhance retention and learning transfer
The Software as an Educational Resource
Software is the program or system that tells what the computer
machine should do.
There are Two Kinds of Software:
1. The Systems Software
This is the operating system that is found or bundled inside all
computer machines.
2. The Applications Software
This contains the system that commands the particular task or
solves a particular problem.
The Application Software may be:
1. A custom software that is made for specific tasks often by large
corporations, or

2. A commercial software packaged for personal computers that helps

with a variety of tasks such as writing papers, calculating numbers,
drawing graphs, playing games, and so much more.
Microsoft Windows
This is also referred to as program and windows. This is an operating
environment between the user and the computer operating system. This is
also called shell, it is a layer that creates the way the computer should work.
This uses colorful graphics interface called GUI that can be seen on the
computer screen or monitor whenever the computer is turned on.
Windows is in itself a self-contained operating system which provides:
1. User convenience
- Just click a file name to retrieve data or click from program to
program as easy as changing channels in your TV screen.
2. A new look
- Fancy borders, smooth and streamlined text fonts
3. Information center
- Windows puts all communications activities (e-mail, downloads,
etc. in a single icon); adapts/configures the computer for the
Internet.
4. Plug and play
- Configures the computer with added components, such as for
sound and video
Instructional Software
This can be visited on the Internet or can be bought from software
shops or dealers. The teacher should decide on the best computer-based
instructional materials for the school resource collection.
In evaluating computer-based educational materials, the following can
serve as guidelines:
1. Be extremely cautious in using computer based educational materials
and free internet materials.
2. Dont be caught up by attractive graphics, sound, animation, pictures,
video clips and music forgetting their instructional worth.
3. Teachers must evaluate these resources using sound pedagogical
principles.
4. Among design and content elements to evaluate are: the text legibility,
effective use of color schemes, attractive layout design, and easy
navigation from section-to-section (such as from game to tutorial to
drill-and-practice section).
5. Observe clarity in the explanations and illustrations of concepts and
principles.
6. Maintain accuracy, coherence, and logic of information.
7. Are they being current since data/statistics continually change?
8. Are they relevant and effective in attaining learning objectives?
9. Observe absence of biased materials (e.g. gender bias or racial bias)
Computer as a Tutor
The computer is one of the wonders of human ingenuity, even in its
original design in the 1950s to carry out complicated mathematical and
logical operations.
Educators saw its potential for individualization in learning, especially
as individualized learning is a problem since teachers usually with a class of
forty (40) or more learners. They therefore devised strategies to use the
computer to break the barriers to individualized instruction.
Computer can be tutor in effect of relieving the teacher of many
activities in his/her own role as classroom tutor. It should be made clear that
the computer cannot totally replace the teacher since the teacher shall

continue to play the major roles on information deliverer and learning

environment controller.
Even with the available computer and Computer-Assisted Instruction
software, still the teacher must:
1. Ensure that students have the needed knowledge and skills for any
computer activity
2. Decide the appropriate learning objectives
3. Plan the sequential and structured activities to achieve objectives
4. Evaluate the students achievement by ways of tests targeting the
specific expected outcomes
Students Role in Computer-Assisted Instruction:
1. Receive information
2. Understand instructions for the computer activity
3. Retain/Keep in mind the information and rules for the computer activity
4. Apply the knowledge and rules during the process of computer learning
Roles of Computers in Computer-Assisted Instruction:
1. Acts as a tutor
2. Provides a learning environment
3. Delivers learning instruction
4. Reinforces learning through drill and practice
5. Provides feedback
Computer as Teachers Tool
Computer as teachers tool support the constructivist and social
constructivist paradigms of learning.
Constructivism
This was introduced by Piaget (1981) and Bruner (1990). They gave
stress to knowledge discovery of new meaning or concepts or principles in
the learning process.
Various strategies have been suggested to foster knowledge discover.
Among these are:
1. Making students engaged in gathering unorganized information from
which they can induce ideas and principles.
2. Students are also asked to apply discovered knowledge to new
situations, a process for making their knowledge applicable to real life
situations.
Social Constructivism
This is an effort to show that the construction of knowledge is
governed by social, historical, and cultural contexts. This is to say that the
learner who interprets knowledge has a predetermined point of view
according to the social perspectives of the community or society he lives in.
In addition, according to Vygotsky, learning is affected by social
influences. Because of this, he suggested the interactive process of learning.
In the interactive process of learning, the more capable adult (teacher,
parent, or classmate) can aid or complement what the learner sees in a
given class project.
Dewey sees language as a medium for social coordination and
adaptation. For Dewey, human learning is really human languaging that
occurs when students socially share, build and agree upon meanings and
knowledge.
The Computers Capabilities
The computer can provide access to information, foster creative social
knowledge building, and enhance the communication of the achieved project
package. Without the computer, todays learners may still be assuming the
tedious tasks of lw-level information gathering, building and new knowledge

packaging. But this is not so, since the modern computer can help teacherand-students to focus on more high level cognitive tasks.
Based on the two learning theories, the teacher can employ the
computer as:
1. An information tool
2. A communication tool
3. A constructive tool
4. A co-constructive tool
5. A situating tool
Information Tool
The computer can provide vast amounts of information in various
forms such as text, graphics, sound, and video.
Communication Tool
Internet can serve as a channel for global communication. Computer
can very well be the key tool for video teleconferencing sessions.
Constructive Tool
The computer itself can be used for manipulating information,
visualizing ones understanding and building new knowledge.
Co-Constructive Tool
The use of the electronic white board where students may post notices
to a shared document. Students may also co-edit the same document from
their homes.
Situating Tool
By means of virtual reality extension systems, the computer can create
3-D images on display to give the user the feeling that they are situated in a
virtual environment.
Computer Assisted Instruction (CAI)
This is any use of computers to aid or support the education or training
of people.
Games for Teaching and Learning
The following are some of the questions answered by teacherrespondents in a study and in each question reveals the top answer:
1. How do you typically have your students use digital games?
Alone or individually (30%)
2. What devices do students typically use to access digital games in a
classroom?
Mac or Personal Computer (72%)
3. How frequently do students use digital games in the classroom?
Weekly (55%)
4. How to choose for the right game?
Recommendations from teachers (48%)
5. What are the greatest barriers teachers face in using digital games?
Insufficient time (45%)
Cost (44%)
Lack of resources (35%)
6. Which students have you seen benefit from instruction involving digital
games?
Low performing students (47%)
Examples of Games:
1. Starfall
2. Cool Math
3. PBS Kids

4. ABC Mouse
5. Brain Pop
Considerations of Game-Based Learning:
1. The matching of learning content and game genres (Prensky, 2001)
2. The learning principles that games incorporate (Gee, 2004)
3. The design of educational games and simulations (Aldrich, 2004)
4. The effectiveness, sources, and institutional usage (Van Eck, 2006)
5. The design of meaningful play in games (Salen and Zimmerman, 2003)
Game and Play
Games are a form of play with rules. A game is a system in which
players engage in an artificial conflict, defined by rules, that results in a
quantifiable outcome (Salen and Zimmerman, 2003).
Play is known to perform an important role in learning. It is significant
in cognitive, psychomotor, emotional, social, and psychosexual development
of the learners.
Examples of Games for Cognitive Development:
1. Team Umizoomi Math: Zoom into Numbers
- Published by Nickelodeon
- An iPad game suitable for ages 4
- It covers number identification, counting, number comparison, and
addition or subtraction
2. Count Me to Sheep
- A flash-based online game
- Features lots of verbal commands, promts during pauses, and a
simple intuitive interface.
Example Game for Psychomotor
1. The Tiggly Game
- This combines tactile toys with rich visuals possible on an iPad
Example of Socio-Emotional Games:
1. The Scout and Friends and You
- This aims to help build social skills through exploring emotions and
feelings.
2. The Choo-Choo Choices Game
- This aims to help learners about caring, sharing, and helping
The Internet and Education
The internet, also simply called the Net is the largest far-flung
network system-of-all-systems. The internet is not really a network nut a
loosely organized collection of about 25,000 networks accesses by
computers on the planet.
No one owns the internet. It has no central headquarters, no centrally
offered services, and no comprehensive online index to tell users what
information is available in the system. Everything is coordinated through the
internet through a standardized protocol or set of rules for exchanging data
called Transmission Control Protocol or Internet Protocol (TCP/IP).
To gain access to the internet, the computer must be equipped with
what is called a Server which has a special software that uses Internet
Protocol. The great attraction of the Internet is that once the sign-up fees are
paid, there are no extra charges. Electronic mail (e-mail), for example, is free
regardless of the amount of use.
In Contrast, individuals using the Internet on their own personal computers
must pay ongoing monthly fees to whoever is their service provider.
The educational uses of Internet:
Educational software materials have also developed both in
sophistication and appeal. There is now a wider choice from rote arithmetic
or grammar lessons to discovery and innovation projects.

But the real possibility today is connecting with the world outside
homes, classrooms, and Internet cafes. 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, and others.
The Microsoft Office Programs
(This is output-based to be done by group. Each group should make a sample
computation of grades using the Microsoft Excel and a sample activity
program using the Microsoft Publisher. Refer to the attached documents in
the groups e-mail. Once finished, submit the outputs through the groups email on or before October 21, 2016, Friday).