Education

Technology II with
Computer Assisted
Instruction
2nd Academic Year, 2nd Semester
ED 206 – ED 205
(3 units)

Submitted by: Mike M. Galang

Submitted to: Ms. Editha Mateo
Educational Technology II with Computer Assisted
Description: This is a three (3) unit’s course designed to introduce both traditional and
3innovative technologies to facilitate and foster meaningful and effective learning.
Students are expected to demonstrate a sound understanding to the nature, application
and production of the various types of educational technologies. The course will
likewise focus both on developing teacher – support materials and the production of
technology – based students outputs.

TCU – CED Graduates Attributes Descriptive Outcomes

Prolife and Versa life Educator
Intellectual Leader/Builder
Globally Competitive Individual
Research Acquitted
Socio – Ethical Norms Conversant
Apply relevant knowledge and skills for
effective Professional in the field of
specialization.
Generate products or services that benefit
the immediate community surrounding the
university.
Use divergent and convergent thinking
skills when solving specific set of problems.
Apply critical – thinking skills and research
skills in solving various problems related to
education.
Hold ethical values and beliefs of peace –
loving environment – conscious and
freedom – loving Filipino consistent with
industry desired values and global citizen
values.

Objectives: This course principally intent to:

Learn to use and evaluate computer – based educational resources.
Engage learners on practical technology integration issues including managing IT
classrooms, use of the Internet for learning, cooperative learning through the use of
information technology; and
Acquaint students on Information Technology or IT – related learning theories with the
computer as tutor.
 Table of Contents

Module 1: Review of Educational Technology I

 4 Phases of Educational Technology in Teaching and Learning ………

 Education Technology Served ………

Module 2: Education Technology in the Asia Pacific – Region

 Asia Pacific – Region ………

 Information and Communication Technology ………
 Types of ICT Commonly use in Education ………
 ICT Strategies and Policies ………

Module 3: Basic Concept on Integrating Technology in Instruction

 Technology Integration ………

 Phases of Technology integration ………
 External Manifestations of Technology Integration into Instruction ………
 Simple Integration ………
 Middle Level Integration ………

Module 4: State – of – the – Art ET Application Practices

 Educational Trends ………

 Obstacles to IT Pedagogical Practice ………
 Systematic Instructional Planning Process ………

Module 5: IT Enters a New Learning Environment

 Conceptual Models of Learning Meaningful Learning ………

I. Constructivism ………
II. Discovery Learning ………
III. Generative Learning ………
IV. Meaningful Learning ………

Module 6: IT for Higher Thinking Skills and Creativity

 Higher Level Learning Outcomes ………

 The Upgraded Project Method ………
 Project Method ………
 Constructivist Paradigm ………
 Examples of Data Base Projects ………
Module 7: Higher Thinking Skills through IT – Based Projects

 Key elements of a constructivist approach ………

 Four IT – based Projects ………
 Resource – Based Projects ………
 The General Flows of Event in Resource – Based Projects ………
 Traditional and Resource – Based Projects Learning ………
 Simple Creations ………
 It is a combination of the following skills ………
I. Analyzing
II. Synthesizing
III. Promoting
 Guided Hypermedia Projects ………
 Web – Based Projects ………

Module 8: Computers as Information and Community Technology

 Instructional Media ………

 Educational Communication Media ………
 Information and Communications Technology ………
 The Uses of ICTs in Education ………

Module 9: The Computer as the Teachers Tool

 Constructivism ………
 Social Constructivism ………
 The Computers Capabilities ………
I. Informative Tool
II. Communication Tool
III. Constructive Tool
IV. Co – constructive Tool
V. Situating Tool

MIDTERM

Module 10: Information Technology in Support of Student – Centered Learning

 Centered Learning ………

 The Traditional Classroom ………
 The SLR Classroom ………

Module 11: Cooperative Learning with the Computer

 Defining Cooperative Learning ………

  Cooperative learning and the computer ………
 Components of Cooperative learning ………

Module 12: The Software as an Educational Resource

 Microsoft Windows ………

 Instructional Software ………
 Guidelines in Evaluating
Computer – Based Educational Materials ………

Module 13: Understanding Hypermedia

 The Understanding Hypermedia ………

 The Internet and Education ………
 Education Technology 2 Practicum ………
Module 1: Review of Educational Technology I
ET-1 course has truly paved the way for the learner to become aware, appreciative and
equipped to use educational technology tools ranging from traditional to modern
educational media.

The learner was also oriented towards averting the dangers of dehumanization which
technology brings into societies, through ideological propaganda, pornography,
financial fraud, and other exploitive use of technology. Sad to say, these dangers
continue to affect peoples and cultures while widening the gap between rich and poor
countries

4 PHASES OF EDUCATIONAL TECHNOLOGY IN TEACHING-AND- LEARNING

 Setting of learning objectives.

 Designing specific learning experience.
 Evaluating the effectiveness of the learning experience vis-à-vis the learning
objectives.
 Revision as needed of the whole teaching- learning process.
 Ed tech 1 fittingly refined the distinction between educational technology and
other concepts, such as instructional technology, educational media, and audio
visual aids.

Educational Technology Served

 To orient the learner to the pervasiveness of educational technology in society.

 To lend familiarization on how educational technology can be utilized as media
for the avenues teaching-learning process in the school.
 To uplift human learning through the use of learning technology.
 To impart skills in planning, designing, using and evaluating the technology-
enriched teaching-learning process.
 To acquaint learners on basic aspects of community education, functions of the
school media center, and finally,
 To introduce the learner to what is recognized as the third revolution.
Module 2: Education Technology in Asia Pacific – Region
ASIA PACIFIC – REGION

 Australia  Federated States of Macau

 North Korea  Micronesia
 South Korea  Fuji
 Brunei  Indonesia
 Cambodia  New Zealand
 Laos  Japan
 Malaysia  Palau
 Peoples Republic of China  Kiribati
 Marshall Island  Papua New Guinea
 Hong Kong  Thailand
 Philippines  Timor Lester
 Vietnam  India
 Samoa  Republic of China
 United States Territories  Mongolia
 American Samoa  Tuvalu
 Singapore  Myanmar
 Guam  Russia
 Solomon Islands  Northern Mariana Islands

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

 Refers to technologies that provide access to information through
telecommunications. It is similar to Information Technology (IT), but focuses
primarily on communication technologies. This includes the Internet, wireless
networks, cell phones, and other communication mediums.

TYPES OF ICT COMMONLY USED IN EDUCATION

E – Learning
 Is the computer and network- enabled transfer of skills and knowledge. Often
involves both out-of-classroom and in-classroom educational experiences via
technology, even as advances continue in regard to devices and curriculum.
Blended learning
 Refers to learning models that combine traditional classroom practice with e-
learning solutions.
Open and distance learning
 A way of providing learning opportunities that is characterized by the separation
of teacher and learner in time and place.
 ICT STRATEGIES AND POLICIES

New Zealand
 Recognizes the focus must be on extending and deepening educational
experiences to work towards further developing an innovative and thriving
society.

Goal:
 Envisions supporting the development and capability of schools to use
information and communication technologies in teaching-and-learning process
and administration.
 To enhance the development of students’ knowledge, understanding, skills and
attitudes through the appropriate and effective use of ICT.

Vision:
For all students, irrespective of their backgrounds:
1. To develop the knowledge. Understanding, skills and attitudes;
2. To participate actively in society;
3. To achieve in global economy; and
4. To have a strong sense of identity and culture.
Strategy:
It foresees schools to be:
 Improving learning outcomes for students using ICT to support the curriculum.
 Using ICT, to improve the efficiency and effectiveness of educational technology.
 Developing partnerships with communities to enhance access to learning
through ICT.

Focus Area:
 Infrastructure for increasing schools’ access to ICTs
 Professional development

Initiatives:
 On-line Resource Center
 Computer recycling scheme
 Planning and implementation guide
 ICT professional development schools/ clusters

Australia
 Students should be confident, creative and productive users of new technologies.
 ICT enables better and more personalized learning.
  ICT provides powerful and effective tool.
 ICT can improve efficiency and more effective decision- making.

Strategy:
 Fast local and wide area networks
 Substantial number of computers
 Continuing teacher training in the use of technology for instruction
 Sufficient hardware and software
 Digital library resources
 Technology demonstration

Example of Elements to be Consider in using ICT to Improve Learning:

 How will we change learning and teaching practices?

 What are digital resources are available and how will we use them?
 How will teachers and other staff learn to use ICT resources?
 How will we maintain student’s online safety?
 How can ICT be used to help us introduce the national curriculum?

Difference between ICT infrastructure planning and ICT strategic planning

ICT infrastructure planning

 Comprises computers, mobile devices, peripherals, networks and operating
software used by students, teachers and other staff.
 Requires careful technical management and support services.

ICT strategic planning

 Requires a whole school strategic focus.
 Shift from teacher- centered to student- centered learning

Malaysia
 “VISION 2020”
 Philosophy of Education calls for “developing the potential of individuals in a
holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious.”

Main Policies for ICT in Education:

 for all students,
 the role and function of ICT in education as teaching and learning tool,
 Using ICT to increase productivity, efficiency, and effectiveness of the
management system.

Strategy:
  ICT-enabled Smart Schools act as a catalyst within this process.
 The Government envisages that all schools will be converted into Smart Schools
by the year 2010.
 The three pilot applications are:
1. Teaching learning materials;
2. A more accurate assessment system; and
3. An integrated management system.

Fully Equipped Schools Include:

 Classrooms with multimedia, presentation facilities, email and groupware for
collaborative work.
 Library media canter
 Computer laboratory
 Multimedia development center
 Studio/ theater
 Teachers’ room with on-line access
 Administration offices capable of managing databases of students and facilities

Singapore
 The ministry is constantly working to enrich and transform the learning
environments of students and to equip them with the critical competencies to
succeed in a knowledge economy. A key thrust is the integration of ICT into
lessons to enhance students learning.

Mission:
 A catalyst in harnessing Information and Communication Technologies (ICT) to
enrich learning and teaching.

Goal:
 The goal of the “In2015” Education and Learning plan is to foster an engaging
learning experience to meet the diverse needs of learners in Singapore.
The plan aims to achieve these outcomes:
 Our people experience engaged learning and enriched lives, and
Singapore benefits from enhanced national capacity
 Our educational institutions, with their pervasive and innovative
use of ICT, are magnets for global talent
 Our ICT industry is recognized for its innovative Education and
Learning products and services

Three (3) Strategic Thrusts have been developed

1. Creating an enriching and personalized learner-centric environment in
educational institutions
2. Building a nation-wide Education and Learning infrastructure
 3. Positioning Singapore as a centre for innovation in the use of ICT technologies
for the Education and Learning sector.

Master Plan has Four (4) Key Dimensions

1. Curriculum and Assessment
 A balance between acquisition of factual knowledge and mastery of concepts and
skills.
 Students in more active and independent learning.
 Assessment to measure abilities in applying information, thinking and
communicating.

2. Learning Resources
 Development of a wide range of educational software for instruction
 Use of relevant Internet resources for teaching-and- learning
 Convenient and timely procurement of software materials.

3. TEACHER DEVELOPMENT
 Training on purposeful use of IT for teaching
 Equipping each trainee teacher with core skills and teaching with IT
 Tie- ups with institutions of higher learning and industry partners.

4. PHYSICAL AND TECHNOLOGICAL INFRASTRACTURE

 Pupil computer ratio of 2:1
 Access to IT in all learning areas in the
 School wide network and school linkages through wide area network

Hong Kong
 The Hong Kong Special Administrative Region (SAR) government launched a
five – year ICT strategy in schools in late1998.
 During the past decade there has been an exponential growth in the use of
information and communication technology (ICT) which has made pervasive
impacts both on society and on our daily lives.

Initiatives:
 On average, 40 computers for each primary school and 82 computers for each
secondary school.
 About 85, 000 IT training places for teachers at four levels
 Technical support for all schools
 An information Education Resource Center for all schools and teachers
 And IT coordinator for each of 250 schools should have sound
 IT plans Computer rooms for use by students after normal school hours
 An IT Pilot Scheme
 Review of school curriculum
 Development of appropriate software in collaboration with government, private
sector and tertiary institutions and schools
 Exploring the feasibility of setting up an education- specific Intranet
Module 3: Basic Concept on Integrating Technology in
Instruction

Technology Integration
 Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend skills.

Phases of Technology Integration

a) Introducing
b) Reinforcing
c) Supplementing
d) Extending

External Manifestations of Technology Integration into Instruction

 There’s a change in the way classes are traditionally conducted.
 The quality of learning is improved to a higher level.

Quality of learning

Without technology integration With technology integration

There is planning by the teacher on the process of determining how and when
technology fits into teaching-learning process.
The teacher sets instructional strategies to address specific instructional issues or
problems.
The use of technology provides the opening of opportunity to respond to these
instructional issues or problems.
In sum, technology occupies a position in the instructional process.

Simple Integration
 There is no substantial change in the teaching-learning process from the previous
method. While technology helps, it does not play a pivotal role.
Example:

1st method – Showing still photos or pictures in the class.

2ndmethod – Scanning pictures for a computer projection to make it larger.

Middle Level Integration

 Is purposeful use of technology to support key learning areas.

Example:
Allowing students to view multimedia presentations and videos in relation to the lesson
to be presented.

Higher level Integration

 Technology is the central instructional tool.

Example:
In campus journalism class, the students are asked to create newsletter using the
publisher.

Activity:
Create a visual representation of a technology-integrated instruction.
In two-way column table, differentiate technology-integrated instruction from the
traditional instructional process.

Reflection:
What are your ideas about students spending off school time playing computer games
in computer cafes?
While educational technology 2 is not about teaching computer skills, do you believe
adequate hands-on computer skills are necessary to put technology integration into
practice? Provide reasons.
Module 4: State – of – the – Art ET Application Practices

Educational Trends
 Educators have become more aware and active in adopting state-of-the-art
educational technology practices they can possibly adopt today.One can see a
greater need for teachers to acquire not only computer literacy but competence as
well. The following trends should also be recognized by educators:

Present-day students have become computer literate.

Teachers have deemphasized rote learning; they spent more time in methods.
Student assessment includes measurement of higher level learning outcomes.
Shifting focus from lower level traditional learning to higher level such as creative and
critical thinking skills.
Recent teaching-learning models paved the way for instructional approaches, students
rely less on teachers as information – givers. They acquire information, build their own
knowledge and solve problems.

Obstacles to IT Pedagogical Practice

 These trends and new levels of learning require the appropriate use of state-of-
the-art instruction and the use of IT, tapping the computer’s information and
communication tools (such as word processors, databases, spreadsheets,
presentation software, e-mail, Internet conferencing, etc.)

The thinking that the use of computer is time – consuming and expensive.
The danger of a technology – centered classroom to replace teachers.
The fear that computers may soon replace humans.

Virtue is in moderation and so, there is truly a need for teachers to balance their time to
the preparation and application of instructional tools. Through wise technical advice,
schools can also acquire the most appropriate computer hardware and software. At the
same time, training should ensure that the use of ET is fitted to learning objectives. In
addition, teachers should acquire computer skills for so that they can serve as models in
integrating educational technology in the teaching-learning process.

Suggestion to avoid obstacles of ET integration to instruction

Proper time management between preparation and application of instructional tools.
Wise technical advice
Trainings and seminars in the use of ET
Teachers need to acquire computer skills
SYSTEMATIC INSTRUCTIONAL PLANNING PROCESS

Identify Identify Plan Instructional

instructions goals Objectives Activities

Analyze Learners

Choose ET media

Implement instruction

Make assessment on Learning

outcomes and effectiveness of
EF application

Recycle
instruction

Following modern trends in technology-related education, schools should now foster a

student- centered learning environment, wherein students are given leeway to use
computer information sources in their assignments, reports and presentation in written,
visual, or dramatic forms.

All these suggestion show that teachers and schools can no longer avoid the integration
of educational technology in instruction.

Especially in the coming years, when portable and mobile computing will make
computing activities easier to perform, the approaches to classroom pedagogy musts
change.

And with continuing changes in high-speed communication, mass storage of data,

including the revolutionary changes among school libraries, educators should be open
for more drastic educational changes in the years ahead.
Module 5: IT Enters a New Learning Environment
 There exist a number of models about learning that is ideal in achieving
instructional goals through preferred application of Educational Technology

Conceptual Models of Learning Meaningful Learning

Constructivism

Generative Learning

Discovery Learning

Meaningful Learning

Meaningful Learning

 It gives focus to new experience that is related to what the learner already
knows. New experience departs from the learning of a:
 Students are willing to perform class work to find connections between what
they already know and what they can learn.
 Students already have some knowledge that is relevant to new learning.
 In the classroom, hands-on activities are introduced so as to simulate learning
in everyday living.
 In the learning process, the learner is encouraged to recognize relevant
personal experiences.

Discovery Learning

 It is Students perform tasks to uncover what is to be learned.

 New ideas and new decisions are generated in the learning process.
  Discovery Learning important that the student become personally engaged
and not subjected by the teacher to procedures he/she is not allowed to
depart from.

Generative Learning

 In generative learning we have active learners who attend to learning events and
generate drawing from this experience and draw inferences thereby creating a
personal model or explanation to the new experience in the context of existing
knowledge. Generative learning is viewed as different from the simple process of
storing information for motivation and responsibility is said to be crucial to this
domain of learning. Examples of this in the area of language comprehension are
activities such as writing paragraph, summaries, developing answers and
questions, drawing pictures, creating paragraph titles, organizing
ideas/concepts, and others. In sum, generative learning gives emphasis to what
can be done with the pieces of information not only just an access to them.

Constructivism

 In constructivism, the learner builds a personal understanding through

appropriate learning activities and a good learning environment. The two
accepted principles are:
 Learning consists of what a person can actively assemble for himself and not
what he can receive passively.
 The role of learning is to help the individual live/adapt to his personal world.

With these two principles in turn lead to three practical implications:

 The learner is directly responsible for learning. He creates personal

understanding and transforms information into knowledge. The teacher plays an
indirect role by modeling effective learning, assisting, facilitating, and
encouraging learners.
 The context of meaningful learning consists in the learner “connecting” his
school activity with real life.
 The purpose of education is acquisition of practical and personal knowledge, not
abstract or universal truths.
Module 6: IT Higher Thinking Skills and Creativity

Objectives:

 Provide an integral support to Higher Thinking Skills and Creativity in

Information.
 In the traditional information absorption model of teaching, the teacher
organizes and presents information to students-learners.
 Today, students are expected to be not only cognitive, but also flexible, analytical
and creative.
 In this lesson, there are methods proposed by the use of computer-based as an
integral support to higher thinking skills and creativity.

Higher Level Learning Outcomes

 To define higher thinking skills and creativity, we may adopt framework

that is helpful synthesis of many models and definitions of the subject
matter.
 The framework is not exhaustive but a helpful guide for the teacher’s
effort to understand the learner’s higher learning skills.

COMPLEX THINKING SKILLS SUB-SKILLS

Focusing Defining the problem, goal/ objecting setting
brainstorming
Information Gathering Selection, recording 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
 Higher Order Thinking Skills

CREATING

EVALUATING

ANALYSING
APPLYING
UNDERSTANDING
G
REMEMBERING

Lower Order Thinking Skills

THE UPGRADED PROJECT METHOD

 In this modern day, the teachers are now guided on their goal to help students
achieve higher level thinking skills and creativity beyond the ordinary.The
Upgraded Project Method

PROJECT METHOD

 Teachers assign the students to work on projects with depth, complexity

duration and relevance to the real word.
 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
thinking.

CONSTRUCTIVIST PARADIGM

 The students, not the teachers, make decisions about what to put into the project,
how to organize information, how to package the outcomes for presentation, and
the like.
 In doing projects, there are two things that are involved:
Process- refers to the steps, effort and experiences in project completion.
Product- is the result or the endpoint of the process.
EXAMPLE OF PROCESS:

IMAGINE

IMPROVE PROJECT PLAN

DESIGN

As a future teacher, we must take into consideration the process in every project
because in the process, the students were able to think and apply their creativity as
results they have develop their higher order thinking skills.

EXAMPLES OF DATA BASE PROJECTS

 Web-based projects
 Guided hypermedia projects
 Simple creations
 Resource-based projects
Module 7: Higher Thinking Skills through IT-Based Projects
His lesson focuses on the four types of IT-based projects that effectively to develop
higher level of thinking. These projects make use of constructivist approach in
instruction.

Key elements of a constructivist approach:

a) The teacher creating the learning environment;

b) The teacher giving students the tools and facilities; and
c) The teacher facilitating the learning. It is the students who demonstrate
higher level of thinking and creativity. These creativity projects can be
achieved with the help of teachers equipped with the technical skills.

Four IT – based Projects

1. Resource – Based Projects

2. Simple Creations
3. Guided Hypermedia Projects
4. Web – Based Projects

Resource – Based Projects

 Here, the teacher shifts from the sole source of information. Instead, the
students generate their own meaning and facts. However, the teacher is
still in the process. The teacher determines the topic and presents the
problem, then; the students search for information about the problem and
organize information to answer/solve the problem. In here, the students
are encouraged to go beyond the book. Inquiry-based or discovery
approach is given much emphasis in resource-based projects. It is the
process that is given much emphasis than the product.

THE GENERAL FLOWS OF EVENTS IN RESOURCE – BASED PROJECTS ARE:

1. The teacher determines the topic for the examination of class.

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 the problem/questions.

The central principle is to make the students go beyond the textbook and curriculum
materials. Students are also encouraged to go the library, particularly to the modern
extension of the modern library, the internet.
Traditional and Resource – Based Projects Learning

Traditional Learning Model Resource – Based Project Learning

1. Teacher is expert and information 1. Teacher is a guide and facilitator
provides
2. Textbook is key source of 2. Sources are varied (print, video,
information Internet, etc.)

3. Focus on facts information is 3. Focus on learning inquiry, quest, or

packaged in neat parcels discovery

4. The product is the be – all and end – 4.Emphasis on process

all of learning
5. Assessment is quantitative 5.Assessment is quantitative and
qualitative

Simple Creations
 Student’s creativity is tested here. Creativity here connotes planning, making,
assembling, designing or building.

It is a combination of the following skills:

Analyzing
 Ability to distinguish differences and similarities;

Synthesizing
 ability to make connections among ideas; and

Promoting
 Ability to sell new ideas. In order to develop creativity,

The following tasks may be done:

a) Define the Task – set up goals to complete the project;

b) Brainstorm – students generate their own ideas;
c) Judge the Ideas – students decide which “idea” is good, what to include
and what to exclude;
d) Act – students do the work; and
e) Adopt flexibility – students are allowed to shift or to change paths for the
better.
Guided Hypermedia Projects
 This refers to self-made projects. It could be approached as an instructive way
such as making of PowerPoint presentation or as a communicative tool such as
when students make multimedia presentations.
 The production of self-made multimedia projects can be approached into
different ways:
1. Instructive Tools
2. Constructive Tools

1. Instructive Tools
 Such as in the production by students of a power-point presentation of a
selective topic.
2. Constructive Tools
 Such as when students do a multi- media presentation (with text, graphs,
photos, audio narration, interviews, video clips, etc.).

Web – Based Projects

 Students can be made to create and post web pages on a given topic. But
creating new pages, even single page web pages, maybe too sophisticated and
time consuming for the average student.

It should be said, however, that posting of web pages in the Internet allows the students
(now the web page creator) a wider audience.
Module 8: Computer as Information in Communication Technology
Objectives:
At the end of the lesson, the students will be able to:

 To identify the role of computers in education

 To determine how computer technology transform into an educative Information
and Communication technology (ICT) in education
 To apply the computer-based technology in teaching pedagogy objectives:

Introduction:
Through computer technology:

1. Educators saw the amplification of learning along computer literacy.

2. Much like reading, the modern student can now interact with computer messages;
even respond to questions or to computer commands.
3. Like writing, the learner can form messages using computer language or program.

Soon computer-assisted instructed (CAI) was introduced using the principle of

individualized learning through a positive climate that includes realism and appeal
with drill exercises that uses color, music and animation.
But the evolving pace of innovation in today’s information age is so dynamic that
within the first decade of the 21st century, computer technology in education has
matured to transform in to an educative information and communication technology
(ICT) in education.

The Rise of Personal Computer (PC) With a computer in the classroom, teachers are
able to:
1. Demonstrate a new lesson, present new material
2. Illustrate how to use new programs
3. Show new websites

INTRUCTIONAL MEDIA

1. consist of audio- visual aids

2. Examples are the blackboard, photo, film and video

EDUCATIONAL COMMUNICATION MEDIA

1. comprise the media of communication

2. using the print, film, radio television or satellite means of communication
The Programs (capabilities) normally installed in an ordinary modern PC are:

1. Microsoft Office – program for composing text, graphics, photos into letters, articles,
report, etc. Power point – for preparing lecture presentations. Excel – for spreadsheets
and similar graphic sheets.
2. Internet Explorer – access to the internet.
3. Yahoo or Google – websites; e-mail, chat rooms, blog sites, news service
(print/video) educational software etc.
4. Adobe Reader –graphs/photo composition and editing.
5. MSN – mail/chat messaging.
6. Windows media player – CD, VCD player.
7. Cyber Power – DVD player
8. Windows media player – editing film/video.

WHAT IS ICT
ICT is an acronym that stands for Information Communications Technology.

Information and Communications Technology

 ICT covers any product that will store, retrieve, manipulate, transmit or receive
information electronically in a digital form
 Diverse set of technological tools and resources used to communicate, and to
create, disseminate, store, and manage information.
 Include computers, the Internet, broadcasting technologies (radio and television),
and telephony.

How can ICTs help expand access to education?

1. ICTs make possible asynchronous learning, or learning characterized by a time lag
between the delivery of instruction and its reception by learners.
 Online course materials, for example, may be accessed 24 hours a day, 7 days
a week
2. Teachers and learners no longer have to rely solely on printed books and other
materials in physical media housed in libraries (and available in limited quantities) for
their educational needs.
3. ICTs also facilitate access to resource persons—mentors, experts, researchers,
professionals, business leaders, and peers—all over the world.

How can the use of ICTs help improve the quality of education?
1. Motivating to learn -ICTs such as videos, television and multimedia computer
software that combine text, sound, and colorful, moving images can be used to provide
challenging and authentic content that will engage the student in the learning process.
2. Collaborative learning. -ICT-supported learning encourages interaction and
cooperation among students, teachers, and experts regardless of where they are.
3. Creative Learning. - ICT-supported learning promotes the manipulation of existing
information and the creation of real-world products rather than the regurgitation of
received information.
4. Integrative learning. -ICT- enhanced learning promotes a thematic, integrative
approach to teaching and learning. This approach eliminates the artificial separation
between the different disciplines and between theory and practice that characterizes the
traditional classroom approach.
5. Evaluative learning. -ICT-enhanced learning is student- directed and diagnostic.
Unlike static, text- or print-based educational technologies, ICT-enhanced learning
recognizes that there are many different learning pathways and many different
articulations of knowledge. ICTs allow learners to explore and discover rather than
merely listen and remember.

The Uses of ICTs in Education

Each of the different ICTs— print, audio/video cassettes, radio and TV
broadcasts, computers or the internet—may be used for presentation and
demonstration, the most basic of the five levels.

How have radio and TV broadcasting been used in education?

There are three general approaches to the use of radio and TV broadcasting in
education:
1) Direct class teaching, where broadcast programming substitutes for teachers on a
temporary basis;
2) School broadcasting, where broadcast programming provides complementary
teaching and learning resources not otherwise available; and
3.) General educational programming over community, national and international
stations which provide general and informal educational opportunities.

3 General Approaches to the instructional use of computers and the Internet:

 Learning about computers and the Internet, in which technological literacy is
the end goal;
 Learning with computers and the Internet, in which the technology facilitates
learning across the curriculum; and
 Learning through computers and the Internet, integrating technological skills
development with curriculum applications
Module 9: Computer as a Teacher’s Tool
In the previous lesson, we saw how the computer can act as a tutor, particularly a long a
behaviorist and cognitive at approach to a learning. But we also saw how certain
computer software programs have been developed to foster other thinking skills and
creativity.

In the Lesson, we shall again look at the computer, but this time from another
perspective the computer as the teacher’s handy tool. It can in fact support
the constructivist and social constructivist paradigms if learning.

Constructivism
 It was introduced by Piaget (1981) and Brunet (1990).They gave stress t
knowledge discovery of new meaning/concepts/principles in the learning
process. Various strategies have been suggested to foster knowledge discovery,
among these, is making students engaged in gathering unorganized information
from which they can induce ideas and principles. 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. In effect, 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.
 The psychologist Vygotsky stressed that learning is affected by social influences.
He therefore suggested the interactive process in learning. The more capable
adult (teacher or parent) or classmate can aid or complement what the learner
sees in a given class project. In addition, Dewey sees language as a medium for
social coordination and adaptation. For Dewey human learning is really human
language that occurs when students socially share, build and agree upon
meanings and knowledge.
Figure 7: Summary of the Two learning perspective
Learning Framework
Assumption
Definition of Learning
Learning Strategies
General Orientation
Example
Constructivism Social Constructivism
Knowledge is constructed Knowledge is constructed
by the individual within social context
Students build their own Students build knowledge
learning influenced by the social
context
Gather unorganized Exchange and share form
information to create new ideas, stimulates thinking
concept /principle
Personal Discovery of Students discussed and
knowledge discover meanings
8*5-8+8+8+8 Two alternative job offer
Option 1-8 hrs./day for
6days/week

Option 2-9 hrs./day for

5days/week

The Computers Capabilities

Given its present-day speed, flexibility and sophistication, the computer can provide
access to information, foster creative social knowledge-building, and enhance the
communication of the achieved project package. Without the computer today’s learners
may still be assuming the tedious task of low-level information gathering, building new
knowledge packaging. But this is not so, since the modern computer can help teacher-
and-students to focus on more high level cognitive tasks.

Based on the two learning theories, the teacher can employ the computer as a/an:

 An information tool
 A communication tool
 A constructive tool
 As co-constructive tool
 A situating tool

Informative Tool
 The computer can provide vast amounts of information in various forms, such as
text, graphics, sound, and video. Even multimedia encyclopedias are today
available on the internet.
The learner itself provides an enormous database from which user an access global
information resources that includes the latest news, weather forecasts, airline schedule,
sports development, entertainment news and features has well as educational
information directly use to learners. The Internet on Education can be sourced for kinds
of educational resources on the internet.

Constructive Tool
 The computer itself can be used for manipulating information, visualizing one’s
understanding, and building new knowledge. The Microsoft Word computer
program itself is desktop publishing software that allows user to organize and
present their ideas in attractive formats.

Co – constructivist Tools
 Students can use co-constructive tools to work cooperatively and construct a
shared understanding of new knowledge. One way of co-construction is the use
it f the electronic whiteboard where students may post notices to a shared
document/whiteboard. Students may also cover it the same document from their
homes.

 The Computer-Supported International Learning Environments (CSILE) is an

example of an integrated environment developed by the Ontario Institute for
studied in Education.

Situating tool
 By means of virtual reality (RS) extension systems, the computer can create 3-D
images on display to give the user the feeling that are situated in virtual
environment. A flight simulation program is an example of a situating tool which
places the user in simulated flying environment.

 Multi-User domains or Dungeons (MUDs) MUD Object Oriented (MOOs), and

Multi-User Shared hallucination (MUSHs) are example of situating systems
MUDs and MOOs are text-based virtual reality environments on the Internet.
When users log on to a MOO environment.
Module 10: Information Technology in Support of Student
Centered Learning
 The idea of Student-Centered of Learning is not a recent idea.
 John Dewey, 20th Century
 Educators argue for highly active and individualized pedagogical methods
which place the student at the center of the teaching-learning process.

THE TRADITIONAL CLASSROOM

 Classrooms are usually arranged with neat columns and rows of student chairs.
 The teacher stands in front of the classroom or sits behind his/her desk.
 This maintains discipline and helps the teacher to control classroom activities.
 They often make students take time to work individually on worksheets.
 Developing students to be independent learners with the end of making them
critical and creative thinkers.
 John Dewey Described traditional learning as a process in which the teacher
pours information to students.“Pouring water from jug into cups”.
 Direct instruction in which the teacher must perform his role of teaching so that
learning can occur.

THE SCL CLASSROOM

 Putting students first.

 It is contrast to teacher-centered learning.
 Student-centered learning is focused on the student's needs, abilities, interests,
and learning styles with the teacher as a facilitator of learning.

Teacher-centered learning has the teacher at its center in role and students in a passive,
receptive role. Student-centered learning requires students to be active, responsible
participants in their own learning. Desiring to gain effectiveness, efficiency and
economy in administration and instruction, schools in developed economies have also
adapted the support of ICTs.
The new school classroom environment is characterized by student individually or in
groups:

 Performing computer word processing for a text or graph presentation

 Preparing power point presentation
 Searching for information on the internet
 Brainstorming on ideas, problems, and project plans as needed, the teacher
facilitating instruction, also gives individualized instruction to serve individual
needs.

Ways in which technology can help facilitate a student-centered classroom

 Empower the learner

 Adopt technological tools in the classroom to teach
 Making the student responsible for his own learning
 Subjecting students to regular evaluation
Module 11: 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 schools. But the soup that I on may not be that bad since there are
motivational and social benefits to cooperative learning and these can compensate for
the lack of hardware that educators face.

Defining Cooperative Learning

 Cooperative or collaborative learning is learning by small groups of

students who work together in a common learning task. It is often also
called group learning but be truly cooperative learning, five (5) elements
are needed:

1. a common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills

Therefore not every group work is cooperative learning since students working on their
work sheets physically sat around a table may be working together without these
features of cooperative learning.

From several studies made on cooperative learning, it is manifested that cooperative

learning in its true sense is advantageous since it:

1. Encourages active learning, while motivating students;

2. Increase academic performance;
3. Promotes literacy and language skills; and
4. Improves teacher effectiveness.

In addition, there are studies which show that cooperative learning enhances personal
and social development among students of all ages, while enhancing self-esteem and
improving social relation between racially and culturally different students.

Cooperative learning and the computer

Researchers have been made studies in the learning interaction between the student and
the computer. The studies have great value since it has been a long standing fear that
the computer may foster student learning in isolation that hinders the development of
the student’s social skills.

Now this mythical fear has been contradicted by true studies which show that when
students work with computers in groups, they cluster and interact with each other for
advice and mutual help. And given the option to work individually or in a group, the
students generally wish to work together in computer-based and non-computer-based
activities. Reflecting on this phenomenon, psychologist this k the computer fosters this
positive social behaviour due to the fact that it has a display monitor just like a
televisions on set that is looked upon as something communal

Therefore researchers agree that the computer is fairly natural learning vehicle for
cooperative (at times called promotive) learning.

Components of Cooperative learning

 Educators are still wary about of the computer’s role in cooperative learning.
Thus they pose the position that the use of computers do not automatically result
in cooperative learning. In that case, therefore, assign the teacher several tasks in
order to ensure collaborative learning. These are:

 assigning students to mixed-ability teams;

 establishing positive interdependence;
 teaching cooperative social skills;
 insuring individual accountability, and
 helping group process information

These are in addition to assigning a common work goal in which each member of the
group will realize that their group will not succeed unless everyone contributes to the
group’s success. It is also important for the teacher to limit learning group clusters (Six
is the ideal number in a group) so that there can be closer involvement in thinking and
learning.
Module 12: THE SOFTWARE AS AN EDUCATIONAL RESOURCE

In this lesson we will tackle about the software system that could be used in teaching
and learning process. The computer is useless if the software is not installed in it. This
lesson not just how to use computer or even know what the parts are that comprises a
computer. How could this be helpful in the field of study? We will begin our lesson by
knowing what the two kinds of software are:

1. The system software

 This is the operating system that is
found or bundled inside all computer
machines.

2. Applications software
 This contains the system that
commands the particular task or solves
a particular problem.

In turn the applications software may be:

(a) A custom software that is made for specific tasks often by large corporations,
(b) 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

 Microsoft Windows is a series of operating

system produced by the Microsoft; it is an
operating system between the user and the
computer. Also called a shell, it is a layer
that creates the way the computer should
work. Windows uses a colorful graphics
interface (called GUI- “gooey”) that can be
seen on the computer screen or monitor
whenever the computer is turned on.
Instructional Software

 This can be visited on the internet or can be bought from software shops
or dealers. The teacher through his school should decide on the best
computer-based instructional (CBI) materials for the school resource
collection. But beware since CBIs need much improvement, while web-
based educational resources are either extremely good or what is complete
garbage.

Guidelines in Evaluating Computer- Based Educational Materials

 Be extremely cautious in using CBIs and ‘free’ Internet materials

 Don’t be caught up by attractive graphics, sound, animation, pictures, video clips
and music forgetting their instructional worth
 Teachers must evaluate these resources using sound pedagogical principles
 Among design and content elements to evaluate are:
a) effective use of color schemes
b) attractive layout and design
c) text legibility
d) easy navigation from section-to-section
 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

REFLECTION:
The computer has paved the way for learning in a new light. It has given human
race a lot of advantages from the time it has been invented. Now the computer has
been used widely and optimally in educational settings. Most of the educational
materials used by the teachers nowadays are web-based software. It is attractive with
colorful graphics, sounds and videos; so catching that you really want to download it.
The sense of patriotism among us has slowly faded away because of computer.
Children and young adults do not find it fun to play traditional games like tumbang
preso, luksong – tinik and etc. Most of us are fond of playing online games like
Farmville, City Ville and more or download games from the internet like Plants vs.
Zombies. But in so much of these, it has really change lives of people and gives us the
realization that man is really ingenious and resourceful.
Module 13: Understanding Hypermedia
Understanding Hypermedia is nothing but multimedia, but this time package as
educational computer software where information is presented and student’s activities
are integrated in virtual learning environment.

Hypermedia includes:

 Tutorial software packages

 Knowledge web pages
 Simulation instructional games
 Learning project management and others

Characteristics of Hypermedia

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, etc. that he/she may encounter in the hypermedia learning program.
2. Learner Wide Range of Navigation routes
 The learner controls the sequence and pace of his path depending on his ability and
motivation.
3. Variety of Media
 Hypermedia includes more than one media but does not necessarily use all types
of media in one presentation.
 Given all capabilities, hypermedia still does not replace life’s experience and
learning from nature and life.
 Information and communication technology cannot replace the teacher
altogether.

Instructional Events 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
II. The Internet and Education
The internet, also simply called the Net, is the largest and far-flung network system-of-
all- system. Surprisingly, the Internet is not really a network but a loosely organized
collection of about 25,000 networks accessed by computers on the planet. It is
astonishing to know that 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.
How is everything coordinated through the Internet? This is done through a
standardized protocol (or set of rules for exchanging data) called Transmission Control
Protocol/Internet Protocol (TCP/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 Internet protocol. Originally developed and still subsidized by the United States
government, the Internet connect not only commercial, industrial, scientific
establishments but all other sectors including education and its libraries, campuses, and
computer centers.
The great attraction of the Internet is that once the sign-up fees are paid, there are no
extra charges. Electronic 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.

Getting around the Net

the vast sea of information now in the Internet, including news and trivia, is an
overwhelming challenge to those who wish to navigate it. Every day, the Net user-
population and the available information continue to grow, and new ways are
continuously being developed to tour the Internet.
The most attractive way to move around the Internet is called browsing. Using a
program called a browser, the user can use a mouse to point and click on screen icons to
surf the Internet, particularly the World Wide Web (the Web), an Internet’s subset of
text, images, and sounds are linked together to allow users to access data or information
needed.
The future of the Internet seems limitless. Already its complexity has spawned and
continues to spawn Net sites including new demand for services to business, industries,
science, government, and even homes. Many experts predict that the Internet is
destined to become the centerpiece of all online communications on the planet and in
some future time in the solar system using interplanetary satellite communication
stations.
A View of Education uses of the Internet

Today, even elementary school graders in progressive countries like the United States
are corresponding via e-mail with pen pals in all 50 states. They ask probing questions
like, “What is your state’s most serious problems”, or How much does pizza cost in
your state? This educational activity prodded by their schools are paying dividends
from increasing the pupil’s interest in Geography to a greater understanding of how
people live in large cities and other places in the United States or the world.

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. And 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.
III. Educational Technology II Practicum

Much like field studies in teacher, Educational technology 2 offer students the
experiential process of adapting to technology integration within a student-centered
paradigm. This I’d the practicum phase of the curse which can be done, as seen fit by
the teacher, either at the end of the more theoretical lessons or inserted between lessons.

The practicum phase consists of hands-on computer tutorials which the student teacher
orroifessional teacher-trainee will need to make him/her capable.

The essential requirements for the ET 2 practicum phase will be:

 a computer laboratory/special computer classroom with adequate set s of

computers for hands-on tutorial learning
 Participation of computer lab tutor/assistant as the teacher’s technical assistant
to assist the learner in the use of the computer and its various programs
 Assigned number of hours in conformity with the course requirement. Tutorials
are preferably done during weekends in order to provide continuous hours of
computer hands-on training.

The practicum phase consists in:

1. Basic Microsoft Word (6 hours)

 The tutorial familiarizes each individual learner to the basics of Microsoft

Word. They will learn to use menus and toolbars of the software. They
will be taught to type, edit and format text, sentences, and paragraphs.

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
 Apply format on text , sentences and paragraphs
 Interlink documents
  Create standard documents using template

2. Microsoft PowerPoint (6hours)

 The tutorial is familiarization on the basics of Microsoft PowerPoint. It

will train the learner to prepare PowerPoint presentations to enhance the
teaching of subjects.

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 shows

At the end of the tutorial, the learner will be able to:

 Create and open PowerPoint presentation

 Insert objects (clip arts), pictures ,graphics, charts audio and video to create
effective presentations
 Use the templates to enhance presentation s

3. Internet as tool of inquiry (4 hours)

 The tutorial will facilitate the finding of sources of information

appropriate to a learning task.

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
 In sum, Educational Technology 2 promises to bring the student teacher and the
professional teacher trainee to the challenge of 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.

Overall, the Filipino teacher shall be empowered to meet the technology challenges of a
21st century Digital Age.

Reflection:

These past few meetings in our class in Ed – tech 2, we have a tutorial in the basic use of
Microsoft word in which our teacher gave us a different task regarding in the use of
Microsoft. We explore the use of the different menus and tool bar as well as creating,
formatting, editing of save documents, make some page layout and insert tabs and
tables. After the Microsoft word is the power point in which our teacher told us to make
PowerPoint presentation with design, clip arts, tables and with sound and transition.
We also asked to open the Microsoft excel in which the teacher asked us to make table
consisting our names with grade and with that we compute our own grades by
formulas in excel.

As a future teacher, I can apply this on my future class as well as in doing my lesson
plan in which I can present my lesson through handouts that was done in Microsoft
word or in a presentation made in Microsoft power point. Using excel, I can compute
the grades of my student in an easy way.