BRENDA B.

CORPUZ
 LESSON 1:

THE DEFINITIONS OF EDUCATIONAL TECHNOLOGY

It is a theory about how

problems in human learning are
identified and solved. (David
It is a complex, integrated Jonassen, Kyle Peck Brent
process involving people, Wilson)
procedures, ideas, devices and
organizations for analyzing It is consists of designs and
problems and devising, environments that engage
implementing, evaluating and learners and reliable
managing solutions to the technique or method for
problems in all aspects of engaging learning such as
human learning. (AECT) cognitive learning
EDUCATIONAL strategies and critical
TECHNOLOGY thinking skills. (David H.
Jonassen)

It is a field involved in
applying a complex, It is a field study which is
integrated processs to concerned with the practice of
analyze and solve problems using educational methods and
in human learning. resources for ultimate goal of
(Jonassen et. al 1999) 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 Terms associated with
institutions. Educational Technology

Technology Integration- using learning technology to

introduce, reinforce, supplement and extend skills.

Educational Media- channels or avenues or

instruments of communications.
 LESSON 2:
TECHNOLOGY: BOON OR BANE?
TECHNOLOGY
Boon
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 teaching-
learning process a novel,
simulating, exciting and
engaging one.
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.
Bane
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.
Constructivist Way
 Educational Technology serves as
learning tools that learners learn with-
“it 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:

SYSTEMATIC APPROACH TO TEACHING

Define Objective

Refine the Choose

process appropriate
methods

Evaluate STUDENT Choose

appropriate
outecomes S experiences

Implement the Select materials,

Instruction equipment and
facilities
Assign
personnel
roles

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 Process of Assessment of

Instructional Objectives Instruction Itself Learning
(first phase) (second phase) (third phase)

planning for
instruction

implementation of
the instructional
plan itself
LESSON 5: THE CONE OF EXPERIENCE

MODEL AND GRAPH

FOR EXPERIENCES
AND LEARNING

JEROME BRUNER'S EDGAR DALE'S

THREE-TIERED MODEL CONE OF
OF LEARNING EXPERIENCES

It is highly
recommended that a Visual The farther you
Every area of move away from
learner proceeds representation of
knowledge can be learning resources the base of the
from the
presented and arranged according cone, the more
ENACTIVE to the
learned in three to degree of abstract the
ICONIC and only learning resource
distinct steps abstraction.
after to the becomes.
SYMBOLIC

Verbal
Symbol
Through a
Third series of SYMBOLIC Visual
SYMBOLIC Symbols
Abstraction

Abstraction
Increasing

Symbols
Through a Recordings,
ICONIC Radio, Still
Second series of ICONIC Pictures
Illustrations Motion
ENACTIVE
Through a Pictures
First Sequence of ENACTIVE Educational
Actions Television

Exhibits

Study Trips

Demonstrations

Contrived Experience
Direct Purposeful
Experience
SYMBOLIC Verbal Symbols
Visual Symbols
Recordings, Radio, Still Pictures
ICONIC Educational Television
Exhibits
Study Trips
Demonstrations
ENACTIVE Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences
LESSON 6: USING AND EVALUATING INSTRUCTIONAL MATERIALS

INSTRUCTIONAL EVENTS AND

MATERIALS

HAYDEN SMITH AND THOMAS ROBERT GAGNE'S

NAGEL'S EFFECTIVE USE OF INSTRUCTIONAL EVENTS
INSTRUCTIONAL MATERIALS

.
"To select a good
instructional material is
one thing, to use it well
is another thing"
1. gain attention
2.inform learner of objectives
3. stimulate recall of prior
learning
PREPARE
YOURSELF. PRESENT YOUR 4. present stimulus material
MATERIALS 5. provide learner guidance
6. elicit performance
7. provide feedback
PREPARE YOUR
STUDENT 8. assess performance
FOLLOW-UP 9. enhance retention transfer

PREPARATION OF SELF Gain attention

PREPARATION OF STUDENTS
PRESENTATION OF MATERIALS
FOLLOW-UP
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 Sensory
questions that have experiences
signiicance in life of the
person undergoing direct
experience

DIRECT PURPOSEFUL
EXPERIENCES

These experiences
Direct 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

Object- (may also

Model- reproductionof a real
thing in a small scale, or exact
size but made of synthetic
materials.
Specimen- any include artifacts) Games- similar
individual or item displayed in to simulations
considered typical museums or objects but is played to
of a group , class or displayed in exhibits win
whole. or preserved insects
specimen in science

Simulation- representation Mock-up- is arrangement

of a manageable real event in of a real device or
which the learner is a n associated devices,
active participant engaged in displayed in such a way
learning a behavior or in that representation of
applying previously acquired reality is created.
skills or knowledge.
 LESSON 9:

TEACHING WITH DRAMATIZED EXPERIENCES

DRAMATIZED
EXPERIENCES

These are experiences

which are omething
stirring, affecting or
moving

Tableau- a Pageants- usually Pantomimes- art

Plays- depict life, Puppets- can present picture-like scene community dramas of conveying a
character or culture ideas with extreme composed of that are based on story through
or a combination of simplicity without people aainst a local history, bodily movements
all three. elaborate scenery or background. presented by local only.
costume yet effective. actors.

Shadow Puppet- flat-back
silhouette made form light-
weight cardboard and shown
behind a screen
Glove-and-finger
puppet- make use of
old gloves to which
small costued figur
are attached
Role-playing- unprepared,
spontaneous dramatization of a
Rod Puppets- flat cut out figures “let’s pretend” situation where
tacked to a stick, with one or
assigned participants are
more movable parts and opreated
from below stage level by wire absorbed by their own roles in
rods or slender sticks. 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 Planning and Preparing

Establish Rapport Knowing the objectives

Determine entry knowledge

and skills
Avoid the COIK Fallacy
(Clear Only If Known)
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

Educational
Planning: Benefits/Advantages:
a. preliminary planning a. opportunities for rich Disadvantages:
by the teacher and memorable
a. costly
b. preplanning with experiences
b. involves logistics
others going on the trip b. bring us to the world
beyond classroom c. extravagant with time
c. taking the field trip
itself c. has a wide range of d. contains an element
application of uncertainty
d. post-field tip follow
up activities d. can bring about a lot
of realizations
LESSON 12:
POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

Benefits Limitations

 Transmit a wide range of audio-visual  Television and Film are one-way

materials including still pictures, film, communication device, consequently they
objects, specimens and drama. 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
 Makes us see and hear for ourselves world
events as they happen
 Be the most believable news source
 Make some programs understandable and
appealing to a wide variety of age and
educational levels
 The small screen size puts television at a
disadvantage when compared with the
possible size of projected motion picture
for example
 Excessive TV viewing works against the
development of child’s ability to visualize,
be creative, and imaginative, skills that are
needed in problem solving.
 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 Strip Drawings- commonly
than nothing known as comics or comic strips

Cartoons- can bring novelty to • sketching

teaching 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 related data into
natural and meaningful groups.
• Tree Diagram- charts out increasing detail, the various tasks that
must be accomplished to complete a project, achieve a specific
objective.
• Fishbone Diagram- also called cause-and-effect diagram.

• Flow Chart- visual way of charting or showing process from

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

• Pie/circle Graph- recommended for showing parts of a whole

• Bar Graph- used in comparing the magnitude of similar items at
Graphs different ties
• Pictorial Graph- makes use of picture symbols
• Graphic Organizers

• Physical Map- combines in a single projection data

Map- • Relief Map- has three-dimensional representation
representation of • Commercial or Economic Map- shows land areas in relation to
economy
the surface of • Political Map- gives detailed information about countriy,
the earth or provinces' cities and towns, roads and highways. Oceans, rivers and
some part of it. lakes are its main features.
LESSON 14:
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD

EFFECTIVE USE OF
EFFECTIVE USE OF
OVERHEAD
CHALKBOARDS
PROJECTOR

Write clearly and Stand off to one while

legibly on the board. facing to the students.

Don't crowd your notes Have the top of the

on the board. screen tilted forward
towards the OHP to
prevent the keystone
effect.
Make use of colored
chalk to highlight
keypoints. Do not talk to the
screen, face to the
students instead.
Do not turn back on the
class while writing on
the board
Place the OHP to a table
low enough so it won't
block your screen.
Write"Please Save" if
you need to have a
board work in advance
for tomorrow's use and Avoid too much text and
cover with curtain. including too much detail
on an image.

Make full use of the

chalkboard.
The presentation must
be readable from far
afar.
LESSON 15:
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

-it is a powerful motivation

-students can acquire new
-value-added to teaching 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

Phases Of The
Initial Planning
Project

Clarrifying goals and objectives Before the projects starts

Determining how much time is

needed and extent of students' Introduction of the project
involvement in decision-making

Setting up forms of
Learning the technology
collaboration

Identifying and determining Preliminary research and

what resources are needed planning

Deciding on the mode to Concept design and story-

measure what students learn boarding

First draft production

Assessing, testing and finalizing

presentations

Concluding activities
LESSON 17:
ASSESSMENT IN A CONSTRUCTIVIST
TECHNOLOGY-SUPPORTED LEARNING

is a higher level form of assessment that will

require the display of basic skills, writing,
speaking, computing and the more complex
Assesment in skills of applying concepts learned,
Congruent Thinking 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 functions as a vital
cooperates with other instrument as well as
units or departmenits a basic requirement
vision by living up to the for quality education
scholl's philosophy and Educational
aimst that helps the Media
school fulfill its mission Center
and realize

enriches all parts

of the sholl's
educational
facility designed process
for the housing and
utilization of all
educational media
within the school