Learning Theories Related to Educational Technology

TECHNOLOGY allows the students and teachers to live within the

(4) Four Pillars of Education

1. Learning to be

2. Learning to do

3. Learning to learn

4. Learning to live together

EDUCATIONAL TECHNOLOGY

A. It focuses the computer assisted instruction.

B. Shaping the future of Higher Education.

C. Influencing the new teaching methodologies.

D. Motivates the learners.

E. Provide authentic learning experience.

F. For globalization and let the learner develop competitiveness

BEHAVIORISM

is a theory of animal and human learning that focuses on objectively observable

behaviors and discounts mental activities. According to Ivan Pavlov

a. Classical Conditioning

- occurs when a natural reflex respond to a stimulus

According to Burrhus Frederic Skinner - Operant Conditioning

- occurs when the response a stimulus is reinforced.

In Behaviorism the following are the relevant educational technology

which can be used

1. Observation of learners.

2. Selecting stimulus.

3. Educational Technology used by the teacher.

4. Educational Technology used to utilized in developing mastery learning.

5. Technology to promote motivation, classroom management and special

education.

• Learning Activities in Behaviorism

 Practice paired with target stimuli.

 Reinforcement for correct responses.

 Building proficiency

II. COGNITIVISM

- “focuses on brain” cognitive involves processing and storing information which

are very important in the process of learning. Cognitive structure called

“Schema”- “Prior Knowledge.

Relevance of Cognitivism Educational Technology

 Conduct task analysis and learner analysis.

 Create test.

 Create learning materials according to any of the instructional design models

 CONSTRUCTIVISM

-learning is an active process in which learner construct new ideas or

concepts. Educators focus on making connection between facts and fostering

new understanding in student. Calls for elimination of standardized

curriculum. Promote customized curriculum to the student knowledge.

Engagement in meaningful experienced learning.

 Shift to active problem solving and discoveries.

 Emphasized the learners to create own intepretation.

 Relevance of Constructivism to Educational Technology.

 Characterized to be open-ended expectation.

INSTRUCTIONAL DESIGN, MODELS AND METHODS

MODELS- enable to make sense of the world.

It helps the users comprehend faster and better

INSTRUCTIONAL DESIGN MODEL- gives a detailed picture that helps would

be designer solve a problem, clarify structure and enable to convey the ideas.

DIFFERENT INSTRUCTIONAL MODELS

ASSURE MODEL

- is a guide for planning and conducting construction that uses media.

 SIX STEPS

ANALYZE LEARNERS- identify your audience.

STATE OBJECTS- derived from the curriculum and technology standards which

describe the expected performance outcomes.

SELECT METHODS AND MATERIALS- clear idea of what they should get out

of the lesson, select the appropriate method.

UTILIZE MEDIA AND MATERIALS- materials and technology must be used in

carry out the method.

 5 P’S PROCESS

 Preview the technology, media and materials.

 Prepare the technology, media and materials.

 Prepare the environment.

 Prepare the learners.

 Provide the Learning experience.

 REQUIRE A LEARNER PARTICIPATION- actively involved in the

learning experience.

 EVALUATE AND REVISE- evaluate the entire instructional process.

ADDIE MODEL

- commonly used by instructional designers. Very core of instructional design and is

the basis of Instructional System Design. (ISD)

 5 CYCLICAL PROCESS

ANALYSIS- clarified, identified

DESIGN- deals with learning objective

DEVELOPMENT- create and assemble the content

IMPLEMENTATION- procedure for training the facilitators and the learners is

developed

EVALUATION

FORMATIVE- evaluation is present in each stage of the ADDIE PROCESS.

SUMMATIVE- evaluation consist of tests designed for domain specific criterion

related referenced items and providing opportunities.

PRINT MEDIA

 Chapter 7 deals with printer media. Print media is one of the oldest forms of

instructional media that being used in the classrooms.

 Printed Media are materials used to inform, instruct and motivate learners.

Some materials may be used as:

1. As learning aid.

Examples are worksheets, activity sheets and textbooks.

2. As training materials.

Examples are manuals and handouts.

3. As information materials.

Examples are brochures, newspapers, journals, and magazines.

THE ADVANTAGES OF PRINTED MEDIA ARE;

1. Printed media can be easily be transported and can be brought and placed

anywhere you go.

2. Printed media can be produced through the use of computers or handwritten.

3. Print media is not expensive to generate especially if it is not done in color.

4. Printed media is the most commonly used media most students are familiar with.

THE DISADVANTAGES OF PRINTED MEDIA

1. Since printed media is the most common, sometimes students fail to see the

importance of these media because of its lack of sounds and animations.

2. Printed media can only verbal language and therefore its does not necessarily

elicit response from the leader.

3. Printed media needs time to prepare and to update.

FUNCTIONS OF BOOK

- The students gain the legacy of knowledge earned by those who came before

(Bekcert, 1992). Without books and textbooks, no education could have been

possible. It’s used as a teaching aid and provides entertainment.

Types of books;

There are three types of books used in education;

1. Browsing books are designed to catch the reader’s eye then allow for

random readings.

2. Continuous reading books are the traditional textbooks used by the

students fo the different subject areas.

3. Reference books are designed for easy retrieval of particular information.

 Guidelines and Principles for Quality textbooks;

- The following principles provide the criteria for teachers in selecting quality

textbook for the students. The textbooks serves as a reference for the writers

and developers of learning materials.

1. Content 3. Structure and organization

2. Learning and teaching 4. Language

Guidelines for using Textbooks

A textbook is effective if it follows some guidelines on how it can be test used by both students

and the teacher.

 Textbooks should meet student’s need

 Direct students reading by using objectives and/or questions

 Emphasize the use of visuals in textbooks

 Refer to the teacher guides for supplementary materials and

activities

 Supplement the textbook with other media

The following are the suggested approaches that will help teachers meet the diverse needs of the

students and will help ensure that the books are used interestingly to be able to sustain the interest

of the students. These approaches are most useful in an elementary class.

 Reading aloud

 Shared reading

 Guided reading

 Group reading

 Independent reading
 PRINTED MEDIA THAT IS BEING USED:

1. NEWSPAPER- are popular form of print media. It is published daily or weekly and it

covers a variety of topics from local to international.

 As information provider

 As opinion builder

 As entertainment provider

 As advertising vehicle

2. NEWSLETTER- are used to provide information to selected reader’s, like the student

body, group of students in a particular organization or parents.

 As information provider

 As community builder

3. MAGAZINES- are oriented materials that provide information in various fields. Usually

a magazine comes periodically, either weekly, monthly, quarterly or annually.

 Provides information

 Provides entertainment

 Facilitate advertising

4. HANDOUTS- teachers create handouts so that lesson can be remembered by students

after the discussions and presentations. EDGAR DALE’S CONE OF EXPERIENCE,

shows that people generally forgot 80% of what people hear.

A GOOD HANDOUT;

I. Ensures that the audience can get the key ideas as intended

II. Serves as an addition to what the audience has heard and seen

III. Serves as reference material when the audience needs it at a later date. It can also

be used a guide to be used to perform specific tasks.

 IV. Summarizes the information presented

V. Keeps the audience focused any on particular topic or subject.

PRINTED MEDIA- is one of the oldest and basic forms of communication. It

includes newspapers, weeklies, magazines, monthlies, banners and graphics, posters and

other forms of printed material.

LEGIBILITY

- use common, easily recognized, serif typefaces for the body of work.

- Use no more than two fonts in a document

- This is the guide to what typefaces will be used in the handout.

READABILITY

- This is the guide to where to place the graphics and text on the page

- Is the ease with which a reader can understand a written text.

CONTRAST

- Is used to differentiate elements of a design.

- You may change the color, tone value, size and shape to highlight the

elements with much importance.

REPETITION

- Is used to establish pattern all throughout the handout

 - Formatting styles, colors and bullets are elements that can be used to create

patterns

- Patterns should be used consistently so that students can easily get used on it

ALIGNMENT

- Is used to lead the reader throughout using the handout

- Headings, sub headings and body text must be aligned well

PROXIMITY

- Is used to group together elements that are related with each other to help

organize the information in the handout

TITLE

- Title must be big and bold enough to catch the attention of the readers

GRAPHICS

- Can be simplify complex information

- Use graphics instead of words to simplify

- Graphics above the text as the eye is drawn to visuals first before the text

BULLETS

- For easy reading, use bullets rather than narrative sentences or paragraphs.

WHITE SPACE
 - Spaces are necessary for handouts to help the eye to search for and find

information

- A page that is completely filled with text and graphics is difficult to read

AUTHOR’S NAME AND DATE

- Include in the handout the author’s name and the date that the handout was

created for credits or acknowledgement

COLOR

- Add color to increase willingness to read

STAGES IN THE PRODUCTION OF PRINTED MEDIA

 Pre- design

- Start with and idea or a purpose to motivate , inform or instruct the students .

- Develop the specific objectives and write them down .

- Designate a production team to handle content , communications ,

instructional design , as well as technical and financial aspects or producing

instructional material .

 Design Stage

- Concentrate on main points and leave out unnecessary details .

- Make sure that vocabulary and examples are within the levels of

understanding of the readers

- Make sure to give a balance of the information that you are going to give , not

to little and not too much .

 Post design stage

- Edit, test and rewrite the material .

How to Design Printed Materials

1. Headings

o Label all text so readers can locate the information they need.

o Use side heads to call attention to important concepts .

o Use headings to show the organization of the content .

o Use different type style for headings

2. Writing style

o State the main idea or theme at the beginning of text .

o Put topic sentences at beginning of each paragraph .

3. Page layout

o Included technical terms with definitions so they won’t be

misconstrued or misspelling.

o Use simple sentences and writing style

4. Type style / mechanics

o Use unjustified right margin .

o Increase the space between lines in note –taking handout to increase

the amount of information noted.

o Provide ample white space to facilitate reading, note-taking and

location of information for review.

o Be clear and consistent in page layout

5. Visuals

o Direct attention to visuals through question and activities.

o Keep visuals simple.

o Place visuals are near the related text as possible .

o Use larger visuals if more details is required

6. Highlighting

o Highlighting techniques for printed materials included color , size

of type , italics and boldfacing

 Highlight important ideas, thus limiting the demands on the learner

to locate key points and idea.

 Concrete vs. Abstract Learning

Concrete Learning

a. First hand experiences

b. Learner has come control over the outcome

c. Incorporates the use of all five senses

Abstract Learning

a. Difficulty when not enough previous experience or exposure to a concept

b. Every level of the cone uses abstract thinking in same way.

Influences on the Cone of Experience

- Value of educational technology is based on their degree of realism.

Three levels in the learning processs;

1. ENACTIVE- direct experiences

2. ICONIC- representation of experience

3. SYMBOLIC- words or visual symbols

Intentions of the Cone of experience (1969).

 May lead to a more useful way of thinking about visual materials and their

application in the classroom.

 As one moves up the cone there is not necessarily an increase in difficulty but

rather increase in abstract thought.

 Levels of the Cone of Experience

1. ENACTIVE- direct experiences.

Ex. Direct purposeful, contrived and dramatized

2. ICONIC- pictorial experiences

Ex. Demonstrations, study trips and educational television

3. SYMBOLIC- highly abstract experiences.

Ex. Visual symbols and verbal symbols

 Direct purposeful experiences- direct/ first hand experiences. Have the direct

participation in the outcome. Use of all senses. Examples are working sheets

in a homeless shelter and tutoring younger education.

 Contrived experiences- models and mock- ups, editing of reality. Necessary

when real experience cannot be used or are too complicated. Examples are use

of a pilot simulator.

 Dramatized experiences- Reconstructed experiences and can be used to

simplify an event or idea to its most important parts. Divided into two;

a. Acting

b. Observing

 Iconic experiences- progressively moving toward greater use of imagination.

Successful use in a classroom depend on how much imaginative involvement

the method can illicit from students.

INVOLVES;

a. Demonstration- Visualized explanation of an important facts, idea or

process. Shows how certain things are done. Examples is How to play a

piano?

b. Study trips- watch people do things in real situations. Observe an event that

is unavailable in the classroom. Examples are class trip, civil war re-

enactment

c. Exhibits- something seen by a spectators. Two types are;

 Readymade- museum and career pair

 Homemade- classroom project and national history day competition.

EDUCATIONAL TELEVISION AD MOTION PICTURES

- Television- bring immediate interaction which events from around the

world

- Motion pictures- can omit unnecessary or unimportant material. Used to

slow down a fast process. Viewing, seeing, and hearing experience. Can re-

create events with simplistic drama that even slower students can grasp.

- Recordings, radio and still pictures- can often be understood by those

who cannot read. Helpful to students who cannot deal with the motion or pace

of a real event or television. Examples are listening to old radio and time life

magazine.
- Symbolic theory- very little immediate physical action. Difficult only if

one does not have enough direct experience to support the symbol. Involves;

a. Visual symbols- no longer involves reproducing real situations. Help

students see an idea, event or process. Examples are flat maps and charts.

- b. Verbal symbols- written words and spoke words. Examples are discussion,

explanation and lecture.

 PROFESSIONAL EDUCATION

TECHNOLOGY FOR TEACHING AND LEARNING

DESIGN OF TECHNOLOGY

THEORIES AND PRINCIPLE IN THE USE AND

MEMBERS:

ABADIANO, RYAN

Correa, Lovely

JOSE, FRANCISCO

GALLERO, ARJILET

LONGOS, MARK WILLIAM

JULY 23, 2019