LESSON 1: MEANING OF EDUCATIONAL  Field of study which is concerned with the

TECHNOLOGY practice of using educational methods and

resources for the ultimate goal of
facilitating leaning process.
TECHNOLOGY- “techne” which means craft  IT IS THE APPLICATION OF
or art. SCIENTIFIC FINDINGS IN OUR
METHOD, PROCESS OR
 Technology is the applied side of scientific
development. PROCEDURE OF WORKING IN THE
FIELD OF EDUCATION IN ORDER
 Any valid or reliable process that is
TO EFFECT LEARNING.
derived from basic research using the
scientific method.
OTHER TERMS FOR ED TECH
 All the ways people use their inventions
 Technology in education
and discoveries to satisfy their needs and
- Application of technology to those
desires.
processes involved in operating the
EDUCATIONAL TECHNOLOGY- art or craft institutions which house the
of responding to our educational needs. educational enterprise
 Instructional technology
 Educational technology is more than
- Is a part of educational technology
machines like TVs, videos and the likes.
- Concerned with the instruction as
 It is a planned, systematic method of
contrasted to designs and operations of
working to achieve planned outcomes –
educational institution
A PROCESS, NOT A PRODUCT.
 Technology integration in education
 How people use their inventions and
books
discoveries to satisfy their educational - Using learning technologies to
needs and desires. introduce, reinforce, supplement and
 A complex, integrated process involving extend skills.
people, procedures, ideas, devices, and  Educational media
organization for analyzing problems and - Channels or avenues of communication
devising, implementing, evaluating and
managing solutions to those problems,
involved in all aspects of human learning.
 Consists of the designs and environments
that engage learners and reliable technique
or method of engaging learning such as
cognitive leaning strategies and critical
thinking skills.
 A theory about how problems in human
learning are identified and solved.
 Field involved in applying a complex,
integrated process to analyze and solve
problems in human learning.
 LESSON 2: TECHNOLOGY BOON AND
BANE
- Technology is a blessing for man.
- Because of technology, there is a lot of
what we can do which we could not do
before.
- However, when not used properly,
technology becomes a detriment to
learning and development.
TECHNOLOGY IS BANE WHEN:
 The learner is made to accept as
Gospel truth information they get from
the internet
 The learner surfs the internet for
pornography
 The learner has an uncritical mind on
images floating on televisions and
computers that represents modernity or
progress
 The TV makes the learner a spectator
not an active participants in the drama
of life
 The learner gets glued to his computer
 We make use of internet to do
character assassination of people
whom we do not like.
 Because of our cellphones, we spend
most of our time in the classroom or in
our workplace texting.
 We use overuse and abuse TV or film
viewing as a strategy to kill time.
Let’s go back to the question whether or not
technology is boon or bane:
It depends how we use technology. If we
use it to help our students and teachers become
caring, relating, thinking and reflecting and
analyzing and feeling beings, then it is a boon,
a blessing.
LESSON 3: THE ROLES OF
EDUCATIONAL TECHNOLOGY IN
LEARNING
TRADITIONAL POINT OF VIEW:
 Technology serves as a source and
presenter of knowledge.
 Technology is seen as a productivity tool.
 (Mid 90’s) Technology dominated the
roles of communications and multimedia.
CONSTRUCTIVIST POINT OF VIEW
 Educational technology serves as a
learning tool that learners learn with.
 It engages learners in active, constructive,
intentional, authentic and cooperative
learning.
 Technology and learner interaction for
meaningful learning.
 Technology as a tool to support
knowledge construction
( representing ideas)
 Technology as information
vehicles for exploring knowledge
to support learning-by-
constructing ( accessing needed
information)
 Technology as context to support
learning-by-doing (real-world)
 Technology as a social medium to
support learning by conversing
(arguing)
 Technology as intellectual partner
to support learning-by-reflecting
(articulate)
LESSON 4: SYSTEMATIC APPROACH TO LESSON 5: THE CONE OF
TEACHING EXPERIENCE
FOCUS: LEARNERS
1. Define objectives (identify content)
2. Choose appropriate methods
3. Choose appropriate experiences
4. Select materials, equipment and facilities
Verbal Symbols
5. Assign personnel roles
6. Implement the instruction Visual Symbols

7. Evaluate outcomes Recordings, Radio,

8. Refine process
Still pictures

System’s Approach Motion Pictures

- Views the entire educational program Educational Television
as a system of closely interrelated
parts. Exhibit

- It is an orchestrated learning pattern Study trips

with all parts harmoniously integrated
into the whole: the school, teacher, Demonstration
students, objectives, media, materials,
assessment tools and procedure. Dramatized experiences
- Simple in theory but far from
helping simplistic in practice. Contrived experience

Direct purposeful experiences

Factors to consider:
 Learners’ needs Cone of Experience
 Entry knowledge and skills - A visual model, a pictorial devise that
 Interests presents bands of experience arranged
 Home background accordingly to degree of abstraction and
 Prior experiences not degree of difficulty.
 Developmental stage - Are fluid, extensive, and continually
 Nature interact.
- Balance between concrete and
Purpose of System Approach abstract, direct participation and
 To ensure orderly relationships and symbolic expression for the learning
interaction of human, technical and that will continue throughout life.
environmental resources to fulfil goals
which have been established for a. Verbal Symbols- do not contain
instruction. visual clues to their meaning.
Written words fall under this
category.
b. Visual Symbols- no longer realistic LESSON 6: USING AND EVALUATING
reproduction of physical things. INSTRUCTIONAL MATERIALS
Highly abstract representation.
Charts, maps, diagrams.
c. Still pictures, recordings and The Proper Use of Material
radio- visual and auditory devices
which may be used by individuals
or groups. Prepare Yourself- you know your lessons
d. Television and motion pictures- and objectives and what you expect from the class
these reconstruct the reality of the after discussion. You have a plan.
past so effectively that we are made
Prepare Your Students- set reasonably
to feel we are there.
high class expectations and learning goals. Give
e. Exhibit- displays to be seen by
them guide questions for them to be able to
spectators.
answer during class discussion.
f. Study Trips- excursions,
educational trips, and visits Present the Material- try the materials
conducted to observe an event that ahead of your class use to avoid a fiasco.
is unavailable within the classroom. (Running out of gas)
g. Demonstrations- visualized
Follow-up- finding out if the objective
explanation of an important fact,
was attained or not.
idea or process by the use of
photographs, drawings, etc.
h. Dramatized experience-
reconstructed experience.
i. Contrived experience- mock up of
reality for practical reasons
j. Direct purposeful experience-
these are first hand experiences
which serve as the foundation of
our learning.
 LESSON 7: DIRECT PURPOSEFUL
EXPERIENCE AND BEYOND
Direct Purposeful Experience-
- Concrete and firsthand experiences
that make up the foundations of
learning.
- These are rich experiences that our
senses bring from which we construct
the ideas, the concepts, the
generalizations that give meaning and
order to our lives.
- Sensory experiences.
- Direct activities
Indirect Experiences
- Experiences of other people we
observed, read or hear about.
Why “Purposeful”?
- Because the experience are not purely
mechanical, not purely sensory
excitation.
- These experiences are being
internalized in the sense that these
experiences involve the asking if
questions those have significance in
the life of a person undergoing the
direct experience.
- Because these experiences are
undergone in relation to a purpose.
Where should this direct, purposeful
experience lead us to?
- Must not be a period or dead end.
- We must be brought to a higher plane
- LEVEL OF GENERALIZATION
AND ABSTRACTION
Teaching Learning Process
- Allow students to learn by doing
- Immerse students in the world of
experience
LESSON 8: TEACHING WITH CONTRIVED
EXPERIENCES
Contrived Experiences
- Edited copies of reality and are used
as substitute for real things when it is
not practical.
- Model ---- is a reproduction of a real
thing in small scale, large scale, or
exact size but made by synthetic
materials.
- Mock up displayed in such a way that
representation of reality is created.
- Specimen any individual or item
considered typical of a group or class.
- Objects artifacts displayed in a
museum.
- Simulation representation of a
manageable real event in which the
learner actively participate.
- Game played to win
Why use contrived experience?
1. Overcome limitations of space and
time
2. To edit reality for us to be able to focus
on parts or process of a system that we
intend to study
3. To overcome difficulties of size
4. To understand the inaccessible
5. Help the learners understand
abstractions
Purpose of Simulation and Games
1. Develop change in attitude
2. Develop analytical processes
3. Change specific behaviour
4. Motivate learners
 5. Illustrate roles that may affect one’s life LESSON 9: TEACHING WITH
but that one may never assume DRAMATIZED EXPERIENCES
6. To help individuals understand their
current roles
7. Prepare participants to assume new roles Dramatic/ Dramatized
in the future
- Stirring or affecting or moving.
8. Sensitize individuals to another person’s
- Something that catches and holds our
life roles
attention and has an emotional impact.
9. Increase students’ ability to apply
principles
Dramatized Experience
10. Reduce complex problems to manageable
- Formal plays, pageants, tableau,
elements
pantomime, puppets and role playing.
- PLAYS depict life, character, or
Games
culture or combination of all three.
- PAGEANTS are usually community
1. Practice/ refine knowledge or skills
dramas that are based on local history,
2. Identify gaps or weaknesses in knowledge
presented by local actors.
or skills
- PANTOMIME art of conveying a
3. Serve as summation or review
story through bodily movements only.
4. Develop new relationships among
- TABLEAU is a picture like scene
concepts and principles
composed of people against a
background.
- PUPPETS without elaborate scenery
or costume.

TYPES OF PUPPET:
1. Shadow puppet- flat back silhouette
made from lightweight cardboard
and shown behind the screen.
2. Rod puppets- flat cut out figures
tacked to a stick
3. Hand puppets- puppet’s head
operated by the forefinger of the
puppeteer.
4. Glove-and-finger puppet- make use
of old gloves to which small
costumed figure are attached
5. Marionettes- flexible, jointed
puppets operated by strings or wires.
6. Role playing unrehearsed,
unprepared and spontaneous
dramatization of a “let’s pretend”
situation.
 LESSON 10: DEMONSTRATION
IN TEACHING
DEMONSTRATION
- Process of speaking, audience, and a
process of showing a product or a
method or proofs
- Public showing emphasizing the
salient merit, utility, efficiency.”
6. Did you help students do their own
generalizing?
7. Did you take enough time to focus on key
points?
8. Did you review or summarize your key
points?
9. Did your students participate?
10. Did your evaluation of student learning
indicate that you achieved the objectives?

Guiding Principles:
1. Establish rapport
2. Avoid the COIK (Clear Only If Known)
Fallacy
3. Watch for key points (ones in which errors
are more likely to be made)

Demonstration Preparation:
1. Objectives
2. Entry knowledge and skills of students
3. Better way to achieve objectives
4. Access to necessary materials and
equipments
5. Familiar with the sequence and content of
the demo
6. Time

Points to Observe During Demo:

1. Set the tone for good communication.
2. Keep it simple.
3. Do not wander from the main ideas.
4. Check if your demo is being understood.
5. Do not hurry your demo.
6. Do not drug out your demo.
7. Summarize as you go along and provide a
summary.
8. Hand out written materials at the conclusion.

Questions for Evaluating Demo:

1. Was your demo skillfully prepared?
2. Did you follow step by step process?
3. Was the demo correct?
4. Did you keep checking to see that all
students are concentrating?
5. Could every person see and hear?
 LESSON 11: MAKING THE MOST OF Disadvantages of Field Trips:
COMMUNITY RESOURCES AND 1. Costly
FIELD TRIPS 2. Logistics
3. Time consuming
PLANNING OF FIELD TRIPS 4. Uncertainty

I. Preliminary Planning
1. Make preliminary contacts
2. Make final arrangements with the
school principals
3. Make a route plan
4. Make preliminary questions
II. Preplanning with others joining
the trip
Other people accompanying the
group need to be oriented on the
objectives, route, behaviour
standards required of everyone.
III. Taking the field trip
1. Distribute of route map to be
observed
2. Upon arriving at the destination,
check the group and introduce
the guide
3. Make special effort to ensure that
- the trip keeps the time
schedule.
- students have the opportunity
to obtain answers to questions.
- the group courteously
participates in the entire trip
- the guide sticks closely to the
list of questions.

IV. Evaluating the Field Trip

Questions we can ask ourselves after
the fieldtrip to evaluate the field we just
had.
V. Educational Benefits Derived from
Field Trip
1. Lasting concepts and change in
attitudes.
2. World beyond classrooms.
3. Wide range of application.
4. Bring a lot of realization.
LESSON 12: THE POWER OF FILM, VIDEO LESSON 13: TEACHING WITH VISUAL
AND TV IN THE CLASSROOM SYMBOLS

1. Drawings- sketching
Film, video and TV are powerful:
2. Cartoons- tells a story
1. Transmit a wide range of audio metaphorically
2. Bring model of excellence to the viewers 3. Strip Drawing – comics or comic
3. Bring the world of reality to the home and to strip
the classroom 4. Diagram- any line drawing that
4. Make us see and hear for ourselves world shows arrangement and relations as
events as they happen. of parts to the whole, relative values,
5. Be the most believable news source origins and development, etc.
6. Make some programs understandable and a. Affinity diagram- use to cluster
appealing to a wide variety of age and complex data
educational levels b. Tree diagram- chart out,
7. Become a great equalizer of educational increasing detail
opportunity c. Fish-bone diagram- cause and
effect diagram
Limitations: 5. Charts- diagrammatic representation
1. One-way communication device of relationship among individuals
2. Small screen size a. Time chart
3. Excessive TV viewing works against the b. Tree or stream chart
development of the child’s ability to c. Flow chart
visualize and be creative d. Organizational chart
4. Violence on TV. e. Comparison and contrast chart
f. Pareto chart
Basic Procedures in the Use of TV as a 6. Graphs
Supplementary Enrichment a. Pie graphs
1. Prepare the classroom b. Bar graphs
2. Pre-viewing of activities c. Pictorial graph
3. Viewing 7. Maps
4. Post-viewing a. Physical map
5. Go to the questions you raised at the pre- b. Relief map
viewing c. Commercial or economic map
6. Tackle questions raised d. Political map
7. Ask what the students learn
8. Summarized what was learned
LESSON 14: MAXIMIZING THE USE OF THE 4. Screen tilted
OVERHEAD PROJECTOR AND THE 5. Avoid large tables or figures
CHALKBOARD 6. Do not read text on your slide
7. Avoid too much texts
Practices for the Effective Use of the Chalkboard

1. Write clearly
2. Hardcopy of the chalkboard diagram outline
3. Do not crowd your notes
4. Colored chalk for key points
5. Do not turn your back while you are writing
6. Write from left to right
7. Provide line for the board
8. Curtain

Chalkboard Technique
1. Sharpen your chalk for quality
2. Stand with your elbow high
3. Use dots for aiming points
4. 2-4 inches high for legibility
5. Colored chalk-soft chalk to erase easily

The Overhead Projector (OHP)

Two Kinds of Projector:

1. Opaque projector
2. Slide projector

Advantages of Overhead Projector:

1. Simple to operate
2. Used in front of the room by the instruction
3. Regulation of presentation is easy
4. Transparent
5. Projection surface is large

Overhead Projector Technique

1. Show pictures and diagrams using a pointer
2. Use felt-pen or wax-based pencil
3. Progressive disclosure technique
4. Show 3D objects

Reminders on the Effective Use of OHP

1. Stand on one side
2. Do not talk to the screen
3. Place OHP to your right