EDTECH 2 SUMMARY
• Is a combination of two or more media
Chapter3: DIGITAL TECHNOLOGY and MEDIA LITERACY
The process of learning: PLANNING, IMPLEMENTING,
INSPECTING, AND EVALUATING your learning activities.
PLANNING STAGE
Identify your targets
• Determine your existing knowledge about the subject
matter
• Determine the things you still want and need to know about
the subject matter.
Determine the requirements:
• Materials
• Resources
• Time
• Environment
• Learning conditions, etc.
IMPLEMENTATION STAGE
You take action and engage yourself in the execution of your
planned learning goals.
INSPECTION STAGE
• Take a look at how you are going through with the
implementation
• Reflect on the actions and strategies and determine
whether they are working effectively or not.
EVALUATION STAGE
• Reflect and determine whether you have met your targets
• Determine if there is a need for you to rework on the
strategies for better achievement of the learning task.
The learning process can be interpreted into for steps called TIME
plan. This TIME PLAN can further assist both teachers and students
whenever they want to learn by themselves new hardware and
software which can be integrated in teaching and learning:
TARGET
• Determine the hardware and software you want to learn
which could be of help in teaching and learning.
• Determine how these hardware and software can help you
in achieving your targets.
IMPLEMENT
• Determine the processes and procedures you need to take
to accomplish your target.
• Determine how you will learn the hardware and software –
using guide books, online tutorials or peer tutoring.
MONITOR
• Determine whether your actions are taking you closer in
meeting your targets.
• Determine whether the instructional aids (book, online or
peer tutorial) are clear and effective in achieving the end
results of your targets.
EVALUATE
• Determine whether the actions taken were effective or not.
• Determine if the hardware and software can be integrated
in your teaching and learning.
• Determine if there is something more you need to learn
which you did not learn during the implementation stage.
• Determine whether you will take the same action or think
of different moves in learning new hardware and software
application.
Digital Technology Tools That Supports Learning Media
• Plural of medium
• Facilitating or linking communication via radio, web, TV, or
some other instruments
Multimedia
• It is a powerful avenue in communicating information and
message to other people.
Digital Media
• are technologies that enable users to make new forms of
communication, interaction, and entertainment in a digital
format.
Digital Media Software
• Refers to any computer-based presentation or application
software that uses multimedia elements.
Interactive Media
• Allows user to interact the programs by means of input
coming from the user through a pointing device, keyboard,
voice finger taps, movements, then the media performs an
action in response.
Reasons why digital media applications are important in education:
1. It appeals to a variety of learning styles.
2. It ensure success for all students’ learning.
3. It assists teachers in meeting diverse learning styles.
4. It enhances learning process.
5. It engages and motivates learners.
6. It gives learners the chance to explore on the subject matter and
0ther topics related to it.
7. It provides learners the enjoyment to create their own
interactive digital media presentations.
8. It increases self-esteem and confidence among students.
9. It develops critical and creative thinking skills and technological
skills of the students that are required of them in the 21st
century.
Teaching strategies to help teachers in managing their students in
the digital classroom.
1. Effective Computer Learning – Avoid giving huge projects, break
it instead into well-defined task to enable students to use their
computer wisely.
2. Use Project Management Techniques – inform your students of
the date of submission of the project so the amount of time they
need to devote in the project will be clearly defined.
3. Storyboarding – Require students to create a visual plan prior to
working with computers.
4. Effective Research Strategies – have gathering of information
and other searching work be done in advance or as homework
to practice quality time.
5. Utilize Student Experts – allow assistance from classmates who
are experts in the software.
6. Ensure Student Participation – assign roles of students in each
project so everyone will participate. Evaluate the participation
of each student.
7. Maximize One-to-One Computing – Use other digital
technologies besides computers
8. Help Students – Entertain students who have queries and those
who need your expertise.
9. Handle Technical Questions – allow students to throw their
questions to their group members before they can ask you.
10. Visible Classroom Rules – Post Technology guidelines and
policies to a visible place. Inform them likewise of these
guidelines and policies to the start of their project.
DIGITAL TOOLS THAT SUPPORT LEARNING
Technology as Tutor
- Tutor: defined as “to teach or guide usually individually in a special
subject or for particular purpose (Merriam-Webster).
- Technology as a tutor is a teaching machine that teaches new
content to students.
- Technology-based tutorial is a complete lesson on a specific topic
offered via technology, including presentation of information,
practice exercise, and feedback
Intelligent Tutoring Systems (ITS)
- Is a type of educational software that tracks student responses,
makes inferences about strengths and weaknesses and then tailors
feedback and subsequent instruction to improve performance.
Integrated Learning Software and Computer-Adapted Instructions
- are other names of intelligent tutoring system.
Web Quest - is a wonderful way of capturing students' imaginations
and allowing them to explore in a guided, meaningful manner.
Technology as MindTools
MindTools - are technology applications that allow learners to
simulate, organize, manipulate, visualize or reflect on data,
information and objects.
Data Base - A type of software that organizes data for easy and quick
retrieval of information. Examples are Access/Spreadsheet, Oracle
DB, and MySQL
Visualization Tools - Allows the learner to picture, or represent how
various phenomena operate within different domains. Examples: MS
Office, Fusion Charts, Tableau, High Charts
Concept Map - A graphical tool to organize and represent knowledge.
Examples are Word Processor, Wise Mapping
Simulation - Provide a simplified version of phenomena,
environments, or processes that allow students to interact with, or
manipulate and observe the effects of those manipulations.
Examples are Oregon Trail, Sim City, Micro world, Interactive Physics
Hypertext - A non-sequential, or non-linear method of organizing and
displaying text. Examples are HTML, Web Development Software
Hypermedia - a hypertext with media elements.
Digital Storytelling - Enable learners to reflect, represent, narrate and
communicate their views, facts and information. Examples are
iMovie, Garage Band, MS PowerPoint, Focusky, and Prezi
Chapter 4: THE ICT AND THE COMPUTERS: ITS ROLES AND HISTORY
Information and Communications Technologies - Are basically
information-handling tools – a varied set of goods, application and
services that are used to produce, store, process, distribute and
exchange information.
Roles of ICT in Education.
1. It can serve multiple teaching functions. ICT can be used as drill
and practice, to help solve problems, to access information in
different fields.
2. It can be used in different teaching and learning modes. These
include classroom interactive learning, independent learning,
networked learning, organizational learning, and managed learning.
3. Information can be delivered in an instant. Because of internet,
you can deliver information in a wide coverage at low cost.
Evolution of ICT in Education
The Horn Book: 1650 - a wooden paddle with printed lessons that
was used during the colonial era. You can find out paper alphabets
and religious verse which children would copy to help them learn
how to write.
Difference Engine: 1820 - Charles Babbage was the one who designed
this computing machine which was used in calculating and printing
of simple math tables
Analytical Engine: 1830 - Charles Babbage designed this second
computing machine which is used in calculating complicated
problems by following a set of instructions
Magic Lantern: 1870 - a primitive version of a slide projector that
projected images printed on glass plates
1890 - School Slate was invented. The chalkboard is one of the
biggest inventions in terms of educational technology which is still
being used up to this age.
1900: Pencil - usually found in the classrooms, in the office and even
at home.
1905: Stereoscope - a three dimensional viewing tool used as a source
of entertainment at home and in school that were meant to be used
to illustrate points made during lectures.
1930: Overhead Projector - was initially used by the U.S. military for
training purposes in World War II, but later on quickly spread to
schools and other organizations.
1936: The First Computer - the first freely programmable computer.
1940: Ballpoint Pen - useful tool in the classroom
Mimeograph - machines made copies that can be distributed.
1947: Transistor - was invented by Bell Telephone Company which is
one of the vital components of the computer.
1950: Headphone- used in schools for some listening skills and to do
individual listening for audio and files and the like.
Slide Rule - Developed by William Oughtred and others. Before the
advent of the pocket calculator, it was the most commonly used
calculation tool in science and engineering.
1951: Video Tapes - were used as an exciting method of instruction.
1953: IBM - International Business Machines came out with their first
computer machine.
1957: Reading Accelerator - a sample device designed to help
students read more efficiently.
Skinner Teaching Machine - B.F Skinner, a behavioral scientist,
developed as series of devices such as the teaching machine that
allowed a student to proceed at his or her own pace through a
regimented program of instruction
1958 : Educational Television - there were more than 50 channels of
TV which included educational programming that aired across the
country.
1959: Photocopier - Xerographic office photocopying was introduced
by Xerox
1963: Computer Assisted Instruction - Stanford University introduced
computer-assisted instruction in mathematics and reading; offering
individualized learning and allowing students to take self-paced,
active role in drill-and-practice.
Mouse - The pointing device which is being used today was invented
by Douglas Engelbart
1965: Filmstrip Viewer - Allows individual student to watch filmstrips
at their own pace.
1969: Internet - The first internet was called ARPANET, which is an
interconnected network of computers.
1972: Handheld Calculator - entered the classroom for quick
mathematical calculations
1972: The Scantron System of Testing - introduced by Michael
Sokolski which allowed teachers to check and grade tests more
quickly and efficiently.
1974: Birth of Microsoft
1977: The Apple II Computer
1980: Plato Computer - one of the most-used early computers
1981: IBM introduced its first personal computer.
1985 : CD ROM Drive - a storage medium that could store text, video
and audio.
1985-1887: Era of Educational Computer Games - Example of this are:
Mavis Bacon that can teach how to type fast, Carmen Sandiego that
involves learning in geography, and Number Muncher that aimed
about enhancing mathematical skills.
1990: The World Wide Web - Tim Berners Lee gave life to www, which
is an interconnection of hyperlinked documents
TI-81 Calculator - This calculator graphs up to four math functions at
once developed by Texas Instruments.
1991: Laptop - The first laptop is the Powerbook.
1993: Personal Digital Assistants- These were released by Apple
Computer Inc. and were used for computing, storing information and
even keeping schedules.
1996: Mini Computers- Nokia introduced a phone that had internet
capabilities. This started a revolution of devices that were small-
portable computers.
1998: First Ebook reader was released
1999: Interactive Whiteboard- Interactive whiteboard is an
instructional tool that allows computer images to be displayed on the
whiteboard which can later on be manipulated by teachers and
students
2010: Apple Ipad was released.
2015: Interactive Mobile Apps have become the center of effective
classroom learning.
ROLES AND FUNCTIONS OF COMPUTERS
1. Computers can increase productivity.
2. Computers facilitate communication between students,
teachers, and administrators.
3. Computers are used to access large amount of information.
4. Computers are brilliant aids in teaching.
5. Computers facilitate an electronic format for storage of
information.
6. Computers can teach subjects and enhance learning of the
students.
TPACK: (Technological Pedagogical Content Knowledge) &
TIP: (Technology Integration Planning)
TPACK - a framework that integrates technology in education to help
encapsulate the complex interactions among content, pedagogy, and
technology.
. e. educational technology can be used in tandem with students’
This adaptability can be seen in the various intersections and
relationships already embodied in the TPACK acronym.
(CK) CONTENT KNOWLEDGE - describes teachers’ own knowledge of
the subject matter. It may include knowledge of concepts, theories,
evidence, and organizational frameworks within a particular subject
matter.
(PK) PEDAGOGICAL KNOWLEDGE - describes teachers’ knowledge of
the practices, processes, and methods regarding teaching and
learning. It encompasses the purposes, values, and aims of
education, and may apply to more specific areas including the
understanding of student learning styles, classroom management
skills, lesson planning, and assessments.
(TK) TECHNOLOGICAL KNOWLEDGE - describes teachers’ knowledge
of, and ability to use, various technologies, technological tools, and
associated resources. It concerns understanding EdTech, considering
its possibilities for a specific subject area or classroom, learning to
recognize when it will assist or impede learning, and continually
learning and adapting to new technology offerings.
(PCK) PEDAGOGICAL CONTENT KNOWLEDGE - describes teachers’
knowledge regarding foundational areas of teaching and learning,
including curricula development, student assessment, and reporting
results. It focuses on promoting learning and on tracing the links
among pedagogy and its supportive practices, and much like CK, will
also differ according to grade level and subject matter. In all cases,
though, PCK seeks to improve teaching practices by creating stronger
connections between the content and the pedagogy used to
communicate it.
(TCK) TECHNOLOGICAL CONTENT KNOWLEDGE - describes teachers’
understanding of how technology and content can both influence
and push against each other. It involves understanding how the
subject matter can be communicated via different edtech offerings,
and considering which specific edtech tools might be best suited for
specific subject matters or classrooms.
(TPK) TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE - This describes
teachers’ understanding of how particular technologies can change
both the teaching and learning experiences by introducing new
pedagogical affordances and constraints. Another aspect of TPK
concerns understanding how such tools can be deployed alongside
pedagogy in ways that are appropriate to the discipline and the
development of the lesson at hand.
TPACK - is the end result of these various combinations and interests,
drawing from them – and from the three larger underlying areas of
content, pedagogy, and technology – in order to create an effective
basis for teaching using educational technology.
In order for teachers to make effective use of the TPACK
framework, they should be open to certain key ideas, including:
a. concepts from the content being taught can be represented
using technology,
b. pedagogical techniques can communicate content in different
ways using technology,
c. different content concepts require different skill levels from
students, and edtech can help address some of these
requirements,
d. students come into the classroom with different backgrounds –
including prior educational experience and exposure to
technology – and lessons utilizing edtech should account for this
possibility,
existing knowledge, helping them either strengthen prior
epistemologies or develop new ones.
TIP (Technology Integration Planning)
This model is helpful for teachers when they are deciding on which
best practices, strategies and materials to use for a lesson/activity
that integrates technology. It has three (3) phases that include seven
(7) steps.
Phase 1. Teachers look at the learning needs of their students to
determine which strategy/method/practice they will implement.
This phase includes 2 analysis steps.
Step 1: Relative Advantage. This step helps teachers pick a
strategy or method once they can see clear and beneficial
impacts, or relative advantages.
Step 2: Tech-PACK- this stands for technological pedagogical
content knowledge. This is how much teachers know about
what they're teaching, how they're going to teach it, and
what tools/resources they use to get the job well done.
Phase 2. Teachers create their plans for instruction delivery, ways to
assess their students, and an environment supportive of technology
integration. (3 steps)
Step 3: Objectives & Assessments are vital components
because teachers must lay out the skills and concepts they
want their students to learn, and design ways to determine
if the students learned the content or not.
Step 4: Integration Strategies. Teachers pick strategies that
will help them carry out their lesson or activity. They are
chosen based on the learning situation.
Step 5: Instructional Environment. Does the teachers’
environment support the integration of technology? This
includes software, devices, etc. for all types of learners.
Phase 3. The teachers continue to plan by analyzing and reviewing
lessons and activities that have been delivered.
Step 6: Analyze. Teachers must look at what worked in a
lesson and plan, design and create ways that improve the
lesson.
Step 7: Revisions. The final step is actually carrying out the
plans made during step 6.