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Lesson Educ Tech 1
Lesson Educ Tech 1
EDUCATIONAL TECHNOLOGY
Objectives:
1. To define educational technology
2. To learn the difference of educational technology from technology
in education
3. To explain the relation of educational technology, instructional
technology integration and educational media to one another.
ABSTRACTION
To understand the meaning of educational technology, it may
be good to begin with the meaning of technology. The word
“technology “ comes from the Greek word techne which means craft
or art.based on the etymology of the word “technology”, the term
educational technology, therefore refers to the art or craft of
responding to our educational needs.
Many people think that technology refers only to machines
such as computers, tv, videos, and the like. All these from part
of technology but educational technology is all these and more!
Technology is not just machines. It is a “planned, systematic
method of working to achieve planned outcomes – a process not a
product. Technology is the applied side of scientific
development. “ (Dale, 1969) technology refers to any valid and
reliable process or procedure that is derived from basic research
using the scientific metho.”
(http//en.wikipedia.org?/wiki/educational
-technology#perspectives _and_meaning) technology refers to “all
the ways people use their inventions and discoveries to satisfy
their needs and desires”. (the World Book Encyclopedia, Vol 19).
So, educational technology refers to how people use their
inventions and discoveries to satisfy their educational needs and
desires, i.e learning.
Educational technology is a “complex, integrated process
involving people, procedures, ideas and organization for
analyzing problems and devising, implementing, evaluating, and
managing solutions to those problems, involved in all aspects of
human learning” (Association for educational Communications and
Technology, 1977. The definition of educational technology, 1-16,
Washington DC: AECT)
Educational technology “consist of the designs and
environments that engage learners …and reliable technique or
method for engaging learning such as cognitive strategies and
critical thinking skills” (David H. Jonassen, et al 19999).
Educational technology is a theory about how problems in
human learning are identified and solved. ( David H. Jonassen,
Kyle L. Peck, Brent g. Wilson, 1999). As a theory, educational
technology has an “integrated set of principles that explain and
predict observed events.
Educational technology is field involved in applying a
complex, integrated process to analyze and solve problems in
human learning (David H. Jonassen, et al 1999)
Educational technology is a field study which is concerned
with the practice of using educational methods and resources for
the ultimate goal of facilitating the learning process (Lucido
and Borabo 1997).
Educational technology is a profession like teaching. It is
made up of organized effort to implement the theory, intellectual
techniques, and practical application of educational technology
(David h. jonassen, et al 1999)
From the definitions of educational technology given above,
we can say that the educational is a very broad term. It is the
application of scientific findings in our method. Or procedure
of working in the field of education in order to effect learning.
Technology in education is “ the application of technology
to any of those processes involved in operating the institutions
which house the educational enterprise. It includes the
application of technology to food. Health, finance, scheduling,
grade, reporting, and other processes which support education
within institutions”. (David H. Jonassen, et, al 1999).
Instructional technology is a part of educational
technology. Technology integration means using “learning
technologies to introduce, reinforce, supplements and extend
skills.” (Williams, ed.2000).
Educational media are channels or avenue or instruments of
communication. Examples are books, magazines, newspapers, radio,
television and internet. These media also serve educational
purposes.
Which of the terms above are very much related to
educational technology? Which one is least related?
LESSON – II
TECHNOLOGY BOON OR BANE
Objective:
1. To interpret technology as boon or bane.
ABSTRACTION
Technology is a blessing for man. With technology, there is
a lot that we can do which we could not do then. With cell
phones, webcam, you will be closer to someone miles and miles
away. So far yet so close! That is your feeling when you talk
through a cell phone to a beloved one who is far away from home.
Just think of the many human lives saved because of the speedy
notifications via cell phones. Just think of how your teaching
and learning have become more novel, stimulating, exciting and
engaging with the use of multimedia in the classroom. With your
tv, you can watch events as they happen all over the globe.
However, when not used properly, technology becomes a
detriment to learning and development. It can destroy
relationships. Think of the husband who is glued to tv unmindful
of his wife seeking his attention. This may eventually erode
marital relationship. Think of the student who surfs the
internet for pornographic scenes. He will have trouble with his
development. The abuse and misuse of the internet will have far
reaching unfavorable effects on his moral life. The teacher who
schedules class tv viewing for the whole hour to free herself
from a one – hour teaching and so can engage in “tsismis” ,
likewise will not benefit from technology. Neither will her
class truly benefit from the whole period of tv viewing.
LESSON - III
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Objective:
1. To identify the roles of educational technology in learning.
ABSTRACTION
For the traditional point of view, technology serves as a
source and presenter of knowledge. It is assumed that “knowledge
is embedded in the technology (e.g the content presented by films
and tv programs or the teaching sequence in programmed
instruction) and the technology presents that knowledge to the
student (David H. Jonassen, et al,1999).
Technology like computers is seen as a productivity tool.
The popularity of word processing, databases, spreadsheets,
grapic programs and desktop publishing in the 1980’s points to
this productive role of educational technology.
With the eruption of the INTERNET in the mid 90’s,
communications and multimedia have dominated the role of
technology in the classroom for the past few years.
From the constructivists point of view, educational
technology serves as learning tools that learners learn with it.
It engages learners in “active, constructive, intentional,
authentic and cooperative learning. It provides opportunities for
technology and learner interaction for meaningful learning. In
this case, technology will not be mere delivery vehicle for
content. Rather it is used as facilitator of thinking and
knowledge construction.
From a constructivist perspective, the following are roles
of technology in learning: (Jonassen, et al 1999).
Technology as tools to knowledge construction:
o For representing learners’ ideas, understanding and beliefs
o For producing organized, multimedia knowledge bases by learners
Technology as information vehicle for exploring knowledge to
support learning – by – constructing:
o For accessing needed information
o For comparing perspectives, beliefs and world views
Technology as context to support learning – by – doing:
o For representing and stimulating meaningful real – world
problems, situation and context
o For representing beliefs, perspectives, arguments and stories
of others
o For defining a safe, controllable problem space for
student thinking
Technology as a social medium to support learning by conversing:
o For collaborating with others
o For discussing, arguing, and building consensus among members
of a community
o For supporting discourse among knowledge – building communities
Technology as an intellectual partner (Jonassen 1996) to support
learning – by – reflecting:
o For helping learners to articulate and represent what they know
o For reflecting on what they have learned and how they came to
know it
o For supporting learners internal negotiations and meaning
making
o For constructing personal representations of meaning
o For supporting mindful thinking
Whether used from the traditional or constructivist point of
view, when used effectively, research indicates that technology
not only “increases students” learning, understanding and
achievement but also augments motivation to learn encourages
collaborative learning and supports the development of critical
thinking and problem – solving skills” (Shracter and Fagnano,
1999). Russel and Sorge (1999) also claims that the proper
implementation of technology in the classroom gives students more
“control of their own learning and.. tends to move classroom from
teacher – dominated environments to ones that are more learner –
centered. The use of technology in the classroom enables the
teacher to do differentiated instruction considering the
divergence of students‘ readiness level , interests, multiple
intelligences, and learning styles. Technology also helps
students become lifelong learners.
LESSON - IV
SYSTEMATIC APPROACH TO TEACHING
Objectives:
1. To know what is systematic approach to teaching
2. To enumerate the elements of systematic approach in teaching
ABSTRACTION
ABSTRACTION
Something dramatic is something that is stirring or
affecting or moving. A dramatic entrance is something that
catches or holds our attention and has an emotional impact. If
our teaching is dramatic, our students get attracted, interested
and affected. If they are affected and move by what we taught, we
will most likely have an impact on them. So, why can’t we be
dramatic all the time?
Dramatized experiences can range from the formal plays,
pageant lo less formal tableau, pantomime, puppets and role
playing.
Plays depict life, character or culture or a combination of
all three. They offer excellent opportunities to portray vividly
important ideas about life. Pageants are usually community dramas
that are based on local history, presented by local actors. An
example is a historical pageant that traces the growth of a
school. Play and pantomime require much time for preparation
and so cannot be part of everyday classroom program.
Pantomime and tableaux, when compared to a play and a
pageant are less demanding in terms of labor, time and
preparation. These are purely visual experiences. A pantomime is
the “art of conveying a story through bodily movements only
“(Webster’s New Collegiate Dictionary). Its effect on the
audience depends on the movements of the actor. A tableau )a
French word which means picture) is a picture – like scene
composed of a people against a background. A tableau is often
used to celebrate Independence Day, Christmas, and United Day.
Dale (1996) claims the puppets, unlike the regular stage
play, can present ideas with extreme simplicity – without
elaborate scenery or costume - yet effectively.
As an instructional device, the puppet show can involve the
entire group of students – as speakers of parts, manipulators of
the figures, and makers of the puppet.
Types of Puppet
SHADOW PUPPETS-flat black silhouette made from lightweight
cardboard and shown behind a screen.
ROD PUPPETS -flat cut out figures tacked to a stick, with one or
more movable parts, and operated from below the stage level by
wire rods or slender sticks.
HAND PUPPETS -the puppet’s head is operated by the forefinger of
the puppeteer, the little finger and thumb being used to animate
the puppet.
Post – viewing
- To make them feel at ease begin by asking the following
questions:
1. What do you like best in the film?
2. What part of the film makes you wonder? doubt?
3. Does the film remind you of something or someone?
4. What questions are you asking about the film? (Write them down.
You have not to end the class without answering them to make
your students feel that everyone and everything matter. Nothing
or nobody is taken for granted.)
Go to the questions you raised at the pre – viewing stage. Engage
the students in the discussion of answers. Check for
understanding.
Tackle questions raised by students at the initial stage of the
post – viewing discussion. Involve the rest of the class. If
questions cannot be answered, not even you can answer them,
motivate the class to do further reading on the topic and share
their answers the next meeting. You will not be exempted from the
assignment.
Ask what the students learned. Find out how they can apply what
they learned. Several techniques can be used for this purpose. A
simple yet effective technique is the completion of unfinished
sentence. E. g. From this film I learned_________________. I can
apply the lesson I learned in/by _____.
Summarize what was learned. You may include whatever transpired in
the class discussions in the summary but don’t forget to base
your summary on your lesson objectives.
LESSON - XIII
TEACHING WITH VISUAL SYMBOLS
Objectives:
1. To identify the instructional materials fall under this category
2. To categorize examples of each visual symbols
3. To construct visual symbols where they can be integrated in the
instructional process
4. To modify guidelines that must be followed when reading charts,
graphs, and maps
ABSTRACTION
Your experience of the words and the graphs convinces you
that a graph is easier to understand than the words of a
paragraph. A graph is “worth a thousand words.” a graph and any
visual symbol for that matter such as drawings, cartoons, strip
drawings, diagrams and maps are worth a thousand words. They are
more clearly understood than mere words. Let us learn more about
each of them and find out where they can be used in our lessons.
A. Drawings
A drawing may not be real thing but better to have a
concrete visual aids than nothing. To avoid confusion, it is good
that our drawing correctly represents the real thing. One
essential skills that a teacher ought to possess at order to be
understood is drawing. It helps you a lot if you are capable of
doing simple freehand sketching. You will find out that as you
lecture, you need to illustrate on the chalkboard. So, better
start learning how to draw. The only way to learn it is to do the
sketching yourself and devote some time to it. There is nothing
so difficult that is not made easy when we spend at least forty
hours learning and mastering it.
B. Cartoons
Another useful visual symbols that can bring novelty to our
teaching is the cartoon. A first-rate cartoon tells its story
metaphorically. The perfect cartoon needs no caption. The less
the artist depends on words, the more effective the symbolism.
The symbolism conveys the message.
Sources of cartoons
You can easily collect cartoons for instruction. They appear
often in newspapers and magazines. In class, you can give it to
individual students for individual study or project it by an
opaque projector. Depending on themes for the week of the month,
you can display these cartoons on the bulletin board. One
creative teacher arranged for a “ cartoon of the month” and
displayed and changed her display every end of the month.
Where to use cartoons in instruction
you can also use this as a springboard for a lesson or a
concluding activity. It depends on your purpose.
K to 12 curriculum standards and competencies
go back to the K to 12 curriculum guide. Which can be taught with
the use of a cartoon? Come up with a cartoon for a particular
lesson.
C.Strip drawing
These are commonly called comics or comic strip. Dale (1969)
asserts that a more accurate term is strip drawings. Make use of
strip that are educational and entertaining at the same time.
Where to use strip drawing in instruction
these can serve as motivation and a starter of your lesson. It
can also be given as an activity for students to express
insightss gained at the conclusion of a lesson.
Source of strip drawing
you can obtain strip drawings from newspapers, magazines and
books
K to 12 curriculum standards and competencies
identify a competency where a strip drawing is appropriate. Look
for an appropriate strip drawing or make one.
D. diagram
What is a diagram? It is “ any line drawing that shows
arrangement and relations as of parts to the whole, relative
values, origins and development, chronological fluctuations,
distribution etc.” (Dale, 1969)
If you can draw stick figures, you can easily draw the diagrams
that you need as you go along. To emphasize the key points in
your diagram, make use of color whether you use the chalkboard of
the OHP and transparenicies.
types of a diagram
Find out what these other diagrams are. You may nedd them as you
teach and as you go about you other teaching-related tasks.
Affinity diagram- used to cluster complex apparently unrelated
data into natural and meaningful groups.
Tre diagram- used to chart out, in increasing detail, the
various tasks that must be accomplished to complete a project or
achieve a specific objective.
Fishbone diagram- it is also called cause and effect
diagram.it is a structured form of brainstorming that graphically
shows the relationship of possible cause and sub -causes directly
related to an identified effect / problem. It is most commonly
used to analyze work-related problems.
E. Chart
A chart is a diagrammatical representation of relationships
among individuals within an organization. We can have a: 1.) time
chart, 2.) tree or stream chart, 3.) flow chart, 4.)
organizational chart, 5.) comparison and contrasts chart, 6.)
pareto chart and 7.) run chart or trend chart.
Examples of chart
Time chart- is a tabular time chart that presents data in
ordinal sequence.
Tree or stream chart- depects development, growth and change
by beginning with a single course (the trunk) which spreads out
into many branches; or by beginning with the many tributaries
which then converge into a single channel.
Flow chart- is a visual way of charting or showing a process
from beginning to end. It is a means of analyzing a process. By
outlining every step in a process, you can begin to find
ineffeciencies or problems. (Latta, 1994)
Organizational chart- shows how one part of the organizational
relates to other parts of the organizationa.
Comparison and contrasts- used to show similarities and
differences between two things (people, places, events, ideas,
etc.)·
Pareto chart- is a type of bar chart, priorritized in
descending order of magnitude or importance from left to right.
It shows at a glance which factors are occuting most.
Gannt chart- is an acivity time chart.
K to 12 standards and competencies
Find out which of these charts are appropriate for any lesson in
the K to 12 curriculum guide or for any teaching related tasks.
F. graphs
These are several types of graphs. They are :1.) circle or
pie graph, 2.) bar graph, 3.) pictorial graph and 4.) line graph.
Pie or cicle graph- recommended for showing parts of whole.
Bar graph- used in comparing the magintude of similar items at
different ties or seeing relative sizes of the parts of a whole.
Pictorial graph- makes use of picture symbols.
Graphic organizers- you met several graphic organizers in your
subject, principles of teaching.
K to 12 standards and competencies
In which lessons can you use each of these graphs?
G. Maps
A maps is a “representation of the surface of the earth or some
part of it...” (Dale 1969)
kinds of map
physical map- combines in a single projection data like
altitude, temperature, rainfalll, precipitation, vegetation, and
soil.
Relief map- has three dimensional representations and shows
contours of the physical data of the earth or part of the earth.
Commercial or economic map- also called product or industrial
map since they show land areas in relation to the economy.
Political map- gives detailed information about country,
provinces, cities and towns and roads ang highways. Oceans,
rivers and lake are the main features of most political maps.
Map language
Scale- shows how much of the actual earth's surface is
presented by a given measurement on a map. The scale musr be
shown so that the map reader can use the distances and areas
shown on the map in measuring or figuring out the real distance
and areas on the earth's surface. On some maps, scale is shown
graphically. In others the scale is expressed in words and
figure.e.g. 1 inch – 15 statute miles. 3
Symbols- usually a map has a legend that explains what each
symbols means. Some symbols represent highways, railroads,
mountains, lake and plains.
Color- the different colors of the map are parts of the map
language.
Geographic grids- the entire system of these grid lines. These
grid lines are called meridians and parallels. A meridians is a
north to south pole line. Parallels are lines drawn around a
globe with all points along each line with an equal distance from
the pole. Longitude is the distance in degree of any place east
or west of the prime meridians. Latitude is the distance in
degrees of any place north and south of the equator.
Map reading test
Here is a map reading test. Test your self. Don't you worry,
if you don't perform well at first. After further reading about
maps, take the test again. Do it until you get a perfect score.
If you work hard at it, you will not be hard up presenting or
teaching your students about maps later.
A map-reading test
A number of studies have been made of the ability of pupils
to read maps and, in general, the findings are disappointing.
Many students have not mastered simple map-reading skills before
they leave junior high school. Further, studies show that
geographical errors common to pupils are also common among
teachers. Encircle the T if the statement is correct and F if the
statement is wrong (adapted from audiovisual methods in teaching,
by Edgar dale, (1969)
lines of longitude are parallel to each other. T F · on a
globe all lines of latitude meet at the poles. T F · a degree of
longitude ranges from 68.4 to 69.4 miles. T F · longitude is
usually measured from greenwich, England. T F · latitude is
measured from the equator. T F · the latitude of the poles isa 90
degrees. T F · the hours of daylight in summer and winter are
related to longitude. T F · places at low latitudes usually have
warm climates. T F · time belts are directly related to
longitude. T F · the latitude of a place indicates its distance
from the equator. T F · the highest latitudes are around the
poles. T F · a place not on the equator must be either north or
south of it. T F · lines of longitude bisect the earth. T F ·
latitude means angular distance north or south of the equator. T
F · longitude 0 degree defines an exact place on the earth. T F ·
lines if latitude are parallel to the equator. T F · latitude 90
degree north define an exact place on the earth. T F · any place
not on the Greenwich Meridian is either east or west of it. T F ·
a place of 40 degree latitudes is about 1,000.3,000,5,0000,8,000
miles from the T F equator · a line of longitude is also called a
meridian. T F · the longitude of a place gives a rough indication
of its climate T F · a line of latitude is referred to as a
parallel. T F
understand the maps, graphs and charts
What should you to do be successful in reading maps, charts and
graphs? The following steps will be help of you:
Read the titles and subtitles. They will often tell you the
purpose of the graphic materials and may provide a clue to its
main idea.
Read the key, and / or the legend, and the scale of miles
whenever any of these is present. (these items ordinarily appear
on maps.) ·read the information shown along the side and the
bottom of graphs and chart and tables, if any. This will help you
understand what quantities or qualities are being presented or
what comparisons are being made. On maps, notice how the
different parts of the map are related to each other.
Determine your purpose for reading the map, chart, table or
graph.
LESSON - XIV
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD
Objective:
1. To produce techniques which could help maximize the use of the
overhead projector and the chalkboard
ABSTRACTION
Except in extremely deprived classrooms, every classroom has
a chalkboard. In fact, a school may have no computer, radio, tv,
etc. but it will always have a chalkboard. so why not make
optimum use of what we have, the chalkboard? The following
practices of dedicated professional teachers may help us in the
effective use of the chalkboard:
Write clearly and legibly on the board. Take note that there
are children in the last rows.
It helps if you have a hard copy of your chalkboard diagram or
out line. That helps you to visualize the diagram or outline you
like to appear on the chalkboard. That clean diagram and
organized outline must match what you do on the chalkboard.
Don't crowd your notes on the board. By overcrowding your
board work, your students may fail to see the key ideas. They may
not see the trees because of the forest. 3
Make use of colored chalk to highly the key points. Color will
also make your board more appealing. I witnessed one good teacher
who had no other visual aid except herself, the chalkboard and
her colored chalks.
Do not turn your back to your class while you write on the
chalkboard. Write side view as you talk. Don't lose your eye
contact with your class.
For the sake of order and clarity, start to write from the
left side of the board going right.
If you teach the grades and you think the lines on the
chalkboard are needed for writing exercise, then provide the
lines for your board.
Look at your board work from all corners of the room to test
if pupils from all sides of the room can read your board work.
If there is glare on the chalkboard at certain times of the
day, a curtain on the window may solve the problem.
If you need to replace your chalkboard or if you are having a
new classroom with new chalkboard suggest to the carpenter to
mount the chalkboard a little concave from left to right to avoid
glare for the pupil's benefit.
If you need to have a board work in advance or that need to be
saved for tomorrow's use (say a quiz or a sophisticated diagram),
write “ place save” and cover the same with a curtain.
Make full use of the chalkboard. It may be a traditional
educational technology but it serves its purpose very well when
used correctly.
Here are some more chalkboard techniques, from James W. Bown
(1969).
Chalkboard
A. Sharpen your chalk to get good line quality.
B. Stand with your elbow high. Move along as you write.
C. Use dots as “aiming points.” this keeps writing level.
D. Make all writing or printing between 2 and 4 inches high for
legibility.
E. When using colored chalk, use soft chalk so that it can be
erased easily.
The over head projector (OHP)
There are other kinds of projectors like opaque projector
and slide projector. The overhead projector seems more available
in schools. It has a lot of advantages. Brown (1969) cites the
following:
The projector itself is simple to operate..
The overhead projector is used in the front of the room by the
instructor, who has complete control of the sequence, timing and
manipulation of his material.
Facing his class and observing student reactions, the
instructor can guide his audience, control its attention, and
regulate the flow of information in the presentation.
The projected image behind the instructor can be as large as
necessary for all in the audience to see; it is clear and bright,
even in fairly well-lighted rooms.
Since the transparency, as it is placed on the projector, is
seen by the instructor exactly as students see it on the screen,
he may point, write, or otherwise make indications upon it to
facilitate communication.
The stage (projection surface) of the projector is large (10
by 10 inches), thus allowing the teacher to write information
with ease or to show prepared transparencies. His/her work
appears immediately on the screen.
It is especially easy fro teachers and students to create
their own materials for use in the overhead projector.
There is an increasing number of high-quality commercial
transparencies.
Let's learn how to use it properly so we also maximize its use in
the classroom. Brown (1969) gives us several techniques:
Overhead Projection Techniques
Among the outstanding attributes of overhead projection are
the many techniques that can be used to present information and
control the sequence of a presentation. As you plan your own
transparencies, keep in mind these figures of overhead
projection:
You can show pictures and diagram, using a pointer on the
transparency to direct attention to a detail. The silhouette of
you pointer will show in motion on the screen.
You can use felt pen or wax-based pencil to add details or to
make points on the transparency during projection. The marks of
water-based pens and pencil can be removed with a soft cloth so
that the transparency can be reused.
You can control the rate of presenting information by covering
a transparency with a sheet of paper or cardboard (opaque
material) and then exposing data as you are ready to discuss each
point. This is known as the progressive disclosure technique.
You can superimpose additional transparency sheets as overlays
on a base transparency so as to separate processes and complex
ideas into elements and present them in step-by-step order.
You can show three-dimensional objects from the stage of the
projector-- in silhouette if the object is opaque, or in color if
an object is made of transparent color plastic.
You can move overlays back and forth cross the base in order
to rearrange elements of diagrams or problems.
For special purposes you can stimulate motion on parts of a
transparency by using the effects of polarized light. To do this,
set a plaroid glass spinner over the projector lens and attach a
special plastic element of parts of the transparency for which
motion is desired.
You can simultaneously project on an adjacent screen other
visual materials, usually slides or motion pictures, which
illustrate or apply the generalizations shown on a transparency.
Other reminds on the effective use of the OHP are:
Stand off to one side of the OHP while you face the students.
Don't talk to the screen. Face the students when you talk, no
the screen.
Place the OHP to your right, if you are right handed, and to
your left, if you are left handed.
Place the OHP on a table low enough so that it does not block
you or the screen.
Have the top of the screen titled forward towards the OHP to
prevent the “keystobe effect” (where the top of the screen is
larger than the bottom).
Avoid the mistake of including too much detail on each image.
A simple layout makes an effective slide. If an audience needs to
be give details, provide handouts to be studied later.
Avoid large tables of figures. Come up with graphic
presentation.
Don't read the text on your slide. Your audience can read.
Avoid too much text. Rely sparingly on printed text. Come up
with more graphs, charts,diagrams or pictures.
Your presentation must be readable from afar. Simple use of
color can add effective emphasis..
We can learn from the experiences from other, Brown (1969)
enumerates effective practices. Let's learn from them.
In primary grades, simple objects like keys, leaves, and
cutout paper shapes can be placed directly on the projector to
stimulate children's imagination and encourage discussion.
In English composition lessons, student themes or writing
exercises can be reproduced on film by means of the heat or
photocopy process. The teacher and students can analyze the
writing for style and grammar as each example is projected.
In arithmetic, blank sheets of acetate and grease pencils can
be given to selected students. Have them prepare solutions to
homework problems so the class may evaluate and discuss their
results.
In geometry and trigonometry, two- and three-dimensional
diagrams can be built up gradually with carefully prepared
transparencies involving color and separate overlays. Geometric
theorems and complicated problems can be separated into single
components and presented systematically. In other mathematical
and technical subjects, plastics objects like some rulers and
composes can be shown to a group and discussed.
In physical educational and team training, plays and game
procedures may be analyzes through the use of plastic or opaque
moving symbols on a transparency which shows the court or field
design.
In homeroom activities, the secretary can use a cellophane
role (accompanying most projectors) or blank acetate sheets in
write nominations, lists, motion for consideration, and important
discussion points for all to see and react to.
In primary reading class, a picture-transfer transparency can
be made from a magazine picture. Project this transparency and
task t6he class to identify major items shown. Then place a clear
piece of acetate over the picture and, with a felt pen, write the
name of each item identified. Later remove the picture and
discuss the words that remain on the screen.
In art classes, a teacher can sketch on clear plastic with a
felt pen. The entire class sees the results. Similarly,
transparent watercolors, colored plastic shapes, finger paint,
inks, or grease pencil may be used.
In science, iron filings dusted on a clear plastic sheet over
a permanent magnet can be projected clearly to illustrate lines
of force. Leaves, with chlorophyll removed, can be projected to
show veins and the general leaf pattern. Clear glass petri dish
can be placed on the projection platform and used to show
chemical reactions when changing colors reveal interactions of
translucent fluids.
In social studies, all types of maps can be enlarged after
accurate but easy preparation. Overlays show key facts about
particular regions.
In many classes, testing and evaluation materials can be used
with a large group. Test items written on slides can be projected
for the entire class. the “progressive disclosure” technique
mentioned previously can be achieve by (1) placing a sheet of
paper over the transparency and moving it down to expose
succeeding lines of type, (2) attaching strips of opaque paper to
the slides of the mask in order to cover potions of the
transparency image, and the flipping the strips back to expose
image, (3) placing over the transparency an opaque sheet
containing a cutout slit which exposes lines or copy are in
sequential order as it is moved down or across the copy.
The overlaying technique to do progressive disclosure is
illustrated below.
Prepare a master drawing for each separate part.
·After making a sketch of the content of the transparency,
decide which parts will be the base and which will be used for
each overlay.
In two corners on each master, make register marks that match
marks previously put on the sketch. This will ensure proper
registration of each overlay.
Prepare the transparency from each master. ·Mount each
transparent sheet: base under the frame, and overlays on the top
sides. Use the register marks for proper alignment.
LESSON - XV
PROJECT – BASED LEARNING AND MULTIMEDIA
Objectives:
1. To define project-based multimedia learning
2. To enumerate the elements of project-based multimedia learning
3. To know the of use project-based multimedia learning
4. To evaluate the disadvantages of the use of project-based learning and
multimedia learning
ABSTRACTION
A class that effectively employs project-based multimedia
learning is highly animated and actively engaged. Together with
other students, every student is absorbed in a task in line with
the goals and objectives made clear at the start. Time has wings.
Time flies so fast that students don’t feel its passing. Teacher
does not just stay in front of the class lecturing. She monitors
students as they work. Students consult her for guidance and
comments. She does not impose her will on students. With her
guidance, she allows students to make decisions for themselves.
She has more time for those students in need of greater help and
attention. By going around, she can sense if students are on the
right track and if the goals and expectations set at the start
are not set aside but remain to be the governing factor behind
every activity. The students’ intellectual power are very much
challenged as they read research for basic information and as
they analyze and organize from their computer courses and
creativity and imagination are demanded when the students produce
multimedia presentation by using multimedia produced by others. A
question that may be asked as this point is: won’t the content be
sacrificed? I don’t think so. This project-based multimedia
learning is most of all anchored on the core curriculum. This
means that project-based multimedia learning addresses the basic
knowledge and skills all students are expected to acquire as laid
down in the content and performance standards and competencies of
the k to 12 basic education curriculums. Let us know more about
project-based multimedia learning in the paragraphs that follow:
Project-based multimedia learning is a teaching method in which
students “acquire new knowledge and skills in the course of
designing, planning and producing multimedia product.” (Simkins,
et al, 2002.) The name project-based multimedia learning implies
the use of multimedia and the learning activity includes a
project.
Dimensions of Project-Based Multimedia Learning has seven key
dimensions
Core curriculum
Real-world connection,
Extended time frame
Student decision making
Collaboration
Assessment
Multimedia.
Simkins (2002) explains each of them briefly:
Core Curriculum. At the foundation of any unit of this type is a
clear setoff learning goal drawn from whatever curriculum or set
of standards in use. We use the term core to emphasize that
project-based multimedia leaning should address the basic
knowledge and skills all students are expected to acquire, and
should not simply be an enrichment or extra-credit activity for a
special few. Often, these project lend themselves well to
multidisciplinary or cross-curricular approaches.
Real- word connection. The project seeks to connect student”
work in school with the wider world in which students live. It is
critical that the students-not only the teacher-perceive what is
real about the project. The content chosen, the types of
activities and the types of products must be real in life.
Extended time frame. A good project is not a one-shot lesson.
It extends over a significant period of time. The actual length
of a project may vary with the age of the students and the nature
of the project. One project may take days or weeks. Others may
take a month or two. It is important that students are given
enough time to enable them come up with a substantial final
product from which they can derive pride and a clear sense of
accomplishment.
Student decision making. In a protect-based multimedia
learning, students have a say. But it is clear to them that the
teacher is in charge and so the students understand that there
are decisions which only the teacher can make, Student, however,
are given considerable leeway n determining what substantive
content would be included in their projects as well as process
for producing them.
Collaboration. Protect-based multimedia learning demands
collaboration. Collaboration is working together jointly to
accomplish a common intellectual purpose in a manner superior to
what might have been accomplished working alone. Students may
work in pairs or a team as many as five or six. Whole class
collaboration are also possible. The goal is for each student
involved to make a separate contribution to the final work and
for the whole class accomplish greater things than what each
individual student can accomplish all alone.
Assessment. There are tree (3) assessment concerns in protect-
based multimedia learning, namely: 1) activities or developing
expectations; 2) activities for improving the media products; and
3) activities for compiling and disseminating evidences of
learning. Students must be clarified on what is expected of them
and on how they will be assessed. In project-based multimedia
learning, they are expected to show evidence that they gained
content information, became better team members, could solve
problems and could make choices (for instance on what new
information they would show in their presentation). Students are
also expected to assess their own media products so they can
improve on them.
Multimedia. In multimedia projects, students do not learn simply
by “using” multimedia produced by others; they learn by creating
it themselves. The development of such programs as HyperStudio,
Kid Pix, and Netscape Composer has made it possible for students
of all ages to become the authors of multimedia content. As
students design and research their projects, instead gathering
only of written notes, they also gather-and create-pictures,
video clips, recordings and other media objects that will later
serve as the raw material for their final product. The black
plague project was exemplary in terms of the seven (7) dimensions
given in the foregoing paragraphs. It addressed the standard set
by the Department of Education trough the K to 12 Basic Education
Curriculum in social studies, and science. The real world
connection to the AIDS Epidemic made the project relevant to
students. The project extended over many weeks, and students were
allowed to choose perspectives and make decisions about the
design and interface for their presentations. Students
collaborated in small groups to research and implement each
perspective in the presentation. Assessment was on-going and
multifaceted. Students’ presentations included in the variety of
media: text, original art work, scanned images and animations.
(Adapted from Simkins, 2002) Why use project-based multimedia
Learning? Because it is “value added” to your teaching. It is
powerful motivator as proven in the classes of Teacher Nachielle
and teacher Nicole described earlier in this lesson. It actively
engages students in the learning task. Students are likewise
engaged in the production of multimedia presentation. What can be
some limitations of the use of project-based multimedia learning
strategy? One limitation that we see in the need for the extended
period of time. You need time to orient the students on what bare
expected of them, guidelines, goals and objectives of the
project, and more so for the students together and organize their
data, work on their presentations and the like. this strategy
requires technical skills on your part of your students.
Remember, they will be using a combination of several media,
which includes, of course, the computer, if the basic computer
courses did not teach them these skills demanded by this
strategy, there will be a problem. To address this problem, some
days need to be devoted to learning the technology. This can be
another limitation. A third limitation can be the tendency to
lose track of the goals and objectives of your lesson because the
technology aspect has gotten the limelight. You may get so
occupied learning the multimedia presentation that your lesson
objectives get derailed and your project ends up as mere
technology lesson. So, you have to be sure that the technology
aspect of your lesson does not eclipse the academic content which
is the core of your lesson and therefore is most important.
LESSON XVI
Objective:
1. To know the steps involved in the use of project-based
multimedia learning strategy.
ABSTRACTION
LESSON – XVIII
ABSTRACTION
An EMC is a facility designed for the housing and
utilization of all educational media within the school. It is a
basic requirement for a school to render quality service. It is
not independent of the school. Rather, like any part of the
human body, it is a unit in the school that cooperates with one
another units or departments that help the school fulfill its
mission and realize its vision by living up to the school’s
philosophy and aims. It serves a myriad of roles, among which
are: 1. Center of resources, 2. Laboratory for learning, 3. Agent
of teaching, 4. Service agency, 5. Coordinating agency, 6.
Recreational reading center , and 7. A stepping stone to other
resources of the community.
An EMC renders various kinds of services. It services boil
down to improving the teaching – learning process by making it
more interactive, collaborative, interesting and authentic.
What must an EMC have to be a functional EMC?
The evaluation questions for a functional EMC (Lucido &
Borabo, 1997) give the following elements.
1. The institutional media services
o Is the administration committed to a media program?
o Is the program of media services administered by a media
specialist through media center?
o Is the center operating at the same level as other major
institutional services of the school?
o Are they clearly defined policies, procedures, and plans for
short, medium and long term coverage?
o Is the center provided with appropriate facilities, finances (a
regular budget) and staff (both technical and clerical)?
o Is the center capable of giving media and / or educational media
technology advises/assistance to the faculty?
2. Media and instruction
o Are the faculty encouraged to use media as an integral part of
instruction?
o Are classrooms equipped and/or adapted for the best possible use
of educational media?
o Is the media ce nter accessible to all classrooms and lecture/
conference room?
o Is there educational media technology information dissemination?
o Is there proper cooperation between faculty and using media for
instructions?
o In particular, are faculty members assisted by the media center
staff in analyzing teaching needs and in designing, selecting and
using educational media to meet these needs?
o Is there an adequate storage, filing and retrieval/borrowing
system for instructional hardware and software/materials?
o Is the center capable of technical operations relating to
technical assistance, equipment repair and cleaning continuous
upgrading of facilities?
o Is there a capability for production of graphics, audio visual
and other media materials for instruction?
Classroom facilities
o Are classroom designed for and provided with essential facilities
foe effective use of educational media?
o Specifically, are classrooms equipped for full light control,
electrical outlets, appropriate ventilation and media operations
space?
o Are classrooms equipped with a bulletin board, chalkboard
projection screen, maps, rails, etc. for instruction using media?
Media program
o Are there clear-cut administration policies on the media program?
o Is there an adequate source/system of funding?
o Is there appropriate hiring of media center supervisions,
creating and technical personnel ,consultant and clerical staff?