A Strong Partner for Sustainable Development

Module
in
EDUC108a

Technology for Teaching and

Learning 1

COLLEGE OF EDUCATION
Bachelor of Secondary Education
-Prof Ed -
 Module No. 1

Educational Technology definition, theories,

and concepts

1st Semester 2020-2021

MANUEL L. BUCADJR.
INSTRUCTOR I
Western Philippines University
 Table of Contents
Page

Introduction 1
User’s Instruction 2
Overview and Learning Outcomes 6
Lesson Presentation 6
Discussion 7
References 20
 Instruction to the Users

This module on Technology for Teaching and Learning I will help enhance the
knowledge about the very definition, theories and concepts on technology in/for
education, its innovation and the fundamentals of using technology for learning and
teaching.

This course in the curriculum is equally substantial in Professional Education since

predictably the world is slowly changing the phase of adopting technologically design
methodologies, materials, and pedagogies inside the education sectors. Learners will be
provided with a foundation for the theories and concepts of different technologies which
caters the teaching and learning processes.

The module includes discussions considered as inputs about the topic. Enhancement
activities and exercises are also provided for profound understanding of the topics.
User is expected to read the discussion carefully and to perform the activities and
exercises suggested. With the use of other references for additional information and
ideas; books, encyclopaedias as well as the internet would be very valuable for further
knowledge.

INTRODUCTION

With the pandemic and other challenges facing the world today, educators are in drastic
measures of finding ways on how to effectively transfer learning to the students.
Fortunately, the internet has provided bridges to somehow reach everyone who longs for
knowledge, thus make this course an interesting journey as it tackles the different
concepts of using ancient tools to the teaching apps that people are using today.
Technology came from Greek word ―techne‖, which means craft or art.

The term Educational Technology refers to the art of craft of responding to our
educational needs. Another word ―technique‖, with the same origin, also may be used
when considering the field educational technology, So, Educational Technology may be
extended to include the techniques of the educator. According to modern educationists,
learning not teaching is the crucial task of the entire educational processes and
emphasis of teachers is regarded as a system which facilitates learning and makes
learning effective as well as efficient. It is efficient in the sense that the learning with the
use of Educational Technology becomes easy and interesting, durable and
comprehensive.

This module will focus on the fundamental concepts of Technology and its usage to
learning processes and the theories and practices adopted by educators to authentically
capture the essence of innovation in education.

Pre-test – Please see Google class room

 Module
Teachnology : Teaching and Learning

Overview

Module I covers the definition, significance, types and characteristics of Technology for
Teaching and Learning. The module includes lessons: Introduction Educational
Technology, technology from technology in education Technology as being boon or
bane. The module provides examples, activities and exercises which may scaffold the
view of the future educators about the usage of Technology in education.

Learning Outcomes

At the end of the module, you can

1. Identify the meaning of educational technology

2. Determine the difference of educational technology from/technology in education

3. Explain the relation of educational technology, instructional technology integration

and educational media to one another.

4. Interpret technology as boon or bane.

5. Brief timeline of Educational Technology

6. Identify the learning theories behind Educational Technology

7. Explain how Jerome’s Bruner model affect learning processes

8. Interpret Dale’s cone of experience with relation to Technology in teaching and learning.

9. Identify the roles of technology in learning process.

 DISCUSSIONS

Module 2

Week 3 & 5

Perspective that Defines Educational Technology

1. Educational Technology as media and audiovisual communications

 The perspective grew out of the audiovisual (AV) movement in the 1930s, when
higher education instructors proposed that media such as slides and films delivered
information in more concrete, and therefore more effective, ways than lectures and
boos did.
 This movement produced audiovisual communications or the ―branch of
educational theory and practice concerned primarily with the design and use of
messages that control the learning process
 The view of education technology ad media to deliver information continues to
dominate areas of education and the communications industry, as late as 1986, the
National Task Force in Educational Technology equated educational technology
with media, treating computers simply as another medium
2. Educational Technology as Instructional Systems and Instructional Designs
 This view originated form post0 World War II military and industrial trainers
who were faced with the problem of preparing a large number of personnel
quickly, Based on efficiency studies and learning theories from educational
psychology, they advocated using more planned systematic approaches to
developing uniform effective materials and training procedures.
 Their view was based on the belief that both human (teacher) and non human
(media) resources can be part of an efficient system for addressing any
instructional need. Therefore, they equated ―educational technology‖ with
education problem solutions‖
 As these training personnel began to work with both university research and
development projects and K-12 school, they also influenced practices in both of
these areas. Behaviorist theories initially dominated and cognitive theories later
gained performance
 In the 1990s, popular learning theories criticized systems approaches as being
too rigid to foster some kinds of learning- particularly high-order ones. Thus, the
current view of educational technology as instructional system is continually
evolving.
3. Educational Technology as vocational training
 Also known as Technology Education, this perspective originated form industry
trainers and vocational educators in the 1980s.
 The believed (1) that an important function if school learning us to prepare
students for the world of work in which they will use technology and (2) that
vocational training can be a practical means of teaching all content areas, such as
math, science and language.
 This view brought about a major paradigm shift in vocational training in K-
12nschools away from industrial arts curricula centered on woodworking/metals
and graphics/ printing shops toward technology education courses taught in labs
equipped with high-technology stations, such as desktop publishing, computer-
assisted designs (CAD)m and robotic systems.
4. Educational Technology as computer systems (a.k.a educational computing
instructional computing)
 This view began in the 1950s with the advent of computers, and gained
momentum when they began to used instructionally in the 1960s
 As computers began to transform business and industry practices, both trainers
and teachers began to see that computers also had the potentials to aid
instruction. From the time computers came into classrooms in the 1960s until
about 1990, this perspective was known as educational computing and
encompassed both instructional and administrative support applications.
  At first, programmers and systems analysis created all applications. Nut by the
1970s, many of the same educators involved with media, AV communications, and
instructional systems were also researching and developing computer applications
 By the 1990s, educators began computing became known as educational
technology

Benefits Derived from Educational Technology

Educational Technology is intended to improve, education foe the 21 st-century learner.

Situations today are considered‖ Digital Natives‖ who were born and raised in a digital
environment and inherently think differently because of this exposure to technology. Here are
some of the claimed benefits of incorporating technology into classroom

1. Easy –to-access course materials

 Instructors can post their course material or important information on a course
website, which means students can study at a time and location they prefer and
can obtain the study material very quickly.
2. Student Motivation
 According to James Kulik, who studies the effectiveness of computers used for
instruction, ―students usually learn more in less time when receiving computer-
based instruction and they like classes more and develop more positive attitudes
toward computers in computer-based classes‖
 Teachers must be aware of their students’ motivation in order to successfully
implement technology into the classroom. Students are more motivated to learn
when are interested in the subject matter, which can be enhanced by using
technologies in the classroom and targeting the needs for screens and digital
materials that they have been stimulated by outside of the classroom.
3. More opportunities for extended learning
 According to student completed in 2010, 70.3% of American family households
have access to the internet. According to the Canadian Radio Television and Tele
communications Commission. 79% of homes have access to Internet. This allows
the students to access course material at home and engage with numerous online
resources available to them.
 Student can use their computers and Internet to conduct research, participate in
social media, e-mail, and play educational games and stream videos
4. Wide participation
 Learning materials can be used for long-distance learning and are accessible to a
writer audience.
5. Improved student writing
 It is convenient for students to edit their written work on word processors. Which
can, in turn , improve the quality of their writing.
 According to some studies, the students are better at critiquing and editing written
work that is exchanged over a computer network with students they know.
6. Differential Instruction
 Educational technology provides the means to focus on active student’s
participation and to present differentiated questioning strategies
 It broadens individualized instruction and promotes the development of
personalized learning plans in some computer programs available to teachers.
 Students are encouraged to use multimedia components and incorporate the
knowledge they gained in creative ways. This allows some students to
individually progress form using low-ordered skills gained from drill and practice
activities, to higher level thinking through applying concepts creatively and
creating simulations.
 The ability to make educational technology individualized may aid in targeting and
accommodating different learning styles and levels.

Overall, the use of internet in education has had a positive impact on students, educators, as
well as the educational system as a whole. Effective technologies use many evidence-based
strateghies. (e.g. adaptive content, frequent testing, immediate feedback, etc), as do effective
teachers. It is important for teachers to embrace technology in order to gain these benefits so
they can address the needs of their digital natives.
The internet itself has unlocked a world of opportunity for students. Information and ideas that
were previously out of reach are not click away. Students of all ages can connect, share, and
learn on a global scale.

Using technology in the classroom can allow teachers to effectively organize and present lessons.
Multimedia presentations can make the material more meaningful and engaging.

―Technology’s impact on schools has been significant, advancing how students learn how
teachers teach and how efficiently and effectively educational services can be delivered,‖said
Carolyn April, director, industry analysis, Comp TIA,‖ With emerging technologies such as
tablets and notebooks, interactive whiteboards and wireless solutions gaining ground in the
classroom, the reliance on IT by education market will only grow in the years ahead.

Roles of Educational Technology in Learning

Educational Technology plays various roles

 From the traditional point of view, it serves as presenter of knowledge just like teachers. It also
serves as productivity tool. With the internet, technology has facilitated communication among
people.
 From the constructivist perspective, educational technology is a meaningful learning tool by
serving a learning partner. It engages learners in‖ active, constructive, intentional, authentic, and
cooperative learning’

The following are the roles of technology in learning according to the constructivist perspective.

 Technology as tool to support knowledge construction

 For representing learners ideas, understandings and beliefs
 For producing organized, multimedia knowledge bases by learners
 Technology as information vehicles for exploring knowledge to support learning by-constructing.
 For accessing needed information
 For comparing perspectives, belief and world views
 Technology as context support learning-by-doing:
 For preparing and simulating meaningful real-world problems, situations and contexts
 For representing beliefs, perspectives, arguments, and stories of others
 For defining a safe, controllable problem space for student thinking
 Technology as social medium to support learning by conversing:
 For collaborating with others
 For discussing, arguing, and building consensus among members of the community
 For supporting discourse among knowledge-building communities
 Technology as intellectual partner to support learning by reflecting:
 For helping learners to articulate and represent what the know
 For reflecting on what they have learned and how they came to know it
 For supporting learners internal negotiations and meaning making
 For constructing personal representations of meaning
 For supporting mindful thinking

Challenges of Technology in Education

The developments in the internet, the world-wide web in particular, and developments in multimedia
technology, are resulting in new approaches to designing and developing teaching and learning in higher
education. Here are some characteristics of such development as described by Bates

 Increase flexibility and access to learning, resulting in new markets being reached, and in
particular, the lifelong learner market.
 The use of multimedia to develop psycho-motor and intellectual skills development, including
problem solving and decision making.
 The use of internet technologies to develop knowledge management and collaborative learning
skills; and
 The use of internet to develop global, multi-cultural courses and problems.
Why use technology?

Almost all people from different sectors of society offer a number of different reasons to justify the use of
technology for teaching and learning. Following are four (4) of the most frequent reasons given for using
technology;

 To improve access to education and training

 To improve the quality of learning
 To reduce the cost of education; and
 To improve the cost-effectiveness of education

New technologies are fundamentally changing the nature of knowledge. However, we still need to
maintain the balance between teaching and learning done through face –to-face contact, and technology
base learning.

Many skills cannot or should not be taught solely through technology, although the range of knowledge
and skills that can be taught effectively in this way is probably is much greater than most teachers will
credit.

There is a need to be selective and sophisticated in our decisions as to how we want to use technologies to
learn and teach.
 Learning Theories that Shaped Educational
Technology
Theoretical/Philosophical Framework of Educational Technology

There are three (3) main theoretical schools or philosophical frameworks of educational
technology literature. These are Behaviorism, Cognitivism, Constructivism. While
Connectivism was widely popularized as on theory that supports modern ideals of Technology
in teaching and learning.

Behavrioism- this framework was developed in the early 20 th Century with the animal
learning experiments of Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark Hull, B.F
Skinner, etc.

Cognitivism-learning theory has undergone a great deal of change since 1960’s and 1970s.
Cognitive theories look beyond behavior to explain Brain-based Learning. Cognitivists consider
how human memory works to promote learning

Constructivism- this is a learning theory of educational philosophy whose primary belief is

that ―learners construct their own meaning from new information, as they interact with reality
or others with different perspectives.‖

Constructivist learning environments require to use their prior knowledge and experiences to
formulate new, related, and/or adaptive concepts in learning. The role of the teachers in this
framework is to become facilitator providing guidance so that learners can construct their own
knowledge

Connectivism is a kind of learning theory that was created by George Siemens. It also can be
understood as educational theory or view or global strategy.
Connectivism was a core principle used for designing the first MOOCs (unlike the "modern"
versions that come out of elite universities and rather represent in our opinion a propaganda
purpose)

Output Activity: Theories are portals of perspectives and thus we had to have a better
understanding of the existing learning theories like windows in our houses, it has to give clear
perceptions and views about the teaching and learning processes. Create an infographicor an
instructional video (including yourself in it) for the above learning theories in with connection
technology including the following categories: a brief introduction of the learning theory, the
Proponents/Theorists (Piaget, Skinner, Bloom), How learning occurs in this theory (repetition
and responses), strategies, practices or teaching methods(learning by doing) that the theory
utilized for learning to occur and the common example when teachers based their decisions in
an actual classroom (deductive approach, reporting, tearing the test paper of those who cheat
etc.)
 The Three- Tiered Model of Learning by Bruner

Harvard psychologist, Jerome S. Bruner presents a three –tiered model of learning. Where he points out
that every area of knowledge can be presented and learned in three distinct steps.

It is highly recommended that a learner process from the ENACTIVE to the ICONIC, AND ONLY after
to the SYMBOLIC, The mind is often shocked into immediate abstraction at the highest level without the
benefit of gradual unfolding.

Bruner (1966) was concerned with how knowledge is represented and organized through
different modes of thinking (or representation).
In his research on the cognitive development of children, Jerome Bruner proposed three modes
of representation:

 Enactive representation (action-based)

 Iconic representation (image-based)
 Symbolic representation (language-based)

Bruner's constructivist theory suggests it is effective when faced with new material to follow a
progression from enactive to iconic to symbolic representation; this holds true even for adult
learners.
Bruner's work also suggests that a learner even of a very young age is capable of learning any
material so long as the instruction is organized appropriately, in sharp contrast to the beliefs of
Piaget and other stage theorists.
 Dales Cone of Experience Uncorrupted

To help clear any lingering cone-fusion, I'll end today's story by summarizing the ten
levels of the authentic Cone of Experience (with a few modernizing touches, but minimal
deviation from Dale's own words). Note that the headings below correspond to the original 1946
model (Figure 6), but I added terminology/technology that learning practitioners use today (in
parentheses).

10. Verbal Symbols (Text) -

Absolute abstraction. We can't get much further away from reality than reading about it on
paper or screen. Verbal symbols bear no resemblance to the objects or ideas they stand for.
Nevertheless, they readily convey an endless range of subject matter terminology, concepts,
principles, formulas, and other knowledge. (Dale, 1946, p. 46-47)

9. Visual Symbols: Charts, Graphs, Maps, Etc. (+ Diagrams, Infographics)

Graphic substitutes for literal reality. If everyone could examine numbers like Ben Affleck
in The Accountant, charts and graphs would serve little purpose. To recognize patterns and
relationships in numeric data, most of our brains prefer the visual interpretability of bars, lines,
and scatterplots. Of course, visual symbolism isn't just for numbers. Flowcharts convert stages
of operation into basic shapes and arrows—org charts do the same for what people do and who
they report to.
Diagrams and schematics reduce the assembly, operation, and repair of concrete objects into
simple illustrations free of unnecessary detail. Parts of the earth? Maps. Events from the
past? Timelines. Just about any reality we need to explain clearly can be easier to understand
with visual symbolism. (p. 45-46)

8. Still Pictures, Radio, Recordings (Photos, Podcasts, Audio)

A feast for the eyes or ears. Level 3 represents unisensory media that we can experience in
no fixed order—photographs and audio recordings. Notice that unlike common
misrepresentations of the Cone of Experience, which treat "seeing" as more effective than
"hearing," Dale placed still pictures (visual media) on the same level of abstraction as radio
and recordings (auditory media).

7. Motion Pictures (Videos, Animations)

A moving feast for the eyes and ears. Unfolding with a compression of time and space,
videos present on-screen abstractions of real-life processes and events.
Although streaming experiences can't recreate the richness of reality, and they deliver that
reality in a deliberate and contrived order, this loss of directness has certain compensating
advantages. Not only do learning videos edit out the irrelevant stuff from the live edition of the
show, they can add zoom and slow motion to parts we should concentrate on, which we can
rewind and replay as many times as it takes. (p. 44)

6. Exhibits
Meaningful displays with limited handling. Levels 6 through 4 open the door for—but
don't necessarily let in—an expanded range of sensory and participatory experiences. While
some exhibits are specifically designed for interactivity, others restrict learners to look but don't
touch. (p. 43)

5. Field Trips
Sights and sounds of real-world settings. Aside from the occasional opportunity to hop in
a fire truck or milk a cow, the main activity for field trippers is observing from the sidelines. (p.
42-43)

4. Demonstrations
This is how it works and/or how you do it. Like exhibits and field trips, demonstrations
may or may not include an element of participation. In some learning situations, seeing how it's
done isn't much good if we can't try it for ourselves. In others, either the demonstration alone
gives us what we need to know, or hands-on activity is logistically unfeasible. (p. 42)

3. Dramatic Participation (Roleplay Exercises)

Reconstructing situations for instructional purposes. Level 3 marks the point where
learners—at least some of them—must shift from observers to participants. Dramatization of
real-life experiences can help eliminate elements that mean little and distract attention, while
sharpening and emphasizing those that really "matter" (p. 41).
2. Contrived Experiences (Simulations, Some Gamification)
"Editing" of reality that make it easier to grasp. Some realities are far too much to take in
all at once. Their sprawling acreage or mechanical functions would be complicated and baffling
to a first-time first-hander. That's why mock-ups, working models, and simulations differ from
the original in size or complexity.
Whether they cut the colossal down to comprehensible size, carve out a cross-section from a
concealed interior, or control distractions competing for cognitive load, contrived experiences
are imitations that teach better than the realities they imitate. (p. 40)

1. Direct Purposeful Experiences (Hands-On Practice)

Concrete reality. At the base of Dale's Cone of Experience, we learn through first-hand
participation with responsibility for the outcome:
It is the rich, full-bodied experience that is the bed-rock [sic] of all education. It is the
purposeful experience that is seen, handled, tasted, felt, touched, smelled. It is the unabridged
version of life itself—tangible experience, which we commonly refer to as "something you can get
your fingers on," "something you can sink your teeth into," etc. (p. 38)

The implications of the Core of Experience in the teaching-learning process

1. Give five (5) reflections on how you could learn to apply your realization
Edgar Dale’s cone of experience.

1. e.g as much as possible don’t use a single medium of communication in isolation. Rather, use
variety of appropriate instructional materials to help the students conceptualize their experience.
References:

 Betrus, A. (2016, May 19). The corruption of Dale's Cone of Experience.

 Dale, E. (1946, 1954, 1969). Audio-visual methods in teaching. New York: Dryden
Press.
 Genovese, J. E. C. (2004). The ten percent solution: Anatomy of an education myth.
Skeptic, 10(4), 55-57.
 Januszewski, A., & Betrus, A. (2002, November 18). For the record: The
misinterpretation of Edgar Dale's Cone of Experience. Dallas, TX: Annual convention
of the Association for Educational Communications and Technology (AECT).
 Lalley, J. P. & Miller, R. H. (2007). The learning pyramid: Does it point teachers in
the right direction? Education, 128(1), 64-79.
 Molenda, M. (2003). Cone of Experience. Draft for publication in A. Kovalchick & K.
Dawson, K. (Eds.). Educational Technology: An Encyclopedia. Santa Barbara, CA:
ABC-Clio.
 Molenda, M. (2004). Reader Comment: On the Origins of the ―Retention Chart‖ An
addendum to Subraony. Educational Technology, 44(1), 64.
 Subramony, D., Molenda, M., Betrus, A., & Thalheimer, W. (2014a). The mythical
retention chart and the corruption of Dale’s Cone of Experience. Educational
Technology, 54(6), 6-16.
 Subramony, D., Molenda, M., Betrus, A., & Thalheimer, W. (2014b). Previous
attempts to debunk the mythical retention chart and corrupted Dale's
Cone. Educational Technology, 54(6), 17-21.
 Subramony, D., Molenda, M., Betrus, A., & Thalheimer, W. (2014c). The good, the
bad, and the ugly: A bibliographic essay on the corrupted cone. Educational
Technology, 54(6), 22-31.
 Subramony, D., Molenda, M., Betrus, A., & Thalheimer, W. (2014d). Timeline of the
mythical retention chart and corrupted Dale’s Cone. Educational Technology, 54(6),
31-34.
 Thalheimer, W. (2006, May 1). People remember 10%, 20%... Oh really? [Blog post].
(Originally posted 2002)
 Thalheimer, W. (2015a, January 5). Mythical retention data & the corrupted
cone [Blog post].
 Thalheimer, W. (2015b, March 12). Debunk this: People remember 10 percent of what
they read [Blog post].
 https://elearningindustry.com/cone-of-experience-what-really-is
 https://www.pinterest.ph/pin/511510470170117711/visual-
search/?x=10&y=10&w=447&h=2502&cropSource=6
 https://www.simplypsychology.org/bruner.html
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