TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 40

: Technology Tools in a Collaborative

Classroom Environment

COMPILATION
Desired Learning Outcome Topics
1. Understood the relevance and  Relevance and Appropriate-
appropriateness in the use of ness in the use of Technology
technology in teaching and in Teaching and Learning
learning;  Direct Purposeful Experience
2. Described direct purposeful  Teaching with Contrived and
experience, teaching with Dramatized Experiences
contrived and dramatized  Community Resources and
experience, community Field Trips
resources and field trips;  Teaching with Visual Symbols,
3. Developed printed and graphic Pictures, charts, Graphs,
materials in teaching;  Use of Films, Videos and TVs in
4. Developed digital and digital the Classroom
related projects;  Use of types of Projectors in
5. Engaged the learners to the the Classroom
effective use of technology;  Project Based Media and
Multimedia

Compiled by: Dr. Carmelo V. Ambut

TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 41
Relevance and Appropriateness in the use of Technology in Teaching and Learning
LEARN TO USE TECHNOLOGY AND USE TECHNOLOGY TO LEARN
BY WILL FASTIGGI
Appropriate technology is transparent technology in the classroom.
Education and technology have always been strongly related. This is demonstrated by the
many technologies, old and new, that are used in classrooms everyday by teachers and stu-
dents alike. In her book, Teaching as a Design Science, Dana Laurillard makes the interesting
observation that education does not drive technological invention. Instead, education tends to
be beholden to the inventiveness of other fields such as business and leisure. There are now a
wide array of different “educational” technologies available (laptops, iPads, projectors, etc.), yet
very few have their origins specifically within the classroom context.
Appropriate technology in an educational setting should therefore be assessed for its potential
to meet educational aims. The full potential of educational technology is only realised when it
supports creativity and critical thinking. In order to better understand how to evaluate the ap-
propriateness of educational technology, it is important to identify what educational aims are,
what educational technology is and how appropriate educational technology should be de-
fined.
The current definition of educational technology from the Association for Education Communi-
cations & Technology (AECT) is as follows: Educational technology is the study and ethical prac-
tice of facilitating learning and improving performance by creating, using, and managing appro-
priate technological processes and resources. The sheer breadth of what form technology can
take and how it interacts with the learning environment has important implications for its po-
tential to ‘facilitate learning and improve performance.’ For instance, both a pencil and a lap-
top can be seen as different types of technologies for use in the classroom. However, this does
not mean that either tool is necessarily appropriate for all classrooms or lessons all of the
time. What facilitates learning for one context or situation does not necessarily do so for all.
Traditionally, the concept of appropriate technology has been discussed with respect to eco-
nomic development. The British economist, Shumacher was the first to formerly posit the no-
tion. The criteria for appropriate technology is encapsulated in his book, Small Is Beautiful
(1973), in which he states that it should be: (a) simple, (b) small scale, (c) low cost, and (d) non-
violent. Although the definition has subsequently been adapted by others, from the educa-
tional perspective, it suffices to stick with the original criteria. The rationale underpinning the
criteria is that ‘new possibilities are created for people, singly or collectively, to help them-
selves’ (1980, pp. 57). This certainly ties into what most educators are trying to do, which is to
develop independent learners. Irrespective of context or situation, classroom or lesson, the
core idea presented by Shumacher is that when it comes to the aim of empowering people by
use of appropriate technology, less is more. From a pedagogical standpoint, appropriate tech-
nology would imply itself to be easily and non-invasively assimilated into the learning environ-
ment of the classroom.
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 42
The appropriateness of technology according to Shumacher’s criteria is positively related to the
degree of what Mishra & Koelher (2006) have referred to as “transparency”, i.e. the extent to
which the technology blends into the environment such that it is not even considered a tech-
nology anymore. These technologies, which have become so commonplace such as pens and
exercise books, are now rendered as “transparent”. Arguably, this is in contrast to digital tech-
nologies for example, which are not as deeply assimilated into the educational system and
therefore not as “transparent”. Diana Laurillard (2012, pp. 210) supports such an assertion: ‘the
story of digital learning technologies has hardly begun, and there will be no end until they
have become so fully embedded in education that we will not even ask the question….(Paper)
is now so completely embedded, and it is so diverse in its benefits, that no-one begins to ask
how “effective” it is.’ A “transparent” technology then can certainly be seen to meet Shumach-
er’s criteria. Pedagogically speaking, the greater the transparency (and therefore appropriate-
ness) of educational technology, the greater its effectiveness insofar as facilitating teaching and
learning.
Transparency alone, although for the most part a necessary condition, is not a sufficient condi-
tion in determining the appropriateness of technology in the classroom setting. Luckin (2006)
discusses teaching and learning as taking place within an ‘ecology’ – a dynamic and constantly-
evolving interaction between a wide range of resources. She refers to this dynamic as ‘The
Learner Centric Ecology of Resources Model’ and argues that such a model helps us to design
educational experiences that are relevant to the learner’s needs. Ultimately, this model sets the
context in which technologies are used and in part, determines the appropriateness of their
use. Most importantly, it shows us that a technology appropriate for one classroom is not nec-
essarily appropriate for another. This is because the model is made up of resources, which in-
clude knowledge on the part of the teacher and learner. In the case of interactive whiteboards
for example, some teachers are very knowledgeable in how to effectively use this technology,
whereas others are not. To this extent, it can be seen that the appropriateness of technology is
defined by the user. Mishra and Koelher (2006) refer to a very specific type of knowledge that
the teacher needs: Technological Pedagogical Content Knowledge (TPCK), arguing that this
complex type of knowledge is required for thoughtful pedagogical uses of technology. As the
technology is used more regularly and becomes embedded in the classroom, its “transparency”
not only increases to better facilitate the pedagogy, but the technology itself is also used more
effectively by the class teacher as the teacher’s TPCK improves.
The relatively recent arrival of digital technologies is still filtering its way down into the educa-
tional system. Education will have to adapt in order to be able to fully embrace digital technol-
ogy. Indeed, most schools are now only just starting to fully integrate digital applications into
their ICT curriculums, much less the curriculum as a whole and are therefore not adequately
preparing students for ICTs in real world contexts. Prior to the overhaul in the English ICT cur-
riculum (now called ‘Computing’), the former UK Education Secretary, Michael Gove had brand-
ed the ICT curriculum in England’s schools as a ‘mess’. Until recently, a lot of ICT education had
been inappropriate for today’s needs. Much more emphasis in particular is now needed on
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 43
teaching students to use open source software from an earlier age, as the core principles of
open source are being recognized by the wider community.
What sets open source software apart from other technologies is that it is much more people
centred than closed source software. As Pearce (2012) points out, ‘Where Microsoft might uti-
lise a few thousand programmers and software engineers to debug their code, the Linux com-
munity has access to hundreds of thousands of programmers debugging, rewriting, and sub-
mitting code.’ It is this type of mass-scale collaboration that is driving the success of other
Web 2.0 applications such as social networking sites and wikis. In education, moves have been
made in this direction with the high-profile case of Nicholas Negroponte’s “One Laptop Per
Child” project, which fully embraces open source software. By bringing about greater connec-
tivity by means of collaboration such projects serve as a vehicle to empower teachers and stu-
dents, particularly in the developing world where lack of access to key information can be a
critical issue. This can also help to bridge the so-called digital divide in which there is a gap
between different groups of people in terms of their effective access to digital and information
technology.
Pearce uses Appropedia as an example of an ‘Open source appropriate technology’ website,
where a large number of participants are allowed to create and modify the content directly
from their web browsers. Education has slowly followed suit with similar open source re-
sources such as ‘Curriki‘ and ‘Connexions‘, which facilitate collaboration and access to free in-
structional materials for educators. The appropriateness of such sites are measured insofar as
they ‘simplify the administration of collaboratively organising information, project examples,
best practices, and ‘‘how tos’’’ (Pearce et al. 2010). In so doing, open source software can be
the solution to the problem of access to critical information for sustainable development
Clearly, any medium that enhances peer communication is a step in the right direction towards
achieving greater levels of appropriateness. In my own practice for example, I have organised
the setting up of a blog for every student from Year 3 to Year 6. The purpose of these blogs
has been to digitalise paper-based book reviews that the children have had to do in the
past. It represents a cheaper and simpler alternative to photocopying and distributing copious
paper book review templates. By encouraging greater collaboration and increasing the ac-
countability of both the student and class teacher, these blogs help to improve the quality of
students’ written work, as they are effectively publishing it for the whole school community to
see. In the process, the children learn important digital literacies, such as netiquette and how
best to search for information online. It also serves for a smoother transition into secondary
school, where secondary students are having to setup and manage their own wiki spaces. In
these ways, the use of blogs represent an appropriate use of digital technology for educational
purposes.
Appropriate technology can take the form of many different tools. As technology becomes
more “transparent” to the extent that it is embedded in the classroom, it more closely aligns
itself with Shumacher’s criterion. In addition, the extent to which a technology empowers stu-
dents to become more independent learners and teachers to deliver more engaging lessons
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 44
should be seen to be at the heart of determining the appropriateness of educational technolo-
gies because this is what education is all about. However, the extent that educational technol-
ogies achieves these aims is largely contingent upon TPCK, as teachers need specific pedagogi-
cal and content knowledge to use technology thoughtfully. Moreover, the emergence of web
2.0 applications and specifically open source software models, identify the need for appropriate
technology to be people-centred. This is because the more people developing the software,
the more the software is going to benefit from being of better quality and greater reliabil-
ity. Independent of the technology though, as educators we need to make sure that it is of
greatest benefit to teaching and learning. This can only be achieved by embedding the tech-
nology into our daily pedagogy such that it is not out of place and can be used very naturally
by teachers and learners alike.

References:
Januszewski and M. Molenda (Eds.). 2008. Association for Educational Communications and
Technology. Educational Technology: A definition with commentary. New York: Lawrence Erl-
baum Associates.
Kershaw. 11th January 2012. “Michael Gove brands ICT curriculum ‘a mess'”. The Independent.
Laurillard, D. Teaching as a Design Science: Building Pedagogical Patterns for Learning and
Technology. 2012. Routledge.
Luckin. 2006. The learner centric ecology of resources: A framework for using technology to
scaffold learning
Mishra and J. Koelher. 2006. Technological Pedagogical Content Knowledge: A Framework for
Teacher Knowledge.
M. Pearce. 2012. The case for open source appropriate technology.
F. Shumacher. 1973. Small is Beautiful.

https://technologyforlearners.com/appropriate-technology-in-education/
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 45
How important is technology in education
By:Vijay Sharma
Published On October 18, 2016
How important is technology in education? Using technology in the classroom enable
teachers and students to find a new conclusion of daily life problems. Technology helps in edu-
cation to create a better educational syllabus, learning material, and future products and ser-
vices. It’s really important to integrate technology into classrooms.
Technology is very important in education to create a new and innovative practical syllabus,
improve the security of students, students’ data management and analysis and performance
reporting, and teacher training programs.
Technology is inspiring kids to become creative and innovative. Creativity and innovation will
make students successful in their careers and life.
Classroom Technologies help students & teachers in the process of receiving and giving edu-
cation systematically. Technology helps in facilitating the syllabus, acquisition of knowledge,
and skills. Educators & learners around the world can connect with each other on various Inter-
net platforms. For such benefits, it’s important to use technology in education.
Technological tools preparing students for future career challenges. Teachers are learning and
executing the latest technologies in the classrooms. Technology is not helping urban students
but also from villages’ students.
All over the world students are learning important career skills at their home. The government
is taking very good care of technological investment in education. Such as the Skill India pro-
gram of Indian Government of India. This is all because of technologies enhancing students’
interest in learning. That’s why it’s really important for colleges and universities to execute in-
novative ideas and learning materials in classrooms and research.
The use of technology in education increased the level of accuracy in educational materials to a
higher standard. Uses of new technologies are expanding. New computer programs and mo-
bile apps are all playing their role to solve daily life problems.
For example, if students or teachers are writing notes on the Microsoft Word program then the
spelling and grammatical mistakes (red & green underlines) can be found easily. So, the level
of accuracy is very high when we learn on computers or when we teach students by presenta-
tion or animations and data visualization.
Reading: Importance of college education essay
Online classes, online degree programs, and distance education, etc. are the innovation in edu-
cation because of the use of information technologies. Students and teachers are getting vari-
ous applications for distance education, online courses, and degree programs. There are nu-
merous advantages of online classes and degree programs. All is because of the integration of
technology in the learning and communication process.
As you know education play a very important role in our life no matter what are the purposes.
Commonly the purpose of education today is to get a job. Is it possible to get a job or live hap-
pily without using the Internet and computers? The answer is NO!
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 46
That’s why computer education is really important in schools. You can’t make young India em-
ployable without including technologies in classrooms. Computer and Internet is a new tool for
many teachers and provides creative methods to teach young people.
Computer Technology in education helps to get data and information quickly. Imagine any-
thing and that will be on Google. Technologies provide speed for creative thoughts. Computers
provide storage space that can be used by students to download videos lectures, notes, assign-
ments, etc.
Technologies are providing more benefits for passionate teachers and students. Today, pas-
sionate educators don’t need government teaching job to educate students. There are various
tools and technologies in which they can use to share their career experiences with students in
real-time anywhere in the world.
The computer helps teachers and students to perform the calculation, Analyze information and
visualize educational data and information in real-time. Students can repeat the process on
computers million times as unlike humans it doesn’t get bored. Is this possible without com-
puters? Students can believe in computer programs for better results. For example, if someone
is doing the calculation in Microsoft Excel they can use formulas to calculate and logic’s to ana-
lyze.
Technology is a powerful tool to implement in education. YouTube, Online course websites,
accredited online degree programs are great for students. Skype, Google Hangouts and text,
audio, video chat or communication technologies are great for teachers and students.
Education by the use of computer and Internet provide veracity for students. A computer is ca-
pable to perform countless tasks thousands of times by the use of the specific application. To-
day’s younger generation is more interested to use tech tools. Teachers can transform creativi-
ty into students’ minds by using technology tools.
Social media such as Facebook twitter etc. are great technologies that can help teachers to
teach about socialism and social science subjects in classrooms. Schools and college Teachers
can operate Facebook groups and invite other students to join. In which only teachers can post
real cause (self-designed or created or researched and accredited facts) and students can react.
The use of social media technologies in education can provide great benefits but it should be
with the end goal in mind. When the uses of technologies in education and classroom are
aligned to achieve students’ goals and dreams then it is important to use.
Reading: Online Classes vs Traditional Classes Essay
Education is transformed by technology. Students can get data and information with high
speed and accuracy. Universities are providing online degree programs. Educators and teachers
can teach and many are already teaching on YouTube and blogs. There are many educational
tools for teachers on the Internet to use. On the other side, students are taking online classes,
participating in online debates, interviews, forums, etc. With the impact of technology, you can
see that most younger generations want to earn money online and are looking for passive in-
come sources. That’s the power of Technology that should be identified and aligned by Educa-
tion authorities.
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 47
The importance of visual communication technologies in the field of education is very benefi-
cial. Displaying information with art, signs, photography, typography, color, images and info-
graphic can be a very important tool for teachers. Students can learn data and facts with more
interest through the use of smart art, infographics, art, slides, color, etc. with interest.
Education is the never-ending process for us. But today we need it quickly and efficiently. We
have to update our schools, college or education system with the help of technologies. Only
Information Technologies can make the education system of any country corruption-free.
Technologies are providing anytime anywhere access to Professors, teachers, and principals to
see the progress of students. I think technology in education not only a tool but today technol-
ogy is playing the role of teachers.
And in the future of education can be robotic. Where robots are teaching and interacting with
students in classrooms. We all are habitual with technologies. Technology is also dangerous if
not used properly or with self – analysis. Today we’re becoming robotic human and we need to
understand, what is good or bad for us and our society. In such technologies are also providing
great tools to learners and teachers.
In today’s time, it is very easy to become successful because the data and information are un-
der your fingers on the Internet. Students can improve their skills and learn various languages.
Students can download and upload assignments.
They can do the research and surveys on the Internet. That’s why they use of Information Tech-
nology is important because it is increasing the speed and ease of learning, quality, varieties,
efficiency, integrity, and confidence in students.
Technology has become an important part of our daily life. E-learning tools not only helping
classrooms students but housewives too. Yes, today you can cook any recipe for husband and
wife by watching it in real-time. Today you can watch activities of your kid while you’re in the
office.
Reading: Uses of the Internet in our daily life.
I hope you got reasons why use technologies in education. After learning an essay about “the
importance of technology in education essay” it’s important that you should analyze which tool
can help students or which one not. An implementation of the technological tool in the stu-
dents learning process is really important.
The advantages of taking online classes are much more than its disadvantages. But teachers
should teach students how to learn and how to understand computers and technologies. It is
really important that along the way they should be aware of Internet safety and privacy policies
and scams happening with the young generation.
Yes, students and the young generation mostly know more about computers and the Internet
than English or Science Teachers. But definitely, it will be helpful for teachers to take online
classes or technologies training to explore creativity by computers and the Internet in the mind
of students.
Technology in education should be focused on the overall development of students. Computer
and Internet in education not only help to learn the lessons effectively but also helps in the de-
cision making and analytical process of data.
https://www.klientsolutech.com/how-important-is-technology-in-education/
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 48
What are the pros and cons on use of Technology?
Some of the pros:

 It makes people closer through various ways of the latest communication systems
 It saves life through speedy communications.
 Teaching and learning becomes stimulating, exciting and engaging

What are the pros and cons on use of Technology?

Some of the cons:

 Accepting the information without critical thinking

 Easy access to pornography
 Learner becomes passive of things happening in real life
 Grabs the time of learners to socialize
 Destroy people characters
 Waste of productive time among learners, teachers and workers
 Reason to kill time
Use of Materials in the Classroom
The Proper use of materials

 P- Prepare yourself

 P- Prepare your student

 P –Present the material

 F-Follow-up

Direct, purposeful experience

Direct, purposeful experiences are our concrete and first hand experiences that make up the
foundation of our learning. These are the rich experiences that our senses bring from which we
construct the ideas, the concepts the generalizations that give meaning and order to our lives.
They are sensory experiences.

Why are Direct, experiences described as purposeful?

They the experiences that are internalized in the sense that these experiences involved the ask-
ing of questions that have significant in the life of the person undergoing the direct experienc-
es. These experiences are undergone in relation to a purpose

What are contrived experiences?

These are the edited copies of realities and are used as substitute for real things when it is not
practical or not possible to bring the real thing in the classroom.
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 49
Model

is a reproduction of a real thing in a small scale, or large scale, or exact size-but made of
synthetic materials. It is a substitute for a real thing which may or may not be operational

Mock up

is an arrangement of a real device or associated devices in such as way that representation

of reality is created. It is also a special model where the parts of the model are singled out;
heightened and magnified I order to focus on that part or process under study

Specimens and objects

are preserved specimens. A specimen is any individual or item considered typical of a

group, class or whole. Objects may also include artifacts displayed in a museum or objects
displayed in exhibits or preserved insect specimens in science.

Simulation

is a presentation of manageable real event in which the learner is an active participant en-
gage in learning behavior or in apply in the previously acquired skill or knowledge.

Why use simulation and games in education Olrich, et al (1994)?

 to develop changes in attitudes

 to change specific behaviors

 to prepare participants for assuming new roles in the future

 to help individuals understand their current roles

 to increase the students’ ability to apply principles

 to reduce complex problems or situations to manageable elements

 to illustrate role that may affect one’s life but that one may never assume

 to motivate learners

 to develop analytical processes

 to sensitize to another person’s life role

Games

are played to win which makes it different from simulation. Its purpose are as follows:

 to practice and/or refine knowledge/skills already acquired

 to identify gaps and weaknesses in knowledge and skills

 to serve as summation or review, and

 to develop new relationships among concepts and principles

TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 50
Why use contrived experiences?

 overcome limitations of space and time

 to edit reality for us to be able to focus on parts or a process of a system that we intend
to study
 to overcome difficulties of size
 to understand the inaccessible, and
 help the learners understand abstraction
Dramatized experiences

These can range from formal plays, pageants to less formal tableau, pantomime, puppets
and role playing.

Plays depict life, character, or culture or a combination of all three. They offer oppor-
tunities to portray vividly important ideas about life.

Pageants are usually community dramas that are based on local history, presented by
local actors.

Pantomime is the art of conveying a story through bodily movement only. Its effect
on the audience depends on the movements of the actors.

Tableau is a picture-like scene composed of people against a background

Puppets are good presenters of ideas with extreme simplicity-yet effective

Types of puppets

Shadow puppets-flat black silhouette made from light-weight cardboards and shown be-
hind a screen

Rod puppets-flat cut out figures tacked to a stick, with one or more movable parts , and
operated from below that stage level by wire rods or slender sticks

Hand puppets – the puppet’s head is operated by the forefinger or the puppeteer, the lit-
tle finger and thumb being used to animate the puppet hands

Glove-and finger puppets-make use of old gloves to which small costumed figure are at-
tached

Marionettes-flexible, jointed puppets operated by strings or wires attached to a cross bar

and maneuvered from directly above the stage.

What are the principles that are must to be observed in choosing a puppet play for
teaching?

Do not use puppets for plays that can be done just as well or better by other dramatic
means

Puppet plays must be based on action rather than on words

TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 51
Keep the plays short

Do not omit the possibilities of music and dancing as part of the puppet show

Adapt the puppet to the age, background, and tastes of the students

Role Playing is an unrehearsed, unprepared and spontaneous dramatization of a “let’s

pretend” situation where assigned participants are absorbed by their own roles in the
situation described by the teacher

Demonstration teaching

Demonstrations (Webster’s International Dictionary) are a public showing and em-

phasizing of the salient merits, utility, efficiency, etc, of an article or product. In teaching it is
showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a
concept, a method or a process or an attitude.

Principle in using demonstration as a teaching-learning process (Edgar Dale (1969)

Establish rapport

Avoid the COIK fallacy (Clear Only I Known)

Watch for key points

Procedure in methodical procedures in doing demonstration (Brown (1969)

What are our objectives

How does you class determine entry knowledge and skills of your students?

Is there a better way to achieve you ends?

Do you have access to all the necessary materials and equipment to make the demonstra-
tion?

Are you familiar with the sequence and content of the proposed demonstration?

Are the time limits realistic

Demonstration key points:

Set the tone for good communication. Get and keep your audience’s interest.

Keep your demonstration simple.

Do not wander from the main ideas.

Check to see that your demonstration is being understood.

Do not hurry your demonstration.

Do not drag out the demonstration.

Summarize as you go and provide a concluding summary.

Hand out written materials at the conclusion

TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 52
Community Resource and Field trips
Field trips offer an excellent bridge between the work of the school and the work of the world
outside

Procedures in planning the field trips

preliminary planning by the teacher

preplanning with others going on the trip and

taking the field trip itself

post-field trip follow up activities.

For preliminary planning Brown for a field trip, Brown (1969) proposes the following:

Make preliminary contact

Make final arrangement about the details of the trip

make a tentative route plan

Try to work out mutually satisfactory arrangements with other teachers which will be help-
ful in planning with the students

Discuss the objectives of the trip and write them down

Prepare a list of questions to send ahead to the guide of the study trip.

Define safety and behavior standards for the journeys there and for the field trip site itself.

Discuss and decide on ways to document the trip.

Discuss and decide ways to document the trip

List specific objectives to be seen on their way to the site, on the site of the field trip and on
their way home from site.

Discuss appropriate dress.

Before the trip, use a variety of learning materials in order to give each student a back-
ground for the trip.

Taking the field trip

Distribute route map of places to be observed.

Upon arriving at the destination, teacher should check the group and introduce the guide.

Special effort should be made to ensure that:

The trip keeps to the time schedule

The students have the opportunity to obtain answers to the questions

The group participants courteously in the entire trip

The guide sticks closely to the list questions.

TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 53
Educational benefits of the field trip

Acquisition of lasting concepts and changes in attitudes

Bringing us to the world beyond classroom

It has wide range of application

It brings about a lot of realizations which lead to changes in attitudes and insights

Disadvantages of field trips

it is costly

involved logistics

it is extravagant with time

contains element of uncertainty

Community Resources

These refer to the persons and places in the community. These can be an excellent source of
knowledge and skills the class need without going too far. These in short could be a best alter-
native for conducting field trip in far places.

Film, Video and TV

What Film, Video and TV can do?

transmit a wide range of audio-visual materials

bring models of excellence to the viewer

bring the world of reality to the home and to the classroom through a “live” broadcast or A
mediated through film or videotape.

make us see and hear for ourselves world events as they happen.

be the most believable news source

be the most believable news source

make some programs understandable an appealing to a wide variety of age and educa-
tional levels

become a great equalizer of educational opportunity

provide us with sounds and sights not easily available even to the viewer of a real event

can give opportunity to teachers to view themselves while they teach for purposes of self-
improvement

can be both instructive and enjoyable

TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 54
Limitations of Film, Video and TV

television and film are one-way communication devices consequently, the encourage pas-
sivity

the small screen size puts television at a disadvantages when compared with possible size
of projected motion pictures

excessive TV viewing works against the development of the child’s ability to visualize and to
be creative and imaginative, skills that are needed in problem solving

there is much violence in TV.

Procedure in the use of TV as a supplementary enrichment

Prepare the classroom by darkening it and arrange seat of students.

set goals and expectations

During viewing don’t interrupt, just make sure sights and sounds are clear

On post-viewing ask the following questions:

What do you like best in the film?

What part of the film makes you wonder? Doubt?

Does the film remind you of something or someone?

What questions are you asking about the film

Go to the questions you raised at the initial stage of post viewing discussion

Ask what the students learned

Summarize what was leaned

Visual Symbols
Drawings are depicting forms or figures on a surface by line. May not be the real thing but
better to have a concrete visual aid than nothing
Cartoons
are the drawing depicting humorous situation, often accompanied by caption. A first-rate
cartoon tells its story metaphorically. To perfect cartoon needs no caption. The less the
artist depends on words, the more effective the symbolism. The symbolism conveys the
message

Where to Use cartoon in Instruction?

You can use cartoon as a springboard for a lesson or concluding activity. It depends on the
purpose
Strip Drawings
are commonly called comics or comic strips. Dale (1969) asserts that a more accurate term
is strip drawing. These are both educational and entertaining. They are usually used
in motivation, starter of lesson, and activity for students
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 55
Diagrams
are any line drawing that shows arrangements and relations as of parts to the whole, relative
values, origins and development, chronological fluctuations, distributions, etc (Dale 1969)

Affinity diagram – used to cluster complex apparently related data into natural and meaning-
ful groups

http://www.mindtools.com/pages/article/newTMC_86.htm

Tree diagram – used to chart out, in increasing detailed various tasks that must be accom-
plished to complete project or achieve a specific objectives

To increase performance by
5% by the end of the year

Retrain teachers Conduct review Provide educational materials to

classes pupil and teachers

Fishbone diagram
It is also called cause-and- effect diagram. It is structured form of brainstorming that
graphically shows the relationship of possible causes and sub causes directly related to
an identified effect/problem. Is most commonly used to analyze work-related problems
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 56

Chart
is a diagrammatic representation of relationships among individuals within an organization.

Time Chart
is tabular time chat that represents data in original sequence

Time Courses/Activities

7:30-8:30 English 101

8:30-9:30 Choir Practice

Tree or stream chart

depicts development, growth and change by beginnings with a single course (the trunk)
which spreads out into many branches; or by beginning with many tributaries which
the converge into a single channel
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 57
Flow chart
is a visual way of charting or showing a process from beginning to end. It is a means of
analyzing a process.

http://www.mindtools.com/pages/article/newTMC_97.htm

Organizational chart
shows how one part of the organization relates to other parts of the organization
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 58
SAMPLE ORGANIZATIONAL CHART

Comparison and contrast chart

used to show similarities and
differences between two things.

http://www.unc.edu/depts/wcweb/handouts/comparison_contrast.html

Pareto charts
is a type of bar chart, prioritized in descending order of magnitude or importance from left to
right. It shows at a glance which factors are occurring most.

http://www.spcforexcel.com/pareto-diagrams?gclid=COHk2OvdvZsCFc0vpAodBUlh2w
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 59
Gannt Chart
is an activity time chart

http://www.netronic.com/gantt/gantt-charts.html

Graphs

are pictorial device to display numerical relationships

Pie or circle graph- recommended for showing part of whole

Bar graph-used in comparing the magnitude of similar items at different levels or seeing
sizes of the parts of a whole

Pictorial graph- makes use of picture symbols to represent a variable in the graph.

Map

a map is a representation of the surface of the earth or some part of it.

Kinds of Map

Physical map-combined is single projection data like altitude, temperature, rainfall, pre-
cipitation, vegetation, and soil.

Relief map- has three dimensional representations and show 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 information about country, provinces, cities and towns, roads and
highways, oceans, rivers and lakes are the main features of most political maps.
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 60
Map Languages

Scale-shows how much of the actual earth’s surface is represented by a given measure-
ment on a map

Symbols-usually a map has a legend that explains what each symbols man. Some sym-
bols represent highways, railroads, mountains, lakes and plains.

Color-The different colors of the map are part of the map language Different colors repre-
sent different features of the map.

Geographic grids- The entire systems of these grid lines are called grid lines. These grid
lines are called meridians and parallels.

Meridian is a north to South Pole lines. Parallels are lines drawn around the globe
with all points along each line with an equal distance from the pole.

Longitude is the distance in degrees of any place east or west of the prime meridian.

Latitude is the distance in degrees of any place north and south of the equator.

Understanding Maps, Graphs and Charts

 Read the tiles and subtitles

 read the key, and/or the legend, and scale of miles whenever any of these is present.

 Read the information shown along the side and the bottom of graphs and charts and ta-
bles, if any.

 Determine your purpose for reading the map, chart, table, or graph

Chalkboard

is a plane usually green or black for writing on with chalk

How to effectively use the blackboard?

 Write clearly and legibly on the board.

 It helps if you have a hard copy of your chalkboard diagram or outline.

 Don’t crowd your notes on the board.

 Make use of colored chalk to highlight key points.

 Do not turn your back to your class while you write on the chalkboard

 For the sake of order ad clarity, start to write from the left side of the board going to
right.

 If you teach the Grades and you think the lines on the chalkboards are needed for writ-
ing, then provide the lines for your board.
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 61
 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 a glare on the chalkboard at certain time of the day, a curtain on the widow
may solve the problem.

 If you need to replace your chalkboard or if you are having a new classroom with new
chalkboard suggests to the carpenter to mount the chalkboard a little concave from left
to right to avoid glare for the pupils’ benefit

 If you need to have a board work in advance or hat need to be saved for tomorrow’s use
(say a quiz or a sophisticated diagram) write “Please save” and cover same with curtain.

 Make full use of the chalkboard

Reminders on the use of OHP

 Stand off to one side of the OHP which you fate the students
 Don’t talk the screen.
 Place the OHP to your right, if you are right hand, and to your left, if your are left hand-
ed .

 Place he OHP on a table low enough so that it does not block you or the screen
 Have the top of the screen tilted forward towards the OHP to prevent the “Keystone ef-
fect” (where he top of the screen is larger than the bottom).

 Avoid the mistake of including too much detail on each image.

 Avoid large tables or figures. Come up with a graphic presentation
 Don’t read the text on your slide. Your audience can read.
 Your presentation must be readable from afar.
 Simple use of color can add effective emphasis
Computers in Education
Computer is an electronic machine that performs high-speed mathematics calculations or that
assembles, stress, or otherwise processes and prints information derived from coded data in
accordance a predetermined program.
Advantages of Computers

 It allows students to learn at their own pace by control over rate and sequence of learn-
ing

 Learning is reinforced by way of high speed personalized responses

 There is positive affective climate for learning, especially for slow learners.
 Color , music, and animated graphics adds realism and appeal to drill exercises, labora-
tory activities, simulation, etc.
TRANSFORMING LEARNING ACROSS DISCIPLINES: TECHNOLOGY FOR TEACHING AND LEARNING 1 62
 Progress in earning is easily monitors with the record keeping ability of computers.
 Massive information is put at the disposal of the teachers, information which he can con-
trol as he keeps contact with the learner

 Other benefits relating to: motivated work improved efficiency, broader memory capacity,
time saving, etc. compared with conventional models of learning.
Limitation of the computer
Computerized instruction is relatively expensive.
There is some lag in the production and design of computers for instruction.
Creativity may be stifled or original responses are ignored by the linear, lock-step control
learning process in the case of run-of –the-mill computer instruction materials.
The “novelty effect” associated with Computer Assisted Instruction may decrease as com-
puters are made more easily available at home and the work place.
Common computer terminologies
Hardware: Is the visible, physical information processing machines. This refers to the
technical equipment, such as the computer Compact Disc (CD) player, LCD panel, scan-
ner, and modem. Keyboard, printer, disc drive, and other physical machines.
Software: The programs (word processor, drawing programs, etc.) that run the hard-
ware.
Interface: A device that connects various hardwares to allow then to work together,
such as a computer and printer
Multimedia: the use of a variety of hardaware and software, usually including a com-
bination of computer data, graphic, audio and video.
Hypermedia: A combination of buttons, fields and text.
Network: A system of linking such as schools, etc across a country or continents.
Internet: An international electronics (E-mail) network connecting computer user
through various computer networks. The Internet is the main connector of all sub-
networks.
Electronic mail (e-mail): Electronics messages are sent as files via the telephone lines
by moderns network form one computer to another, ad are directed through a comput-
er address.
Modem: The machine that enables the computer to communicate with other comput-
ers or a network over telephone lines.
Scanner: This machine photocopies images and translates them into images your
computer reads.
CP player: This machine allows the playing and retrieving of information form a CD-
ROM disc.
Mouse: An input device that interfaces with the computer to access data by clicking
button on the mouse to a prompt or picture on the monitors. Other input decide are
keyboard, keypad, light pen, joystick and monitor touch.