JERS! OQ cerroenEDUCATIONAL TECHNOLOGY 1 Cop, 2008 by BRENDA B. CORPUZ, Ph.D, PAZ |, LUCIDO, Ph.D, = LORIMAR PUBLISHING, INC. ite iy 76 ee sun Stn, Qi Me aa apne na i510 ora egy Rone Line xine: ‘Agneta be poe aed {yee ny mt dn e mete, nce pote. ‘dng mitovapng roy ema snd ea tem: i ‘pmo om pat he ‘nian PNT ‘re et Be ke, Qn hy Prove Sting new tench fr ecereton i tuk Ts iat Intane of Peet WRITE (Weng Recon or nate Teacher Eben) wh eed {Aes aig Op eon Luzon, Veins tnd Mindeto and Wotae them to Bet Ingle» tok mtg eet. Bt he Best happened ‘5 fa ene fn erg vey 12 no bah This tok on Educatnal Tetaoogy 1s signed with tie CHD ere pew toch edcaton cris that Fete of te Natl Comper Bee Teer Sundads ‘he edn ve of ete Frat ef th ead otesional teachers conertl desbed inthe seven Iced oie fhe sig ei ses The Ihe srl on mt ps tt ay ‘Ertan econ ie mers, moa eon, ‘dging te gap between theory a practi. “Ne puisly nenowledge De Brenda B. Compe and Pe Lai fore este and concer fo sare tir ‘opera fo king Pes "Nev go tt tho Pet WRITE publeioe ‘uct bose, Wh cansdece we lok feed gore pang wil Joc to hu peered new tact ‘locaton curieiam a impone ther performance and Seton cer etemer of bt he reserve and inset Piso ete eso Ont WRITE Amor Ode ores Be Fai ase APT: Pet Wi om boreGchnowledgment ‘he emt of ok Go catona Techology 1 vas 2 sing = ing persace To rane fe smson fo Psion nl cnt ou he cxsuragemes appre, {sane sf many indidonls. We take this epportnity fo ‘hn nin 4 The offers ofthe Philippine Astocation for Texcher hua (PA°TE), staal coool the ivan we teh he Prec WRITE: om Un Maines fre sto ad olf took ‘apn A, Nias fo er remable sll a he In out of stoke liek, Erauiza for providing the conducive work nore nh fosiming, of ts Books Ante V. More, Elvin. Yous, Joana D. Uy, Rail Notre Mel €: Tales and Ane N. Dues’ whose oli md ance fot tacked he compeson of ‘book We ales with to tank our husbands who have been here was and fr ioe pin cones! and wring thie Teak sede ay offal bth orth ke of our sven Bask ou ‘And © Godt fon of al nonledge, ndestanding and adam fo ving ws ste of ut Keowee, andersaing and Won a ye vt and rte, Tanke fr the of Ue and epee Bac, Latter To the Teacher eu ere Fel aslo ne Pon Kew you les rene tng nd log “is boson thon Tehooog tet wien 1 Kelp yor ep west ptetnd wat ate ta wae by fe ale “owin e of sitabn! ehlper =e eprenia ost oo negate mck race ou wil ste ate wan! echo ced hr incr inca nd tow ting, wl, sh pase oe he fret. The ‘Sopa fn ecg is Eda Tclogy cee bn ty a connie whee yo, eter bee ¢ Kar and ere tecmes 1 tiie Wo inh te youee prt poems er thy compa ist tt re tie nour Tech 1h, the lence ny ar moe Kole née fn ceupute maton tan yo Bont pares ee aie og ‘Hr vou il do ce weg 908 pal be emit wd a Teer wrong if youths cll ould ch gh feng Be Vy fc td! ech th oe? Fin, ‘Chnology Secon, th tadoalteology has Been proven 1 be “thine st cone te eve when ed we We went AG them forte ne af enricig The new teil. Tr be tehnlg de el Lt abet te» few bol te {Samy Bei ery mach fo sow choy ese of agate 2 Spot cont fies mo ely cmp exper, os sens Tel rary puns at compe fact och Pau eof ‘lta chesogy ean beeen by new fcheclegy Ihre ee SE eeSae of al chy yl now ect {oe ths tn ting cn ebm nen ty te ‘Sone Theol nde tv esa complemen ch eson fl he flosing fom ‘+ Qusaion bane the Ele ~ This timate she lees? rin hey ae ole int he esoFete Questor This par ste the diction of the lesson. I fer oor son the moe icant pei at ave fb wcted ne lesen Intec — pus th ean in cote, tall wy the Son Is be led et ks te preset lesson 1 te ps Ac — Ts te experi pao of be lesson. A isc ‘ional satel is usd to stinlate the learners to enpond By ‘eligi of nd sharing an experince. ei hr th eames, wth the help of guide questions, fe rode lek ack tthe experne, "examine that epee ‘ihe maping i” ik cave over ta det of Wears Spence te Aci pe Absation — Usted on the ansiyis of the experience, the ae ee cee eons To ‘ease gran ae azn agate cons ad pris of ie aoc on te fj a You gis them in a fete ‘gplztoe — Ths pase regis the aplction ofthe pecizn es comps an pps lee in tote sting Appboion scons a tos hw wl os Sncepls were unre nd Sunang Up The» esi of what tari inthe e500 onder the fees queians which have tobe sven ashes ‘Me he leares tae though alld, shred and Jone mh, ther iene to sum up eveything fr cariy and meaning. Mating th Coeecton This insades iteration of the lesson fst ther lesions in thi Cours, wither Tesons in other reson sees and far sles of the curiam, 0) Be tecing pasion nd ie ae Paarl Peta ~ This isan aferoght of the whole fon at lin thr random taughts ot rections en wat hve om Imola newspaper eto Ts eas wo eve Soethny fo pstlr on even ged the Hoa Conon he eons Slam the As of anseaony. From the Actty Eat eet a ten econ sh The Ks ae came he wihin ho Me kasins only he exiled comnts appre. Eve tes eps ith an ace tht dalle on any rea oman experince Ath Kans a th mins a ii he ee ‘Sen expetnet_ oes with syne Gin the esr deply of sr ‘Saya imagtie td cose ks downs on Jor ating lle You end,» Beir f leg isla tt he losis bg wi enero eproe t eade t soning aban! and eas evenly eral of he comets ne ‘Apaliaia pas The abseacion sequins slag Bese I ted on onste experince (Act pe) ad eae fest in the tain of the once nthe Appeaion phe ‘The Book hs igen (1) lesions the fist oF which i om the rearing of edo eciol. The mening of eitetonl thoy Sereda: te of te npn of the lau. Ar spening ine {Be geting bom or fe th nk oct y coin feel pic on he aes ad fet of halos fe sone ‘echolpes Sling th rampant este of expres, The we of the chaloard and the overhead projector ~ (wo mast Pop. Mot alale and erate opment ~ war ducted before he experi ‘Sesttnat an pne petted matin fang mi tac ‘5 iad ih cnet eon example. The cali eon & on {eco in coeur as thlgsappertl sing event, are dosed wih rang sp aoe, api, char daa, shhes, (ios The ews questo be adap and se acing we Hits ‘Te noes oF ee) lon ae Soda Symbol on By the way, your tins wer od Bat two sl rogues of ss come ses aponk tat conn he Tf RBEC competencies od the compen isan mater ith wbich be RBEC comptes ln te og Tor der reuaent i x poaio of these insta ‘rst aconpny th opook. This may ese that your stents toe Appleton pis, h our tae! the comer sage The lemme it the hie Hei atively end inthe At), Anny, Abeta 155 Arplication psor of be lec, He i tl Sopaped inthe Making ‘he Connection Sageee ee at e y 2 rn stern tat et ny ys a ko IOSD tants ares som of rece etna icp in est cing aprons may fl on Sak peg pn pes tient oa Sora ere cede elec eg May tis book tring you to another term of fan‘fled teaching LM Fo the Hudert Ate fishing tome profeslonl eduction couric, you mast hve anght the fvetih eave to teach and that you must Bave cided to ews teching wt pfeon You wont rege fe Teching ix many And:beore you Inow i you a alony in he Ut phase of your ere pspnton, pce ating (ee perl ase in tri ses Tks po tin wine) Ten oe rele fat Jo de te ay pep ‘eam from, We west towgh the se predamer, sine poping fo vl or ana o ater al» mea id fx “This book is meat for you ns you tke the couse In ications ‘Tecooiogy 1. If ken serio em give an ansner © yur ea or inarcna mati Defi cant be «panacea. But cn be of {Pet lpi you comply ts expected up of couse ~ He took onthe RBEC compteecir withthe correspandnginstrcton! tones yoo lio to rf fh such competences, 1 308 a # oul gh schol ah, you Wi 6 i or ou el of spit, If yor ae a fire slomemry tach, yx wll do this fo lhe subs {you wil be echig,Doot gt soc! ONLY for sell competences. Bat Tejon can do move thn wast equized, why nox? You wil ot xe snyhing when you do 2. ‘The logbook should be accompanied by « portfolio of the sta mts dato be cmp ih a sinaitons, ganes, CDs, NE Tee nicer powers, poems, aneibes, ail, ts, eroeny sP ‘Eovtg can arp dig, sesh, cars, papi graphic ras ‘tte eo mons mpgs, PrP communi rears ith TELE ur nom conc mer) Ths eoleton shad aly be {fe epanng Th prt of alton sould grow With Your yeas of TEAR cence levee it «fl blown tasers rexcrce tock Shot hor ounet il aor when he ine pe“o tte mo fom thi ook, jst make ste tat you don't ise say prt of te eighteen (8) leans fom the let the personal oseig. Te ate mow sng ngs for ebrece. Maing prt ot ‘ro ie ending wih «tke chain. You al og « whole view Be oars ve prin nse i he ppc of tle, lput es capa Wat det ha ep? The ocala you pt int he core oe Whe ing opt you gt If you wan Yo ge mich out of ths coum. es mut be ely ose his mich, Tee who lave Ute is ses ig i oe, sew ine 0 mach wil raph may 0 ‘his book snes you the oppurtunity to be atively involved inthe eng orscess fom the Acti to the Maing the Connection Pose es the Poop will eave you something to ponder on beyond the leno Inpho? Change? Ten let's ike the om while i hx! Las cle dove oe ering. Hve fn! ‘Tableof Contents FOREWORD ‘ACKNOWLEDGMENT [LETTER TO THE STUDENT £ Meng fbi Teco fc Tilo: Boon or Bane c ‘Tetoe of cain! Teton inLeuing £ Sytem Apo Tein £ ‘The Conse xprince c Using and Evang stoi f is Punt Expres E Teaching wit Czorved Espns ee 2au eching wth Drm Earns cE Dense Thing is ‘Making Ms of Commaiy Reece an Fad Tie c “Toe over of, Veo anéTV fe Castoom jing ith nl Sytoe ay ining the Ue of te Oana Pct and cE Pree Ba eaming and Muted: What 1 r sng te Proje Be Learning Maine ssa Tesching Leaning Satey E ‘Averment ina Consneti, Tesla Suporte Lessing t Roles tnFantons ofan Even Maia Center ill m 190 m1 kot ‘Meaning of Educational Technology Taday me a haa. cg at he ee ane ener il ge hares "= 0 Jose Tre rpmizaion of tis couse on Eduationsl Teholgy 1 is ted on the bind mening of eonaoal teeny. Thats ty we st te coe wth compere anerstding of The tom edatonal tecolens £22e)hen_ Beene ig that comes to mind Green you hee ie pas educaional techylogy, (Heche wits te onthe Bourd)Questor for Discusion 1 OF te words writen onthe board, hat is most com + Ave ter words at ae relat? If 308, Row ate they Wit ccchsn en you caw on what met people ik cata tec ‘+ ths common concept on educational techrolony Maqui) Defend your swe P bosrucroy Weaning of Educators Tecnology 1p ndentnd the mening of ticton! technology, it my be good (0 begin withthe mening of technology. The word “ecology” comes from the Grok word techne which means craft caf Bae a the egolgy of he word “tno” he tem etic! choo, theee, ers 6 the ant ox ea oF roponng 1 eu eesti ex Many people tik ta tchology refers only te machines such as computers, ves, athe ke All these form part of tectoslogy bu etc chology & all hse an mre Tech tology ae ust machines Ie a “planed, systematic mod of ‘ecing (0 achieve planed outcomes ~ a proces not a pod Technology i te applied sige of slentife development. "Dale, 1969) Techology also fers to fay vali and reliable Pose ot procure tht ts derived for basic resetch sing the selene method." (http:!/en.wikipedia.org?wiki/Educational_ ‘inlay Pepectver a ening) Testy refs “all he ‘ye people se her iventions and discover to etsy thei eds ad desives"(The World Book Encyclopedia, Wo! 19) So, ducatonal technology fees © how people abe ther inventions SOXU-IBA, ZAMBALES ‘oti opps devs ma ermiaon pth (on cd ig aoe Te iecee amet or Messen comet Thole 1977 The ein of seo ole A dimmer in the dtm of encod rchsos 116, agin BALE) pe ee mts tn ee ae or ned ‘een tamng ck cog ing ee etl SEEN (On. men, a Tm) esc! chlo e+ hey hs lems mm aig al ed (lH oe, le {eek Bret GW I, Ar ton i ck fobs a igloo pincer can on rit a ia hn i id ein # cme pcx emer 1 eel se ole Hn Sng (Oi fom e ) escalate nih set with be pte af ig sin! meds ad ens {eo pl tig ening pcs ini tad ah 7) hl opr in el Fd fe = ail eg i fn thing 1 mde vp oer cot igo he ery bel SEPSIS lait cain tng: Od ‘sun a om on he dts fee tiny pens, we cu ay tt edna feeb s+ vey Hoe eon. 1 te pplication of scene fodigs te our method, process octet woking i he fd of edotion in oder Yo oft ‘ining h enracescorielon snd instactonal esi, eonng 18pies . |: rE eee Weim ! EE aha eg 2s eco eh icc cama Se tect esto rency nos" aes oe ali deaceahebeor 1, Wok in ml goups Expin wt etek winlgy 5 ty wing is pope ermine ‘tes? Ferme] _ Tole eftstin is “te applinton of tesolony 12 erat, | any ftv pocses Imad i oping the inane which rector” | tous Be cue! eis, res the aplication of tch- ‘rayon | Alay fos, heath, fiance, scheduling, sate, epoing. at {Etenpe | the precenen woh spor eheton within inate” (David Gemini | H.fotsien, ta, 199) ‘es Ramaveice | __Ietuconltctology i «per of educational techooey Inte | ctl teil reer to se epee of eden ce sere! | pg tht “te conte wth inmetn ne cone dei ‘rcven | tn opts of evans! ietatons, Ito echna}oey ype way of ésging eaming cu, andevahating the ea frown of leuming and teaching in lems of specie ejects” cio an Boo, 1997, Tachcogy ign mane sng “Tearing tshnoloses fo fnvodae, reinforce, plement and extend sk” (Wilts, ed 200) ike incon choke, pa of uation eh ‘vlog: Techology neato Is pat and parcel of isrcton] hooey, wich ni i pat of ean enol Eduction moti are chan or avenues o¢ Insruments Of ‘commun. Examples are tock, masnes, newspapers ri, {ecvison and Intra. ‘hese mein abo serve ecuatona pur pa Whi oft trms above are very muck rtd to e600 neal tcnlony? Which one is st rented?d= sate Me... | eee ducaonal chology, Intron technolgy ae mh Tread tas edunoal media and tcholgy interaton, ae mat een, (to mw ad oy te) 2, Ditsntints etvenion testy fom tstlogy in ax Caton by the ep of there are The destin Of the fern sages hat they ifr dso! wil eed tem. fen tn eve, _ SUMING it prea a tow meng. to mea ut brvar rf 1 fie un ofa ura ives snd isonet yom ‘Sti a ad ei: ming Tse invents a oo ‘isha rs, Eacales etal ror Can ict ‘echrlog nth sme vy tat ein wae tan Hse te Tein inupaon pt of hance olny wich, ina I pt of edna tology. Eaton weno) ‘iret fom teinaogy Ie elven. The ater rte tthe toplcaon of chal ne operon of eho nitions (tee mere te apleice of ecasby in the ei ee eee nr Sees Cave proces taker lice ch een instesl yur come om Tip of Testing Wt dicta ‘there terms that you leaned in #bat course that are related to detonalwceloy? Postscript - Educational Technology is Hardware and Mor We sometimes ink that eden techanogy is Limited to tools an equipment. We were ade 10 understand tht ection! {eel tt more tan material fori so clades processes, rots and pie, sete and carla dips Fang Cnet sysoms ito, we thik that eduetina el Talo nes cly th cent Raman inentont pve, come to, CDROM and INTERNET as thogh the ition tol he the howd that teacher fase teen wing fo all he ea ae a pa. The ilar ro mater haw oi ls a buna In ett two defini ore pat of educa! tshooogs: Technology: Boon or Bane? "Temas ra Wc 8 Bald or ke lower Aer endertanding what eicaooal ectnology i ll sous, may be got fet co wheter hs ing eld soalogy Jat boon or a bane #0 edueation, Blessing oF a erie (0 22elhenr_ Rea te pagan en tlow a salar the megs of tte comic aipapiowogaph sven tlow then come topsirIa teal pip o cnt por mines fhe ques: I soley moe ers tne? Sie more inp 2 Hsing o a cue? {Meng or 9 deinen © a pen’: dolpment! A. Barely 0 month ago, 1 gore a fele-addess from Mileage the ste af the 4° National Convention of Trott Soserament Ortntztiont for Informotion Thangs (GO. The comenion was held in Tafobn Fee stand a tower Plppines several hundred Titec fom Manila. NG rather heey work schedule kod a>| ee Frened ne fom beng presen be comenion, tot frm belle and toe site of tran technology at Pee enter nat icnciee Tapeh wih arto ore cee at ty oth thet De ease ten sare es moors 20 ting an hace “eine on Ea petite secs Ty onl eet ahi yar a day Seo gett np Sect oet ipl Sebehing ecb opt Fatsep od oe fecha ts eaetaine eee tre ete a ent ee Fake stalling tonal bu pote como Sa se reer doops Peet cadet ett Pot niet nd re Pee eaten met putt moe GUase) pci alts echnotey ond of the apes and tors of maderaton ae bese wih Geet es od es Teas ge thy vot Pete es tie sess ioe At ancora secon: thing, the pervasiveness of technology has SE aa ete peel ls telat tS onger ced fo the Shot an. Tht fo ue edge apr {he See he Tomer os become Bis her own tnt ig ic hy er 9 eo neha wl amin ther teks n eda tion te teacher must how provide Tarter-centered chofees Pee se cian et meta nce oe tee eee pein e as nonsicnceen Weiice of warting sytes ond the choice of channels Bete decane ates Tate Toe a ‘The teaner to, theoretically at leat, has countless lice ce te feather mut be thereto help the farmer ‘ons wih amt see seas peceen heme Sos Pepe: Noes 7) B, Below ae reaction to the question "Do instant messaging, al el pes ad ater gd Bing amily members “Uulng a lot of high-tech gear to communicate a tome isa poor proxy for focetofce commanteaion and four emmiprsen tcbolocl et trating 10 nts moon BL "typing 10 sach ether intend Of talking to each citer Gan only lead to probleme down the road, sich te teem sing eal 0 dv pens abou their aces” Ly oie cad 7 Tal are revelers of stant messing My commanication with for fing. oa 1 thai ox marl réationship wend efor when 1 tomy wife fr a constancy Job ebroad for eghen rth Bal mites made amare rae more cet Ine ond more communicate." MCP ‘How con computerized communication place of facestoface family contniaton ond hig, deepen de topic? TH, (sew: . Stuy these comis sip Find ot what dpe about he onoienos ofthe ut of canny en rela eieSNG FOMCGIUPAG WEEETE VOT ALLOWED]oF peple whom we hardy he ef i nied tf in Seat 1 hl ne Lats go ck 0 the question sted atthe Begining ofthis lesan Is teenology toon or Ban to edition? Te dopends on ow we ae tcholoy if we ase Ht Hoip our stodents and techs become cringing. hiking, reecting md analy ‘fsing brine then a boon, a Blesng, Bot If we abe 28 vcr Technology #3 Boon Technology os Bane | ck up mat et gcttinn and tpt mut expen ite 1, “Techolay o pers John Rie 2. °AI cur esol prope, ou vey eit, he the me in he hind of th pall ini” — Abert 3, Seis «tool adanee wit sv ave, poe.” Mishel Hangs 1, You are schoo! ead, Fur ecinology to serve ainae ose of ingroved Ting. Jou lve you fey ia the Flan of idles on te we of elle the ls sam, Sl «ety meng ace wih wien ‘Technology cones mich to the improvement of the rechingarning poser and te omanzaton of i ined a osng Bt when at wel rey besos # Se tent Intton and human popes develope Techoloy i made for mas ad aot man for teow Technology made for the teacher and ot the teacher for ‘ecology. Thi meine tht eon fs meat 1 se man in All aspects of fe ielcag iastation. Ie man, and in the eoteat of the ehsroom, the fereber, who determines how {echaolgy ought to be used In order to reap the maximum eves dat cae slong with kno: soumc il Tema © Inco wena tan ear een ot| ee ‘he intern of ecnalogy in the insrctinal process mut be gud neice and ming es, + the development of ceive and sel inking 1 the development and crn of amore S lworcreconern Recal cooper spies at Yo lee rm your tase computer corres How are you applying them 008 In your us? Do ct of servis led out how your ampter ap Caton cn tly facher nho tot yet computer Inert. She Ime be yur moter or aie or ed Postscript - Thank God for the gift of new technology! 1 ella this pit ow I cae up withthe fal manuscript ‘ould te tse Bed te magi er woul! commit ypogapbica fron Toren, I had to repeat ping the ese assim. There 16 no oer recat. Now wih the cnt, 1 ay commit as many Qpogaphisl rors ta 1 stn and | ave aot to redo the whole thing agin ow eevee What ibrticn! The Roles of Educational Technology in Learning cl mae ews ne oe” lioooenn Arner understanding the comprehensive messing of sion eng, et om dl on te sof sued Ee2a)scr0_ 1. Go ck to your leaming expen in school Rell Speco ways by which he ws fede! Wwetnlagy eed you le 2, Get spre tho sare your expres. 3. Vole o ste your experince wth te et of the 2 buns Teton a ply titolo em dtney ve aor tara enor cniactvin my rier a the og poss Inte toa uy, te eer ‘rn fot tectngy and ecolgy sever atthe kod: | Loss ‘einlog ni ame wy that the leer arte now eo feed the ttc, the concn vas, tecoley Delp {he Seamer bil more meaning personal interpretations of He and hier nol he consti apcach, technology 1S ering ool to lem with nt from Ik mks he Tamer ste, Sik tape ania ration a cnt eins ith ‘epresnng wat he Inner knows aed what bolhe i Laing. Discussion Querton: sed onthe exainer share, whieh ese role a teh ology py in 300" famine experiences techoogyasteahe 6 tecolgyeepae nth amine ros? 47 hoster. rom he tional pot of iow, teoogy serves as sO and presenter of knowledge I is sasumed that "browedse Cintas in te technology (Ex the content presented by fin fv propane or the taching seueee in programmed iste ‘Gn an the osclogy presets that knowledge tothe sade. (David Sonam, sl 19), “rcology the comple een af productvigy wo The popularity of word processing, databeses srensheets, graphic roams and dest publishing Ia the 180s pols 10 this pode he sl of aduotonaltesinoley Wit the erpion of te INTERNET in the mid 90s, commu Newton and mulindinhve Gone the role of tehnony in he toon forthe pat few pers From he sonst pint af views dena techotony eres al hat lamers Sen ith eng fares in sectv, consraative, intentional, authentic, and cooperative eaming prover oparanies for tehology ad kame inter ston for sang Teng his case, technology nil wot be ogi cre delve veil oe cnet Raber i wed as llr of ining a bovine emsrcton From « cnstuctvix perpen, th flowing we roles of techy in ening: nase, tl 1999) ‘Technology as tools to support knowledge consraction: Mor nprsening learer” ea, anderson ond eufe “for producing organived, mulrimedia krowledge ‘ase by feomers 1+ Technology av information vehicles for exploring lenowledge 1 support larg y-comtrutin for accessing meted informetion “or comparing perspectives, ble and world vows 1 Techoly at contest 1 sport learning dln: for veresening ai imsoing meaning real-world ‘rblems, sutions and contexts for representing beliefs, perspectives, arguments. and Sores of etore for deing a ae, comrlabe protem space for se Technolgy at sci! med focupprtlaming by for collaborating with others ‘or dacsrng. egung, ond balding consensix among members of © comma for pporing discourse among knowledge baling + Techotogy ax inlet parmer Jonasen 1996) 0 apport tering belting: for heling lamers 1 atalte and present what ‘hey brow Jor reftecing on what they have learned and ow Jor supporting learners “internal negotiations and ete for conoacting personal representations of meaning Soe sopprting minal thinking| =e eo when ies efoto: research indiats that technology Temes les) kesing excreting aed chien! bt Ha gents mation w lem, oases elaborate leaing and sll” (Schacter and Fagan, 1999) Rosell abd Sore (199) iso ls tat the oper implementation of techpoogy in the ones ht are more laren, The une of fecal) i the onsdoing the shergsce of student rediness Yves interes pe stligences, and Ieeig sles Technology also ele ies tone Ielong lees 2:3 lencio enmuctvatt perpen above ety under which {stand proce iste y cach 9 te fw | Was samples fom pond, steams and facets wee a Iasdloly hen anil researchers who poled the dns and retuned thom to all sites, where stent few onesie and camped them with those of ether sles mason, ota, 925) , Swen ware hed 1 ge » graphic pretettion of he ‘ests a fos of lho «Stents were ask fo conduct an i-deph research 00 the cames and fll of el waning by she exenine ‘ke of books, jonas andthe ftenet and 10 give & Students mee esigned 40 axter proposls fom varioas Seren ow tale the penne ist and om Sica pups mee sted o rad and analyze comic Live a lest 3 wes oF fonctions of edutionl tenons: Categorie the either as techaoony a tener (source of romledge) or tecology as parnee i learing (one thet nowleége and mesning) Use the table given Delom. An ‘example for ech ein & gien fe you. Tessa a her Tessa o em eg 1 i somtitno el 1 fetey exon mn way a “tan fea Sey er lero sae ve ‘Shane ate epee| heal MING UP 2. The comics! inking i hie: Technology camot tech Bees edt el eee rit tes meres Disats with your group. You ill be asked to share our 4 are ating pafasselly rong with the tara we of ecology af & preset of knowlege ihe the teaches 5 source of kv? Diss in your sal oup then shave your anor with the cl 5. Why ate tsholny i ache? Answer ti qerion based oo ‘what yu lee fom tis Leon, Present iin your ov hans! cing ps varios role. From the tail Dnt of vie, Ht serves t presenter of ksowledge jut ike Necker Wale sever a posetviy too With Inert eke See eee een peocks Frew Sel ete eter eteiel etrciey a 5 necciagel S lnc necomezron Recall how the fle of tehology frm the sonstuctviet erpstive, wee demonsnted by your pofessrinsractrs It ‘or or ty speakers in seminar you angen 900" ning, ently tose rls that were demons, : | | BS rome No Other Choice But To Learn How to Use Recent Technology in the Classroom Postscript Fe he eee aes pale eed ee ee ae Slope eee eens deere ree tw thse Cn‘Systematic Approach. to Teaching The toad definition of educmional wshoology encompasses ystems or design of inaructon. In this Les, lets lous ‘en's or & aysenatewpreth io lnstctin Eekehenn_ 1. tn your amall groupe, stuty the chart om systematized Ineueton. Pay close station 0 the pars, Write a east & toes the gi 2 Rend your wit stent aout de hat on tema ‘tection Each on henge 10 len and te common tenet renUy ‘stone appronsh to nsrusion? Are te elements ses of lsocon independent of ene ascter do thy rete fo ove arte 2F vesmucrou AS dpc in he chart, the fae of systemic inrstiona phoning i he sent. Isracton begins withthe efation of Insts! ejects tat consider the suet” sod nee tnd vanes On he bast of thee objectives the teacher slot "he appropri thing metodo be aed a tr, tae et the tething metbod sets the appropriate Teaming experiences snd epepente materi equipment and flies il lo be “The use of lean mately, equipment and facilier dain the rl fan persone aval the preparation Sting st ning thas leering mesures. Gn ee vchaa. Peg tania eitstel ii rhs utes cre of im eer leicester ope a suc ile teacher lta) The eevee of Iaming rues It ‘ependent ob te exert of th tener, the wetveon level ot responsiveness, andthe Invent oft dents Into Jean (roots With the inseuctional objective In mind, the teacher Implements plied inerion with thea of the seed teaching ‘tid, eaming otis and Teaming reas wit the help of ‘tine personel whote fle bas ben Sefined by the teacher Will he teacher we dost seston or inet intact? Wil bute tach ing the deacte of te ind appreach? I “depends on Bsr Insacontl objective, nature of te eubest Ina readings of stents Sad the expertie of the teacher ime or heal eee alcatel ee ere ater alcatel cr ct ing, trang ereting oting Sue cuampls of lamin escuces fo section se ae textbook, wetaky peprained tater, empty th mind mater eatkboard, rea bjs aed the he tained, teeherproceds tothe next lesen going though he Same ele one moe If asractonal objet wat ot aie then teckr ges hl as ot eed an fide oot ‘vs to leaned In order to inode remedial mesure fr proved dest performace and stiment of farting! hse40 | tet et Co The sts apc vos the ete een pos se ‘s pmem of slay enlah pa, an eco eing aterm with al pars moni igre ito the ake Te Shoo, ie tech the ade the ohestves the media, te It i Wb ese, ch fh the new ose rach ate camper, ec Stroh ima sin hy tstcer ormaliing biter Ireon objective and then directly teaching the soe, Thete are 4 It of elements of factors that he fhe fn tok ts coon Senseo ner he teckound por exprnsen, developmental sags, nate tthe te The teacher Im he sles of the most appropiate ‘ching eed ering ste sn amine scr coe the ote of hr aj mater avila of exc, rhe ‘spain the develope stage of bis set, ana of course Nee Ison obec. Heris che of tserment method fr ering rave depot on te lesson chive. The ation the tester taker afer geting sues! rel In bed othe ‘ne amc rel ir op eo es clement or on pe of he lsbactona poses fats he our eo which is kaming save ale The aint he Teaming objective tr depen on eh nner fal lames od fal ator ieee pce ‘The papers of 4 nym lasstonl designs “i ensue dey eats ad ern f yt, nd ca Tenet eres fo fil be gals which hve bean ead fer lscton” (ron, 196). SS lone | Test Your Unerstndig of «Systems Approsh Pat at check mak before the item that carsterizes fies NOT ceri «apts aprons Gat Teng pater thon compare aod cicusy your answers Then compare out noes withthe nso hey page 202. 1 The toto of of par an be parody stir pt of te yt 2, Ota clement can beinsbtiated by svete Heat te orien 3. There is stron among yrs ofthe system, 4 Elmers we independ of ech ter. The inecprdenes of eon. 6, The ples of iracton ae viewed in lon, 2, Here ae Istrctina Desig Questions (Meno, 2007) tht ‘tat to a ftv clase intone! ein 1 What wil | do 1 esa aa communist ler pals, tack sent pogesn, and clas see? ‘Win wil 1d fo blp suns eletvty frat ith le? ‘Wh wil 40 Belp sats pice and deen tit mdentading of new owes? ‘What will dot Blp snd inet ad st Hypo thee aost new know? ‘Wn il 1 9 fo ene stents? ‘What wil {oto eon oe manta clasoam ra ed proses? ‘What wil Ido to rcgune and scnowlege aerence nd ink of adhenace to clssoom res and posure? ‘Wit il | 0 esnblih and waitin fete rein hie wih sens ‘Wim will 1 9 9 sommes high expecaons for all to. nt 1 © desop ete lence epi’ oo | [tas2 . = oy Match hese quetoes wih th phate elements of «tn Inavdus Acwy ~ Aezompsh is Learing Bank ste insoctiona design iven in Figue 1 on Systematics Insti. Diss your anaes ab cas. Yow wit at nt) 3. Mate your own papi petition of the ssa appro te nao, Pepin renee Sc eee “sac a nc a Shanon J. Review the pars of» teson pln leaned in Pipes oF “Teshing. Fin oot te pags of eto pan conta he hen of system of tion ued is Lesh. Mitch the parte of leon plan withthe clement of etucing the phases of « aytenate Instruction to tvee dost St edce the copes iacton of the ements In seme tppfrch to ison, The main pies of te stn nt Shem sppach volver mary oer sabes. Thy second phase Faming for insroten nthe Implementation of th sreton] 2, Does the teaching aie ln ise Planning fr instuctice involves a bt of processes, 100. sees evict ‘A teher wo plan fr actin cole methods of teachin eet ae Ste Site wt tion toe porte w te messes] eames : {0 the learners and to theatre ofthe lesson contents The at inarctbal place may bese with even prion of pst, 3, What do te rows ‘lowed by tmtnaton andthe leon develope which ay Ca intone pce ‘na eppcaton of what var lared This pees he way to te eo valuation phate which is anchored on the stated lesson Erte thieves. In shor, systema appre t numction is ¢ network of stenens or parts feet fom eck eer ta each one | SPR “special in the sense that each performs a unique function for the | Fectiaany Suet lisa ean ec ofthe nts yen iets tienen Tose 2 We for Fotaing Rip toringbed The Cone of Experience Th can a at ry a Th enti, de ean ad tiene De conb eats mpc Ear ale2 hws Dscuttion Quetons: 1, How ae the experiences of reaity ange in the Cone of xpos? 2. Which ay of i lst 1 the sel wold? 5. Whick ny fas om the rel ord, this Some nest abo? 4 rte oi of the argument of expenses dict of experince or degre of abrasion (the amount of ‘Or iv 1 more correct to think thatthe, bands. of experience inthe Cone overlap and lend into oe ‘ctr? 6 Does the Cone of Experience device mean that all ‘iting nt aie move tly re Be fe hind of sensory experince more wicul edsce- only than soe 5. Can we overomptsie the amount of direct experi that rue 1 ler 2 new concept) 19, Ave the uper Tees of the Cone forthe older stent tnd the Ler oe fr the ld? Lo. What the Cone of Exprece? What are the learning ge found in the Cor Expres? of &F espacio The Cone of Haprece i vn model itor dei sin presenta inde of experinos arias sscrdiag 0 earee of ‘Sharcon and st dee of eit. The fate Yoo p> fom ‘te boom of te ere te more sarc he exe Dcomes Date 1969) ses ta the pir of arrangement of the bands of experiences tot iflelty but degree of abstraction ~the amount of Inmate sotory participation that i imelred. A still photograph of @ ee Is mot mare diffe 10 wndertand {hay dramatization of Hamlet I simply tise @ lest norte teaching material thn the dramatizotion al, 196) Da furter exis tat “the nvtua bndsof te Cone of Exgrene std for exis a reid, exten od eotialy inert” (Dl 1969 8 shal oy Be ie Tal {2 dnp fom The dite Kn of mre evn (rhe con combine ig ad oud, Stents ay meray im 8 ‘dennstton se ey may ew en pars a Does the Cone of Experience mea that all teaching aod tearing must ove ssemataly fom tse 9 pinnce, rom ret arp eperieces to verbal symbol? Dae (199) category sey No. We continually shute ook and forth among ariae hinds of exprincen, Every dey 20ch of (eyurer new cones experiences ~ vowgh walling on‘ey cone ote S| the set, gonening, cromates, amd endless other means: concrete is natural throughout our lives ~ and at every tage feel On the oer had. oth the oer eh ad the Peete reer ett aerial cy mel epi doing tis well In ou teaching, thn, we do not alwaye begin with Airect experince atthe ba ofthe Cone. Rather e be- fi wih the Kind of experience that most appropriate to the ned nd abies 9fporticaarlerer im pericuar Tearing station. Thon of conse, we vary this experince. ion mony other ps of learn acter (Dale. 1963) Ce Kind of sem experince not meen re oc only wool than aouter Seer experenes are mined the Incr When sts Hien 1 you you ge your cnet ‘hey do not jst fave an uit) experienc, They alae have tinal experoce inthe see that they ae “ending your fail ‘agesons and bly tes, iret expres 1 ler a concept Teo much reance on co Cae experince tay scully bse the proces of meaning ‘reroton, The test wil be stking balnc tetwsen cnet nd aac, diet paiiation ad malic expression for th ering ht wll ent go Be eis te tat te older «person isthe more asia Bi ‘ome ae kel be. This ean te tied to phyla ‘nian moe vl exeienr and sates greater motivation For ‘ering But oer let dos ot Une rly hs word aac Meo just at shld dot ct ie ony te wold of ema exprooe. Bad ld and yong shu a's word of the \Waat are these bands of experience in Dale's Cone of perinet Ie bet 1 Fok buck tthe Cone Hl Bat Tet ot liga eet et hep caters it are inst purposefl experieces- There are fist hand expe: rics nhc sre ste oan of our kuin, We build 9p ur reno f meaning infomation and ides though sexing Aerchinglenring process, tis lenming by doing. fT want my ett lena few compoand iakt mioaope, 1 l Tet hin fecusone of ie, ae T showed he bow: tative mals or ack ops of ely For praca! resins snl 30 that we can rubs the robe sceiBle othe stents) peep our sad unending Fr lnstaroe a ook ap of Apola, the Capmle forthe esploraion f the moon, embed the North ‘Anertan Avinten Co a soy he problem of nr igh Remaiber how pa ware nua to tel Cine? Your teacher Dazed experiences ~ By dramstintion, we can part tate inn contac? experince, een thug the igh event Bar romoned fom vs ine, We rlve the oubenk of the Prilpine revolution by acting atthe fle of carci a Denno 2 visa expat of am port fic, tn o pes by te ase of NOB aig ls, lpuya oe pied motos I showing ow things ae done. A tenn Pel Eaton sows be cas howto dance nes ‘Sty trips — Thee a excursions and isis conducted 10 xhiis~ These ae diye 1 be Sen by sects, They may comsst of working, models stranged Ineaningolly of eee aje el Thre ae some exbiG, Dome, that Tuas alsa eagerness whee specu ar allowed 10 fxs ‘cr manipate moss dyed “vison wd nt pce Teva and mtn pices can enna he maiy of the pst effectively tat we ae sre tet we we there. The anique vale ofthe mesanges ‘ne by fin td evi es i hi ling of realism, ‘Sor cap cn pore ad poral. le nied rset on cod tie cyto ee, ea, an clay| i ss Wactea) ‘erate rec of ‘Sot crc] beta oumet Stil pictures, Recordings, Radio - These are visu a dior, devies maybe wed fy an individual or a group. Stil Trond of a aca event my often be Tne 0 tlevied toi wes i yl mene, il symbule These ee po lenge sec reprodction of pyscal tings for these are highly aberact representations Trample: we chars gap maps and haan Vet omtols — They ae tot ie the obj or Meas for whic ey stand. They aml donot cinnin val ce to ie ‘meaning Wren ode ll wer hs epeny. t may be word fora sverete object (bok), an idee reedom of speech) 8 ‘shea prime he pl of Dales) ermal (me) Wine are the implctions of the Cone of Experience inthe iottin. Rather wee ny netusonal materials #2 Ip the set conepaie i espero, 2, We moi thing dety a the ols lel of tout witout adequate foundtion ofthe concrete, Student? ones wil ck deep rots in dest cxperiznce. Dale ‘los us when he sis “These oes egernes ill ot bave the eenentive power to produce additional oneps dil ro enable te Ie to del wi the ew station tht be fae (Dl 1963) 5. When teaching we don't get stuck in the concrete, Let tr soe 1 big our sens f the symbole or aaract level develop i ihe ol thinking kil eats Je 2:8 beri. ‘A thoarl poetalons, Jerome S. Urner, promis treed noel of learning where be points oat tat every aren of Sow can be peed nd eared in tre tic ep eb eee eee ett Fae 4 Somes Teed Model ot Leeming sect Pip Toren Laney ese, (80, Mensa AB Trig Shion Risser me Is bghly recommended that learner oced fom the ENACTIVE we the ICONIC ae nly ater to the SYMBOLIC, ‘The mind on sted it inmate bacon te highest love with the beet of «era nn, Question: fie to inplions of the Cone of Expense in the Teachnglnring proces th same thogs ht are recom Ineded by Bras treed mde of leing?=| es i ag it lg Dal Cane of Tape coe Sots tO sez a Ste pocseet wit: (SFB) Cat b) Is this a concrete exlanton of the equtin? 1F ot, Cone of Bagerete begining nth the cones moving toward gar Dales Cons of Fagvence it «vial representation of eunng rescuer arangdrecting to dei of este fest The fer you. move avay fom the bate of he cone, Mom fic at whe owe bathe ring rues Pe 1 dramzed experiences oes Seta son : See at prs “hs los septs the Terie sepia. shld. nat te ten to muon tthe lung experiences ae sly dl sed The Cone of Experience should ot be taken ely ‘Come o ink of Even fom the tse ofthe Cone, which i Suc pponesl experienc we akeady use wor = verbal Shan ae ‘verbal mbt, te pln of te cine, wast the To fam Yop ty bstm Or many times our verbal mba tre wcrmponcd by vin bos, cts “Tre pills dt wes er, should ved With repr 10 he ste of te Cone of Ea a: ‘ing ne ean in ton 1 Mie te beat tout an adqune feniation cremate espero. MM |+ ting. Huck Inthe snerete without moving to the act tampering the develapmant of ou muda! Der heh le © wince ‘rslon of nls sich an be rad in pocket? 2 How does the den in pisphy thee noting the mind that was ot fist the senses” late 10 3 Ales Nore Whiehend sain the Garden of Ee, ‘Attn sa the animale before he named them. In the fda em, chidn name the ae before fe them How wosld you relate this remark tthe Cone of Exper? 4, When Dale frm the Cone of Exper, comptis tro it jo prt actonal oboe seinge so ty Te aot pat of the orginal Cone, The computer (incoay aaely gages te lesen ho wes ane ening tnd pig! actvy atthe laybeard” av well ange of esta kil Whee wil ihe compar Be PS Personal Postscript ~ The Cone of Experience: A Reminder ‘only afler eve preentee the casercte Do we have to end in te sberst? Or should the eburact ead yo again Wo the ‘so learming ‘inrete andthe conerte 0 he eect sa oneete te the abt kat Using and Evaluating Instructional Mateals ‘ou shud hav 2 gpd ia ofr dat, eh ne ‘oso oe ory ma oer ang you do fet wr jou a go ou cet pep ees 9 ay 9! INTRODUCTION Aoter being acquainted with different instructional materials though Eden Dsl Cone of Experience, lta, lear bo To elect and se thee eri in der t achieve cur desied aig betes. AsRelhon_ eal al stuly be cane sp below. Wat do the comers tn Bence he Bxow and Lins ply abt el tps? fesse@ wrss aide Questions for Discutson 1, Ft te contrition, Lim anid “i oan rel eld ad nk in hd pt 2. Did he fed ip seeomplsh meting specif Fr Lins? SB \sssracton Ce of the instal materi ied to stn insta chistes al tit nee enought Dring th cas out for «eld ep sod rake hen eee athlig of eveything er ae other Irion eit ep Fer an effcve se of insrstosl meals sachs ld ‘He gine at cope to be observe, at ofall: Ate slecon aod second, ei se Selections of Materials “Te foie ple quesons exress sna 1 coe i ‘te sakctin of ton mil 1+ Do the materials give a ve petre of the ideas they | pres? To sold misconceptions, i ays good 1k Shen the eral wan priced + De the mater couse meatngal content te ie | der sy? Does the miteial help you achieve the inarctinalcbjesive? + the matrllappropriste for the a, inliganse, and erect of te leamen? ‘+ 15 Be pas contin ofthe ate smsctry? An ‘example + pologph pperiy mam? Tikes and devel thr tea eae? Uh exper «Is the material worth the tne, expense and effort in tolved? A fell trp fF isan, reuites MICA tine, toad money. oe ee ha tk lake ple? OF te Ber SET The Proper Use of mati aye aed yor tna mari wal Th no gerate tat the tut} materi wil be ffestively isa oe Ding sl» ond arco! ml is “to ere fee fits tra, Haden Sh sc Thomas Nose (1972) book subrs om Istetion Media, ie et aide by the asonym PEPE. Prepare yours. You kow sour lesson objective and what you exec Fm tes afer the sen and why You have P= Prepare yourelf P a» epee P+ Prete mail F = Follow up+ mee Tete fret teal matriel,You be » pono Sow sou wil provrd, what questions to asx how you will ‘ate eg ad how you wl be hose eas tetore the bal Phapare goat wade. Sot cles expectations and learning nls is sound prastoe to ge them guide questions fr them tobe able fo nsuer during the dawson. Motivate them and ep than intrested snd nea ‘Presta the cateral under the bert posible condita Many teachers ae ply of he ROG Syndrome. Tht ts mean, (Goth, 1972) Using medi and meal especially hey te ‘mechanical ip nue fle reqetes rebenSa and enrfally unaed perormmne Woe ou if you ty the mae abend Sf sour Sie we fo avid fan low op. Remenr tht sou we instruction) material 0 chia oes iM at a 1 ne your «break ‘se to merely emer the css. You use the instetonal Tor Imnerial ino th end ia elf ira means to an ond, the (nee of a Ist bene So, hte Red o fw yp find co cote war ated ot SBS brio, 1. Observe your insrctofssr ab he teaches the clas ind out which puis in he slestion of insriona ters dd be chee? aot cere? ‘+ In is use of ition! mail, write dwn evitence Ps preparation of st eprtion of stolen + proprio of muta ‘alow op,a eee cvmemms [ay 2. Asoo Levine Lae be wor he tin, eee and ft ied for optimum eof he Inna rl my a sf ier pes {the imtoo mater and der fw wp. &S lwwosnecomecron ‘ou lenmed Robert Gag ine (9) stn event he ste Facing ening, Te a1) gin tention 2) ner 4) prose sinue aerial, 5) povide ler dnc, 6) bit Performance, 7) provide feesback, 8) assis performance and 5) cahance funtion tnser, Caneel Gapne's nite instcton fen to he FPP? acne ins Les in rebion to we of inoctoal mater Ae Saal Game tying sar things? Postscript There is no such thing as best instructional material! he tec accompli erie ening bjt ‘No inact matin mee DOW Seri, can uke he place of an efsive teaser, “nection! aerial may Be persed oe laborsaving “To eam iniostenl mates serve ther purpose evict forth tne. On the cout, te teacher even Wor Ianracion, ne need 1 aburve sone pies in thelr selection ever when she males good se of auto mater At ae, The mers dt we sk must ve tre piste ofthe es they present nite othe samen of the leaning cbective be apron to the ap, inligen and experience of bein id ond antisite cnn pol srctie ate bc .Direct, Purposeful Ex red — “Fr hfe xporcas to seas tng, wo crt he ‘ae th comp Be prasad ‘rt ur ee” a Avver acing instructional materials ne 4 whole, lt us single out die prone experecen ax insane mtr. The ‘not rat I Dal Cone of Expoence Lets era ow they ean be effete ued fe aren Ekehown alow The meanings of ppt dtininaion doe ant pose ixrininon inex Boame cys Gu o me ely wen we ‘i an Hom tls of our West tema Grade VI. teacher ‘My hud an chien ws too compe job for me eich mde me tally pendent on them, The problem we faba Wer sntocr Mh! queenone they were no avaps around to help me with my reports Ince ots To Yotom mate fom my helpless, | ced myself kam, tof eat. Gon sting eral Ao surfing the Itt. Wht encore Was a) sever Sor old ond dager cul do wht I wae oot capable of ented, Teun encode tnd print my tar he ier end do pomerplat Ieee presi, even whe m0 ome ad © ep aly Aer | hat to do see ings myself. — Gradete Seo! My bos signed ef pat the tasparecis th iste of the owed proto wile he deere lear fn sage, Te trad ou hit fhe frat tanspreney war not Fete wi fe ane penn hem {ike nuit vow seed neat came to my ree. Inve vever fren tn experince tut ving eee sine (Gotan pany, Lean ay Tan now eget the OF "Seeretary tothe Dose St wat nly when went tothe Manila 2s that 1 eared Got pal eat lad pan at” Grade 4 pot Discussion Questions: “+ Do yon fae «sil expsone? Se (Tink ofa il ou fe. How dé you segue Ht “sink oa coe How di you lm i D2 hwyss_ ‘How di the four sartrs ear teerespesive skill! concep? Analy| aes &F vesacron Winter ails or const We ite aot cme on of the be, We pn tn igh ct ty err re hatre above. They lene the sil by ing The ‘lhl eae Hd 4 do the compar te hell So ALi The Sever laed fem bor mite and epstdy doing the tak covey cated er fo mae the sl. The Grade TV pi gt slr cone of the ino the slepant and hep of [Bue afte socing nth ter eyes the fal slaphan and graf Foe the Grnde'VI eal the snistal concept of ponte and teen into es ae yer oy Sots te lecting ming pce are referred (© a direct, parpoefal experiences? on concret an fstiand experincs that make up the ominon of our lara. Thee a he th expos ta Oar Zenevoiztions thst sive meaning and order to our lives Ebue ne Ty me Sewsey expences ‘These dro activites may be preparing meals, making & ioe of fire, digg owen prscaon, performing» bi Tau experiments delveng © spot, king a ip, main & piece of fr In conta, inet expicaces re experiences of ote. peop hn we sierra ee har at They not Oo ew TETt caperinces bu Hill exeriencn iy the say tat we 306 Fai and ear sbout thom They are not fiethand hut rate Weious experince. Climbing © mow eft, dec experience. Sevag it owe in ins or reaing aout ilk various, sate exe Foe H fe sen therfore, tat we can approach the wold of Fea iatlyHhOuBs tbe sence and iniecty with reduced ‘mony expense For example we can make bake black eres Why are these dirct experiences described to be purpose? Popova Kecase th experiences are ot poly . mechanical, They ar aot « mater of goig tough te maton, ‘hase ae see ny ecto’ Thay re experiences at sre interained in the see that hese experenes Inve the ‘ing of qiesne tat ve sgnieae i the Me ofthe pee “They ar ao desribd as purporealbreate thee expe {ea osc fave i xine cig Waring ject ‘Whee stout hse et pratt xpos lead 6? The ‘eee etn etl cand Bon oes ‘eth nn igh Merpn ner hee ed “The Grade IV pup’ 290 expeente ofthe elephant and rat aspen ih he ACTIVITY, pase of the lean enable fi to nds ey an vile coe on lean an & ‘ate pon eng ing we ih” an hate {eset an am esa 0 he crete ah el) meron a abc, lobn Dewey (191) hax made ‘etl pi ssc lan ounce of experience 1 better than a ton of ‘ory Become ti ony tm esperence that amy teary her vil and verifiable tigniieance. tn experience, wry naite iperone: is capable of genaroing and Covryingany mount of theory (or Ile conten) Ta aihec sper fem cxrerienes carer Be iy cape as a thety. tend to Become a mere enka Nona so of ctvonde aged 10 reer in rar goin theorising amnecsary ad Inpasile rrporefl experiences or frstha tc an ni iy {ey ding ioe at Soden nthe word of Coperees, Scot ale eo el ngs nas ‘Shar motes fora ong at we ea Thi tu Blythea sts devel the fie sense othe fl to ein thee ena foe well Fol ur gue our mente ‘od conte thir level faking As ation! in Lenn 5, Ist tot be fenpad to gt stuck tothe concrete and fal {5 tring op ou sn’ fhe hghr level of Wikis o> 28 )ru00 Sri yu tse takes. We there mised portunities for dit experience IC ys, what are ty? (BEC). Find ot nich companies hn be bes taht Yoeph deat exer feamduon of leaning, The opposite of act eaperences ae nd tin. We sald wat eed ur lesions owing ol the ener ‘We wo bojond the concrete by reacing the level of sbsract com ue S omer conerrox 1. Heres an apovoxination of how much persons learn ‘todh the he soe, fT py ay | fas a oN Cones this gph to sensory experience for maximum fang withthe Bae ofthe Cone. Does hin graph folate to what you learned about direct purpselul ‘ipeentel! Do Jou soe ay raion or conection? Any pple you ened for te Pipes of Teaching ‘at Cnet 0 laming by det experince? (Oar lack of andestning if often due t ou Ink of Steno Our ck ateton ie urmlly da 0 fre in the wee of ur tones, Connet ths To fisthand oF ‘Sern men went through a fleld. one afer nether One wa a fara he aoe ony the grat the text mah on cater, beso the horizon ond the Sars) the physician noticed the standing ‘eter and Inpected looms: he wet followed by a sole, who Toeed oer the rotnd, fond # es) 10 hold, and aw in a momen! how thi trope cout be dopord ‘hee come the gol. who noteed the Bowers and ‘ie soy ane afer hi came the reaLetate broker Sino Bethought him how the tine of the howe Tot ould rum, where would be the driveway. andthe ‘tenth poet adied the shadows cont by some tren and sl mare the mani of tem thases and 2 meadow lark What does thie pargrh imply about peoples atrpettion ofthe cones? How ean we ave at moe scr nertain of what we experince?Bs ———— Lo experiences are things you can use on Monday! 7 es: Teaching with Contrived Ieee esate edt ef jr ‘worries, to uso direct gxpwincen a8 aching material sets you Experiences as fers wy. Diet es te Bi hed apes sin nad ibe teteeen Eee en cones ‘Ng you dy “ae om Nong" vgn sp nse et eer cmb A at ed Yor ow wish det expences wil (sede ate” eae ww them. You have the all teed the sdents in drewing fenwraeaon or sraction aout the direct expesonee for ‘Siting. Fesand semory experience alone dos no che Sse ee a ener feo prove {sto they Wing thir cient go int oma he Cay Cal nen 6 hab i pc, Tr for one reson ar aot, 0 cannot employ diet expe ice ae meri fo intact, make We of an “ed "orion of inst eprece the contved epee, £22 lon Sal Group Rend te following and do what i shed of 1. An tom ie invisible 10 the naked ye and 20 your Scone tear in the pike ade se of «oil Which Showed the nentons, th protons and the electrons Voutze de mol ofan sm tt she sed, Or 300 poner Hobs the port yo ele ia sence? oHp cach ster dite he mod tr revolton around the sin, with which was the plnnet earth repeat Deserie the materi Nave 4A sho want sds em the cet prcens inaction, So thy Gi elstion of class oficers and tin of the Supeme Sent Conc a way sina the Philipines, Hales on qulifentios of canes, ma ‘ef campaign, duaton of eangian pad, creas ‘of soos were ls down by “COMELEC","Thore were. to pad slston bal Haw do you fhe 4 5A tesher ene si “How can you clin Dilogy is the Shady of tring ine, who al ou tay ae specimens frond in femal” Dp yo spre with te teser? 2 laws. Discussion Questions 1. i th tins (dl ofa som, plantar, andthe fee ) lp oo { edestind beter the rotation of the plumes on te tis and tr revlon a ese? is tsar plete of he art featng of what mens 6 candit or partcpte fn an lest poo 3. Why the alam depict by a mote? 1 not beter I 4 Can you think of a Bete way of sting plant nh ther than the globe? Way? What oud dosent pt when they are made to par ‘tein an elect pens very si 1 what kee place in s dou comty the Sous? 17, Ws making the stdertsoterve th endef est fn tonal szction gros enough for ther lar ‘Shot elects? Why or wy nt? 1 Bilogy isa bee of HH wat yo sty re ane tify te eof peered spines in Boy &P ssracron ‘Sautred espera ie seand bl fees in Dale's one oF perce What are contrived expec? Thee we “lite” copes reat sede eo mses fo eal igs wen ts oe acta! or a posible fo bring o Jo the real thing in the ‘osreon. These coved epost ae deined ima ‘a Srpunion fs vl ig smal lee lege sal te cunt setut mde af she muti I isa substiae {eee el thing which may’ oF may nt be peal" (Bown, a1) lanctasiom sy slo be conser « mock ap. A insan arengemet of ral evict of assctted edrented The mock up may be implied i onder to emphasize ‘mph or clyde, t be ose fe lean prone Unity, ea prepared abe or alte ster is lt clrgenatBro, 196) Te learn sn cxample ‘Ca mck wp, in he sett Oe xe Ge te angen of the pine inshown an he el pecs ofthe ple roton lulayed A mock wp «opera mode where the parts of = Imola ged opened mo msgid In et to fone Model of ash of the ple and he van ut ft fcnes on the oss of te plan soca and revolton snd soit ‘Soar 4 mock ‘The presrved spines fall mer specimens and objet ements creme ea icine ai Plryed n'a isu oF bes Sipe! exis or pressed The shoo! election process desided above isa form of simian, Simulation i 8 “prsnaton of manageable rel ‘ent in which the lane ean ative patisiant engaged leasing = belaior orn apbing previously sau sis oF namie (Ory ota 1938). In ation fo the section of las a scoot pee sve ter empl these re fies and eau ris WHE hol ually conch. Organs feats a Ere dil eve «station highly sinew Be fou sittin len « ulin on fre or when an earth opens Avot nano mil shel in sot experinses gees elas atprnlir ca ai crood, Games ars plyed to win while simulstions need ot have # inser, Somme ser be mee easy rp to he sty of Why do we make ose of contrived experiences? We a reset eae reeled eb ceeoce am ‘ine f opt ed ens 2) Wi” valy ors fo bo able to {oc on parts of process of «tn that we ned 1 sa 2) overcame eifetis of sk, 4) 1 unestin he nce ‘le, ad 3) help te ners ded ae he aie of sr stant, Ore (199) emt tn (1) ‘eel poses of sition and es nema 1, fo develop hinges ne 2. to change sete tev 5 to pepe primis for sning ew les i he 4. to he india net tr cet les 5 to re the oe ay to ely pipes ‘eens 7 tonto tha my ac oes We Ou hat one 9, dp ae pc ont the cleon yrosest desi’ shove, what ae cdionat coomple of simulations? A famous example he hot ete snus, "You fe ude ach The bb selec tan acon ely ve (5 pss These ae gh (2) of 300 oe pup, Dele no mt pet Ober famous examples of lnulton feels a pty os One Grade 2 tench used Taney Roar exe a tween experience abot Cenmosdsi rssey stes, Mak 1 ales ond Davone Mente (191) bad ti epee: Stents wiht Stier sina he eens of sal and heignpad one and se ih sal iii ce “sialon dy” They ‘nned ht suns ane 2 row pepe of the nest and Felngs of seh bis tn the Engh tbe David Sus (1985) fund ta eer oncpts old be suet: net by ining he stents by having th deep chet sd hn develop apt. Su ho sisson ‘mg