POLANGUI COMMUNITY COLLEGE

Polangui, Albay

MODULE 14: BRINGING THE

WORLD INTO THE CLASSROOM
THROUGH EDUCATIONAL
TECHNOLOGY
I. LEARNING OUTCOMES

The student must have:

1. Described global application of technology in the classroom.

2. Identified advantages/disadvantages of technology in instructional delivery.

II. CONTENT DISCUSSION OR ABSTRACTION

A. INTRODUCTION:

Technologies as link to new knowledge, resources and higher order thinking skills have entered classrooms
and schools worldwide. Personal computers, CD-ROMS, on-line services, the World Wide Web and other innovative
technologies have enriched curricula and altered the types of teaching available in the classroom. Schools’ access to
technology is increasing steadily everyday and most of these newer technologies are now even used in traditional
classrooms.

Despite the various opportunities mentioned, still many future teachers may feel unprepared to teach using
technology for a global application in the classrooms. However, may resources are available to them, and what is
needed is a small effort to make classroom activities of international significance. For example, television, DVDs,
newspapers can all bring the world into the classroom. Checking different newspaper headlines everyday on the
internet will make the student aware that there are issues and concerns worldwide, that are similar to what they know
in their immediate environment. For students, communicating through the internet may connect them to other
students around the world which this may lead to the realization that they have similar feelings, issues and concerns.

With the diversity of learners, breakthroughs in technology and multiple teacher perspectives, an innovative
teaching is one of the answers to the global demands for quality education.

TECHNOLOGY FOR TEACHING

The use of technology in the classroom has never been more underscored than now. However, survey data
suggest that technology remains poorly integrated into schools, despite massive acquisition of hardware. Some
observations indicate that the most frequent use of computers is for drill-and-skill practice that supplements existing

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curricula and instructional practices. More than thirty years ago, the dominant model of teaching was directed
instructions or lecture in which students memorized facts. Because of its limitations, educations began exploring the
use of technology that supports models of teaching emphasizing learning with understanding and more active
involvement. Thus, a decision to use technology to go beyond facts-based, memorization-oriented curricula to a
curricula in which learning with understanding is emphasized was embraced. When to use technology, what
technology to use, and for what purpose cannot be isolated from theories of teaching and learning that support
learning with understanding.

The roles of technology in achieving the goal of learning for understanding (Goldman, S, Williams, R, et. Al,
1999)

1. Technology provides support to the situation of meaningful problems.

Finding answers to complex problems brought to the classrooms is one important function of
technology. Unlike authentic problems or problems that occur in the real world, some problems brought to
the classrooms can be simulated and created with graphics, video or animation. These can be explored
over and over again through technology. Students will be interested in the multimedia format in the form of
sound and moving images. Students can review stories on an interactive videodisc many times and freeze
specific frames or pictures to study them. World Wide Web or Hypermedia allows students to search easily
for parts that interest them the most. Simulations or exploratory environments called microworlds allows
students to carry out actions, immediately observe the results and do a lot of investigations right there in the
classrooms with the use of the computers.

2. Technology acts as a cognitive support

To use technology provides cognitive support to learners. It assumes interactions with others who
are knowledgeable, who can coach, model, guide and give reminders in the accomplishment of various
tasks. Multimedia databases on CD-ROMs, videodisc or the World Wide Web provide important information
source for students who are doing research. Electronic references are easy to search and the provide
information very quickly. Technology can help learners visualize processes and relationship that are
invisible or difficult to understand. Students may create charts, maps, and other graphic representations
which they can generate trough simulation.

3. Technology promotes collaboration as well as independent learning

The concept of network can be traced back to technology. Interconnectedness in networking

through technology supports collaboration. Technology provides avenues for discussion and communication
among learners. if computers are networked within the room, building or larger geographic areas, students
can send and receive information. A vast array of communication services are rapidly becoming available to
schools. A two-way video and two-way audio systems allow students and teachers at remote sites to see
and hear from each other. Face-to-face interactions can take place over great distances in real time.
Communal databases and discussion groups make thinking visible and provide learners to receive
information.

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Polangui, Albay

TECHNOLOGY PROGRAMS FOR TEACHING

There are various technology programs that can be used to assist teachers to be innovative in teaching.
These will include short list of programs you wish to try.

 Stand-Alone Programs – some programs are available as “stand-alone” software, videodisc, or CD-
ROM media.

Example:

The Jasper Wooodbury Problem Solving Series, Little Planet Literacy Series

 Programs Available in the Internet

Example:

Knowledge Integration Environment (KIE) – teaches students to think of web information as evidence
and evaluate it critically with regard to authorship, credibility and relevance.

Global Learning and Observations to Benefit Environment (GLOBE) – involves students in gathering
data about local environment and creating a database open to the Globe community.

 Information Databases – forms of print-based materials that are now available in electronic form.

Example:

National Geographic magazine in CD-ROM; Encarta and Grollier

HYPERMEDIA – the ability to jump in a nonlinear fashion related to information, whether that
information is text, graphic, video or sound.

Aside from being mere users of technology programs, students can also be a multimedia developer.
Students collect visual images from public source and combine the images with text and narration that they supply
plus music to add to the quality of the material. With students’ creativity, they can produce products that are worthy to
be shared with other students, parents and other school officials. In creating and producing multimedia by the
students, great opportunities are given to them in the following aspects:

1. Selection of their own topics to provide a sense of ownership.

2. Conducting research, planning the development and presentation of the product.
3. Selection of simple multimedia presentation that gives only limited number of options.
4. Opportunities for teaching grammar, writing, spelling within context which is meaningful to the students
(Source: Technology Education Requirements for Prospective Teachers
http://cnets.iste.org/teachers/t_stands.html)

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Polangui, Albay

Modified Technology Education Requirements for Prospective Teachers. (Technology Standards and
Performance Indicators for Teachers) http://cnets.iste.org/teachers/t_stands.html

As teachers in the future, who will be both learners and users of technology, there are performance
indicators that are offered for your guide. Meeting these standards will guarantee your ability to cope with the rapid
demand for use of technology in the global classrooms.

1. Technology operations and concepts

Teachers should demonstrate an understanding of sound technology operations and concepts. They
should:

1.1. Demonstrate introductory knowledge, skills and understanding of concepts related to technology.
1.2. Demonstrate continuous growth in technology knowledge and skills to keep abreast of current emerging
technologies.

2. Planning and designing learning environments and experiences

Teachers plan and design effective learning environments and experiences supported by technology. They
should:

2.1. Apply current research on teaching and learning with technology when planning the learning environments
and experiences.
2.2. Identify and locate technology resources and evaluate them for accuracy and suitability.
2.3. Plan for the management of technology resources within the context of learning activities.
2.4. Plan strategies to manage student learning in a technology-enhanced environment.

3. Teaching, learning and the curriculum

Teachers implement curriculum plans that include methods and strategies for applying technology to
maximize student learning. They should:

3.1. Use technology to support learner-centered strategies that address the diverse needs of students,
3.2. Apply technology to develop students’ higher order skills and creativity.
3.3. Manage student learning activities in a technology-enhanced environment.

4. Assessment and evaluation

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. They
should:

4.1. Use technology resources to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning.

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4.2. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for
learning, communication and productivity.

5. Productivity and professional practice

Teachers use technology to enhance their productivity and professional practice. They should:

5.1. Use technology resources to engage in ongoing professional development and lifelong learning.
5.2. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of
technology in support of student learning.
5.3. Apply technology to increase productivity.
5.4. Use technology to communicate and collaborate with peers, parents and the larger community in order to
nurture student learning.

6. Social, ethical, legal and human issues

Teachers understand the social, ethical, legal and human issues surrounding the use of technology in
schools and apply those principles in practice. They should:

6.1. Apply technology resources to enable and empower learners with diverse backgrounds characteristics and
abilities.
6.2. Identify and use technology resources that affirm diversity.
6.3. Promote safe and healthy use of technology resources.
6.4. Facilitate equitable access to technology resources for all students.

III. LEARNER’S EXPERIENCES OR ACTIVITIES/EXERCISES

A. Make a self-reflection to the following questions.

1. Do you like using technology?

Answer:
Technology helps you organize your life and work better, allows you to access information the
moment you need it, helps you buy and sell stuff easier, enables you to find the best price for the
items you need. Time is money, let’s not forget that. But that’s not where the story ends! Modern
tools and techniques, quality control methods, mass production even in the field of technologically
very advanced products – all of those things are tied together and enable us to get a better product
for the least amount of money!
Still wondering why to love technology? Well, why not? Can you imagine yourself living without all
of those gadgets that seem so normal nowadays? I certainly can’t!.

2. What do you like to do most with the help of technology?

Answer:

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Polangui, Albay

Technology has evolved and shaped our workplaces in many ways, through the adoption of tools
like the internet and email for communications, word processing, spreadsheets and presentations
for office productivity, electronic databases for record keeping, and robots and artificial intelligence
for automation.
3. What kinds of technology would you like to have in the class that you do not have now?
Answer:
The technology I need for class that I'm don't have is Laptop and projector, printer because in my
year level it was one of the important. When my prof give me a report to present to the class I need
those things.

4. Does the technology make you learn? In what ways?

Answer:
Technology Changes Teaching, Not Teachers While all the faculty members interviewed for this
article believe technology has great power to influence their teaching, no one feels it fundamentally
changes them as teachers. “I’ve always wanted a very interactive classroom,” Smithey says. “I
want it to be very theoretically based and I know exactly what I want my students to learn. I think
technology has improved the quality of what we can access.” Smithey also emphasizes the
importance of technology being used for a clear purpose. “I never want to use technology just for
technology’s sake but to support my students’ learning.
5. What are your suggestions if you are the one teaching with the use of technology?
Answer:
Some students still perform will by using technology because as they say, it makes things easier
for them with just tipping and click all the work is done. But some students showing poor results/
performance, some students were even getting worse because they're clearly distracted in some
way or another.

ASSESSMENT/REFLECTION TOOLS

1. Rubrics
2. Copy of one’s philosophy of education
Answer:
The philosophy of education examines the goal, forms, methods, and meaning of education . The term
is used to describe both fundamental philosophical analysis of particular Pedagogical approaches.

IV. MATERIALS/REFERENCE LINKS

Books:

The Teaching Profession by:

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 Purita P. Bilbao, Ed.D.

 Brenda B. Corpuz, Ph.D.
 Avelina T. llagas, Ed.D.
 Gloria G. Salandanan, Ph.D.

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