Educational Technology

Content References: https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf

Technology for Teaching and Learning 1

Objective 1: Understand ICT in Education

 Introduction to Technology for Teaching and Learning
Objective 1.1: Define basic concepts in understanding ICT in Education
A. Basic Concepts
 Technology
-refers to a mix process and product used in application of knowledge.
 Information and Communication
 Educational Technology
 Technology, Media and Learning
 Instructional System and Instructional Technology
 Technology Tools
B. Roles of ICT in Teaching for Learning
 ICT Policies and Safety Issues in Teaching and Learning
A. ICT National or International Policies That Are Applicable to Teaching and Learning
Objective: Enumerate the national ICT policies affecting classroom practices
B. Safety Issues in ICT
Objective: Describe the implementation of ICT policies in teaching-learning
C. Uses of ICT Policies in the Teaching and Learning Environment
Objective: Identify ICT policies that are incorporated to the design and implementation of
teaching-learning activities

Objective 2: Identify learning theories and principles applied in the use and design of learning
lessons with technology
 Theories and Principles in the Use and Design of Technology-Driven Lessons
Objective: Identify learning principles and theories that are applied in technology driven teaching-
learning models.
A. Learning Theories and Principles in:
 Dale’s Cone of Experience (with equal attention given to both the Conventional
Technology and the Innovative ad Emerging Technology for Teaching)
 TPACK (Technology, Pedagogy and Content Knowledge) by
 ASSURE Model (Analyze Learners, State Objectives, Select Methods, Media &
Materials, Utilize Media & Materials, Require Learner Participation, Evaluate and
Revise)

Objective 3: Integrate media and technology in various content areas

 ICT in Various Content Areas
Objective: Review teaching plans that require learners to connect the content of the lesson to
society
A. 21st Century Literacy Skills
 Digital Literacy Skills
 Media
 Information
 ICT literacy
B. Instructional Design Models
 Gagne’s Nine Events
 Bloom’s Revised Taxonomy
 ADDIE
 Merill’s Principles of Instruction
Objective: Introduce sample technology-enhanced lessons to support learning
C. Technology Enhanced Teaching Lesson Exemplars
Objective: Select ICT and conventional learning materials designed to enhance teaching-learning
D. ICT and Conventional Learning Materials to Enhance Teaching Learning
 Digital Learning Resources
a. Google Docs
b. Survey Monkey
c. Others
 Conventional Learning Resources
a. Flip charts
b. Realia
c. Others
Objective: Identify flexible learning through online communications
E. Distance Learning
Types of Online Distance Learning:
 Synchronous
 Asynchronous
Objective: Describe flexible learning environment that enhances collaboration with the use of
technology tools.
F. Technology Tools in a Collaborative Classroom Environment
Objective: Reflect on the use of technology and on its relevance and appropriateness
G. Relevance and Appropriateness in the Use of Technology in Teaching and Learning
Principles in Selecting Instructional Materials based on their Appropriateness and Feasibility:
 Appropriateness (Target Learners and Instruction)
 Authenticity (Dependable)
 Interest
 Cost (Economy)
 Organization and Balance
 And other considerations: Environmental Factors, Dynamic Variables (e.g. size of
class, attitudes, etc.)
 Innovative Technologies for Teaching-Learning and Assessment Task
A. ICT and Assessment in Learning
 Assessment Tools
B. Tools in evaluating appropriate assessment tools (ex. Checklist, rating scale)
C. Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model
 Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources
A. Digital Citizenship
 Nine Elements of Digital Citizenship
B. Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources by
Teachers
C. Intellectual Property Rights Applicable to the Educational Setting:
Copyright and Related Rights
Copyright Law (Part IV)
D. Digital Safety Rules
 Rule 1: Research before you register
 Rule 2: Discriminate
 Rule 3: Think before typing
 Rule 4: Require ID
 Rule 5: Trust your gut
E. Cyberbullying
F. Netizens in Cyberspace Active Citizenship
G. Netiquette
H. Educational Sites and Portals
I. Online Communities of Learning
J. Online Resources
K. Collaborative Projects
L. Technology Tools for Collaborative Work

Edgar Dale’s Cone of Experience:

 The original cone of experienced proposed by Edgar Dale has no percentages attributed as to how a
learning experiences can retain to memory (https://elearningindustry.com/cone-of-experience-
what-really-is)
 Displays the experiences from most abstract to most concrete
1. Verbal symbols
2. Visual symbols
3. Radio, Recordings, Still Pictures
4. Motion Pictures
5. Exhibits
6. Field Trips
7. Demonstrations
8. Dramatic Participation (Roleplay Activities)
9. Contrived Experiences (Simulations)
10. Direct, Purposeful Experiences

TPACK Framework:

 Proponents: Punya Mishra and Matthew Koehler, year 2006

 Consists of Technological Knowledge (teachers’ knowledge of, and ability to use, various
technologies technological tools, and associated resources), Pedagogical Knowledge (teachers’
knowledge of the practices, processes, and methods regarding teaching and learning) and Content
Knowledge (teacher’s knowledge of the subject matter)

ASSURE Model

 By Heinrich and Molenda in 1999, Russel and Smaldino

 Steps
1. Analyze Learners
2. State Standards and Objectives
3. Select Strategies, Technology, Media and Materials
4. Utilize Technology, Media, and Materials
a. Preview the Technology, Media and Materials
b. Prepare the Technology, Media and Materials
c. Prepare the Environment
d. Prepare the Learners
e. Provide the Learning Experience
5. Require Learner Participation
6. Evaluate and Revise

Gagné’s Nine Events of Instruction (1985)

1. Gain Attention
2. Provide a learning objective
3. Stimulate recall of prior knowledge
4. Present the material
5. Provide guidance for learning
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
ADDIE Model

1. Analysis – plan
2. Design – create the blueprint
3. Development – develop it
4. Implementation – execute
5. Evaluation

Merrill’s Principles of Instruction

 By M. David Merrill

Backward Design

 by Wiggins and McTighe

 Comprises of Three Stages
1. Stage 1: Identify Desired Results
2. Stage 2: Determine Acceptable Evidence of Learning
3. Stage 3: Design Learning Experiences & Instruction
 Has criticism that it promotes “teaching to the test”