Module 2 – TECHNOLOGY IN ALTERNATIVE DELIVERY SYSTEM

INTRODUCTION
The Philippine educational system today is facing its most difficult times as the
implementation of the K to 12 Program has started. Several issues and concerns have
been raised practically from every sector of our society. One of major issues presented
is the shortage of physical facilities to accommodate incoming senior high school
students, shortage of qualified teachers and the mode of delivery.
The most recent development on the educational reform agenda of the
Department of Education is to strengthen its current Alternative learning Delivery System
and to use blended learning approach in the delivery of K to 12 Program.
As a pre-service teacher, you are to prepare and equip yourselves to face these
challenges that await you in the field.

https://www.kissclipart.com/e-learning-clipart-educational-technology-e-learni-vcn9os/

Module 2 is about technologies that drive the delivery of distance education and
alternative delivery systems. There are five lessons in this Chapter and will mainly focus
on their instructional technologies that will provide learning experiences beyond those
din traditional classroom settings. These five lessons are the continuation of the first four
lessons in Chapter 1, hence, it begins with Lesson 6.

Lesson 6 - The Internet and the World Wide Web

This lesson introduces the internet and the World Wide Web, their historical
development, nature and characteristics with emphasis on their instructional value.
Lesson 7 - Introduction to Web-based Instruction
This lesson discusses the pedagogical principles behind the development of
web-based instruction. It introduces the three (3) categories of web-based instruction
and their corresponding applications.
Lesson 8 - The Practice of Blended Learning
This lesson introduces the various models of blended learning and their
corresponding application in different academic levels. It further discusses the
pedagogical concept of online interaction.
Lesson 9 - Teaching in an Online Environment
This lesson discusses the various pedagogical principles and practices in online
teaching. It introduces learning management system, its instructional tools and
functionalities in the delivery of online educational programs.
Lesson 10 - Online Course Design and Assessment
This lesson introduces the basic principles of instructional design. It includes
design and development of instructional plan for online delivery.

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https://www.kissclipart.com/schoology-add-discussion-clipart-schoology-educati-zq99ah/

Lesson 6

The Internet and the World Wide Web

Learning Outcomes

 Illustrate the nature and characteristics of the Internet and the World Wide Web.
 Evaluate and critique the instructional value of the World Wide Web.
 Create real life scenarios to illustrate both the positive and the negative use of
the Internet and the Web.

OVERVIEW

The internet is said to be the most fluid, coercive and demanding type of
communication medium that has brought dramatic changes in the way people work and
learn. The internet offers a wealth of information ranging from primary source of material
to statistics on just about everything. As pre-service teachers, how much do you know
about the internet? How can you optimize the use of internet in teaching and learning?
One does not need to be an IT savvy to make the internet a viable tool because it offers
a rich set of useful features and functions.
The development of the internet and the World Wide Web has gone a long way
in terms of their features, capabilities and applications. The first time the author made
use of the internet is in the early 90s. The experience was a memorable one because of
her desire to learn more about it, she went out her way to hire a private tutor to conduct
a one-on-one session. Well at that time, access is not as speedy as it is today and the
amount of information was not as enormous as they are now.
When people think of technology, information, access and the like, it seems that
the first that comes to their mind is the Internet and the World two terms are usually
associated with Information Communication Technology or ICT.
Lesson 6 introduces the Internet and the World Wide Web their historical
development, nature and characteristics with emphasize on their instructional value.
______________________________________________________________________

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Learning Activity

Directions:

 Visit this interactive website on the Internet Live Stats

URL: http://www.internetlivestats.com/

 Interact with this website in five minutes and record the latest statistical data
reported per day on the following:
 Videos viewed______________________________________
 Facebook active users________________________________
 Twitter active users _________________________________
 • Photos uploaded on Instagram ______________________
 • Pinterest active users ______________________________
 Skype calls ________________________________________
 You may look for additional data on the usage of the internet in this site.
 After five minutes, share your insights and learning experiences while catching
up with the speedy transmission of internet statistical data and information.

Note: This activity requires internet access.

__________________________________________________________________

Internet Live Stats puts the total number of websites online today at a little over 1
billion, while close to 1.7 billion of us have now signed up for Facebook. The site pulls
together all this information from more than 250 sources and uses a customized
algorithm to try and make an educated guess about what's happening online.
According to Brantner, (as cited in Nield, 2016) in his report at Motherboard, the
reach of the web continues to grow rapidly: there are now 3.4 billion people online (46.1
percent of the world's population), while internet-savvy young adults spend an average
of 27 hours online every week. By the time this book reaches your hand, you will be
amazed how those figures you saw in the Internet Live Stats have increased
immeasurably and have been out-dated. Users across the Globe typically perform
54,907 Google searches, 7,252 tweets, 25,406 YouTube video views and send
2,501,018 emails every second - numbers that growing larger as more people get online
(Habulan 2016).
As pre-service teachers, what are these statistical figures trying to tell you? To
extent will these developments in the internet and the World Wide Web affect or "today's
education? Your answer is as good as the author's.

DISCUSSIONS

The Internet and the World Wide Web

Every time this author introduces this topic about the in Educational Technology,
she usually begins with this simple question. “Is internet a place? The usual answer she
receives from the majority of her stud their heads to convey their "No" answer. While a
few will outright who expressed a "yes" answer, this author pursues this with her if it is a
place, then where is it located?" A long silence prevails in those who opted to say "yes"
cannot cite the physical or the geographical location of the internet. But suddenly
someone cried out his answer and said” Out the internet is located out there (making a
hand gesture to refer to really in space? Where can you find this space?
How do we define internet? Several users of internet may express their definition
of internet in different perspectives depending again on their orientation. A computer
programmer and technical people may define the internet from a technical point of view.
They would probably say "Internet is a collection of wires, cables and net network of

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networks connecting thousands, millions or even billions of other It is a global system of
interconnected computer networks that use the Internet suite (TCP/IP) to link billions of
devices worldwide (Internet, n.d.). So the internet is not a place and, therefore, does not
have a specific physical location.

How about the World Wide Web or the WWW? The Web for short is basically a
system of Internet servers that support specially formatted documents. The document
are formatted in a mark-up language called HTML (HyperText Markup Language) that
supports links to other documents, as well as graphics, audio, and video files. (Beal
n.d.).

The World Wide Web may likewise be defined as an information system on the
Internet that allows documents to be connected to other documents by hypertext links
enabling the user to search for information by moving from one document to another.

Let us make our understanding of the internet and the web using a simple
analogy. I encountered in my readings one author (sadly I cannot recall his name) who
made us of an analogy to define internet and the web. He said, “the internet is like a
megamal and the websites are like stores inside the megamall.” The act of surfing in the
net also like widow shopping.

Historical Development of the Internet and the World Wide Web

September 2, 1969 marks the birth of the Internet. Historical record tells us it is
on this day that two computers communicated with each other. And on 1969 message
was sent from computer to computer in different locations. 1983, ARPANET adopted the
standard TCP/IP protocol. About two decades after the discovery of the Internet, Tim
Berners-Lee invented the World Wide Web in March 1989. The first email was sent in
1971 and Mosaic became the first we (Cellania, 2009).
The World Wide Web is the key to the development of the Information Age and is
the principal tool that billions of people use today to interact with the Internet. The
speedy access to the internet gave rise to the emergence of social media which today is
the buzz word for both the young and the old. According to an info graphic from social
media monitoring platform Simplify360, there are three eras to show the development
media, namely; The Primitive Era, The Medieval Era, and the Golden Era. See the
Figure below.
In 2001, there was already a continuous stream of social innovation that started
with the first crowd sourced encyclopedia - the Wikipedia. This was followed by
Friendster. MySpace, Facebook in 2004, and Twitter in 2006. While Facebook and
Twitter are the two top social media platforms today, MySpace has undergone several
pivots and is still in quiet operation.
There are several launch of apps as shown in Figure below info graphic,
however, it did not show the impact of mobile technologies on the increased use of
social media all over the world. Let us take a closer look on the three (3) eras of social
media as shown in Figure below.

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Basic Web-related Terms and Concepts
Surfing and navigating in the internet can be miserable if one does not have
familiarity with some basic internet related terms and concepts. I'm sure some of these
already familiar to many of you, and you must have encountered or studied them your
computer subjects in Basic Education. Let us have a short review of these terms.
Bandwidth refers to the amount or information your connection in the internet can
carry, usually measured in bits per second.
ISP is short for Internet Service Provider" is the company that provides you with
access to the Internet.

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 URL is the abbreviation of Uniform Resource Locator URL is the global address
of documents and other resources on the World Wide Web. The first part of the URL is
called a protocol identifier and it indicates what protocol to use and the second part is
called a resource name and it specifies the IP address or the domain name where the
resource is located. The protocol identifier and the resource name are separated by a
colon and two forward slashes.
Domain name is a name that identifies a computer or computers on the Internet.
These names appear as a part of a Website's URL. For example, in www.bkmediagroup
com – bkmediagroup.com is the domain name.
Fold is the line past which someone has to scroll to see more content. Everything
that shows up when a page first loads is "above the fold" and "below." or "after the fold"
refers to the content further down the page. This is a web design term.
Browser is the software you use to view web pages such as Google Chrome,
Mozilla Firefox, and Internet Explorer. These are some of the more common browsers,
although there are others like Safari and Opera.
HTML Short for "HyperText Markup Language," HTML is a cross-platform
language for creating and formatting web pages. Elements and tags are used to affect
copy, images, sounds, frames, animation and more.
Hyperlink is an electronic connection between one web page to either other web
pages on the same website (Internal linking), or web pages located on another website
(external linking).
Navigation refers to the process by which users access information on the
internet. Usually when we use the term, we're talking about the menus, links, icons and
buttons on your site, along with where they are and where they take a use.
PDF is short for "Portable Document Format," they were first developed by
Adobe. The idea behind the PDF was to create a file format that is not dependent on
applications, software, hardware or software for proper viewing. Every PDF file has a
complete description of a document, including the text fonts, graphics, and other
information needed to display it.
Search Engine is a program that searches documents (le web pages, which are
HTML documents) for specified Keywords and returns the list of documents. A search
engine has two parts, a spider and an indexer. The spider is the program that fetches
the documents, and the indexer reads the documents and creates an index based on the
words or ideas contained in each document. (Glossary of Website Terms n.d.).
There are other terms cited in the Glossary of Web Terms and those above are
the basic terminologies every user especially students and teacher need to know to
optimize the instructional value of the internet and the Web.

Instructional Value of the Internet and the Web

In this era when access to knowledge and information is just a touch away,
delivery of education has dramatically transformed. There is so much talk about virtual
schooling and indeed this has been what many schools, colleges and universities
worldwide are trying to face as the greatest challenge of the 21" century teaching
learning. The onset of online learning programs gain popularity and acceptance the
educational arena as another innovative approach in the business of education. In
addition, the Wikipedia is swiftly gaining legitimacy today in the academic world. One
cannot, therefore, negate that these developments are immeasurably attributed Internet
and the World Wide Web.

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 The following are the instructional values and benefits of the Internet and the World
Wide Web.

 Access to knowledge and information

 Access to instructional resources
 Extended learning opportunities
 Support lifelong learning
 Support Computer-Based Instruction
 Support delivery of distance learning programs
 Promote, facilitate and support other academic functions such as; enrolment
access to program of instruction, and serves as communication channel between
and among parents, teachers and students.
 Support social media apps such as Facebook, Twitter, Instagram and others.

You can add to the list of benefits of the internet and the web. If you can recall in
your previous lesson, you learned the various instructional software that are actually
available in the internet. Some developers of these instructional software offer then for
free.

___________________________________________________________________

Learning Activity

DIRECTION:

 Create a scenario illustrating the educational application of internet or the day to

today application of the internet.
 The scenario should reflect some issues and concerns or problems.
 Analyse, discuss and put in context the various issues and concerns presented in
the scenario.
 Suggest solutions to these issues and concerns.
 Write your short narrative scenario on the space provided.

TITLE OF THE SCENARIO

___________________________________________________ ,

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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________________________________________________________________ .

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The following are the issues and concerns in our scenario:

 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________

Suggested solutions to these issues and concerns:

 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________

Websites Evaluation Criteria

As a student in teacher education, you spend longer time surfing in the internet to
do your school work, homework and other research activities. In the navigating in the
internet, you encounter numerous and what seem to be co websites. If you are looking
for a specific knowledge or information, these websites can create confusion on your
part because you cannot tell which of these sites provides the correct information or data
you need. So how does one decide which site give authentic and correct information?
What indicators should one look for in a particular site before making the final choice?

Due to the rapid development in information and communication technology, it is

difficult to define standards in web evaluation. Abdullah (1998), suggests the following
checklist derived from the summary of criteria for evaluating websites.

 Technical considerations
 Purpose
 Content
 Authorship and Sponsorship
 Functionality Design/ Aesthetics

The technical considerations include among others, the website's features and
capabilities, such as use of graphics and animations relevant to the subject matter and
the stability and the consistency of the pages because some sites require the use of
more advanced browsers.

The purpose or the objective of the website should be clearly stated and content
should support the purpose. It should define whether the purpose is to educate,
entertain, advertise or evangelize. Advertising should not outshine the presentation of
the content

The content should be comprehensive and easily understood by the visitors of the
site. Information should be current and updated. There should be a logical order in the
presentation of the content. Copyright information should be reflected for guidance to the
visitors of the site. Links should be provided for additional information to support the
content.

Authorship and sponsorship are relevant information that should be reflected in every
authentic site. Name of individual or group responsible for creating the site should be
spelled out. The site should likewise reflect the author or manager of the site and other
contact information. References or other sources of information should be provided.

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 Functionality covers the use of appropriate language in messages, and dire should
be clearly stated and easily understood by the visitors of the site. The navigation is
buttons, shape and location should be consistent along with the use of features headers,
background, fonts and color.

Design is one of the criteria that can hold visitors' attention. It should be simple and
appealing to the intended audience. The design elements and features on the site be the
searchable databases, animations, graphics, sound files, and transitional pages, should
be clearly labeled. Large images should be presented in thumbnail, with links to the
larger versions. The use of appropriate color is equally important in a website. The
principle of contrast in the choice of color should be observed.

While the above mentioned evaluation criteria cover the overall elements that make
up a website, it is more important for you teachers to focus on the evaluation of the web
resources or materials you find in the website. After all, the very purpose of surfing is to
search for the correct knowledge, information and data.

Alexander and Tate (1996-1998) cited five criteria for evaluating web resources,
namely: authority, accuracy, objectivity, currency and coverage.

 Accuracy - How reliable and free from error is the information? Are there editors
and fact checkers? Almost anyone can publish on the web. Many Web resources
not verified by editors and/or fact checkers. Web standards to ensure accuracy
not fully developed.
 Authority - What are the author's qualifications for writing on the subject? How
reputable is the publisher? It is often difficult to determine authorship of Web
resources. If author's name is listed, his/her qualifications are frequently not
mentioned. Publisher's responsibility is often not indicated.
 Objectivity - Is the information presented with minimum of bias? To what extent
does the information sway the opinion of the web visitor? Web often functions as
a “virtual soapbox”. The goals/aims of persons or groups presenting the material
are often not clearly stated.
 Currency - Is the content of the work up to date? Is the publication date clearly
indicated? The dates are not always included on Web pages. If included, a date
may have various meanings such as:
o Date first created
o Date placed on web
o Date last revised
 Coverage - What topics are included in the work? To what depth are topics
explored? Web coverage may differ from print or other media coverage. It is
often hard to determine the extent of web coverage.

Challenges of Web Resources

The following are additional challenges of Web resources and their

corresponding coping strategies:

 Use of Hypertext Links. The quality of Webpages linked to original webpage may
vary. High quality. Webpage may be linked to poor quality. Web Therefore,
evaluate each Webpage independently.
 Use of Frames. Each frame displays a separate webpage. Each frame should
likewise be evaluated separately.
 Search Engines can retrieve pages out of context. Always try to return to "home
page to determine the source of information.
 Marketing-Oriented Web Pages. In other media, there are usually clear visual
and/or audio distal and audio distinctions between advertising and information. In

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 the Web distinctions between advertising and information can become extreme
blurred. Try to determine if advertising and informational content are supplied by
the same person or organization.
 Blending of Entertainment, Information and Advertising. The Web has brought
"Infomercial" concept to new heights.
 Software requirements may limit access. Full access may require additional
software. Browsers may alter the appearance of Webpages. Be aware that
software limitations may alter how much information is obtainable or alter the
appearance of information obtained.
 Instability of Web pages. Webpages may move or disappear without notice User
may not be able to refer back to a webpage. Try to determine the stability of your
source. Document the source to the fullest extent possible.
 Susceptibility of Web pages to alteration. It can be deliberately altered or
accidentally altered. Verify information using other sources.

The development of evaluation techniques for Web resources is an on-go process.

The continuous emergence of new technology is outpacing the ability to create
standards and guidelines. However, the five traditional Web evaluation technique
developed by Alexander and Tate (1996- updated in 2001) can serve as basic
technique, in determining the authenticity of Web resources.

_________________________________________________________________

Learning Activity Directions:

DIRECTIONS: (Individual Learning Activity).

 Look for at least one Website that will provide you with the empirical knowledge
and understanding about the true shape of the world. Is it round or is it flat?
 Using the five techniques or criteria in evaluating Web resources, assess the
validity and authenticity of your chosen site,
 Refer to the five evaluation criteria in doing this activity Write your answers in the
empty spaces provided in the right portion of the column.

Title/ Name of your Chosen Site Website Address / URL

_____________________________ _______________________________

WEB EVALUATION CRITERIA INFORMATION/ DATA OBTAINED

FROM THE SITE

ACCURACY

AUTHORITY

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OBJECTIVITY

CURRENCY

COVERAGE

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https://blog.commlabindia.com/elearning-design/models-of-elearning-for-corporate-training

Lesson 7

Introduction to Web Based Instruction

OVERVIEW

The discovery of the World Wide Web in 1993, gave rise to the development of
Web-Based Instruction. When you think of Web-based Instruction, you outright create a
mental picture of the Web as the source or the medium used to deliver instruction. You
can also think of Web-based instruction to connote time and distance in learning.
Lesson 7 introduces Web-based instruction, its brief historical development and
the various categories and teaching approaches. It covers the similarities and
differences of traditional instruction with Web-based instruction.

Learning Outcomes

 Explain the pedagogical principles behind the development of web-based

instruction
 Identify and differentiate the three (3) categories of web-based instruction.
 Relate the instructional value of Web-based instruction in promoting non-formal
education and in functional literacy programs

DISCUSSION

Definition of Web-based Instruction

The use of Web resources has immeasurably increased since the introduction of
the World Wide Web in 1993. The web-based-instruction or the WBI is defined as a
“hypermedia based instructional program which utilizes the attributes and

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resources of the World Wide Web to create a meaningful learning environment
where learning is fostered and supported” (Khan, 1997).
According to Lebow (1993), and Perkins (1991), Web-based Instruction or WBI is
defined as the application of a repertoire of cognitively-oriented instructional strategies
implemented within a constructivist and collaborative learning environment, utilizing the
attributes and resources of the World Wide Web.

Distance education is one form of web-based instruction that makes use of web
resources. The concept of distance learning, however, is not new in the educational
arena. Historically, it started with the use of correspondence, use of audio and video
technology, use of television satellites and finally the internet and the World Wide Web.
As distance learning continues to evolve, so are the factors that define it.

Zvacek (2004) identifies the following components of distance learning:

 Physical distance that separates teachers and learners;

 Use of mechanical or electronic means to deliver content;
 Interaction between teachers and students; and
 The influence of a formal educational organization that outlines the roles
of the participants, expectations and expected outcomes.

As the internet and the web continue to advance in speed and functionalities
web-based instruction is beginning to gain popularity and worldwide acceptance as an
emerging educational practice.

In the Philippines, several higher learning institutions started offering their own
version of WBI programs. We can also observe basic education institutions adopt
blended learning to provide extended learning opportunities to the students. The onset of
K to 12 program prompted the Department of Education or DepEd to use the blended
learning approach in the delivery of senior high school programs. This is seen as a
positive development towards attaining quality education and in addressing the learning
styles of our digital students.

Categories of Web-based Instruction

There are several broad categories of web-based instruction. Siemens and

Tittenberger (2009) cited three broad categories of web-based instructional programs,
namely; augmented, blended (distributed and hybrid) and online (distance).

Augmented
The term augmented came from the root word "augment” which means to
improve, expand, to amplify and increase. Hence, in the augmented category, web
based instruction is used to extend the physical classroom in order to supplement face-
to-face instruction.
Blended Learning
There are several terminologies associated with blended learning. You must
have heard or encountered in your readings, concepts such as distributed learning, e-
learning, hybrid learning and the like. Do these words mean the same thing? Blended
learning is an instructional method of delivery that combines web-based instruction with
face-to-face classroom instruction.
Online Learning
In online or distance learning category, learning takes place remotely in
asynchronous or in synchronous communication. Online learning is commonly accepted
by adult learners as this instructional method offers flexibility in time and space.

Benefits of Web-based Instruction

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 The turn of the 21st Century saw the fast development in Information
Communication Technology or ICT. The internet and the web are seen communication
channels that outshine all forms of communication media. These phenomenal growth
and developments have challenged educational institutions here and abroad to
transform their educational practices to address the ever growing demand of the digital
learners. Today, many educational institutions and organizations are taking advantage of
the benefits offered by web-based instruction. Thus web based instruction continues to
gain popularity and worldwide acceptance.

Several studies were conducted to investigate the educational value and benefits
of web based instruction or the WBL. Some scholars and researchers cited the following
benefits and advantage of web based instruction:

 Unparalled access to instructional resources:

 Improvement in learning outcomes (Fletcher, 2001):
 Offers engaging and interactive learning experiences that are open,
flexible and distributed (Kahn, 2001),
 Can be conveniently modified and redistributed, readily accessed, and
quickly linked to related sources of knowledge, thus establishing a
backbone for "anytime, anywhere" learning (Fletcher & Dodds, 2001):
 Support management of large class;
 Allows interactions between faculty and students through email, resource
sharing and collaboration:
 offers a learner driven collaborative learning environments and
 Cost effective

The inherent flexibility feature of the Web serves as a powerful tool in the delivery
of distance education programs. It provides a variety of applications in educational
context ranging from simple course administration and student management to teaching
the entire courses online (Olson & Wisher, 2002).

Application of WBI in Training and in Industry-Based Organizations

Web-based instruction has long been adopted in training and in other industry-
based organizations. E-banking started in early 90% and the practice became widely
accepted. The following are some web-based application programs used in business
industries

Prodmode is a modern full-featured, cloud-based ERP system dedicated to the

apparel and fashion industry. Prodmode offers a better experience. It increases
productivity and greatly reduces error. Push the boundaries of business and get the tools
needs to succeed. Apparel companies use Promode in their production processes,
memory management merchandising and sales campaigns by having mobile
accessibility and streamlined data.

The Elastic solution is another Web-based program that features a

Digital/Custom Catalog Builder, Online Order Entry with live ATS and ERP integration,
Orde Visual Assortment Planning and White Boarding tools. It also leverages the
Marketing Assets make it feel like your B2C (Business-to-Client) site (Elastic Suite, n.d.).

Today content providers in training organizations deliver online training

programs. Resource Management organizations use blended learning to deliver their
professional development programs. The primary objective of using blended learning is
to cost on travel expenses and optimize productivity time of their employees.

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 There are other applications of Web-based programs in almost all facets or our
day-to-day living. This affirms the limitless value of the internet as powerful
communication tool man has ever invented.

___________________________________________________________________

Learning Activity

Directions: (This is an individual learning activity)

"Are tomatoes fruits or vegetables"

 Visit this website to http://wonderopolis.org/wonder/are-tomatoes-fruits-of-

vegetable

Guide Questions

 Name other fruits that are treated like vegetables

 Construct three (3) higher cognitive questions on this subject
 To what extent did this website address your predicament at tomatoes?
 Relate your acquired knowledge about tomatoes with our environmental issues
and concerns
 Write your answers in the space provided.

Fruits that are treated like vegetables:

________________________________ _______________________________

Construct three (3) higher cognitive questions about the subject.

1_____________________________________________________________________
2_____________________________________________________________________
3__________________________________________________________________

How did this particular website address your predicament on the classification of
tomatoes?

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______________________________________________________________________
______________________________________________________________ .

Cite specific environmental issues and concerns where you can relate your acquired
knowledge about tomatoes.

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https://favpng.com/png_view/school-educational-technology-school-learning-clip-art-png/D0gtGrfN

Lesson 8

The Practice of Blended Learning

OVERVIEW

Much has been said and written about blended learning. As an emerging or
developing teaching approach, it has attracted the attention of both the academic and
corporate practitioners in education and in training. While it has started to take it in many
educational institutions worldwide, debates continue to question the nobility of this
teaching practice. As future teachers, the call is timely for you to acquire empirical and
conceptual knowledge and understanding about the promise and practice of blended
learning. Lesson 8 covers blended learning, the various models of blended learning, a
various forms of online interaction.

Learning Outcomes

 Identify and describe the various models of blended learning.

 Name and critique the different forms of online interaction.
 Demonstrate station rotation model of blended learning in a simulated learning
environment.

___________________________________________________________________

Learning Activity

Directions: (Individual Learning Activity)

* Watch this video "Perspectives of Blended Learning"

Answer the following guide questions.

 How does the video describe today's learners?

 Describe the various teaching and management experiences on blended learning
as expressed and shared in the video.
 Construct three (3) higher cognitive questions on the various blended learning
perspectives as discussed in the video.

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  Write your answers in the space provided.

How does the video describe today's learners?

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In your own words, describe the various teaching and management experiences
on blended learning as expressed and shared in the video.

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Construct three (3) higher cognitive questions on the various blended learning
perspectives discussed in the video.

1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

DISCUSSION

Definitions and Development of Blended Learning

The term Blended Learning or BL for short was cited in the previous less one of
the three broad categories of Web-based instruction. Briefly, it was defined an
instructional method of delivery that combines web-based instruction with face face
classroom instruction. However, the body of literature forwarded other definition

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expressing the varied perspectives and viewpoints of other scholars and practitioners
the field.
Historically, according to Charles Graham, blended learning is the convergence
between face-to-face learning environments and computer-mediated (or distributed)
learning environments. Blended learning is bridging face-to-face instruction with
computer-mediated instruction. Others describe blended learning as the combination of
virtual and physical learning environments.

As an educational technologist and a practitioner of blended learning, this author

would like to view blended learning as "a combination of strategies and approaches in
the process of teaching and learning using web-driven instructional resources" It is
mixing or combining two or more delivery modes in engaging students in active learning
using the instructional resources of the World Wide Web. The author focuses her
definition on the strategies and approaches because they are the key pedagogical
elements in the practice of blended learning. The simple combination of information
coming from the teacher and the use of Web resources is not what blended learning is
all about. It calls for a sound pedagogical foundation to design, develop and deliver
courses online.

Models of Blended Learning

As discussed in the previous lesson, there are three (3) categories of web-based
instruction, namely: Augmented, Blended and Online as cited by Siemens and
Tittenberger (2009). In the case of blended learning, this teaching approach comes in
four (4) models.
Horn and Staker (2014), came up with the following graphic visual representation
of blended learning. The graph illustrates the combination of brick-and-mortar classroom
representing the face-to-face instruction with blended learning. It further shows the four
(4) models of blended learning, namely: Rotation Model, Flex Model, A la Carte Model,
and Enriched Virtual Model. Under the Rotation Model are the other four sub-rotation
models, namely; Station Rotation, Lab Rotation, Flipped Classroom and Individual
Rotation. See Figure below.

Figure 2 Blended Learning Using Disruptive Innovation to improve School

(Horn and Staker)

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1 Rotation Model
In this model, the students rotate on a fixed schedule or at the teacher’s
discretion between learning modalities, at least one of which is online learning. These
activities may include small-group or full-class instruction, group or individual coaching,
and pencil-and-paper assignments. Learning of the stud mostly takes place on brick-
and-mortar campus, except for any homework assignments. There are four sub-models
under this rotation model.
 Station Rotation
In this station rotation model, the students experience the rotation within
contained classroom or group of classrooms. The station rotation model different
from the individual rotation model because students rotate through all of the stations,
not only those assigned to them. This model answers the question of many who
would wish to use blended learning approach that they can actually use blended
learning right inside the traditional classroom. This approach observes the following
simple steps.
Step 1 - Create Collaborative Learning Stations or CLS. Ideally each CLS must
have at least maximum of eight (8) and a minimum of five (5) members Each CLS
must have at least one or two computers, laptop, Ipad or mobile technology
preferably with internet access.
Step 2 - Assign specific learning task for each collaborative learning station. One
condition for the station rotation model is that at least one or two learning tasks must
be web-driven or make use of instructional Web resources.
Step 3 - Give clear and simple directions. Refrain from giving directions orally as
this can create confusion and disorder in the classroom. The best way to do this is to
write the direction for the learning task in a piece of paper or hand-out.
Step 4 - Give ample time for the CLS to complete their assigned learning task.
The teacher should be able to estimate how long each CLS will be able to complete
the given task. The teacher should refrain from talking or giving additional directions
to the class as soon as the students have started performing their assigned learning
task.
Step 5 - After completing the assigned learning task on a specific time allotted,
the students will move or transfer to the next CLS and perform the given task of that
CLS. For example CLS 1 will move to CLS 2 and CLS2 will move to CLS 3 and so on
to show the physical rotation. This has to be done in an orderly manner. This is the
stage when the students interact with the content.
Step 6 - After the students have completed the rotation to the different CLSs, a
teacher-led open discussion can follow where the teacher pursues, and put in
context the learning experiences of the class from the different learning stations. This
is the teacher-led instruction stage when the teacher interacts with the students.

The teacher can further direct the students to go online or visit a website for
enrichment or assessment.

Station Rotation Model of blended learning is today widely used both in the basic
education and in the higher learning institutions. The delivery of the K to 12 programs
may adopt this model to provide extended learning opportunities for the students.

 LAB Rotation Model is the same as the station Rotation except that the
students rotate to the computer laboratory or in multimedia room for on line
learning stations. This approach may be used for older students who are more
responsible and those with longer class schedules because the physical rotation
may take longer time.

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  Flipped Classroom
This model allows students to participate in online learning off-site in place of
traditional homework and attend the brick-and-mortar school for face-to-face, and
for teacher-guided practice or projects. The content is primarily delivered Online
which makes flipped classroom different from the other rotation models where
the students simply do their homework online at night.

 Individual Rotation
In this model, the teacher gives each student enrolled in a particular course or
subjects an individualized playlist and does not necessarily rotate to each
available station or modality. The teacher provides the individual student
schedules.

2. Flex Model
Online learning serves as the primary source of student learning although at
times students are directed to perform offline activities. This model provides the students
with an individualized and customized mobility on more flexible schedules among
learning modalities. The teacher of record is on-site, and students learn mostly on the
brick-and-mortar campus, except for any homework and assignments. The teacher of
record or other adults provide face-to-face support on a flexible and adaptive as-needed
basis through activities such as small-group instruction, group projects, and individual
tutoring assignments. A certified teacher may be around to supplement the online
learning on a regular basis, while in others; minimal face-to face enrichment is provided.
There are several ways this particular model may be implemented.

3. A La Carte Model
This focus on the course that student takes entirely online along with the
experiences that the student is having at a brick-and-mortar school or learning center.
The teacher of record for the A La Carte course is the online teacher. Students may
have two options either on the brick-and-mortar campus or off-site. This is different from
full-time online learning because it is not a whole-school experience. Students take
some courses a la carte and others face-to-face at brick and-mortar campus.

4. Enriched Virtual Model

In this model, a course or subject in which students have required for to-face
learning sessions with their teacher and then are free to complete remaining coursework
remotely from the face-to-face teacher. When students located remotely, online learning
serves as the backbone of learning. The practice of enriched virtual model of blended
learning started as full-time rotation Online schools and later on developed blended
programs to extend students' school experiences. The Enriched Virtual model differs
from the Flipped Classroom because in Enriched Virtual model, students seldom meet
face-to-face with their teachers. It differs from a fully online course because face-to-face
learning sessions are optional and only when required (Horn & Staker, 2014).

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Learning Activity

Directions: (Individual Activity)

 Choose one from the four (4) rotation models of blended learning.
 Write on the corresponding columns what you believe are the benefits and the
drawbacks of your chosen rotation model.
 On the space provided below, construct 3 higher cognitive questions you may
wish to raise about this particular rotation model.

I chose _____________________________________________ rotation blended

learning model.

Benefits Drawbacks

I would like to raise the following questions about my chosen rotation blended learning
model.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

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Two Types of Online Communication

Communication, as Wiener (1950) defines it, is a matter of an exchange

messages “between man and machine and between machine and man and between
machine and machine” Communication is the driving force in online learning. There are
two types of communications that can take place in a virtual learning environment
namely: synchronous and asynchronous.

The asynchronous communications does not require a constant bit rate.

Examples email and the World Wide Web. In online learning, asynchronous
communications is associated with learning anytime and anywhere. This usually calls for
the use of a discussion forum tool or other tools in a learning management system.
Online teachers and students can post learning activities and can retrieve the messages
or directions posted in the forum tool at any time.

In contrast the synchronous communication is the opposite of asynchronous.

Synchronous communication takes place in real-time. The word synchronous means
communicating and doing specific task at the same time. In online learning, this type
communication calls for the use of chat rooms and online conferences. This is a
challenging and demanding type of online communication because it takes place in real
time. The problem in access to the internet can, however, serve as a drawback in
synchronous communication.

Today's mobile technologies and use of social media allow users to communicate
both asynchronously and synchronously.

Three Forms of Online Interaction

Interactions play a crucial role in online learning. According to Moore and

Kearsley, "Active learning will not take place in an online environment unless the
interaction is deliberately planned and the teacher encourages it.

Thurmond (2003) further defined interaction as:

...the learner's engagement with the course content, other learners, the
instructor, and the technological medium used in the course. True interactions with other
learners, the instructor, and the technology result in a reciprocal exchange of
information. The exchange of information is intended to enhance knowledge
development in the learning environment. Depending on the nature of the course
content, the reciprocal exchange may be absent - such as in the use of paper printed
content. Ultimately, the goal of interaction is to increase understanding of the course
content or mastery of the defined goals (p. 4).

Moore (1989) cited and defined three (3) forms of interaction in distance
education; namely, learner-to-content interaction, learner-to-learner interaction, and
teacher to learner Interaction.

TEACHER TO STUDENT INTERACTION

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 This form of interaction takes place when the online teacher for example
conducts an open discussion with the students using the chat room, social media
technologies and other tools for online conferences. This type of interaction requires
real-time communication and, therefore, it is synchronous. The chat room is one basic
tool teacher-to-student interaction normally takes place. Developers of learning manager
systems name this particular tool as "Chat Room" and the name outright con informal
chatting, hence, many users of the chat room conducts casual conversation this tool is to
serve delivery of distance learning programs, it should be named "virtual classroom".
In practice, an online teacher serves as a guide and a coach, therefore, they
should refrain from delivering prescriptive lectures, instead, focus on providing guidance
in course of teaching online. The role of online teachers as what practitioners claim, is
not only challenging but demanding in terms of time in preparing instructional plans
online delivery and responding to the other concerns of online students which may be
technical or content related in nature.

STUDENT TO CONTENT INTERACTION

In its most basic definition, student or learner-to-content interaction refers to time
the learner spent interacting with course content including textbooks, PowerPoint lecture
presentations, web pages, and discussion forums (Su, Bonk, Magjuka, Liu, & Lee,
2005).
Interaction with content in the context of online learning can take many forms and
serve a variety of functions. The learner-to-content interaction is demonstrated when
online students are given the opportunity to interact with the lesson or specific subject
matter which may be assigned to them by their online teacher. For example, the online
teacher directs the students to visit a website to read a particular article that covers the
lesson. It can also be demonstrated when online students are assigned to a particular
Web-based instructional material such as a simulation or a tutorial program. This
interaction takes place only between the student and the content without the teacher.

The multitude of Web-based technologies available today such as the blogs,

wikis, YouTube, and Google has dramatically transformed the context of student-content
interaction. The development of Open Educational Resources in various forms further
provides teachers and students with an array of instructional resources for student
content interaction.

Brady's (2004) study of the benefits of interactivity within an educational website

shows that student-content interactivity positively influenced learning outcomes
satisfaction, and student time-on-task. As pre-service teachers, you can reflect our
personal experiences as you interact with an instructional site. You can further ask
yourself to what extent your interaction with the site enhances the depth of your
understanding in a particular subject.

STUDENT TO STUDENT INTERACTION

Student-to-student or learner-to-learner interaction is perhaps the most important of

Moores (1989) three forms of online interaction. This type of interaction takes place
between and among online students. If you recall your previous course on teaching
methods and strategies, designing learning activities in a traditional requires your
creativity to prompt and sustain student-to-student interaction. Use of online
collaborative learning activities, problem solving, case-based instruction and other
learning task provides students the opportunities to interact among themselves and learn
each other.

In an online learning environment similar learning activities may be applied to

some extent however, they differ on the medium employed to prompt, promote and
sustain student-to-student interaction. In face-to-face classroom environment for

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example, the physical presence of the students in engaging with one another is more
real because they can see and observe physical reactions through facial and hand
gestures. The complexity of online environment such as the physical and geographic of
teachers and students, the technological issues and concerns on access and availability
along with the pedagogical and technical orientations of online teachers and students
make it more challenging to design learning activities intended to promote and sustain
student-to-student online interactions.

The proliferation and rapid growth of social media such as Facebook, Twitter,
Instagram and others “yet to come" are today playing a vital force in online student-to
student interaction. The overwhelming usage of social media technologies today calls for
a more serious concern for online teachers and practitioners to be more cautious and
guide online students in using social media communication tools considering the nature
and characteristics of their applications.

Other Forms of Interaction

While Moore's three forms of interaction serve as the basic framework where
scholars and researchers focus their discussion on the subject of interaction, others,
however, continue to argue that there are other types of interactions that are distinct and
important in distance education.
The article on "Modes of Interaction" by Friesen & Kuskis (2012), cited other
forms of online interaction.

Learner/ Interface Interaction

This form of interaction according to Hillman, Willis, Guwaderna (1994), is the

process of manipulating tools to accomplish a task. Learner-to-interface interaction
access, skills and attitudes of the learner in the course of his/her interaction or
engagement in a technology mediated learning.

Several reactions were raised on the learner-to-interface interaction. How is this

interaction distinct and different from Moore's three types of interaction? They claim that
all forms of interaction in web-based instruction particularly in distance education are in
principle technology-mediated. Thus, learner-to-interface interaction may not be
considered as a separate form of interaction. However, the acquisition of communication
and technical skills are taken as important in distance education.

Vicarious Interaction
This form of interaction was introduced by Sutton (2000). Just like in classroom
setting, in online learning, not all students get the opportunity to interact directly with
other students or even with their teacher. But these students may interact vicariously. So
what is vicarious interaction? Sutton (2000), defined vicarious interaction as interaction
that is taking place "when a student actively processes both sides of a dire interaction
between two other students or between another student and the instructor”.
Vicarious interaction, therefore, is an act of reflecting, engaging and processing
on the interactions taking place between and among students and the teacher. This
action does not demonstrate active engagement or direct interaction or participation. The
online student is learning from the on-going interactions and is just waiting for an
opportunity to interact.

There are also several reactions on Sutton's vicarious interaction. So far no

evidence that vicarious interaction leads to improved learning in distance education. The
measure of learning is demonstrated in active engagement and interaction with and
among other students, with the teacher and with the content. This active engagement is
seen in the regular posting of messages.

Teacher-to-Content

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 Another form of interaction is the Teacher-to-Content Interaction as cited by
Friesen and Kuskis (2012).
Online teaching is considered as a complex professional practice. Every online
teacher should not only demonstrate mastery of the subject matter, but equally important
is to have sound pedagogical orientation and skills to deliver online content. Teaching
online is different from teaching in a traditional classroom setting. Teachers cannot do
the same thing as what they do in face-to-face instruction.

The teacher-to-content interaction is primarily the concern of online teachers. It

involves teacher's skills in designing course content, selection of appropriate
instructional web materials, and the use of specific online teaching strategies and
approaches.

The development of the Open Educational Resources in the Web poses several
issues and concerns particularly to novice online teacher. This is where the teacher to-
content interaction comes into the picture. How will online teachers address the
instructional design, selection, implementation and the evaluation of these online
resources to be used in the delivery of online courses? Please note that these are the
key words you have encountered in the various definitions of educational technology
have learned in the previous lesson.

As pre-service teachers, you have learned in your previous courses about

designing instructional materials, and your creativity has been challenged through your
course projects. Considering copyright and other legal restrictions associated with the
use of some web based instructional resources, teachers ultimately engage in
developing resources for online delivery. In the process of designing and developing
customized online instructional materials, other technical skill considerations may hinder
if not discourage those who might consider online teaching.

The teacher to content interaction is a vital element that immeasurably

contributes to the success of distance education programs. This is the greatest
challenge for pre service, in service and future online teachers have to face as they
prepare to become the 21st century educator.

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Learning Activity

Show the three form of online education by making a drawing or sketch on the box
provided below.

Teacher to Student Interaction

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Student to Content Interaction

Student to student Interaction

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https://www.hiclipart.com/free-transparent-background-png-clipart-pgooc

LESSON 9

Teaching in an Online Learning Environment

Learning Outcomes
 Identify and critique the various pedagogical principles and practices in online
teaching
 Demonstrate the functions of the different tools and resources in a typical
learning management system.
 Design specific learning tasks to show the relationship of social presence,
cognitive presence, and teaching presence in the Community of Inquiry Model.

OVERVIEW
The availability and the instantaneous access to knowledge and information in
the internet and the Web have dramatically changed the practice and the delivery of
online programs. There is a remarkable increase in the number of educational
institutions today that offer online courses. In the local scene, the Department of
Education (DepEd) has required the use of blended learning in the delivery of Kto12
Programs. How equipped are the teachers both the pre-service and in-service in shifting
their traditional classroom practices to teaching online?
As pre-service teachers, you are currently preparing yourselves academically to
face the new breed of students who are not only technologically savvy but also
advanced in knowledge and information about your subject matter. The teaching online
and teaching in a traditional classroom are not the same. They may share similarities
and differences but teaching online requires sound pedagogical and technological
knowledge and skills.
In the previous lessons, you have learned about web-based instruction, models
of blended learning, and the importance of online interaction.

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 In this we discuss the various pedagogical principles and practices in online
teaching. It introduces the Community of Inquiry Model, and the familiarity of the different
tools and resources of learning management system.
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Learning Activity

Directions: Use of Venn diagram

 Using a Venn diagram, write down the similarities and differences of online
teaching and classroom-based teaching.
 At the center of the Venn diagram write their similarities.
 Write on the space provided below your discussion.

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DISCUSSION

Virtual Learning Environment

To succeed in teaching online, one needs to first and foremost understand the
nature and characteristics of the learning environment. In the case of online teaching,
the playing field or the environment where you will teach is "virtual" which means there is
physical and geographic separation of the teacher from the students. As you have
learned from your previous lessons, communication and interaction play a vital role in
online teaching and learning.
In your Venn diagram learning activity, you have cited similarities and differences
of online teaching from the traditional classroom-based teaching. Undeniably, there are
some outstanding features of online environment which offer ease and convenience for
both the teacher and the students but may not be feasible in a traditional classroom
setting.

Teaching in this context offers ease in shifting the time and place of on
interaction. Online content may be presented in various formats in video, text and
multimedia. There is provision for extended access to these online web-based materials
capacity of the net to access huge volumes of content in practically all subjects, and the
net's enabling feature to support human and machine interaction both in synchronous
and asynchronous modalities (Anderson, 2004).

Community of Inquiry Model

To understand the context of teaching and learning in an online environment,

Garrison. Anderson and Archer (2000), developed the "community of learning model or
the community of inquiry model". According to this model, genuine learning can only be
achieved if there are sufficient levels of presences". The authors cited three (3)
presences, namely: cognitive presence, social presence, and teaching presence.

What is Community of Inquiry Model? Simply defined, the Community of

Inquiry Model is a group of individuals who collaboratively engage in purposeful critical
discourse and reflection to construct personal meaning and confirm mutual
understanding. It is an educational community of inquiry.

The presences (cognitive, social, teaching) are the independent elements or

components that should be sufficiently high to achieve meaningful online learning.
Figure 3 shows the Community of Inquiry Model and how the three presences work
within this framework. This model is comprised of three overlapping circles representing
social presence, cognitive presence, and teaching presence (Garrison, Anderson &
Archer, 2000).

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 The Community of Inquiry Model (Garrison, Anderson & Archer, 2000)

Social presence is "the ability of participants to identify with the community (e.g.,
course of study), communicate purposefully in a trusting environment, and develop inter-
personal relationships by way of protecting their individual personalities" (Garrison,
2009). It relates to the establishment of positive environment where students can be
themselves and can openly express and share the viewpoints.

In actual practice, how is social presence established and carrier learning

environment, many students may feel isolated and other may not be confident enough to
actively participate in the discussion. This sense of isolation is felt mainly due to the
absence of physical contact coupled with the nature of the medium used for
communication and interaction. It is, therefore, important to establish a sense of
belongingness within this community of le should be able to relate to each other in a
trusting and non-threatening environment.

Cognitive presence is the extent to which learners are able to construct and
confirm meaning through sustained reflection and discourse (Garrison, Anderson, &
Archer 2001)

The term cognitive is not new to you. The author is sure you have en this word
several times in your readings and in the courses you have so for teacher education
program. Cognitive refers to mental activity, reasoning and thinking how continuous
thinking, reflecting and discourse result to construction and shared meaning.

Teaching presence is the design, facilitation, and direction of cognitive social

processes for the purpose of realizing personally meaningful and education worthwhile
learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

In the previous lesson, you learned the importance of the role of online teacher in
prompting, promoting and sustaining interaction. In the same vein, we now talk about
“teaching presence" as another component in building the so called 'community of
learners” in a virtual environment. Teaching presence includes teacher's task in
designing, organizing and facilitating learning experiences that should take place first
before the establishment of the learning community.

The following are the three (3) important roles of teachers in creating teaching presence.

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  Design and organization of the learning experiences
 Devising and implementing activities to encourage discourse interaction between
and among students, between the teacher student, and between individual
students and groups of students and content resources.
 Engaging in a variety of direct instruction in adding subject expertise (Anderson,
Rourke, Archer, and Garrison (2001).

Figure above shows the interrelationship of these presences in building of Learning

or the Community of Inquiry. The model postulate that meaningful learning online is
achieved when there are sufficient levels of these three components "presences."

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Learning Activity

Directions: (Individual Output)

 In the first column of the table below, are the three presences
 Opposite each presence, name at least two ways you can do to establish this
presence in an online environment,

3 Presences Name Ways to Establish or Create each Presence

SOCIAL PRESENCE

COGNITIVE
PRESENCE

TEACHING
PRESENCE

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Learning Management Systems
As millennial and digital learners, you have mastered various computer
applications and other mobile apps at the tip of your finger. You also learned from the
previous computer lessons about system and software applications. With what you have
initially learned about web-based instruction and online teaching, this time you will
probably ask yourself, how will I deliver my online lesson? What particular tools and
resources will I use to translate what I have learned about online course delivery? Is
there particular software that will help me deliver my online lesson?
You must have read or heard about "Learning Management System" or LMS.
What is a learning management system? Learning Management System is defined as
course management software used to deliver educational and training programs online.
Just like other software applications such as the Word program you use to write
documents, power point for designing and developing lecture presentations, learning
management system or LMS is a software program that helps you create, manage and
deliver online educational programs. (What's an LMS?, n.d.). It is simply understood as
course organizer.
As an online course organizer, LMS provides tools and resources to help tea
design, develop, manage and deliver online courses.
Tools and Resources of LMS and Their Functions
There are several learning management systems in the market which are
available for educational institutions and business organizations. There are also open
source learning management systems which institutions can use free of charge.
Example of these LMSs are; Web City, Blackboard, Wizlearn or IVLE. Educational and
training institutions and other organizations can avail of these LMSs through
subscription. And for those who would prefer to use LMS for free, you have the Moodle
and Sakai and many more if you wish to search for them in the Web.
A typical LMS has the following tools and resources to offer which can help users
design, develop and organize their online programs. The following are the tools and
resources:
 Workspace - every LMS provides this specific tool, however, and for some they
may call this with a different name. “My Workspace” is a place where you can
keep personal documents, create new sites, maintain a schedule. store
resources, and much more.
 Announcement Tool - is another LMS tool where online teacher may use to post
announcement for the class. Usually, the class is alerted to check regularly the
announcement for an update or for other important notice.
 Resources - is a tool designed to serve as a repository of all instructional
materials such as journal articles, PowerPoint lecture presentations, videos and
other multimedia materials. Other LMS may call this a Workbin or by any other
name but serve the same purpose.
 Syllabus - This tool is where online course syllabus is posted. Some LMS
provide a template for this tool and online teacher simply fills up the required
information such as title of the course, code course, learning outcomes, class
schedules, and course description.
 Chat Room - This is a virtual classroom where the teacher and students meet in
real-time. This is a tool where synchronous communication takes place. All chat
transcripts are recorded and the online teacher can retrieve them for review.
 Discussion Forum - This is another LMS tool where asynchronous
communication between the teacher and the students and between and among
online students can take place. Other LMS can call this particular tool as
discussion board.
 Assessment Tool - Online teachers can likewise give online tests. This
assessment tool helps teachers to organize and post several types of test.

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  Whisper Button - Teachers may use this tool to communicate to a particular
student or a group of students for any particular message intended only for them
and not for the entire class.
Developers and designers of learning management today continue to improve the
features, tools and capabilities of LMS in order to help online teachers in designing and
organizing their online learning programs. A special training is usually conducted for
online teachers in using all these LMS tools and resources.

Classroom Management in a Virtual Learning Environment

In your earlier lesson, you learned that synchronous communication is one type
that requires real time. In online learning, this usually takes place in a chat room. The
teacher creates a chat time for the class and where class discussion is conducted on
specific topic and normally given in advance to the students. In practice, the chat room
serves as a virtual classroom.
The practice of communicating synchronously in an online environment is quite
challenging for many online teachers. The very nature of the internet being fluid and
demanding type of communication medium discourages many practitioners to use this
tool for online class discussion.
To conduct synchronous communication requires a set of skills on the part of
online teachers. These skills include among others, technological skills which refer to the
application of the tools and resources of the learning management system, skills on
designing course content, and selection of the appropriate instructional resources.
As pre-service teachers, you learned from your previous courses in teacher
education about application of the basic principles in classroom management. The use
of the chat room for synchronous communication requires some set of rules or
guidelines for effective teaching and learning to take place in an online environment. In
the absence of these guidelines, synchronous session can create a chaotic and
disorderly class meeting in the chat room. The students post anything and at any time,
and the teacher or the online moderator may lose control of the flow of discussion.
The following are simple rules and guidelines to be observed while inside the
chat room.

Guidelines in Moderating Synchronous Session in a Chat Room

 The teacher greets the students upon entering the Chat Room. To check the
attendance, you may advise students to state their name and location.
 Do not start class discussion if majority of the students are not present.
 Spend time to socialize with the students by way of asking light and friendly
questions while waiting for the others to enter the Chat Room.
 Advise students not to post their answers unless they are asked to.
 Encourage students to reflect on the questions raised by the teacher, and on the
answers of their classmates while waiting for their turn to react or participate in
the discussion.
 The teacher should follow up or sustain the discussion by way of encouraging the
students to post their reactions.
 Use the messages or whisper button to address specific needs a particular
student or group of students. Avoid reprimanding Chat Room.
 Schedule chat session in a group of 10 to 12 students sustain online interaction.
If you have a big class, you may divide them and schedule specific chat session
for each group.
 Try to use emoticons to motivate the students and to enliven the discussion. This
is one technique to humanize what technology has dehumanized.
 In the event of a need to leave the Chat Room, always post a notes everyone is
aware of your exit. Do the same when you return. (For both the teacher and the
students).

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  Always encourage students to think and reflect at all times. Prepare questions
that will engage students in higher cognitive thinking.
 The teacher or the chat moderator is encouraged to use a different font style and
color for ease in identification.
 Predict the closing time for the chat. Summarize class discussions and conclude
the meeting by way of commending the students for their participation.
 As a general rule, observe other pointers on netiquette.
 Guidelines must be made clear to the students prior to a chat session
(Habulan, 2004).

It is suggested that these given rules or guidelines must be made clear to the
students prior to a chat session.

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LESSON 10

INSTRUCTIONAL DESIGN IN ONLINE COURSE DEVELOPMENT

OVERVIEW
Teachers just like architects, engineers, and other professionals are designers. If
architects design houses and buildings, engineers design roads and bridges, so what do
teachers design? Teaching calls for planning and designing. In principle, no teacher
enters a classroom without knowing what to teach and how to teach. The question on
what to teach involves the mastery of the subject matter. On the part of the teacher, it
entails having enough knowledge and understanding of the content. The question on
how to teach focuses on the strategies, methods and the selection of instructional
materials that can best deliver the content.
The pervasive influx of the new and emerging technology in the educational
arena has prompted scholars, learning specialists, and educational technology
practitioners to explore and put in practice the principles of Instructional Design. This is
another complex field of study that many may find it quite technical.
Teaching with technology calls for the understanding of the key principles of
instructional design in the process of preparing instructional plans and developing
instructional materials intended for both classroom-based and online delivery
In this lesson explores the study of instructional design, its definition, models and
usage in the context of online course design and management.

Learning Outcomes

 Discuss and put in context the principles of instructional design.

 Design an instructional plan for online delivery.
 Illustrate the value and application of instructional design principles in materials
development for lifelong learning.

DISCUSSION

Definition of Instruction Design

There are several definitions of instructional design or ID you can find in the
literature. Just like the other terms that we have learned in the previous lessons,
instructional design is defined based on one's background knowledge and orientation. A
teacher may define this term in the context of lesson planning while a system or program

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developer may express the definition and understanding of instructional design in the
context of developing or producing technology driven programmed instruction.
The following are some of the definitions of instructional design:
 Instructional Design is the systematic development of instructional specifications
using learning and instructional theory to ensure the quality of instruction. It is the
entire process of analysis of learning needs and goals and the development of a
delivery system to meet those needs. It includes developmant of instructional
materials and activities and tryout and evaluation of all instruction and learner
activities.
 Instructional Design is the systematic process of translating general principles of
learning and instruction into plans for instructional materials and learning.
Instructional design is a systematic approach to planning and producing effective
instructional materials. It is similar to lesson planning, but more elaborate and
more detailed.
 Instructional design is a systematic approach to course development that
ensures that learning goals are accomplished. It is an iterative process that
requires on-going evaluation and feedback. Instructional Design is the art and
science of creating an instructional environment and materials that will bring the
learner from the state of not being able to accomplish certain tasks to the state of
being able to accomplish those tasks. Instructional Design is based on theoretical
and practical research in the areas of cognition, educational psychology, and
problem solving (Siemens, 2002)

From the foregoing definitions of instructional design, let us look into the key
concepts that can make our understanding of ID simple so that we can translate them in
actual practice.

Instructional design is a systematic process which means that it follows a procedural

or sequential approach. It involves application of theories and principles in Learning;
hence, it focuses on the act of learning and the understanding of how people learn. You
can review some of the educational and learning theories and principles you have
learned from the courses you have taken in teacher education. ID also includes the
production or design and development of instructional materials and the technologies to
support the delivery and the achievement of the stated learning goals and outcomes. At
this point, you are beginning to create a mental picture of what instructional design or ID
is all about as you think of your future task as teachers and designers.

To reinforce your understanding about instructional design, let us watch this video.

___________________________________________________________________

Learning Activity

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Direction:

 Watch this Video "What is Instructional Design?”

What is Instructional Design?

Source: https://www.youtube.com/watch?v=w0iQgStGND4
 Answer the following guide questions.

Write your answers to the space provided below and submit them as an assessment
output.

Name and describe the three (3) major components of instructional design.

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Name and discuss the tools necessary in instructional designing.

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Write a short personal insight or reaction on the treatment and of presentation of the
subject “What is Instructional Design?"

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Construct three (3) higher cognitive questions on the various discussed in the video.

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Instructional Design Models

The instructional design comes in various models. While there are several
models of design, however, and for the purpose of your present course in educational
technology, let us focus our attention on the basic and simple ID models intended for
teachers and novice designers.

The ADDIE Model instructional design is perhaps the most popular and widely accepted
ID model. The acronym ADDIE stands for Analyze, Design, Develop, Implement, and
Evaluate. This is the best known ID model and commonly used in in ADDIE model is
illustrated in Figure 4.

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 Figure 4. The ADDIE Model
Retrieved from http://www.instructionaldesignexpert.com/addie.html

Hannafin and Peck Design Model

The Hannafin and Peck design model is another simple ID model that consists
only three (3) phases, namely; needs assessment, design, and develop/implement as
shown in Figure 5. The needs assessment phase is where the designer formulates the
program’s objectives. In practice, it is this stage that challenges the creativity of the
designers. The final phase is development and implementation. It is at this phase where
the program or the plan is put into place. It is also at this phase where the designer
makes decision as to whether or not to continue or revise the program, although this is
not the final revision that will be undertaken by the designer. One outstanding feature of
the Hannafin and Peck design model is that the evaluation is continuous throughout the
designing process (Sortrakul, & Denphaisarn, 2009). This model is the best in
developing technology-driven instructional resources. See Figure 5 for the Hannafin and
Peck design model. See Figure 5.

Figure 5. Hannafin and Peck design Model (Kidder, 2011)

Dick and Carey Design Model

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 "The Dick and Carey model prescribes a methodology for designing instruction
based on a reductionist model of breaking instruction down into smaller components.
Instruction is specifically targeted on the skills and knowledge to be taught and supply
the appropriate conditions for the learning of these outcomes.” Sortrakul & Denpriál
(2009). Dick and Carey model is a systematic cycle that consists of nine (9) interactive
cycles and a summative evaluation of the whole effectiveness of the instructions shown
in Figure 6.

DICK and CAREY Design Model: The systematic design of Instruction

(Dick and Carey 1990)

To enhance your understanding on the relationship of the various components of

ID model, let's watch the following short video.
______________________________________________________________________

Learning Activity

Directions:
 Watch this video "Dick and Carey Instructional Design Model”

McNeil, M. (2013, May 19). Dick & Carey Instructional Design Model.
Retrieved from https://www.youtube.com/watch?v=n1120cn4bTU

 Focus on the flow of the various components in the model.

 Write differences or similarities with the other ID models

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ASSURE Model

The ASSURE instructional design model was developed by Hainrich and

Molenda in 1999. The primary goal of this model is to produce an effective teaching and
learning approach (Forest, 2015). This model serves as a guide for teachers in planning
and conducting instruction using instructional technology. There are six (6) simple steps
to follow in the model representing the acronym ASSURE as shown in Figure 7

Figure 7. ASSURE Instructional Design Model

The first (1st5) phase in ASSURE model is the analysis of your target students or
audience. Understand their learning styles and know their prior knowledge of the subject
matter you are about to teach. The second (2nd) phase is when the designer states
learning goals and objectives. It is important that at this stage the designer takes into
account the three (3) learning domains namely; cognitive, psychomotor and affective in
stating the learning goals and objectives. The third (3rd) phase is the selection of
instructional materials that will support the delivery of content. There are three (3)
options a designer can take, namely; to select, modify or develop the materials. This is
quite a crucial stage in the model because wrong choice of materials may not result to
effective learning. The fourth (4th) stage in the ASSURE model is the utilization the
instructional materials in teaching and learning process. The teacher at this stage has
the task to create engaging learning activities using the appropriate materials. fifth (5th)
stage of ASSURE model is requiring learner's participation. At this stage teacher creates
engaging learning activities where the students can participate actively in problem
solving and in critical thinking. Learning activities are designed the students to interact
with the teacher and express their feedback. The sixth (6th) final stage of this model is

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final measure as to the extent of learning on the part of the students, and the evaluation
of whether or not the teacher has achieved the stated learning goals and objectives.

In summary, teaching online requires careful planning. While technologies are

drive online learning, the teacher remains the most effective medium to deliver
instruction. However, this calls for enough time in planning and creativity in designing for
online course delivery. Understanding the principles of instructional design can help you
prepare not only your instructional plan but also in developing and producing online
instructional resources.

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Learning Activity

Designing an Instructional Plan for Online Delivery

Directions: (This is an individual activity).

 Use the template that follows and design a simple instructional plan for
online delivery.
 Choose a simple lesson in one particular subject or course.
 Specify the subject/course and the academic level of your target
students.

NOTE: Please remember that this instructional plan will reflect both synchronous
and asynchronous learning activities.

Online Instructional Plan Template

Subject/ Course :
__________________________________________________________

Grade or Year:
____________________________________________________________

Lesson: ______________________________________________
Sub-topics: Indicate the sub-topics of the lessons here (if applicable)

Learning Outcomes Online Learning Types of Online Students Learning

Activities Communication and Tasks
interaction/LMS tools
to be used
Indicate the specific Learning Activity (e.g. Asynchronous Describe the
learning outcome No. or Synchronous learning task the
(s) for every online Indicate the online communication ) students will do.
learning activity. learning activity (Choose the type of
here. interaction for this
Example: Reading particular activity)
of online article,
interacting with a S-T interaction
specific instructional S-C interaction
software S-S interaction
(simulation, game,
tutorial etc.,)
Indicate the specific LMS tools to be
directions for the used.
online students to
follow.

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 (Duration of the
activity)

Indicate the specific Earning Activity Describe the

learning outcome No. ____ learning task the
(s) for every online students will do.
learning activity.
Indicate the specific Learning Activity Describe the
learning outcome No. ___ learning task the
(s) for every online students will do.
learning activity.

Learning Outcomes Online Learning Types of Online Students Learning

Activities Communication and Tasks
interaction/LMS tools
to be used

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https://www.pngwave.com/png-clip-art-ctwxz

Module 3

THE PEDAGOGY IN TECHNOLOGY

INTRODUCTION

The advent of information communication technology or ICT has attracted the

attention of scholars in education and the public in general. While schools generally
accept the value of using technology to improve teaching and learning, skeptics on the
other hand raise their doubts as to the readiness of teachers in using these instructional
technologies in terms of their skills and their pedagogical orientation. Several research
studies claim that majority of our teachers fall short not only in their technical skills but
most importantly in their pedagogical orientation in integrating technology in the delivery
of content.
Educational institutions worldwide continue to address this challenge by training
teachers on the effective use of technology in the classroom. However, these training
programs likewise put emphasis on the technology or the machine and their technical
features and capabilities. As a result, teachers either get technologically confused or
lost, or eventually give up. The younger generation of teachers have the advantage over
the older ones because of their early and constant exposure to technology. But their
skills are likewise focused on the technical aspects of the technology. This is a general
observation among teacher users of technology.
Integrating technology for meaningful learning calls for a strong pedagogical
foundation on the part of teachers who will serve as catalysts in this undertaking. Striking
a balance between technology and pedagogy is quite a challenge.
Chapter 1 lessons were designed to enhance your knowledge and understanding
about educational technology. The chronological arrangement and presentation of the
first four (4) lessons in Chapter 1 covered the introduction to educational technology, its
definition, historical evolution, the educational role and functions of computer technology,
and culminated with the lesson on instructional software.
Chapter 2 lessons introduced alternative delivery systems which include five
lessons namely; the Internet and the World Wide Web, the web-based instruction,

47
teaching in an online environment, the promise and practice of blended learning, and
online course design and management.
These five lessons mainly focused on the various technologies and teaching
practices in the delivery of distance education.
Module 3 introduces the importance of pedagogy in technology. This chapter
discusses the value of bridging pedagogy with technology. It covers the live (5) Lessons
which starts where the 10th Lesson in Chapter 2 ends.
Lesson 11 - The Pedagogy of Learning
This lesson explores the pedagogy of learning and how technology can support
the process of learning. It examines the act of learning and how the mind works.
Lesson 12 - Technology in Teaching for Understanding
This lesson introduces the teaching for understanding paradigm in the context of
performances. It covers the role of technology in cultivating performances of
understanding.
Lesson 13 - Technology Integration
This lesson discusses the bridging of pedagogy with technology in the process of
integrating technology for meaningful learning. It introduces the SMAR and the TPAK
models of technology integration.
Lesson 14 - Technology in the Constructivist Learning Environment
This lesson introduces the constructivist learning environment and role of
technology to support teaching and learning.
Lesson 15 - Technology Evaluation
This lesson explores the merit and value of technology evaluation. It introduces
ways of evaluating technology programs and initiatives.

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Lesson 11

The Pedagogy of Learning

OVERVIEW

Thinking is learning and learning is thinking". Let's reflect on this simple phrase.
How do we learn and how do we think? Did you really at some point ask yourself how
you think and how you learn? Perhaps you have learned or must have identified how
you think and how you learn by citing your learning styles. You can be an auditory, visual
or kinaesthetic learner. But how about the way you think? Is thinking a process of
learning? Can learning takes place without thinking? These are quite intriguing and
difficult questions to answer.
None of the many organs in our body is as mysterious as the brain. For centuries
we have had varied misconceptions and misunderstanding about how the brains works,
grows, and shapes our ability to learn.
The human brain is the center of thinking abilities. We can explore a body of
knowledge in medicine, neuroscience and cognitive psychology to understand what
exactly how her students think. By so doing, she was able to design learning activities
that will address their metacognitive skills.
In this lesson explores the pedagogy of learning and how technology can support
the process of learning.

Learning Outcomes

 Tell with confidence the underlying principles behind the science of learning.
 Connect and make an account of the value of understanding the pedagogy of
learning in the context of using technology in teaching and learning.

DISCUSSION

The Thinking Process

Thinking takes place in the brain. And generally speaking, we connect thinking as
an activity that occurs in the brain. If one has a brain damage, thinking and other
psychomotor activities stop to function properly. Sometimes we also describe as person

49
as "brainy" when we consider his intellectual or cognitive attributes. So when he
engages in thinking, we use our brain. But what exactly happening inside the brain when
a person is thinking?

From the point of view of a computational neuroscientist King (2005), the brain is
a multi-layered ecosystem of hierarchically organized neurons, circuits, networks, and
brain areas. The neurons emit pulses called "spikes” that last about 1 milliseconds.
Each neuron fires (emits a spike) on the order of 10 times per second.

King describes the travels and the interactions between and among these neural
spike signals through an extensive multi-layered feedback loops and in synchronized
oscillating firing pattern.

Thinking though poorly understood, involves interactions between signalling

pathways that are carrying information about the world and neurons that are
representing information in "working" (short term) memory. The neural circuits
representing working memory seem to do so via sustained firing until they are
deactivated.

And amidst the battle of neurons and spikes signals, decision-making comes out
to be a "winner take all" process where many different neuron clusters representing
alternate action choices compete by inhibiting each other. Evidence supporting each
action choice increases the spiking activity of the neurons representing that choice.
These neurons inhibit the neurons representing other choices, leading to a multi way
competition among neuron clusters until the final choice is made and the winner is
declared (King, 2005). This description of the activities taking place in the brain when we
think is quite technical for us to understand and to have a clear picture how the brain
works. King (2005), however, claims that this description is based on the current theories
and models about how the brain works, but to date, almost none of them have been
proven yet.

From the camp of psychologists, how do they define thinking? Some of their
thoughts about thinking are expressed in the following:
 Thinking is the activity of human reason as a process of strengthening the
relationship between stimulus and response.
 Thinking can be interpreted to remember something, and questioned
whether there is a relationship between what is intended.
 Thinking is processing information mentally or cognitively by rearranging
information from the environment and the symbols are stored in the
memory of his past.
 Thinking is a symbolic representation of some event train of ideas in a
precise and careful way that began with the problem (Psychological
Review, 2011).
To study further about the human mind, cognitive psychologists developed
different models to represent how the thinking works. One of these models is so called
"information processing model". In this model, the mind is like a computer where
thoughts and memories are chunk into units’ of knowledge by the brain and decides
what to do in the information. Some information triggers an immediate response. Other
units of information are transferred into long memory for future use (Cherry, 2016).
Another noted cognitive psychologist believes that thinking is conscious and it is
active. It is a cognitive process that can make connections and create meaning. It
dialogic and it is linguistic. He claims that language is essential for thinking (Fernyhough,
2010).

Understanding the process of thinking leads us to wonder and account its

connection to learning. Is thinking an act of learning? Can we learn without thinking?

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_____________________________________________________________

Learning Activity

LEARNING

The term learning is practically part of our everyday language be it in the school,
work place and everywhere. When we use the term learning we usually refers to any
observable changes in behavior, skills, attitudes and perceptions. As the pre service
teachers, this author assumes that you have acquired sufficient knowledge and
understanding of the concept of learning, hence, our discussion in this particular lesson
may serve as a short review to enhance your current views about learning.
Defining learning has long been the principal subject in psychological research.
There is an on-going debate among scholars, researchers and particular lesson may
serve w to define learning. Learning has been define functionally as changes in
behaviour that result from experience or mechanistically as changes in organism that
result from experience (De Houwer, Bames-Holmes & Moors, 2013). This definition
seems to focus on learning as a result of experience. Is the experience is the only
source of learning? Does It follow that unless a person experience the skills or a
concept, learning cannot take place?
Cognitive Psychology views learning as a study of new cognitive information that
is taken in and how that process occurs. It includes implicit learning that takes into
account previous experience on performance (Examples of psychology, n.d.)
Lachman (1997) noted that most textbook definitions of learning refer to learn as
a change in behavior that is due to experience. He said that this simplistic functional
definition is what every teacher seems to bear in mind when we define learning within
the realm of educational psychology is a step-by-step process in which an individual

51
experiences permanent, lasting changes in knowledge, behaviors or ways of processing
the world (Goodfriend, n.d.).

Types of Learning

There are several ways people learn. Each person prefers one type of learning
over the other. One learning scholar once said" the greatest mistake teachers all over
the world commit is treating all students in the classroom as having the same learning
style and learn at the same rate". You can, therefore, imagine a teacher who applies one
type of learning to about forty (40) students in one class.
Children are great imitators especially in their pre-school age. They learn by
observation. This is one type of learning educational psychologists refer to as
observational learning. This is learning not as a result of our own experiences but by
simply watching or observing others around us. Observational learning comes as instinct
and as natural that we don't even realize it is actually happening. Another type cited by
educational psychologist is cognitive learning which is learning through active and
constructive thought processes, such as using our memory.
A Russian scientist named Pavlov (1849-1936) studied that learning takes place
through conditioning. And there are two types of learning by conditioning. The first one is
called classical conditioning which is learning by associating a particular object around
us and predicting or anticipating what will happen next. The best example of classical
conditioning is the famous Pavlov's study about the dog, the bell and the food and the
action of the ringing of the bell with the food and the action of the dog (McLeo 2013).
This author is sure you are familiar with this study as you have already taken this up in
your previous courses in teacher education. Learning through conditioning, therefore, is
our reaction to an environmental cue that informs us what's going to happen next.
The second type of conditioning is the operant conditioning. This type is
associated with the principle of reward and punishment. Any particular positive
behaviour gets a reward and negative one receives punishment. Students normally
choose to keep doing behaviours that receive rewards than choosing to do behaviours
that are followed by punishment. This operant conditioning is a daily practice in schools,
in homes, and even in work places. One gets rewarded for a good behavior and receives
punishment for a bad behavior (Goodfriend, n.d.).

Learning Styles

Understanding the learning styles of the students is crucial for every teacher both
in pre-service and in-service. Learning style is an individual preference on how he learns
best. For several decades, we in education seem to focus on the three major learning
styles, namely; visual, auditory and kinesthetic. The latest findings show that there are
actually seven (7) styles of learning. And if you have studied the multiple intelligence
theory of Howard Gardner (2010) we can rightfully claim that these seven learning styles
were rooted from the multiple intelligence principles. According Mantle (2001) the
following are the seven (7) learning styles based on their intelligences.

1. Linguistic - This type of learner loves to read, write and tell stories. They tend
to memorize places, dates, names, and trivia very easily, and are always mesmerizing
you with their incredible tales. They have a remarkable ability to repeat back everything
you have ever told them, word for word. These students learn best by saying, hearing,
and seeing words. Engaging them in scriptwriting and video production can meet their
learning styles.

2. Logical - These are the mathematically inclined learner. They seem to think
and explain things in number. They are logical thinkers and straightforward types of

52
learners. They continuously ask questions on how things work and how things relate to
one another. This type of students learns best by categorizing, classifying, and working
with abstract patterns or relationships. Use of exploratory environment and instructional
software provide learning opportunities to address this style of learning.

3. Spatial - These are visual learner. They enjoy dreaming, watching movies and
staying as far away from reality as possible they are very good at working with colors
and pictures, and using Mind‘s eye. They love to play with educational computer games
because they are visually presented. They think and process information by visual;
hence they are categorized as visual learner.

4. Musical - these learners learn best through rhythm, melody and music. They
prefer to study with background music. This type of learners are best at noticing details,
pitches, and rhythms that escape the normal listener. They are excellent at keeping
tune, and are adept at turning the abstract into concrete objects. Their learning style is
expressed in rhythms an interactive instructional software in developing musical piece
creativity.

5. Bodily - These are the physically active learners. They love walk and move
around. They prefer to play sports or engage in an activity that requires physical
movement rather than sitting, listening or reading books. They enjoy field trips s they
learn geography and explore nature. Use of exploratory environment instructional
software can work well with this learning style

6. Interpersonal - These are the “social butterflies”. They can easily adjust to any
type of social situation, win many friends and can become an excellent leaders. They are
generally known as “Peacemakers” because of their skills to mediate conflicts and settle
disagreement in a group. Hence, they learn best in collaborative learning groups as they
love to compare, share and relate interview other people. Collaborative virtual learning
can address this learning style.

7. Intrapersonal. These are the strong willed and independent learners and lean
best alone. They follow their interests and have a deep understanding of themselves.
They can stand out from the crowd without even trying. They are the “strong and silent
type”. They do best in self-paced instruction and individualized projects. Use of tutorial
software can work well with their style of learning.

The above descriptions of the seven learning styles provide teachers to

understanding how students vary in their learning styles. Every student by may manifest
two or more of these learning styles and, therefore, you sensitive and creative in
addressing their learning needs. You that in each learning style, this author have
suggested specific instructional software that can best support these learning
preferences.
In summary, and in this lesson, we have discussed thinking, how the brain works
when we engage in thinking, the types and styles of learning to put pedagogy in
learning. In integrating technology in the teaching and learning process, the first and
foremost consideration is the understanding of how people learn. After all, as one author
puts it, in any way we define it, technology is the application of the science of learning.

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Learning Activity

DIRECTIONS:

 Take this simple online test to identify your learning style.

 Open this website

URL - http://www.brainboxx.co.uk/a3_aspects pages/vak quest.htm

"Discover your Preferred Learning Style".

 You can do this activity in 2 minutes.

 In the absence of real-time internet access, answer the test found in Appendix 1
of this book.

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https://www.insidehighered.com/digital-learning/article/2019/03/13/colleges-want-students-think-critically-about-digital-
tools

Lesson 12

Technology in Teaching for Understanding

OVERVIEW

The science of learning has evolved through the years. The understanding on
how people learn may be taken and interpreted in different perspectives, however, it will
boil down to how we process knowledge and see their application in various contexts.
In the field of teaching, one commonly used, overused and abused word that we
use to refer to learning is the word "understanding”.
When the curriculum design framework Understanding by Design or popularly
known UBD was introduced by Grant Wigging and Jay Mctighe (2012) they mainly
focused on this term “understanding”.
Lesson 12 explores the concept of understanding and how technology supports
the practice of performance perspective of understanding.

Learning Outcomes
 Clarify and tell with confidence the teaching for understanding paradigm.
 Demonstrate "performance perspectives” of understanding in learning in the
process of learning.
 Decipher the value of using instructional technology in teaching for
understanding.

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Learning Activity

Directions:

 Watch this this video "Use a Learning Theory: Constructivism”

Learning for the 21" century (2012, December 30).

Use a Learning Theory: Constructivism

Retrieved from https://www.youtube.com/watch?v=XaSprzCgA

 Cite the various ways teacher Tony connected his knowledge of the theory of
constructivism in the examples cited in the video.

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 How do you demonstrate your understanding about constructivism in various
performances? Give example in real life situations or scenarios

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DISCUSSION

What is Understanding?

Regardless of what teachers teach, they face the challenge of how they bring
their students from Point A -what they currently know-to Point B, the learning goals of
the course. Depending on the complexity of the subject or course, the travel from Point A
- to Point B can be challenging and unpredictable. And for teachers to succeed in their
goal to ultimately bring their students to Point B, they need to acquire new knowledge
and skills and change their approach to thinking and learning (MeGonigal, K. 2005).

What is understanding? Let's ponder first on the act of knowing. We all have an
acceptable concept of knowing. A student can demonstrate knowing when he can
outright bring forth upon call- knowledge or demonstrate a skill. A student can spew up
piles of knowledge and skills but with little understanding,

You have learned in your previous education courses that there are actually six
facets of understanding, namely; explanation, interpretation, application, perspective,
empathy, and self-knowledge. These six facets assure teachers that if the students can
perform or demonstrate any of these facets, then they assume that the students
understand. But the true meaning of understanding requires more than just
demonstrating these six facets of understanding.

A group of professors at Harvard Graduate School of Education headed by David

Perkins examined and looked into the practices of their colleagues to formulate the
concept of understanding which they call performance perspective. It reflects the general
philosophy of constructivism (Duffy & Jonassen, 1992) and other principle of learning.
his performance perspective helps to simplify the concept of understanding, what
learning for understanding involves, and how to teach for understanding.

Most learning activities in classrooms today are not performances of

understanding because the focus is on knowledge and routine skill building. While
knowledge and skills are important, however, if these are not understood by the student,

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then they are of no use. In brief, we view the concept of understanding in terms of
performance. In other words, a student can show his understanding of something in
doing a range of “performances" about the lesson or the topic, such as predicting, and
engaging in thought demand activities. So learning with understanding means that the
learners spend more time in activities that require them to generalize, cite new examples
and carry them out through applications and in other understanding performances
(Perkins 1993).

How is teaching for understanding different from traditional instruction? See

figure 8.

TRADITIONAL TEACHING TEACHING FOR UNDERSTANDING

Teaching Knowledge is a product Understanding is a process.

Teaching is transmission. Teaching is cultivation.

Learning is reception. Learning is constructing.

Students absorb and repeat Students think, apply, create and critique

Exams test knowledge acquisition. Exams assess and promote expertise.

Schools support instruction not

learning for understanding. Learning communities share authority and
responsibility among members.

Schools are communities of inquiry.

Figure 8 Teaching for Understanding: The Role of ICT and E-Learning

Martha Stone Wiske (2013)

The teaching for understanding paradigm is anchored on several learning

philosophies and teaching principles such as the Multiple Intelligence Theory of Howard
Gardner which we have partly discussed in the previous lesson. The various
performances of understanding are seen in the applications of these multiple
intelligence. That good teaching must draw out the performance capability of each and
every student. It also reflect the basic tenets of the theory of constructivism that
knowledge is constructed not transmitted, learning is a social dialogical process,
students equate learning with creating meaning from experience and using interactive
strategies in engaging students in solving real world problems.

In summary, we can view teaching for understanding with the multiple of

performances students demonstrate to show understanding. Teachers should be good
at cultivating these performances.

Technology in Teaching for Understanding

The new and emerging technologies of instruction strongly support the paradigm
of teaching for understanding. In the previous lessons, you have learned the five
categories of instructional software, web-based instruction and all about online learning.
When you teach for understanding using technology, your goal is to provide learning
opportunities for the students to engage in creative thinking and meaning making that
will ultimately result to performances of understanding. In online learning for instance,
students can show multiple ways of expressing their understanding through collaborative
group activities, communicating and sharing their learning outputs, posting and
expressing their thoughts and reactions on a given topic, and designing and developing

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multimedia projects as performances of understanding. Some of these learning
opportunities may not be feasible in a traditional classroom-based instruction.

Technology has its unique capabilities and features that highly support teaching
for understanding. It offers limitless opportunities for students to express and
demonstrate the progression of their performances that measures understanding. Use of
educational game is another classic example that shows progression in performances
because of its trial and error treatment. As users interact with the game, they
simultaneously engage in problem solving, and thereby, show a certain degree of
improvement in their performances. However, not all of these performances guarantee
understanding on the part of the students, hence, there is a need to develop a set of
criteria to measure students' work or performances. These criteria should be made
together with the students so that they are aware how their performances are evaluated.

"Learning by doing has more conditions for success than teaching by telling,"
says Wirth professor in learning technologies, Christopher Dede (as cited in Nguyen,
2015). This tenet has guided his decades of work in developing virtual and augmented
realities for science students. His recent collaborator, associate professor of education,
Tina Grotzer, took more time to warm to simulations. With her background in cognitive
Science, Grotzer came to appreciate the pedagogical value of virtual environments, due
to her particular interest on how learners reason about complex causality (Nguyen,
2015)

Technology will continue to serve as catalytic agents of change. As teaching and

learning paradigms continue to evolve and so do the technologies of instruction.
Teachers of the 21st century should strike a balance between pedagogy and technology,

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Learning Activity

Directions: (This is an assessment Activity)

 Read the following paragraphs.
 Answer the guide questions.
 Use the space provided below for your answers.

Every morning when this author start her morning prayer, she always hears birds
singing or producing distinct sounds that usually serve as her background while praying.
The small altar at home is actually located windows in the living room; hence, she can
hear the sounds these birds make. She seem to enjoy that musical sound because it
gives her the feeling inside a cathedral where silence prevails, and only the sounds
these birds make echo. She can further create a mental picture of the sky or heaven and
the angels singing. That makes her feel good to welcome her day.

But as the author listens to these melodious sounds, a series of questions flood her
mind. Are these birds trying to talk to me? If so, what must be their message? Or are
they enchanting her with their musical and soothing sounds? Do birds really sing? Do
they produce the same sound?

From the website about Birds Songs, the author learned the following…….

“The songs a bird sings are usually distinctive to its species. Scientists believe a
bird is born with a "neurological model" of what its song should sound like. The baby bird
learns that song by matching the sounds it hears from its father and male neighbors.
Scientists call this theory the auditor template hypothesis. In this theory, song learning
begins at about ten days after hatching and continues for about 40 days. Baby birds then

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practice their songs through the fall and winter. By spring, birds have developed a
"crystallized" song. To communicate, birds combine songs and other vocalizations with
certain behaviors and outward appearances. Males tend to sing more than females, and
they sing more in the spring. Songs help proclaim territory, attract mates, and maintain a
pair bond. Most songbirds have several songs and calls. Birds in the Mimid family (the
mockingbird, catbird, and brown thrasher) have very large repertoires. Scientists believe
that repertoires increase with age and may indicate to females the health and
experience of the male. A songbird uses its syrinx, a vocal organ in its throat, to create a
song. A bird's songs can vary in pitch, tone length, number of notes, and special sounds.
The two halves of the syrinx can produce songs simultaneously so a bird may sing
harmonies with itself, resulting in extremely rich and complex melodies. No human voice
can equal this feat." (Bird Songs (n.d.).

Directions:

 Cite possible performance of understanding out of these lessons about

songbirds.
 What are the new knowledge presented in the website that are in contrast with
the previous perceptions of the praying lady about the sounds that birds
produce?
 Cite a specific sound to convey a particular message.
 Does the theory about songbirds apply to human? Does human voice change in
quality as they age? Describe and cite examples.
 Cite other contextual application of the lady's experience in praying.

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https://www.scoop.it/topic/21st-century-technology-integration/?&tag=blogs

LESSON 13

TITLE - Technology Integration

 Clarify technology integration as a process.

 Compare and critique the SMAR model with the TPAK
 Relate the value of using technology integration models in designing learning
activities

OVERVIEW
The advances in multimedia and telecommunication technologies have
remarkably transformed man's capacity to perform practically all his daily tasks. These
phenomenal developments in information and communication technology have likewise
altered man's ability to think and learn. Technology seems to dictate and shape our com
become productive and functional members of the global community.
The education sector is quite slow in addressing the call to reinvented practices
in t e with the digital language of the time. Technology coating education Teachers and
other educational practitioners remain helpless to survive and remain effective inside the
classroom. They cannot do and expect different results. They simply cannot continue
teaching the taught yesterday
Pre-service and all teachers in general should prepare not technology savvy but
effective users of technology in the delivery of
Integrating technology in teaching and learning is quite a simple language, but
surprisingly quite not simple in actual practice
Lesson 13 focuses on the concept of technology integration. It introduces the
SAMR and the TPAK models of technology integration and the delivery of educational
programs.
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Directions:

 Read and understand the following scenario.

 Answer the guide questions.

Scenario

In a science class, teacher Ana showed a short video clip to introduce her lesson
about the process of photosynthesis. After the video presentation, she proceeded to
engage the class in an open discussion about what they have learned from the material.
To her surprise the whole class is passive and did not show interest to express their
reactions or their thoughts and even to raise questions about what they have seen in the
video. The class claimed that the concept of photosynthesis as shown in the video is too
complex for them to understand.

Teacher Ana went home quite unhappy with the result of using technology to
deliver her lesson. She believes that she tried her best to use technology in teaching,
and even went to the extent of asking help from her co-teacher to download the material
and have it ready for class presentation.

Guide Questions

 Identify the possible problems in the scenario.

 Classify these problems and cite other interrelated issues and concern on the
use of technology, teaching strategy and teacher's technology skills as you have
observed in this scenario.
 Suggest several solutions to the problems and to the other issues and concerns
you have identified in the scenario.

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Understanding Technology Integration

The term technology integration is defined in different views and is practices

different ways. The following are the different views and perceptions of scholars,
practitioners and teachers on the subject of technology integration.

 Integrating technology into classroom instruction means more than teach

basic computer skills and software applications in a computer class.
Effective technology integration is achieved when the use of technology is
routine and transparent and when technology supports curricular goals.
 Technology integration describes how classroom teachers use
technology to introduce, reinforce, extend, enrich, assess, and remediate
student mastery of curricular targets.
 Technology integration involves the infusion of technology as a tool to
enhance the learning in a content area of multidisciplinary setting. (Fish,
2011).
 Technology integration is using computers effectively and efficiently in the
general content areas to allow students to learn how to apply computer
skills in meaningful ways.
 Technology integration is using software supported by the business world
for real-world applications so students learn to use computers flexibly,
purposefully and creatively.
 Technology integration is having the curriculum drive technology usage,
not having technology drive the curriculum. It involves organizing the
goals of curriculum and technology into a coordinated, harmonious whole
(Jolene,1999).

If you further explore the body of literature, more meanings and definitions of
technology integration are expressed in different context. But let us analyse only those
that have been cited here. Can you see commonalities in those definitions? For
instance, some of these views are expressed to focus on the nature and ways of
technology applications. Some refer to the curricular support. Others see technology
integration as infusion of technology as a tool to enhance delivery of content.

But what indeed does it take to achieve full integration of technology in teaching
and learning? Are there models that can explicitly describe the systematic integration of
technology in the learning environment? Let us find out in the following models of
technology integration.

Technology Integration Models

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The SAMR Model

Dr. Ruben Puentedura (2006) developed the SMAR model that describes
technology integration through the following four levels as shown in Figure 9.

Figure 9. SAMR Model of Technology Integration (Hos-Mcgrane, 2011)

The acronym SAMR represents the four levels of technology integration, namely;
substitution, augmentation, modification and redefinition.
The first level of this SMAR model is substitution where technology is used as a
direct substitute for what you might do already, with no functional change.
The second level is augmentation where technology is a direct substitute, but
there is functional improvement over what you did without the technology.
The third level is modification where technology allows you to significantly
redesign the task.
The fourth level is redefinition where technology allows you to do what was
previously not possible (Models for understanding technology integration, n.d.).
In using the SAMR model, teachers are encouraged to move beyond the
substitution and augmentation levels toward the modification and redefinition levels
which aim for transformation. The SAMR model is quite simple and easy to follow
especially for novice and pre-service teachers. The model, however, requires teachers
to have the skill in selection, design and mastery of the subject matter.

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Learning Activity

Directions:
 Watch this video on SAMR Technology Integration Model
SAMR Technology Integration Model

IHeartEdtech (2013, August 2). The SAMR Model of Technology Integration.

Retrieved from https://www.youtube.com/watch?v=G3c0dVRzv3U

 Answer the guide questions.

 Confer with your groupmates.

Guide Questions

 Rationalize the need to move to the transformation stage which is in modification

and redefinition levels.
 Cite specific example of a simple lesson and how you can move from one level to
another showing the use of technology.
 Share your group output in class.

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TPACK Technology Integration Model

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 One of the more popular technology integration models and today getting its
momentum in education is the Technological Pedagogical Content Knowledge (TPACK)
espoused by Mishra and Koehler (2006), which sets directions for describing use of
technology in learning and in other professional work. This framework attempts to put in
context some of the important qualities of teacher knowledge required for technology
integration in teaching, while addressing the complex, multifaceted, and situated nature
this knowledge. It highlights and describes the complex relationships between three
forms of knowledge, namely; Pedagogical knowledge (PK), content knowledge (CK),
and technological knowledge (TK) as illustrated in Figure 10.

In the TPACK model, the intersections of the circles are important and they
suggest that teachers need to describe what part of the model, any idea for using
technology in the curriculum is addressing. Not all ideas may be in the middle of the
diagram.

Content Knowledge (CK) is about the subject matter from curriculum documents
and the deep learning of concepts, as well as the higher order thinking and high level
communication and other processes in the curriculum.

Pedagogical knowledge (PK) is about the strategies, and techniques used in

Classrooms and other learning situations and environments to ensure curriculum goals
are met.

Technology knowledge (TK) is about the digital and non-digital technologies and
tools we use in the classrooms,

Pedagogical content knowledge (PCK) is about knowing what teaching

appronchess fit the content and expectations of the subjects.

In the TPACK framework, Technology Knowledge (TK) can combine with

Content Knowledge (CK) to form Technological Content Knowledge (TCK) Technology
Knowledge (TK) and Pedagogical Knowledge (PK) can form Technological Pedagogical
Knowledge (TPK); and Pedagogical Knowledge (PK) and Content Knowledge (CK) can
form Pedagogical and Content Knowledge (PCK). Combining all three knowledge (TPC)
can form Technological Pedagogical and Content Knowledge (TPACK).

Technological Content Knowledge (TCK) is about interpreting your curriculum

through a technology lens and to consider the impact of technology on what is changing
in your curriculum area.

Technological Pedagogical Knowledge (TPK) is about the special pedagogical

considerations for using technology within your teaching strategies or perhaps for

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considering new pedagogical approaches afforded by the qualities of the software - what
new things can you do, pedagogically? Consider a specific teaching strategy that can
blend well with particular instructional software.

TPACK is a way of describing how technology pedagogy and content fit together
to enable powerful learning (TPACK Model, n.d.).

To further enhance your understanding about the TPACK model, let us watch the
following videos.

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Learning Activity

Directions: This is a collaborative learning activity.

 Watch this video "TPACK in 3 Minutes"

TPACK in 3 minutes

Kimmons, R. (2011, March 22). TPACK in 3 minutes, Retrieved from

https://www.youtube.com/watch?v=OwGpSaTzW58

 Answer the following guide questions.

 Each group will have to answer a specific guide question.

Guide Questions

 Describe the relationship of pedagogical knowledge with content knowledge as

illustrated in the video. (Group 1)
 Describe the relationship of technological knowledge with content knowledge.
(Group 2)
 Describe the relationship of technological knowledge with pedagogical
knowledge. (Group 3)
 Proceed to watch the second video.

Learning Activity

 Watch this second video "Explanation of TPACK"

Explanation of TPACK

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Microsoft Technology Enriched Instruction (TEI). (2014, February 17). Intro to TPACK.
Retrieved from https://www.youtube.com/watch?v=eXLdqO0fY3w

Guide Questions

 How did this video reinforce your understanding of the TPACK model of
technology integration?
 Which in the TPACK framework is unclear to you? Why?
 As pre-service teachers, how will this TPACK integration model guide you in
using technology in the delivery of instruction?
 Write your answers in a clean sheet of paper and submit to your teacher. • This
serves as an assessment output.

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Benefits of Effective Technology Integration

When technology is well integrated in the curriculum, its tools and resources
provide learners with extended learning opportunities in formidable ways.

 Access to up-to-date, primary source material

 Methods of collecting/recording data
 Ways to collaborate with students, teachers, and experts around the
world
 Opportunities for expressing understanding via multimedia
 Learning that is relevant and assessment that is authentic
 Training for publishing and presenting their new knowledge (What is
successful technology integration? n.d.).

Levels of Technology Integration

When a teacher begins to integrate technology in teaching and learning, the first
and foremost consideration is to decide which of the technology will best deliver his
lesson. In selecting the appropriate technology, a novice teacher might choice the
material in terms of its ease in preparation and the technology skills needed to facilitate
use of this particular material. As you have learned from the TPACK model this is just
one aspect in the process of integrating technology in teaching and learning process.
And of course the rest such as knowledge of pedagogy and content are equally
important.

Figure 11 shows a technology integration matrix that will show the progression of the
technology utilization in the learning environment.

Levels of Technology Integration into the Curriculum Entry Adoption Adaptation

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 As shown in Figure 11, there are five (5) levels of technology integration into the
curriculum, namely; entry, adoption, adaptation, infusion and transformation. In the left
most portion of the matrix are the characteristics of the learning environment, namely
active, collaborative, constructive, authentic and goal oriented. In each level of
integration, you can see the specific description or tasks the students are engaged in.
For example, in the entry level, if we look at it in active learning environment, it says that
information is passively received by the students. When we move to the adoption level, it
describes the conventional use of tools. In the adaptation level, there is a conventional
independent use of tools, some student choice and exploration. When we move further
in the infusion stage, it describes choice of tools, and regular self-directed use. And
finally is the transformation level, where it shows the extensive and unconventional use
of tools in an active learning environment.

You can continue to ponder on this matrix and you can observe how each level
of technology integration shows the corresponding demonstration of students in a
particular learning environment.

In summary, this technology integration matrix highlights the five main purposes
of technology integration: to help students become more active, collaborative,
constructive, authentic and goal-directed. Each of these areas is broken down into the
levels of integration in a learning environment, and therefore, it is an excellent roadmap
for setting directions in your technology integration practices (Rao, 2014).

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http://discuss.cle.ust.hk/mediawiki/index.php?title=Constructivism,_Learning_and_Educational_Technology

LESSON 14

Technology in the Constructivist Learning Environment

OVERVIEW

There are many ways where learning takes place. It is not only the learning style
that defines the way people learn. During our younger days, we seem to connect
learning to take place in a typical classroom within the confine of a school building. So
children go to school in order to learn. In school, we meet our teachers and our
classmates and have fun. And inside the classroom, children mostly learn from the
teacher who serves as the main source of knowledge and information.

Today, all of us are aware that this traditional picture of the teacher, the
classroom, and the school is gradually, if not totally phasing out due to the emergence of
learning paradigms and the influx of technology in the learning environment. Is the
school or the classroom the only learning environment?

How do we create an environment where the students are provided with varied
learning opportunities to explore, discover and make meaning of the world?

Lesson 14 introduces the concept of learning environment from the constructivist

perspective of learning. It discusses the basic constructivist principles and the role of the
teacher, and the technology in the learning environment.

Learning Outcomes

 Explain fully the concept of a learning environment.

 Discuss and put in context the various constructivist learning principles.
 Create a technology-supported constructivist learning environment.

DISCUSSIONS

Definitions of learning Environment

In this lesson we begin by understanding the concept of "learning environment":

when do we say that an environment is a learning environment?

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 Learning environment refers to the diverse physical locations, contexts, and
cultures in which students learn. Since students may learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used as
more accurate or preferred alternative to classroom, which has more limited and
traditional connotations—a room with rows of desks and a chalkboard, for example."
term also encompasses the culture of a school or class-its presiding ethos and
characteristics, including how individuals interact with and treat one another- as well as
the ways in which teachers may organize an educational setting to facilitate learning...
'(The Learning Environment, 2013).

Designing and developing an effective learning environment is perhaps the

greatest test of teachers' creativity. When we talk about learning environment, the first
thing that comes to our mind is the physical location or set up such as the classroom. In
the above definition, learning environment is more than just its physical components. It
involves teaching and learning goals, learners' characteristics, activities that facilitates
learning, assessment strategies and the culture in the learning environment (Bates,
2014)

Figure 12 illustrates a learning environment from the teacher's perspectives.

Figure 12. A learning environment from a teacher's perspective (Bates, 2015)

Source: "Teaching in the Digital Age" A.W. (Tony) Bates

Figure 12 shows a teacher's perspective of a learning environment. As illustrated

in the model, there are some components where the teacher may have little control,
such as the learner's characteristics and the resources. However, there are other
components such as the choice of the content and learning support where the teacher
may have control. Under each major component are set of sub-components that should
be into account, namely; content, learning activities, feedback, and use of technology
assessment strategies and others where real decisions are to be made.

Bates (2015) further added that it is also possible that a concept of environment
may be drawn from the different perspectives, but he opted to choose teacher's
perspective because after all, it is the teacher who takes the main responsibility in
creating an appropriate learning environment. In effect, the choice and the importance of
components in designing a learning environment depend considerably on one's personal
beliefs and understanding of knowledge, learning and teaching methods.

Given this basic concept of a learning environment, let us now focus on the so
called "constructivist learning environment” and role of technology.

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 The term constructivist is rooted from the theory of constructivism. In 1961,
Jerome Bruner developed the theory of constructivism. His constructivist theory was
influenced by the earlier theoretical research of Lev Vygotsky and Jean Piaget. I am sure
you have encountered these prominent theorists in in education from your in teacher
education program. You have also seen a short video on constructivism inn our previous
lesson.

Bruner’s constructivist framework supports the belief that learners construct

ideas and concepts based on their existing knowledge. He presented the idea that
children could be active problem solvers and capable of exploring more difficult subjects
of instruction.

Today constructivism is the latest catchword in the academic arena. It is not

actually new learning principle; however, this is oftentimes misunderstood and seldom
practiced in the classroom. In a nutshell, the theory of constructivism states knowledge
is constructed not transmitted, that the construction of knowledge is based on
experience: that learning is a social dialogical process; and, therefore, through dialogues
and conversation learning takes place.

Basic Constructivist Principles

To create and develop a technology supported constructivist learning

environment, we need to understand and consider the following constructivist learning
principles (Hein, 1991).

 Learning is an active process. It requires learners to be engaged in learning

activities that will enable them to construct their own knowledge and
understanding
 People learn to learn as they learn. The act of learning involves constructing
meaning and constructing systems of meaning. Every meaning we construct
enables us to give meaning to other related senses and perceptions that follow
similar pattern.
 Construction of meaning is cognitive. It takes place in the mind. While physical
activities and hands-on experience may be necessary for learning, however, it
may not be sufficient. Teachers need to design learning activities that will involve
both the mind and the hands. This is what Dewey calls reflective activity.
 Learning is a social activity. Learning is highly associated with the degree of
interaction we make with other human beings, our teachers, peers, and with our
family and others. Through dialogues and conversations with others makes us
learn.
 Learning is contextual. We do not learn isolated facts a we learn in relationship to
other things that we know w prejudices, and our fears. We cannot separate our
learning from our lives.
 Knowledge is needed in order to learn. We cannot assimilate new knowledge
without having some structure developed from previous knowledge to build on.
So whatever we teach, must have a connection to the learner's state, and
provide a path into the subject for the learner based on his previous knowledge.
 Learning is not instantaneous. It takes time. In learning we usually recall ideas,
reflect and try on them and eventually use them. And when we ponder on these
cluster of thoughts and ideas, we are actually engaging in meaning therefore, this
takes time.
 Motivation is a key component in learning. In any act of learning, motivation plays
a crucial role. Teachers understand that the source of motivation maybe intrinsic
or extrinsic. Motivation here includes an understanding of ways in which the new
knowledge may be used.

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Traditional Classroom vs Constructivist Classroom

To have a better picture of a constructivist learning environment, Figure 13 shows a

comparison between traditional and constructivist classrooms.

Traditional Classroom Constructivist Classroom

Curriculum begins with the parts of the Curriculum emphasizes big concepts,
Curriculum emphasizes big concepts, beginning with the whole and the whole
whole. Emphasizes basic skills. and expanding to include the parts
Strict adherence to fixed curriculum is Pursuit of student questions and interests
highly valued is highly valued.
Materials are primarily textbooks and Materials include primary sources of
Materials include primary sources of material and manipulative materials.
workbooks.
Learning is based on repetition. Learning is interactive, building on what
the student already knows.
Teachers disseminate information to Teachers have a dialogue with students,
students; students are recipients of students;
knowledge helping students construct their own
knowledge.
Teacher's role is directive, rooted in Teacher's role is interactive, rooted in
authority.
Assessment is through testing, correct Assessment includes student works,
answers. answers.
observations, and points of view, as well
as tests. Process is as important as
product
Knowledge is seen as inert Knowledge is seen as dynamic, ever
changing with our experiences.
Students work primarily alone. Students work primarily in groups.

Figure 13. Comparing Traditional Classroom and Constructivist

Source: What is Constructivism? (n.d.). Retrieved from

Figure 12 shows significant differences in basic assumptions about knowledge,

students, and learning. However, we have to bear in mind that constructivists
acknowledge that the students are constructing knowledge in traditional classrooms, too.
The focus should rely be on the students and not on the teacher

Technology in the constructivist learning environment

The use of technology in the learning environment has been highly associated
with the application of the constructivist learning principles. Today's instructional
technologies have features and capabilities to support learning. The emergence and the
wide spread of social media and other online apps support the constructivist principle
that learning is a social activity. It involves interactions between and among with
teachers and other.

Instructional technologies have a unique capabilities and features that can

engage students in critical thinking and meaning making in the process of acquiring new
knowledge and skills. The use of online instructional resources likewise supports
collaborative learning where the students can build a community of learners. Each of
these tools invites collaboration by structuring the kinds of contributions learners can
make, supporting meaningful relationships among those contributions, and guiding
students' inquiries. In addition, sophisticated technology communication tools can
capture the cognitive processes learners engage in when solving problems. The
interactive and manipulative features of these communication tools provide learning

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opportunities for the students to explore and discover the world and its relationship to
their subject of study.

Teacher's Role in Constructivist Learning Environment

Teachers who use information and communication technologies are more likely
to have a constructivist perspective towards teaching and learning. Teachers in
constructivist classrooms assume the following roles:

 an expert learner who can guide students into adopting cognitive strategies

as self-testing, articulating understanding, asking probing questions, and reflection;

 an organizer of information around big ideas that engage the students interest, to
assist students in developing new insights, and to connect them with their
previous learning.
 designer of learner-centered learning activities that will encourage the students to
ask their own questions, carry out their own experiments, make their own
analogies, and come to their own conclusions, and
 a guide, a coach, and a mentor in the process of constructing knowledge.

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Learning Activity

Directions: (Collaborative Learning Activity)

 Create three (3) collaborative learning groups.

 Review all the key concepts discussed in this pa “Technology in the

Constructivist Learning Environment”.

 Focus on the basic constructivist learning principles and how supports the
constructivist approach in teaching and learning,

 Design a short PowerPoint presentation that will deliver key come this particular
lesson.

 Visualize each concept using images available in the Web.

 Avoid textual presentation. Keep it short and simple. Your chosen visuals should
carry the message.

 Start this learning activity by preparing a storyboard. Below is an example of a

storyboard.

 The storyboard is divided into two columns. Under the Text Column are all the
text or words that will come out in your PowerPoint slide. And under the Visuals
Column are the short descriptions of the visual or picture you will use in your
PowerPoint presentation.

 Each box in the storyboard represents one PowerPoint slide and on convey one
single concept.

 The storyboard should show the chronological arrangement of ideas and

concepts.

 Use your storyboard as a guide in designing your Powerpoint Presentation

 Make a maximum of ten (10) slides.

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 Example of a Story Board

TEXT VISUAL
Slide 1- Title Slide Write the title of your Describe the symbolic visual or picture
presentation here that you plan to get from the Web or from
Example : other sources which you will use for slide
“Technology in the Constructivist 1-Title slide.
Learning Environment" Example:
Presenter: Group 1 Look for a picture of children in the
classroom working together to solve a
problem. Or look for a symbolic picture to
convey the 21" century learning
Slide 2 - Concept Presentation Do the same with the rest of the
(Write the full text here but limit them to a concepts in each slide. Write only a brief
maximum of 3 simple sentences.) Do the description of the visual you plan to use.
same with the rest of the slide boxes. Remember: Do not put the actual image
or picture here just a brief description of
your visual.
Slide 3 - Concept Presentation
Slide 4 - Concept Presentation
Slide 5 - Concept Presentation
Slide 6 - Concept Presentation
Slide 7 - Concept Presentation
Slide 8 - Concept Presentation
Slide - Concept Presentation
Slide 10 – Closing slide The closing slide should not show any
visual. Just a simple “Thank you”

Note: you can prepare the storyboard of your group in a separate paper following the
format.

No group is allowed to proceed in designing their PowerPoint presentation without

completing their story board output. This is a performance-based assessment with two
separate outputs, the story board and the PowerPoint presentation.

You can use this space.

TEXT VISUAL

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https://blog.edmentum.com/curriculum-alignment-what-look-when-evaluating-educational-resources

Lesson 15

Technology Evaluation
OVERVIEW

Several lessons in this book have discussed the remarkable contributions of

information and communication technology in transforming education today. The body of
literature presents hundreds of various practices in using technology not only for
educational purposes but also applications in practically every facets of man's life.

However, users are overwhelmed with the magical effects of technology so much
so they have not seriously looked into the merit and value of technology. This is where
the concept of evaluation comes into the picture.

In some organizations the conduct of technology evaluation is primarily intended

to seek funding. They need to know whether a particular program works or fail to
achieve the expected outcomes. At times, these evaluation initiatives stop there and did
not pursue how best they can improve the implementation.

Lesson 15 discusses the value of technology evaluation. It introduces several

ways evaluating technology in the context of teaching and learning.

Learning Outcomes

 Present with confidence the concept of technology evaluation.

 Illustrate the various evaluation methods that may be used in technology
evaluation.
 Account for the importance of technology evaluation in the context of effective
teaching and learning.

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Learning Activity

Directions: Collaborative Learning

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  Meet your group. (Use Messenger to meet your group member)
 Each member should cite at least two (2) aspects in technology applications in
teaching and learning that should be evaluated.
 Cite at least two (2) reasons why you have chosen these specific areas
evaluation.
 Leader of the group should discuss the outputs and check commonalities in the
various areas they have cited.
 Share your group's output in class (messenger).

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DISCUSSION

Definition of Testing, Assessment and Evaluation

The first lesson in Chapter 1 introduced you to the field of Educational

Technology. Several meanings were forwarded by several scholars and educational
technologists. If you can recall, there are four major areas that comprise the field of
educational technology, namely; selection, design, implementation and evaluation. In
this lesson, let us focus on the subject of evaluation in general and technology
evaluation in particular.

Let us begin understanding these three (3) interrelated concepts. What is

testing? What is assessment? What is evaluation? When we want to measure the value,
the worth or benefits of an object or a program, these three (3) concepts usually get into
our mind. Are they the same? Do they mean the same thing?

To address your curiosity, let us start with this term "testing". Testing is an
intervention or an approach we use to examine a person's knowledge of something in
order to determine what he or she knows or has learned. It comes in a form of a test or a
quiz. In effect, a test, a quiz or sometimes called "examination" are designed to measure
one's level of knowledge and skills based on a predetermined learning goals.

In an educational context, assessment is the process of describing, collecting,

recording, scoring, and interpreting information about learning. It is the process of
documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The
goal of assessment is to make improvements, as opposed to simply being judge
(Differences between testing, assessment, and evaluation, 2014).

Evaluation on the other hand, is simply defined as a process of making

judgements based on a criteria and evidence. It is a systematic determination of a

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subject's me worth and significance, using a set of standards. According to Cambridge
dictionary (2016) evaluation is to judge or calculate the quality, importance, amount, or
something. But several scholars and practitioners in this field of study, define evaluation
in a broader perspective particularly when applied in educational settings.

In the context of learning technology, these judgments usually concern the

educational value of innovations, or the pragmatics of introducing novel teaching
techniques and resources. Less frequent, but still important, are judgments about the
costs of such innovations.

What is Technology Evaluation?

Historically, technology evaluation started in United States of America at the end

of 1960s when large-scale applications of technology began to affect dramatically the life
of citizens. It is in the same period where the negative effects of technology rise and
have called the attention of the public, hence, the clamor to look into the merit and value
of technology, and gave birth to the so called "technology evaluation" (Bakouros, 2000).

Technology evaluation is a set of principles, methods and techniques and tools

for effectively assessing the potential value of a technology and its contribution to a
company, a region or an industrial sector. It is an effective approach for an organization
in examining new ideas, identifying and analysing probable causes or potential change,
develop and plan solutions, and finally select and implement a proposed technology
(Introduction to technology evaluation/assessment, 2001).

The following are the other definitions of technology evaluation:

 Technology evaluation is a class of policy studies, which systematically

examine the effects on society that may occur when a technology is
introduced, extended or modified. It emphasizes those consequences that
are unintended, indirect or delayed (Bakouros, 2000). In the context of
learning, technology evaluation may focus on the learning outputs when
use of a particular technology has been introduced in the learning
environment.
 Technology evaluation is an attempt to establish an early warning system
to detect, control, and direct technological changes and developments so
as to maximize the public good while minimizing the public risks
(Bakouros, 2000). In educational practice, technology evaluation can look
into the problems and other issues in the course of using technology. The
use of formative type of evaluation for example can address these
problems in the process of using the technology.
 Technology evaluation is a form of policy research, which provides a
balanced appraisal to the policy maker. Ideally, it is a system to ask the
right questions and obtain correct and timely answers. It identifies policy
issues, assesses the impact of alternative courses of action and presents
findings. It is a method of analysis that systematically appraises the
nature, significance, status, and merit of a technological program
((Bakouros, 2000). As a research methodology, technology evaluation
can provide a comprehensive coverage of technology program or
initiative that can serve as a guide in decision making of educational
leaders and managers in examining the merit and value of a technology
program.

Types of Evaluation

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 Evaluations come in different types depending on the object or be evaluated and
the purpose of the evaluation. Generally, there are two evaluations, namely; the
formative evaluation and the summative evaluation

Formative evaluation is one type of evaluation which is normally conducted the

development of a program (Scriven, 1991) intended to ensure that the instruction or a
technology program are achieved by means of identifying prohi areas and consequently
provide remedies for improvement (Weston. Men & Bordonaro, 1995). This type of
evaluation is intended to support the pro improvement while the program is still in its
formative stage.

Summative evaluation is another type of evaluation which is usually conduct the

end of an operating period of a program or project. It is intended to guide decisions
makers on whether or not to continue, adopt or modify the program. Depending the
results of the summative evaluation, it can likewise lead to the suspension of the
program

In addition, summative evaluation focuses on examining the effects or outcomes

of a project or a program. It describes what happens subsequent to delivery of the
program or technology; assessing whether the program have caused the outcome and
determining the overall impact to the organization in general and to the participants in
particular.

In technology related programs and projects, both evaluation methods are helpful
in providing stakeholders ongoing feedback for program modifications (formative) as well
as review of long-term progress on major program goals and objectives (summative),
and provide periodic report to the grantors, organizations and other stakeholders.

Goals of Technology Evaluation

The primary goal of most evaluation studies is to generate useful feedbacks to

the various stakeholders. In an educational setting, any technology program or initio
usually gets the lion share of its operating budget. Technology is seen as an expensive
undertaking, hence, top level management is quite concerned not only of its impact on
the quality of students' learning outcomes, but also on its overall cost effectiveness.

As discussed earlier, formative and summative evaluation have their respective

goals that provide useful feedback to the stakeholders.

Methods of Evaluation

There are several methods one can use in technology evaluation. The choice of
method is actually based on the careful consideration of which me appropriate to the
actual evaluation object, the availability of the given evaluation purpose. The following
are some of the most common evaluation method.

 Qualitative methods cover a wide range of methods using several types

of evaluation. They can provide insights into the complex dynamics of the
actual intervention. Qualitative methods may involve stakeholders in the
different stages of evaluation process which can greatly enhance the
learning effects hence, they may be participatory in execution.
 Quantitative methods are used to analyse large amount of data,
particularly expressed in numbers. The analysis using these methods is
less the vulnerable to the evaluator's own judgement, thus making it well
fit to draw conclusions that can be considered as “objective". In some
cases, and for as long as the large amount of data is available,

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 sophisticated statistical methods make it possible to conclude with a great
degree of certainty.
 Experimental and quasi experimental methods are particularly well suited
to draw conclusions about causality, whether a development intervention
is actually the cause of changes observed. These methods can tell
whether an intervention works or not with high degree of certainty - or at
least the level of certainty can be precisely estimated.

All sets of evaluation methods are quite taxing particularly the quantitative has
because it is oftentimes linked to rigor. It is something that greatly enhances reliability
because it allows external scrutiny into most parts of the analysis.

A subset of methods are found in what is called impact evaluations, based on

experimental or quasi experimental evaluation designs, but involving other methods as
well. When data is available, impact evaluations enable the most precise estimate of the
actual effects of an intervention.

The final choice of which method to be used is dependent of which questions the
evaluator wants to answer, because different methods may not be able to provide the
appropriate answer to the same questions, and the type of data available (Evaluation
methods, 2016)

Benefits of Technology Evaluation

The following are some of the benefits or advantage technology evaluation in

educational settings.

 Provides short and long term feedbacks to stakeholders as basis for

decision making
 Measures the value and merit of technology program initiative:
 Guides in the selection and procurement of instructional and other
system;
 Guides in setting strategic directions in educational program
management.

To acquire an in-depth understanding about evaluation in general, you may

review your previous course in Methods of Research because this particular lesson is
under the discipline of research. Having a strong foundation of knowledge and skills in
research, one can further explore other techniques and approaches on how to conduct
technology evaluation.

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Learning Activity

Directions: Create three (3) Collaborative Learning Stations

 Each CLS will have to do a specific learning task.

 Follow the direction for your CLS.
 Each CLS is given ten (10) minutes to do the learning task.

Collaborative Learning Station 1

Direction:

 List down ten (10) terminologies you have encountered in this lesson on
“Technology Evaluation”.

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  Go the web and type in “How to make a word puzzle”.
 Create a word puzzle out of the ten terminologies you have listed down
 Follow the steps in creating a word puzzle.

Collaborative Learning Station 2

Direction:

 Draw a Venn diagram to show the differences and similarities of Formative from
Summative Evaluation.
 Make use of the resources on the Web to substantiate your answers.
 Draw your Venn diagram on the board or use a PowerPoint to present your
output in class.

Collaborative Learning Station 3

Direction:

 Look for a specific example of technology program or project which you believe
requires the use of formative evaluation.
 Construct at least three (3) specific questions you want the formative evaluation
to answer.
 Cite other sources of your data.
 Use the resources in the Web to guide you in doing this learning activity.

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REFERENCES:

Habulan, Nenita V. Ed. D., Pedagogical Foundations in Educational Technology

(Technology for Teaching – Learning 1), Lorimar Publishing, Inc., 2016

Brenda B. Corpuz, Paz I. Lucido. Educational Technology I. Lorimar Publishing Inc.

(2008)

Garo, Candelaria D. Teaching Educational Technology. National Bookstore, Inc (2004)

Information and Communication Technology by Rommel M. Andong, Enrique I.

Florencio (2008)

Lucido, Paz 1. Educational Technology2. Selection, Production and Utilization of

Appropriat Technology tools for Instruction. Books. Atbp. Publishing corp (2007)

Namy B. Garcia et al., Essential of Computer by Namy B. Garcia: (2004)

Theories and Principles of Educational Technology by Candelaria D. Garo (2008)

Prepared by:

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Reydante A. Oabel

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