Module 4 ~The Teacher as a Curriculum Implementor and Manage Lesson 4.3 - The Role of Technology in Delivering the Curriculum The Rol i iveri SORTED the Gane of Technology in Delivering 3) Desired Learning Outcomes > Discuss the roles of technology in curriculum delivery » Identify the factors in technology selection including the use of visual aids Qa After learning fundamental concepts about the curriculum, it’s nature and development; comes the practical phase of curriculum implementation. Appropriately, the significance of technology in curriculum development deserves discussion. The role of technology in the curriculum springs from the very vision of the e-Philippine plan (¢ stands for electronic). Thus it is stated: “an electronically enabled society where all citizens live in an environment that provides quality education, efficient government services, greater sources of livelihood and ultimately a better way of life through enhanced access to appropriate technologies.” (International workshop on emerging technologies, Thailand, December 14-16, 2005). This points to the need for an e-curriculum, or a curriculum which delivers learning consonant with the Information Technology and Communications Technology (ICT) revolution. This framework presupposes that curriculum delivery adopts ICT as an important tool in education while users implement teaching-learning strategies that conform to the digital environment. Following a prototype outcomes- based syllabus, this same concept 1s brought about through a vision for teachers to be providers of relevant, dynamic and excellent education programs in a post-industrial and technological Philippine society. Thus among the educational goals desired for achievement is the honing of competencies and skills of a new breed of students, now better referred to as a generation competent in literacies to the 3 Rs (or reading, ‘riting and 'rithmetic) but influences, more particularly: problem-solving fluency, information access and retrieval of texts/images/sound/video fluency, social networking fluency, medica fluence, and digital creativity fluency. 9596 THE TEACHER AND THE SCHOOL CURRICULUM oem Instructional media may also be referred to as media technology or learning technology, or simply technology. Technology plays a Crucial role in delivering instruction to learners. ‘Technology offers various tools of learning and these range from hon-projected and projected media from which the teacher can choose depending on what he/she sees fit with the intended instructional Setting, For example, will a chalkboard presentation be sufficient in illustrating 4 mathematical procedure; will a video clip be needed for motivating learners? In the process, what ensues is objective-matching where the teacher decides on what media or technology to use to help achieve the set learning objectives. Non-projected media Projected media Real objects Overhead transparencies Models Opaque projection Field trips Slides Kits Filmstrips Printed materials (books, worksheets) | Films Visuals (drawings, photographs, Video, VCD, DVD graphs, charts, posters) Computer / multimedia Visual boards (chalkboard, whiteboard, | presentations flannel board. etc.) Audio materials Table 2 - Types of instructional Media/Technology Factors in Technology Selection In deciding on which technology to use from a wide range of media available, the factors on which to base selection are: # 1. Practicality. Is the equipment (hardware) or already prepared lesson material (software) available? If not, what would be the cost in acquiring the equipment or producing the lesson in audial or visual form? 2. Appropriateness in relation to the learners. Is the medium | suitable to the learners’ ability to comprehend? Will the medium be a source of plain amusement or entertainment, but not learning?Module 4 - The Teacher as a Cumculum Implementor and Manager Lesson 4.3 ~ The Role of Technology in Delivering the Cumcuum 3. ANealvay Suitability Will the chosen media fit the set instructional event, resulting in either information, motivation, or psychomotor display? 4, Objective-matching. Overall, does the medium help in achieving the learning objective(s)? The Role of Technology in Curriculum Delivery It can easily be observed that technological innovation in the multifarious fields of commerce, science and education, is fast developing such that it is difficult to foresee the technological revolution in the millennium, inclusive of educational changes. s1v s+ technological changes in education will make its impact on the delivery of more effective, efficient and humanizing teaching-and-learning. But presently, we can identify three current trends that could carry on to the nature of education in the future. The first trend is the paradigm shift from teacher-centered to student-centered approach to learning. The second is the broadening realization that education is not simply a delivery of facts and information, but an educative process of cultivating the cognitive, affective, psychomotor, and much more the contemplative intelligence of the learners of a new age. But the third and possibly the more explosive trend is the increase in the use of new information and communication technology or ICT. Already at the tum of the past century, ICT, in its various forms and manifestations has made its increasing influence on education and the trend is expected to speed up even more rapidly. Propelling this brisk development is the spread of the use of the computer and the availability of desktop micro-computers affordable not only to cottage industries, businesses, and homes but also to schools. For now, the primary roles of educational technology in delivering the school curriculum’s instructional program have been identified: upgrading the quality of teaching-and-learning in schools; increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of lessons and course: « broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning, such as Open Universities and lifelong learning to adult learners and * revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning. 9798 THE TEACHER AND THE SCHOOL CURRICULUM These primary roles are based on the framework of Technolog Driven Teaching and Learning called TPACK ( (1) Technologic Knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge! TPACK shows that there is a direct interconnectedness of the th. components, thus in teaching-learning process, a teacher should alyyac® ask and find the correct answer to the following questions for ee lesson. ‘v 1. What shall I teach? (Content knowledge) 2. How shall I teach the content? (Pedagogical knowledge) 3. What technology will I use in how the teach the content (Technological knowledge) . Below is the diagram of the TPACK as a Framework in the Teaching and Learning. Detailed explanation and discussion is covered in the course Technology for Teaching and Learning 1. -_-ooo - ~ a ~ / Technological N Pedagogical Content 7 Knowledge (TPACK) Technological Knowledge (TK) N \ Technological \ Content Knowledge (TCK) “ a“ . Cc ts ~ ween Figure 1 - TPACK Framework (Koehler, 2006)Module 4 ~ The Teacher as a Curiculum Implementor and Manage, Lesson 4.3 - The Role of Technology in Delivering the Curricula criteria for the Use of Visual Aids Learners say, we learn §3% through the use of sight, compared with less effective ways to learn: hearing (10%), smell (4%), touch ‘yyo) and taste (1%). In the use of visuals for a wide range of materials {visual boards, charts, overhead transparencies, slides, computer-generate presentations), there are basic principles of basic design. Assess a visual material or presentation (a transparency or slide) using the following criteri + Visual elements (pictures, illustrations, graphics): 1, Lettering style or font—consistency and harmony 2. Number of lettering style—no more than 2 in a static display (chart, bulletin board) . 3. Use of capitals—short titles or headlines should be no more than 6 words 4, Lettering colors—easy to see and read. Use of contrast is good for emphasis 5. Lettering size—good visibility even for students at the back of the classroom 6. Spacing between letters—equal and even spacing 7. Spacing between lines—not too close as to blur at a distance 8. Number of lines—No more than 8 lines of text in each transparency/slide 9. Appeal—unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps) 10. Use of directionals—devices (arrows, bold letters, bullets, contrasting color and size, special placement of an item. 99100 THE TEACHER AND THE SCHOOL CURRICULUM CARIEGITD A. Assess a visual material or presentation (Transparency or Powe, Point Slides Presentation). Using the criteria below, check YES if it complies with the criteria or make X if it does not comply with the i Criteria Lettering style or font (consistent and with harmony) 2 Number of lettering style (not more than 2 in a slide) Use of Capitals (Titles or Headings, not more than 6 words) Lettering colors-easy to read. Use of contrast for emphasis Letter size- can be read even at the back of the classroom. Spacing between letter- equal and even. Spacing between lines-not too close as to blur at a distance Number of lines- not more than 8 lines of the text in each slide 9. Appeal — catchy two dimensional interactive, with animation. 10. Use of designs, illustrations, contrasting colors, animation B. Analyze the group Lesson Plan that you made in Take Action using the illustration of the TPACK Framework and provide answer to the four major questions below. Key Question Answer TPACK Framework 1. What was/were content/s of your Content knowledge lesson? What was your lesson about? What was the subject matter of the lesson? . How did you intend to teach the Pedagogical knowledge “| content or subject matter? What strategy did you use? 4, . “What technology in teaching-learning ‘Technological knowledge was needed? What audio-visual, elec- tronic devices were needed to teach the content? Will learning outcomes be-achieved if the CK, PK, and TK relate to one another? Explain.Modi 4 The Teacher asa Currcuum inplementr and Manager 101 Lesson 4.3 - The Rote of Technology in Delivering the Curricular Class activity: Make students in groups decide on (a) 4 specific 7 be taught (b) 1 : oe : . jesson to De faug earning objectives (c) choice of media (d) preparing in grid form a Lesson Plan, as in the following example: Table 3 - An Example of Simplified Lesson Plan Subject : Science Level : Grade 6 Class size : 45 students Duration : 2 periods (2 hours) Lesson : Saving Our Earth Topic : Natural resources Specific desired learning outcomes: At the end of the lesson, learners must have: Correctly understood the situation that planet earth is in e Identify dangers, causes and ways to save the earth e Appreciate natural resources and graphically express their appreciation of the earth’s natural resources Instructional media e VHS Discovery material — Our Planet Earth (15 minutes) e White board Activities @ Teacher introduces the general topic and lesson. Pupils are prepared to view the VHS material. After viewing, the teacher engages pupils in a brief motivational discussion (What planet did you see? What is happening to the earth now? Why do you think there ‘is a need to save the earth? etc.). @ Teacher highlights meaningful opinions from the class.102 THE TEACHER AND THE SCHOOL CURRICULUM e Teacher divides the class into groups, each group to fill in a grid brief points on: A. dangers to the earth, B. causes of dangers and C. ways to save the earth. e Teacher asks each group to prepare a board presentation of their brief output. . Teacher makes a summary of the lesson. Teacher assigns each student to prepare a poster design (with, picture and text) on the subject of Saving Natural Resources of the Earth for presentation and discussion in the next class, In a proposed mastery approach to instruction, the teacher (a) presents the lesson to the whole class (b) assesses if learners attaineg mastery of the lesson (c) provides enrichment activities with the use of media technology (d) re-mediates the non-mastery student (¢) moves on to the next lesson. 1. How is the mastery approach better than the traditional one? 2. The mastery approach appears time-consuming and difficult, Do you believe practice and experience can overcome these difficulties? 3. How can technology help in enrichment activities? 4. Should the effective use of media be also assessed by the teacher? Why?