Professional Documents
Culture Documents
Chapter 3
Subject: EDU 107
Reported by:Datudacula, Sittie Anna-Arbaya A.
H.Ahmad Anisah M.
Instructional Effectiveness
One benefit of multimedia in structural can be an increase in student achievement.
Students appear to be much. Interested when more sense are involve in lesson presentation and
activities
Active learning
Interactive technology stimulating environments that encourage student
involvement in the learning process. Student enjoy playing games, solving problems, and
working with computer lessons, modules, and practice exercise.
Critical thinking
The structure and use of technology can promote higher-level thinking skill. The
learner-participants are assisted to remember, understand, apply synthesize, evaluate and create.
Technology can design exercise to enrich their thinking skills, making decisions, and testing
credibility of such decision through reflective and reasonable thinking.
Cooperative learning
Well-structured cooperative activates can foster the development of leadership
abilities, teamwork, and improved self-stem. These condition will
Communication skills
Communication skills can be enhanced by using technology in small group and by
integration telecommunication into the curriculum. Exposure to corrected pronunciation, diction,
and enunciation will encourage the students to emulate what they hear. Exposure to good and
correct grammar will enable then to use the speaking and proper communication.
Multisensory Delivery
technology supplies information through multiple sensory channel, allowing the
students with various learning styles to assimilate and apply knowledge as the experts say, the
more sense are involved the better and assimilation of knowledge and learning.
Multicultural education
Telecommunications make it possible to expand classroom ‘’walls’’ and link
students and teacher in national and international exchanges.
1. Helping learners to articulate and represent what they know reflecting on what they have
learned and how they come to know it.
2. Supporting learner’s internal negotiations and meaning making.
3. Constructing personal representation of meaning for supporting mindful thinking.