(Module 1) A Review of Educational Technology 1 • Orient the learner to the pervasiveness of

Meaning of Educational Technology educational technology in society

• Introduce the learner to what is recognized as the
 To understand the meaning of educational technology, third revolution in education, the computer
it may be good to begin with the meaning of
technology. The word “technology” comes from the
Greek word techne which means craft or art-based on
the etymology of the word “technology”, the term
educational; technology, therefore, refers to the arts or
craft of responding to our educational needs.
 Educational technology is a field of study that looks at
how to improve teaching and learning by studying,
designing, developing, implementing, and evaluating
the instructional environment and learning materials.
It's crucial to remember that educational technology is
meant to improve education. A teacher must first define
the educational goals and needs, and then use the idea,
knowledge, including technology, to create the most
effective learning environment for learners.

The Educational Technology I (ET-1) course has genuinely

prepared the learner to be aware of, appreciative of, and
capable of using educational technology tools spanning
from conventional to current educational media. (Module 2) An Overview of Educational Technology 2

Educational Technology 2 is concerned with “Integrating

The course Educational Technology I, provided foundation
Technology into Teaching and Learning” The meaning of
to students to learn the:
which is putting together technology into teaching and
a. history of educational technology,
learning so that these will become one in learner’s
b. quality education, and
education.
c. roles of ET in the 21st millennium.
Educational Technology 2 specifically focused on
In Educational Technology I, the learner was oriented
introducing, reinforcing, supplementing, and extending the
towards averting the:
knowledge and skills to learners so that they can become
a. danger of dehumanization,
exemplary users of educational technology.
b. ideological propaganda,
c. danger of pornography,
Educational Technology 2 involved a deeper understanding
d. financial fraud, and
of the computer as well as hands-on application of
e. other exploitative use of technology
computer skill. But this is not to say that the goal of ET 2 is
to promote computer skills, rather the course is primarily
On the application of educational technology to
directed at enhancing teaching-and-learning through
instruction, Educational Technology I showed the 4 phases
technology integration.
of application of educational technology in teaching-and-
learning namely:
The course is primarily directed at enhancing teaching-and-
a. setting of learning objectives,
learning through technology integration. It also aims to
b. designing specific experiences,
infuse technology in the student-teacher training, helping
c. evaluating the effectiveness of the learning
them to meet and adapt to rapid and continuing
experience vis-à-vis the learning objectives, and
technological changes, particularly in the thriving global
d. revision as needed of the whole teaching and
information and communication technology (ICT)
learning process, or elements of it, for further
environment.
improvement of future instructional activities.
This course allows us to experience new things like doing/
Educational Technology I
learning how to use print screen, copy and paste it to MS
• Acquaint learner on basic aspects of community
education, functions of the school media center word or MSPowerPoint.
• Impart skills in planning, designing, using and
evaluating the technology- enriched teaching- Educational Technology 2 is intended for:
learning process a. Student-teacher,
• Uplift hman learning through the use of learning b. Professional Teachers,
technology c. School Administrators, and
• Lend familiarization on how educational d. Anyone who is interested on how Information
technology can be utilized as media for the Technology can be used to improve not only
teaching-learning process instruction but the school management
program and curriculum
Integration of Information Technology in the classroom
should not be viewed as a daunting undertaking, but rather
as a refreshing and interesting study, as all learning should
be enjoyable and fun.
The course objectives of Educational Technology II
• To inculcate higher-level thinking and creativity
among students while providing and enhancing
their knowledge of IT-related learning theories
• To engage learners on practical technology
integration issues including managing IT classroom,
use of Internet fro learning, cooperative learning
through the use of IT
• To learn the use and evaluate computer-based
educational resources
• To acquire students on IT related learning theories
with computer as a tutor
• To impart learning experiences in instructional
technology-supported instructional planning
• To provide education in the use of technology in
instruction by providing knowledge and skills on
technology integration in instruction to learners
(Module 3): Understanding Technology Learners
Today’s learners appear smarter, yet they can read as their
parents do and they are addicted to the internet. Even in
classes, their concentration is questionable as they are
uneasy to simply sit and listen. They become alive again
through video presentation, group activities and computer
classes.
It is observe that the new learners spend much time talking
with friends on their cellphones, sending txt messages,
interacting through social internet media like Facebook,
playing video games and surfing the World Wide Web.
In case concern for the new learners is not well
understood, it helps to know what scientists say,
 There are positive benefits derived from the use of
information technology or digital resources and these
counterbalance possible negative effects of
technology on children.
 Daily exposure to high technology-personal
computers, video, games gadget, cell phones, Internet
search sites- stimulate the brain by strengthening and
creating neural circuits.
 A current technological revolution is creating an
intellectual revolution faster and better than ever
before.
On the other hand, there is the phenomenon on the young
generation taking on multitasking as they perform task
simultaneously; watching video, chatting online, download
pictures, surfing the Web etc.
True to say, research shows that multitasking can be
detrimental since this prevents concentration and the
completion of specific task. However multitasking
characterized professional work in the new world of
information technology. There is the need therefore to
balance the good and possibly detrimental changes
observe among new learners of this information
technology age.
The new generation of learners are referred as information
technology learners or digital learners.
Young generation do multi-tasking, as they perform tasks
simultaneously: watching video, chatting online,
downloading pictures and music, surfing the Web etc.
Here are some of the positive effects technologies to the
learners.
Technology provides ease of access to Information-
Updated Information can efficiently benefit both students
and teachers. Teachers can search for the latest and
updated information on the internet which will benefit
both students and teachers in a great way.
Technology makes Learning easier- Technology helps
students to explore and learn new things which will help
them to excel in the field of their choice. Technology will
encourage independent learning.
Technology enhances Creativity- The rapid growing
technology is changing the mentality and mind-sets of both
students and teachers. Thus the use of advanced and
rapidly growing technologies is making them exceptionally
creative.
Technology enhances Teaching and Learning- Technology
enhances the teaching method and the learning style of
students. Using technology in classrooms…
 increase student’s engagement and attention which
helps them to stay focused and clear their concepts.
 it improves the rate of retention so they can store
information in their minds for a longer period.
 it makes learning even more enjoyable and fun.
Here are some of the negative effects technologies to the
learners.
Technology kills Social Skills- Technology gradually kills
children’s social skills and prefers to stay isolated. They
easily get addicted to technology which in return causes
them to use it more and more.
Technology and Students distraction- Students know very
well that technology is great and open-source of learning
for them but as they get familiar with the use of
technology, the majority of them use it negatively. The
ease to access invalid and inappropriate things not only
distract them but also affects their learning capabilities.
Technology in Education is Hindering Student’s
Interpersonal Skills- With the rapid advancements of
technology in the field of education, technology is
somewhere hindering the interpersonal skills of our
students. Instead of using their minds, they are becoming
more dependent. Technology is also damaging their
problem-solving ability just because they are relying more
on technology.
Technology affects Health- Excessive use of technology
affects the health of students badly. Technology does not
only affects physical health but also mental health.
The Internet is really useful if and only if it is used properly
but mostly students waste their time on the internet.

What is technology addiction?

Technology addiction is described as a pattern of
compulsive and obsessive technology-related behavior that
persists despite negative repercussions for the user. Over-
reliance on technology can have a big impact on students'
life. While technology is necessary to live in today's social
world, an over reliance on it—or an addiction to particular
aspects of its use—can be socially damaging. Students
might experience a variety of effects as a result of their
technology addiction, ranging from slight dissatisfaction
when they are not using it to feelings of isolation, acute
anxiety, and depression.

What makes technology addictive?

Technology efficiently satisfies our innate human need for
stimulation, interaction, and changes in the environment.
When students are stressed, such as when they receive a
poor score on a test, technology can become a convenient
and quick way to fill basic needs, and as a result, it can
become addictive. Technology impacts the pleasure
systems of the brain in ways similar to substances. It
provides some of the same reward that alcohol and other
drugs might: it can be a boredom buster, a social lubricant,
and an escape from reality.

Piaget’s Stages of Cognitive Development

SSE 113- Technology for Teaching
and Learning 2
(Module 4) Bridging the Generation
gap
The older age frequently
perceives a generation gap with
the younger generation. This
can be seen in simple things like
mode of dressing, socializing,
and more deep relationships
like friendship and marriage,
among other things. Even so,
certain old habits are tough to
break. Even in education,
despite the apparent evidence
of a digital world, traditional
teaching has rarely changed.
In the sphere of education,
there is also a significant
generation gap, which will
 continue to increase unless some reforms are made at
the appropriate moment. However, with the rapid rise of
digital technology, also known as information and
communication technology (ICT), there is a need to
prepare for society's digital divide.
Given the speed and power of ICT for change, growth,
and innovation, teachers must be aware of any apparent
divide between them and the new generation of learners.
Many old technologies, such as tube radios, platter
records, cassette tapes, and many others, are rapidly
becoming obsolete.
WHAT IS GENERATION GAP?
 The division that exists between the beliefs and
conduct of individuals of two different generations is
referred to as a generation gap. A generation gap is a
term that describes the disparities between younger
and older generations in terms of their attitudes,
behaviors, and tastes.
o The term 'Generation Gap' refers to a
breakdown in communication between
generations. From values and attitudes to
technology and language, there is a lot of
diversity at work here.
o It refers to technological, verbal, or emotional
barriers in the classroom between the two
groups of people involved: teachers and pupils.
o The generation gap indicates a shift in attitude
toward students' preferences, as well as
improved instructional materials and classroom
activities. It also includes characteristics unique
to their generation's linguistic and technological
background.
◉ According to the oxford Dictionary Generation Gap is only
at difference in attitudes between people of different
generations.
◉ The gap between the old people and the young.
What is the Technological Generation Gap?
Technology has ambushed society from all sides, from
smartphones and tablets to apps and social media.
Naturally, various generations embrace technology in
different ways, with younger "digital natives" being more
connected, switched-on, and tech-savvy than older
generations.
Technology Adoption of Different Generation
THE FOUR GENERATION
Mature Boomer Gen X Gen Y
Gen Z
The Traditionalist
◉ Born between 1925- 1944
◉ The economic and political uncertainty that they
experienced led them to be hardworking, financially
conservatives and cautious.
◉ They do not like the change, they are not very risk
tolerant, and have respect to authority and hard work.
A. The Baby Boomer (1946- 1964)
Baby boomers were the pioneers of adopting home
computers — but at this point in their lives, they’re a bit
more reluctant about adopting newer technologies.
◉ We’re brought up in abundant, healthy post- war
economy, becoming an egocentric generation.
◉ They saw the world revolving around them. Born
between 1925- 1944
◉ The economic and political uncertainty that they
experienced led them to be hardworking, financially
conservatives and cautious.
◉ They do not like the change, they are not very risk
tolerant, have respect to authority and hardwork.
B. Generation X (born between 1965-1980)
Primarily utilizes email and telephone to
communicate. Gen Xers are spending
more time online and utilizing their
smartphones to access apps, social
media, and the internet
◉ Born 1965- 1976
◉ Was the first generation raised on “to do lists” and
grew up with high rate of blended families.
◉ They were also brought up in the shadow of the
influential boomer generation.
C. The Generation Y (also called Millennial)- born between
1981-2000
Primarily utilize text messaging and social media.
Millennial were the first generation to grow up with social
media and smartphones and continue to be the
generation with the broadest usage of technology.
◉ Born 1977 to 1996
◉ Has been portrayed as the next big
generation, an enormously
powerful group that has the sheer
numbers to transform every life stage enters.
◉ Generation Y is also the first grow up with computers
and the internet as the significant part of their lives.
The older generation often feels there is a generation gap
between them and the younger generation
D.
Generation Z, iGen, or
Centennials (born 1996 and later)
◉ primarily utilize handheld communication devices and
accessories to communicate. In fact, they’re on
messaging apps 57% of the time they’re using their
smartphones.
Since the new generation are expected to face future
professional challenges of the
digital world, technology-
supported skills need to be taught
in schools today. If schools fail to
respond to emergent changes
and needs, new learners may lose
appreciation of the educational
process and system
WHAT ARE THE CAUSES OF THE GENERATION GAP?
1. The old generation and the young generation live in
different periods.
2. They have different cultures
and backgrounds.
3. They lack understanding,
communication.
The features of Traditional Education
1. The students have to attend classes in the campus.
2. There is direct contact with the teachers and other students
and they can always ask some questions.
3. It gives more active learning in class.

The features of online/ digital education
1. Online studying is not very expensive
2. It is the best variant for busy people, as they can study at the
convenient place and time according to their own schedule.
3. Online students can control the duration and pace of the
studying process.
K to 12
Kindergarten Primary (6 years)
Junior High School (4 years) Senior High School
(2 years)
Information and communication Technology
• Define as the use of hardware and software for efficient
management of information.
• It refers to the forms of technology that are used to
transmit, store, create, share or change particular task.
How to narrow or to bridge the Generation Gap?
1. Bridging the Generation Gap by learning from the
student. Communicate with each other, try to
understand each other
2. In workplace make a variety of communication channel.
3. Geard against age segregation.
4. Have sympathy, tolerance, patience and respect.
5. Put one’s feet into other shoes.
6. Love and accept each other.
Questions:
1. How do you Bridge the gap in education?
2. Do you think there is a generation gap between you and
your teacher? How can you deal with it?
3. What should a teacher do to bridge the gap between
generations?
The first step to bridging the Communication Gap is to better
understand the other perspective.
Preferences of technology generation
“CHANGE IS THE ONLY CONSTANT IN LIFE” –Heraclitus
(Module 5) Preferences of the Technology Generation
ABOUT THE REPORT
 Preferences of Old and New Generation
 Why education remain relevant and engaging with
pupils who are potentially more able than their
teachers with digital technology
 The reasons why education remain relevant and
engaging with pupils who are potentially more able
than their teachers with digital technology
Technology Generation
In the early 1990s, German sociologists came up with the
concept of technology generations. They defined a technology
generation as a set of birth cohorts whose shared
technological experience is marked by social transformation.
Rapid technological progress, particularly in basic technology,
enlarges inter-cohort differences and increases the chance of
a conscious experience and description of differences as
generational difference.
In the field of education, it is important that critical
differences in perceptions between old and young which
create a generation gap need to be discussed.
The old generation has availed of slow and single track-
patterns of activities. Life has been comfortably slower for
oldies as they watch and follow television tele-nobelas,
patronize the movies of their favorite local performers and
prioritize social activities like community outings and dance
clinics.
New generation is exposed to quick flicking video games,
mobile phone texting, socializing through the social website
and downloading text/music/video
DIFFERENT PREFERENCES OF OLD AND NEW GENERATION
 Texts vs. Visuals
 Linear Text vs. Hypermedia
 Independent vs. Social learners
 Learning to do vs. Learning to pass the test
 Delayed rewards vs. Instant gratification
 Rote memory vs. Fun learning
TEXTS VS VISUALS
Old Generation
The previous generation was more interested in
written and tangible things with illustrations and
images, whereas the current generation is more
interested in visuals.
New Generation
Today’s students are mostly visual learners, they will
understand concepts better if pictures are included.
\\\
They are less interested in reading and more focused
on believing and comprehending what they see. They
prefer to look at pictures rather than read books.
LINEAR VS HYPERMEDIA
Old Generation
Information was gathered in a linear, logical, and sequential
manner by the previous 30-year-old generation. On the plus
side, they’ve become more rational, focused, and thoughtful
thinkers as a result of this.
New Generation
The younger generation, on the other hand, pursues a
personal random access to hyperlinked digital material,
  Technology plays a supporting role, but it’s the teacher
who brings it all together

The question
We already discussed about the old and new generation when
it comes to technology and also the reasons why teachers
cannot be replaced by technology. The question is, what do
you prefer more, the OLD GENERATION or the NEW
GENERATION?

Hypermedia
 Anything that allows a user to gather information
in a nonlinear manner is considered hypermedia.

Independent vs. Social learners

Old Generation
Independent study takes precedence in traditional education over collaborative effort.
New Generation
New learners, on the other hand, are already familiar with digital tools that may be used
for both personal and collaborative work. They take use of dozens of immediate ways to
interact with others, such as mobile phone calls and text messages.

Learning to do vs. Learning to pass the test

Old Generation
Teachers taught the previous generation because they wanted their students to pass the test – they were
primarily concerned with the score (although there was still learning, it was focused on short-term
learning rather than effective learning) (one that really lasts for a long time – true learning).
New Generation
The determining factor(s) of learning is/are now acquired skill(s). Although the outcome is a key factor of
learning, there is considerably more emphasis on the process than on the outcome.
Delayed rewards vs. Instant gratification
Old Generation
Grades, honor certificates/medals, and diplomas make up the traditional educational incentive
system. The traditional school’s reward system, which includes future professions, consists of
ambiguous performance prizes.
New Generation
Digital learners, on the other hand, get more instant gratification from their own games,
pleasurable dialogue through web cam calls, excitement from email chats, and welcoming
comments from their Facebook account.
Rote memory vs. Fun learning
Old Generation
 Teachers are under a lot of pressure to deliver content-based courses that can be measured
with standard tests.
 Standard tests can be used to assess learning.
New Generation
 Fun learning that is relevant and immediately useful to digital learners is preferred. To young
learners, learning is a game, and it’s no surprise that there’s a lot of enjoyment in the digital
world outside of school.
The reason why education remain relevant and engaging with
pupils who are potentially more able than their teachers with
digital technology is because;
“TEACHERS CANNOT BE REPLACED BY TECHNOLOGY”
Why? Developing Basic Digital Skills
 Technology can never come close to the knowledge and Introduction:
life experience a teacher brings • With the acceleration of technology in education today,
 A teacher leads, guides, facilitates, and mentors student learners became the new digital world of information and
 The trust and bond between a teacher and students communication technology.
creates the perfect learning environment • Teaching need to improve and modernize.
 Even in a technology-infused learning environment, the • Basic literary will not replace the 3 R’s (reading, writing and
arithmetic), but they will be complemented with vital skills
role of the teacher in education will remain ever-
that allows the students become equipped and globally
important
competent.
Fluency Skills 5 Main Qualities of a Global Citizen
• Fluency means, the ability to express oneself easily and • PERSONAL RESPONSIBILITY
articulately. • GLOBAL CITIZENSHIP
• It is the ability to read with speed, accuracy and proper • DIGITAL CITIZENSHIP
expression. • ALTRUISTIC SERVICE 
• It is a practice of an individual to obtain confident in • ENVIRONMENTAL STEWARDSHIP
expressing him/herself in public.
1. Solution Fluency Bloom’s Taxonomy’s
◉ Refers to the capacity and creativity in problem solving HOTS
students define a problem, design solution, apply the
solution and assess the process and the results.
6 D’s of Solution Fluency
• DEFINE the problem
• DISCOVER a solution
• DREAM up a process
• DESIGN the process
• DELIVER by putting the plan into action
• DEBRIEF the problem solving process
2. Information Fluency
◉ This skills involves three subset skills, the ability to access
information, retrieve information and to reflect on, assess
and rewrite for instructing information packages.
5 A’s of Information Fluency
• ASK good questions
• ACQUIRE information from appropriate resources
• ANALYZE what is fact and opinion
• APPLY the knowledge within the real world
problem
• ASSESS both product and the process
3. Collaboration Fluency
◉ Refers to teamwork with virtual, real partners in the online
environment. There is virtual interaction and it is the
strongest assets that students can have in able to work well
in the team.
5 E’s of Collaboration Fluency
• ESTABLISH the collective and determine the best
role for each team
• ENVISION the outcome
• ENGINEER a workable plan
• EXECUTE by putting plan into action
• EXAMINE the process and end the result
4. Media Fluency
◉ Refers to channels of mass communication/digital sources
(radio, television, magazine, advertising, graphic arts).
◉ This fluency is more than just operating a digital camera,
creating a podcast, or writing a document.
Two Components of Media Fluency
• LISTEN actively, decode the communication, verify the
authenticity, and then critically analyze the medium.
• LEVERAGE the most appropriate media for your message
considering your content or message and what the
desired outcome is.
5. Creativity Fluency
◉ Means adding a meaning by way of design, art and
storytelling to package a message. Font, color, patterns,
layout are elements of creative fluency.
5 I’s to Creativity Fluency
• IDENTIFY the desired outcome and criteria.
• INSPIRE your creativity with rich sensory information.
• INTERPOLATE and connect the dots by searching for TTL-MODULE 6: Developing Basic Digital Skills
patterns within the inspiration that align with your The 3 Rs or reading, writing and ‘rithmetic or the so called
desired outcome and criteria from Identify. basic literacy skills cannot be replaced but they must be
• IMAGINE is the synthesis of Inspire and Interpolate, complemented by the six essential digital skills that are
uniting in the birth of an idea. relevant to equip learners to the digital world. The said
• INSPECT the idea against the original criteria and for essential skills are also termed as fluency skills. These are
feasibility. solution fluency, information fluency, collaboration fluency,
6. Digital Fluency media fluency, creative fluency and digital ethics.
◉ The Digital Fluency or Global Digital Citizen uses the
principles of leadership, ethics, accountability, fiscal 1. Solution Fluency
responsibility, environmental awareness, global citizenship, o the capacity and
and personal responsibility, and considers his or creativity in problem
her actions and their consequences. solving
o it requires whole brain thinking executed when students
define a problem, design the appropriate solution, apply
the solution, and assess the process and result.
2. Information Fluency The above taxonomy is patterned after new scientific knowledge
it involves 3 subjects of skills on how the human brain works.
 ability to access information, access may involve not only
The right hemisphere of the brain
of the internet, but either sources like CD-ROM software.  works sequentially through a series of events like talking,
 ability to retrieve information; includes not only texts but reading and writing
images, sound and video; the searches must be  logical and good at decoding along the literal level of
perceptive of trends in the digital info scope, accuracy of meaning
data, and methodology for data gathering; retrieved  takes care of synthesis, emotional expression, context within
information may include image, sounds, and video not a bigger picture in order to create meaning
just texts
 ability to reflect on, assess and rewrite for instructive The left hemisphere of the brain
information packages  individual analysis of images, events and idea
Example: drawing the literal meaning is done by the left brain,
3. Collaboration Fluency while understanding the meaning in a figurative
 refers to teamwork with virtual or real partners in the literacy piece is done by the right brain.
online environment
 there is a virtual interaction in social networking and By developing higher thinking skills, teachers today can inculcate
online gaming domains, the digital fluencies, while overcoming limitations inherent in
 distance has been abridged digital technology, resulting in superficial and mediocre learning
 individual and school to school partnership are now skills of new learners.
possible for multi-cultural learning
The structured problem solving process known as 4Ds also
4. Media Fluency exemplifies the instructional shifts in digital learning;
 refers to channels of mass communication (radio,
television, magazine, advertising, graphic arts) or digital
sources 4Ds of Problem Solving
 there is a need for an analytical mind to evaluate the
message in a chosen media, as well as creative ability to
publish digital messages
 personal reflection or journal messages can be published
through blog pages
 sites on education are easily accessible by researchers
and learners

5. Creativity Fluency
 font, color, pattern, layout are elements of creative
fluency
 artistic proficiency adds meaning by way of design, art,
and the story–telling to package a message.
 templates for ppt. and blogs are available for free access
in the internet

6. Digital Ethics
 digital citizen is guided by principles of leadership, global
responsibility, environmental awareness, global citizens
and personal accountability
Higher Thinking Skill
The new world of information and communication technology
opens the way for complex and higher cognitive skills. To
further develop the thinking skill of the learners the Bloom’s
Taxonomy is still considered as great reference and serve as
its general framework. The new era of digital creativity led to
the introduction of a kind of framework that requires
information processing, idea creation, and real-world problem
solving skills.
The following taxonomy may be proposed:
cre
atin
g –
ne
w
pro
du c
t or
po i
nt – justify
evaluating
stand orofposition
vie
w
analyzing – distinguishing
different parts

applying – u se the info rm ation in

new w ays

understanding – explain ideas

 rem em b ering – recall inform ation
TTL-
MODULE 7: Evaluation of Technology Learning
 During the age of Information Communication
Technology (ICT), the standard student evaluation of
learning must change. This is justified by the fact that
the traditional world has metamorphosed into a digital
one, not merely because the new generation has
become digital learners. We must also become digital
in learning assessment as we make efforts to go digital
in education. Assessment must be done in accordance
with 21st-century literacy, not the literacy of the past.
 Both in terms of education and evaluation, teachers
must embrace a new perspective. In order for learners
to perform successfully, productively, and creatively in
the modern environment, evaluation must be directed
toward assessing important information and skills. It
must employ evaluation systems that assess the new
fundamental talents of the digital culture of the
twenty-first century.
New Basic Skills of the 21st Century Digital Learners:
 Solution Fluency
 Information Fluency
 Collaboration Fluency
 Creative Fluency
 Media Fluency
 Digital Citizenship
The six fluencies reflect process skills. The traditional paper
assessments will be insufficient in measuring new learning.
Assessment will need to focus on the 4Ds (define, design,
do, debrief) as students engage in the problem-solving
process, which empower students to solve problems using
higher-level theoretical and practical thinking. Evaluation
must be modified when product-outcomes learning shifts
from verbal-textual to digital expression (research-based
output in various forms such as audio, video, powerpoint
presentation, multimedia, and so on).
Mass Amateurization
 Today, the shift in evaluation methodology is referred
to as mass amateurization, a term which implies a mass
reach of student outputs. Personal and group creative
activities in school should strive to bridge the gap
between amateur output creators and professional
creators of real-world outcomes and products. This will
require instilling proficiency in students in areas such
as publishing, graphic creation, audio-video recording,
website posts, and multimedia projects.
 The method does not mean the end of traditional
report and essay writing, but it does mean that the
writing process will now include concept development,
planning, layout and graphics design, editing,
proofreading, and publishing. Learners can benefit
from the usage of desktop publishing software since it
makes writing easier and more fun. Websites, blogs,
wikis, podcasts, and videos are all options for
disseminating creative outputs on the internet. Both in
the learning process and in the evaluation schemes of
new digital manifestations in learning, relevance and
engagement must be considered.
Mass Amateurization refers to the process whereby the
dichotomy between experts and amateurs is dissolving and
creating a new category of professional amateurs, also called
Pro-Ams.
Mass Amateurization happens by removing or weakening of the
entry barriers to a professional field.
The Future of Assessment
Put ourselves in the position of young people who are having to
take the assessments that we’re offering at the moment and to
really be honest about whether those assessments are serving
these young people well. If they aren’t, then what are we going
to do about it? Do we still think it’s going to be suited in ten
years’ time?”
Educators need to see assessment as a major focus for
educational transformation aimed at increasing its value for
learning as well as improving the experience of learning and
overall quality of qualifications.
Teachers in the digital age must consider the following:
The key features of the renaissance in assessment are likely to
include five key shifts:
 A shift from an information-based assessment to assessment
based on knowledge in use such as “show me you know
what to do with the information shared in class and in the
textbook when given a relevant problem or challenge”.
 A shift from multiple choice and written assessments to a
variety of assessments, such as oral presentations, video-
based assessment, or producing an output that
demonstrates mastery of knowledge and skill.
 A shift from classroom-based assessment to assessment in
the community, workplace or natural setting.
 A shift towards assessment on demand, “I am ready for my
assessment now!”
 A shift from teacher marked assessments to a combination
of teacher, peer and technology marking.
The underlying shift in today’s teaching and learning process is
directed towards more authentic assessment.

TTL 10: Higher Thinking Skills Through IT-Based
Projects
Four IT-based projects that encourage learners to improve
higher thinking skills and creativity.
I. Resource-based Projects
With this learning strategy, the teacher refrain from his or
her usual role as a sole content expert and the only source
of information, it allows learners to discover their own
knowledge.
The main flow of events in these projects is as follows:
1. The teacher determines the topic to for the
examination of the class
2. The teacher presents the problem to the class
3. The students finds information on the problems
Students organize their information in response to the
problem
In seeking of information, the students go beyond the
textbook. The learners are encourage to use the library and
surf the internet. Furthermore, in resource-based projects,
the inquiry-based/discovery method is emphasized. This
encourages students to communicate their knowledge with
their peers, either individually or in group, and to apply
what they've learned in the classroom to real-world
situations.
The table below provides the difference between
traditional and resource-based learning approach to
teaching;
Traditional learning model Resource-based learning
model
Teacher is an expert and Teacher is a guide and
information provider facilitator
Textbook is the key source Sources are varied.
of information.
Focus on facts. Information Focus on learning/inquiry
is packaged in neat parcels quest/discovery
The product is the be-all Emphasis on process
and end-all of learning
Assessment is qualitative Assessment is qualitative
and quantitative
Webquest as a Resource
Webquests use Internet resources in inquiry based
learning. The focus is on using and evaluating information
more than searching for it. Webquests usually provide the
list of Web resources rather than require students to begin
with a search engine. The model was first developed using
the name Webquest by Bernie Dodge and Tom March at
San Diego State University in 1995.
II. Simple Creations
Students can also be assigned to create their software
materials to supplement the need for relevant and
effective materials. In developing software, creativity as an
outcome shouldn’t be equated to ingenuity or higher
intelligence.
Creativity is said to combine three kinds of skills and
abilities which are:
a. Analyzing-distinguishing
similarities/differences/seeing the project as a
problem to be solved.
b. Synthesizing-making spontaneous connections among
ideas, thus generating interesting and new ideas.
c. Promoting-selling of new ideas to allow the public to
test the ideas themselves.
To develop creativity, the following five key tasks may be
recommended:
a. Define the tasks- clarify the goal
b. Brainstorm- exchange of thoughts to generate ideas
c. Judge the ideas-make an appraisal for or against any
idea
d. Act-do the work with the teacher
e. Adopt flexibility- allow to shift gears
III. Guided Hypermedia Projects
It is a self-made multimedia projects that you can use for
your instruction or discussion. It can be approached in two
different ways:
1. As an Instructive tool, such as the production of a power
point presentation. This could be applied during
discussions. It is an easy tool to catch up learners’ attention
due to its features like moving letters, pictures, and even
sounds which adds aesthetic visual appeal to the topic
being discussed.
2. As a communication tool, such as when students do a
multimedia presentation. This tool makes teacher easily
discuss news or literature through the use of television or
own video clips in presenting the topic.
IV. Web-based Projects
Students can be required to build and publish web pages
on a specific subject. However, for the average student,
generating new pages, even single-page web pages, may
be too complicated and time consuming.
However, it should be noted that posting web pages on the
Internet allows students (now the web page author) to
reach a larger audience. They can also be linked to other
websites on the Internet that are similar. However, as a
tool in the teaching-learning process, this creativity
endeavour may be too ambitious due to resource
constraints.
So my dear class the four IT-based projects that encourage
learners to improve their higher thinking skills and
creativity are as follows
I. Resource-based Projects
II. Simple Creations
III. Guided Hypermedia Projects
IV. Web-based Projects
 through tutorials, drill and practice, simulation, and
problem solving.
The Personal Computer (PC) as ICT
Audio-visual aids that were used to enhance and enrich the
teaching-learning process are referred to as instructional
media. The chalkboard, photo, film, and video are
examples of this.

Educational communication media, on the other hand,

include print, cinema, radio, television, and satellite forms
of communication used to communicate with audiences
such as students. For instance, distance learning was
implemented through letter, radio, television, or a
computer satellite system.

However, by the twenty-first century, such distinctions

were merged due to the introduction of the
microprocessor, also known as the personal computer (PC).
This is because the PC user at home, at work, and at school
has a tool for both audio-visual creation and media
transmission.

Programs (capabilities) normally

installed in an ordinary modern PC
 Microsoft Office – program for
composing text, graphics, photos
in letters, articles, reports, etc.
 Power-point – for preparing
lecture presentations.
 Excel – for spreadsheets and
similar graphic sheets.

 Internet Explorer – Access to the

internet.

 Yahoo or Google – Website, email,

chat rooms, Blog sites, news service
(print/video) educational softwares
etc.

TTL 11: Computer as Information and Communication  MSN- Mail/chat messaging

Technology
Computer-Assisted Instruction (CAI)
 The use of a computer to deliver training methods such  Adobe Reader – Graphs/photo
as simulations, games, and tutorials is known as composition and editing.
computer-assisted instruction (CAI). CAI uses images,
text, video, and audio upgrades to provide an
interactive display of materials. It's frequently used as  Cyberlink Power – DVD player
a tool to make the training process easier, but it can
also improve the user experience and increase  Windows media player – CD,
engagement.
VCD player and editing
 Specifically, it refers to the employment of a computer film/video
to deliver teaching to students. CAI is designed to assist
students in learning new subjects by allowing them to
engage with the computer, and students can move at
their own pace.  Gamehouse –
Video games.
 It is an interactive instructional method in which a
computer is utilized to provide instructional content
and monitor student progress. CAI enhances the
learning process by combining text, graphics, sound,
and video. In the classroom, the computer can be used
for a variety of purposes, including assisting students in
all areas of the curriculum. CAI programs provide
themes and assess language learners' understanding

TTL MODULE 12: The Computer as a Tutor
The computer can operate as a tutor, relieving the teacher of
numerous responsibilities and his/her role as a classroom tutor.
However, it should be noted that the computer will not be able
to completely replace the instructor, as the teacher will continue
to play the primary roles of information provider and learning
environment controller.
Even if a computer and CAI software are accessible, the teacher
must;
• Ascertain that learners possess the necessary knowledge and
skills for any computer-related activity.
• Choose the right learning objectives.
• Create a schedule of activities that will help you meet your
goals.
• Assess the pupils' progress using examinations that measure
certain intended results.
Students in CAI play their own roles as learners as they:
 Obtain information.
 Comprehend the computer activity's directions.
 They should be able to comprehend the computer's
instructions and goals.
 Use what you've learned and the rules you've learned to
do computer work.
 During the computer learning process, apply the
knowledge and regulations.
During the computer activity proper in CAI the computer too
plays its roles as it:
 Serves as a sort of tutor.
 Creates a conducive learning atmosphere.
 Assists in the delivery of learning instructions.
 Uses drill-and-practice to reinforce learning.
 Give constructive criticism.
CAI Integrated with Lessons
In this new era of learning, the computer serves as a tutor. It
does not replace the teacher, but it does take on some of the
duties that were traditionally assigned to teachers, who must
now take on the role of facilitator and guide.
CAI is most effective in reinforcing learning through repetitive
tasks that allow students to practice skills or knowledge across a
variety of topic areas. Vocabulary building, math facts,
fundamental science, and history or geography facts are all
examples of drill and practice programs. The computer provides
a question problem first in these applications, and the student is
requested to answer the question/problem right away. The
student's response receives immediate feedback. The students
receive a report of his overall performance after a number of
practice problems and at the conclusion of the activity.
When and how should a teacher incorporate drill and practice
programs into their lessons? The following are some suggestions:
 Use drill and practice programs for basic skills and
information that need learners to respond quickly or
automatically (e.g. multiplication table, letter and word
recognition, identification of geometric shapes, etc.).
 Ascertain that the drill and practice exercises follow the
lesson plan/curriculum.
 To minimize monotony, keep drill and practice to 20-30
minutes.
 To help pupils with specific weaknesses in basic skills, use
drill and practice.
Use tutorial software related with cognitive learning when
incorporating computer applications into instruction. While the
heart of each lesson remains the practice activity or learning by
being, the tutorial software should:
 to be able to teach students new content/information (in as
much as CAI provides on old or already learned content)
 provide in-depth information on themes as well as practice
routines
 can be utilized for remediation, review, or enrichment
purposes.
 allow the teacher to ask follow-up questions to help
students learn more effectively.
 allow for cooperative learning through group activities
SIMULATION PROGRAMS
Simulation software materials are another one of software that
are constructivist in nature. It's a model or representation of an
event, an item, or a phenomena. A digital model of a real or
imagined system that is used to demonstrate how one or more
systems work. These simulation software
 teaches strategies and rules applied to real-life
problems/situations.
 asks students to make decision on models or scenarios.
 allows students to manipulate elements of a model and get
the experience of the effects of their decisions.
An example of such software is SimCity in which students are
allowed to artificially manage a city given an imaginary city
environment. Decision-making involves such factors as budget,
crime, education, transportation, energy resources, waste
disposal, and business/industries available. (Note: software may
or may not be available in local computer shops. Still concept
learning is helpful).
INSTRUCTIONAL GAMES
Educational Games Software
Technology-based games bring together the worlds of gaming,
entertainment, and education, or edutainment, in ways that are preset point of view based on the social viewpoints of the group
both entertaining and educational. Instructional games allow or culture in which he lives.
students to engage in rule-based learning activities while also
providing a competitive element. The goal is to keep students Vygotsky, emphasized that social effects have an impact on
interested and motivated while they are working on a curricular learning. As a result, he advocated for the participatory learning
topic. process. What the learner sees in a certain class assignment can
be aided or supplemented by a more capable adult (teacher or
They can be used in place of worksheets and exercises, as a
reward or competition, and/or in group work. "Instructional parent) or classmate. Dewey also sees language as a means of
games add game-like rules and/or competition to learning coordinating and adapting schools. Human learning, according to
exercises," according to Robyler (2010, p.84). However, this type Dewey, is actually human language in the sense that it occurs
of software should not be overused, and it should be matched when learners socially communicate, construct, and agree on
with curricular lessons and state standards. Relative advantage: meanings and information.
It's interactive and interesting, and it cuts down on teacher
preparation time. Summary of the Two learning perspective
Learning Constructivism Social Constructivism
An example is GeoSafari which introduces adventure activities for
Framework
Geography History and Science. The program can be played up to
four players to form teams. Learning ounces can be achieved
Assumptio Knowledge is Knowledge is
along simple memorization of information, keyboarding skills n constructed by the constructed within s
cooperation and social interaction. individual social context
Definition Students build Students build
PROBLEM SOLVING SOFTWARE of Learning their own learning knowledge influenced
These exercises are more advanced than drill and practice by the social context
exercises, and they assist students to acquire and enhance their Learning Gather Exchange and share
problem-solving skills. Students must use higher thinking skills
Strategies unorganized form ideas, stimulates
such as logic, recognition, reflection, and strategy-making to
information to thinking
tackle problems that cannot be answered merely by memorizing
create new
data.
concept/principle
MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS General Personal Discovery Student discuss and
Texts, photos, animation, audio, and video can all be stored in Orientation of Knowledge discover meanings
the Multimedia Encyclopedia. Students can have access to Example 8X5= 8+8+8+8+8 Two alternative job
whatever material they want, search its huge contents, and even offers Option 1-8
download/print essential data for their composition or hrs./day for 6
presentation. days/weeks
Textual information is provided in electronic books, which is Option 2- 9 hrs. /day
augmented by different types of multimedia content (sounds, for 5 days/week.
spoken words, pictures, animation). These are beneficial in the The Computers Capabilities
development of reading, spelling, and word skills. Example: The computer can give access to information, stimulate
Encarta Britannica Wikipedia innovative social knowledge-building, and improve
Electronic Book, a book-length publication in digital form, communication due to its current speed, flexibility, and
consisting of text, images, or both, produced on, published sophistication. Without the computer, today's learners may still
through, and readable on computers or other electronic devices. be tasked with the time-consuming effort of acquiring low-level
data and organizing new knowledge. However, this is not the
TTL MODULE 13: The Computer as the Teacher’s Tool
case, as current computers can assist teachers and students in
Previously, we had discussed how the computer may act as a focusing on higher-level cognitive tasks.
tutor, particularly when using a behaviorist and cognitive The teacher can use the computer as a/an based on the two
approach to learning. However, we saw how certain computer learning theories:
software applications have been created to encourage various
 An information tool
types of thinking and creativity.
 A communication tool
We'll look at the computer again in the lesson, but this time from  A constructive tool
a different perspective: the computer as a useful tool for the
 As co-constructive tool
teacher. The constructivist and social constructivist learning
paradigms can both benefit from it.  A situating tool

Piaget (1981) and Brunet (1990) presented constructivism, Informative Tool

emphasizing knowledge discovery of new
meaning/concepts/principles in the learning process. Various
ways for fostering knowledge discovery have been proposed, one
of which is to engage students in obtaining disorganized data
from which they can infer ideas and principles. Students are also
asked to apply what they've learned to new settings, a process
that helps them adapt what they've learned to real-life
situations.
While constructivism emphasizes the individual learner's
construction of knowledge, knowledge can also be socially built.
Social constructivism is an effort to demonstrate how social,
historical, and cultural settings influence knowledge construction.
In other words, the learner who interprets knowledge has a
The computer can store a large amount of data in a variety of
formats, including text, pictures, sound, and video. Today, even
multimedia encyclopedias can be found on the internet.
The learner provides an enormous database from which users
may access worldwide information resources such as the most
recent news, weather forecasts, flight schedules, sports
developments, entertainment news and features, as well as
instructional information. The Internet on Education can be used
to find a variety of educational resources.
It is not enough for learners to download important material and
use the computer as information, according to constructivists.
Students can use catered knowledge for writing or presentation
projects that the teacher may assign. Given the internet's ability
to serve as a global communication medium, the computer may
likely be the primary tool for video teleconferencing sessions.
Constructive Tool
The computer itself can be used to manipulate data, visualize
one's understanding, and learn new things. Microsoft Word is a
desktop publishing product that helps users to organize and
display their ideas in visually appealing formats.
Co-constructivist Tool
Co-constructive tools can be used by students to collaborate and
build a shared understanding of new information. One way of co-
construction is the use of the electronic whiteboard where
students may post notices to a shared document/whiteboard.
Students might also use the same document from their homes.
The Ontario Institute for Studies in Education's Computer-
Supported Intentional Learning Environments (CSILE) is an
example of an integrated environment. Students can write down
their ideas in notes and comment to each other's ideas in CSIL.
Higher level cognitive processes, such as explaining, issue
solving/finding, expertise and development and literacy
improvement, are evident in the student-generated database.
Situating Tool
By means of virtual reality extension systems, the computer can
create 3-D images on display to give the user the feeling that are
situated in virtual environment. A flight simulation program is an
example of a situating tool which places the user in simulated
flying environment.
Multi-User Domains or Dungeons (MUDs), MUD Object-Oriented
(MOOs), and Multi-User Shared Hallucination (MUSHs) are
examples of situating systems. MUDs and MOOs are mainly text-
based virtual reality environments on the internet. When users
log on to a MOO environment, they may interact with the virtual
reality (such as by writing on a notice board) through simple text-
based commands. A school-to-school or classroom-to-classroom
environment is possible whereby the user can choose to walk
around the campus, talk with other users who are logged to the
same site.
To caution users, the computer as a situating tool is news and
still undergoing further research and development.
TTL MODULE 14: Information Technology in Support of Student-
Centered Learning
The concept of student-centered learning isn't new. Indeed,
educational educators such as John Dewey called for highly
active and customized pedagogical methods that put the student
at the center of the teaching-learning process as early as the
twentieth century.
In this lesson, we shall explore how the teacher might increase
his alternatives to make himself more successful and relevant in
the 21st millennium information age. This learning module will
specifically address questions about student-centered learning
practices in the classroom. From the traditional teacher-centered
learning approach, practical helps on the designing and adapting
student learning activities shall be examined.
Let us answer how a student-centered classroom (SCL) can be
supported by information technology (IT).
Traditional Classroom Settings
It is common to see classrooms
with clean columns and rows of
student chairs, with teachers
standing in front of the classes or
sitting behind their desks. The necessity to maintain classroom
discipline, as well as enabling the teacher to supervise classroom
activity through lecture presentations and teacher-led
discussions, necessitates this condition.
Students, on the other hand, can get restless and fidgety after
spending so much time on course presentation and class
management. Frequently, the teacher must deal with classroom
misconduct when students begin to chat amongst themselves or
simply stare away due to a lack of attention. To avoid this,
teachers frequently require learners to work separately on work
sheets, which can help to prevent the problem.
In a traditional classroom, the flow of information and
knowledge is moderated and regulated by the teacher. Students
are expected to continue learning about a subject outside of
school by doing homework tasks. The instructor, who only
teaches them face-to-face, is the students' primary resource.
Traditional learning, according to John Dewey, is a process in
which the teacher pours material into the student learners like
water from a jug into cups. This is founded on the long-held
concept that a teacher's function as a teacher must be fulfilled in
order for students to learn. This method of learning is known as
direct instruction, and it has proven to be effective in achieving a
variety of learning outcomes.
However, the fact that the world's civilizations have begun to
evolve is an issue with the direct instruction approach to
learning. Of again, in many nations where the economy no longer
relies heavily on factory workers who perform repetitive tasks
without thinking, this shift may not be as noticeable. The
traditional classroom and direct instruction approach to learning
conform to this kind of economies.
Student-Centered Classroom
In contrast, knowledge-based economies exist in industrialized
cultures, where workers rely on information obtained through
information and communication technologies (ICTs). Schools in
industrialized economies have accepted the use of ICTs to
improve the effectiveness, efficiency, and economy of
administration and instruction. Their students have evolved into
active rather than passive learners who can interact with others
while studying, displaying independence and self-awareness.
In general, the modern school classroom setting is characterized
by individual or group students who can:
 do computer word processing for the presentation of text or
graphs
 prepare power-point presentation
 surf the internet for information
 brainstorm ideas, issues,
and project plans
Likewise, a teacher who
facilitates instruction also
provides tailored instruction to
meet the needs of each
student.

TTL MODULE 15: Cooperative Learning with the Computer
Singapore has set the global standard for student-centered
learning with a 2:1 (2 learners with 1 computer) ratio in its
master plan for IT Education. This demonstrates that the
1:1 learner-to-computer ratio is still an objective to reach
in other modern countries. As a result, schools must accept
the fact that each classroom, particularly in public or
government institutions, may lack the necessary number of
computers.
The teacher's ingenuity will be called upon to respond to
the circumstance, and cooperative learning will most likely
be the solution to implementing IT-assisted learning in
schools.
Cooperative Learning
Small groups of students work together on a similar
learning task in cooperative or collaborative learning. It's
also known as group learning, however to be really
cooperative, five (5) factors are required:
1. a common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills
From several studies made on cooperative learning, it is
manifested that cooperative learning in its true sense is
advantageous since it:
a. encourages active learning, while motivating
students;
b. increase academic performance;
c. promotes literacy and language skills; and
d. improves teacher effectiveness.
Furthermore, research suggests that cooperative learning
improves personal and social development in students of
all ages, as well as self-esteem and social relationships
among students of various races and cultures.
Cooperative Learning and the Computer
Researchers have been made studies in the learning
interaction between the student and the computer. The
studies have great value since it has been a long standing
fear that the computer may foster student learning in
isolation that hinders the development of the student’s
social skills
Now this mythical fear has been contradicted by true
studies which show that when students work with
computers in groups, they cluster and interact with each
other for advice and mutual help. And given the option to
work individually or in a group, the students generally wish
to work together in computer-based and non-computer-
based activities. Reflecting on this phenomenon,
psychologist think the computer fosters this positive social
behavior due to the fact that it has a display monitor just
like televisions on set that is looked upon as something
communal
Therefore researchers agree that the computer is fairly
natural learning vehicle for cooperative (at times called
promotive) learning.
Fundamental Elements Involved In Cooperative Learning
Educators are still wary about of the computer’s role in
cooperative learning. Thus they pose the position that the
use of computers do not automatically result in
cooperative learning. In that case, therefore, assign the
teacher several tasks in order to ensure collaborative
learning. These are:
 assigning students to mixed-ability
teams;
 establishing positive interdependence;
 teaching cooperative social skills;
 insuring individual accountability, and
 helping group process information
These elements can be thought of as pieces in a puzzle.
When all of these elements are present in a learning
situation, the result is a cooperative learning group.
Each member of the group
must realize that their group
will not succeed unless
everyone contributes to the
group’s success.
It is also important for the
teacher to limit learning group