HANDOUT IN

PROFED 314A
TECHNOLOGY FOR
TEACHING & LEARNING
IN THE ELEMENTARY GRADES

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES i

 This course hand out is a compilation of materials of different
authors whichcan be found at the reference
section of this hand out.
COURSE OUTLINE
This material is exclusively for the use of ESSU
for its Flexible Learning Modality
and is not for sale.
Course Code: PROFED 314A
Course Title: TECHNOLOGY IN TEACHING AND LEARNING ELEMENTARY
GRADES
Course Unit: 3

Course Description:

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES ii

 This course is designed for prospective teachers to develop and use digital and non-
digital and non-digital teaching-learning resources using technology tools appropriate in
various subject areas in the elementary level. Further, the course will provide opportunities
for the students to use technology tools to develop project-based collaborative activities and
share resources among communities of practice.
Course Guide:
As you go through this course, you will get to know more of the digital and non-
digital teaching learning resources that can be used in different subject areas in the
elementary level, through the following topics:

TIME
TOPICS
ALLOTMENT
UNIT I
3 hrs.
Lesson 1: History of Educational Technology
3 hrs. Lesson 2: Concepts of Educational Technology
6 hrs. Lesson 3: The Core of Experiences
3 hrs. Lesson 4: Pictorial Media
4.5 hrs. Lesson 5: Visual Symbols
3 hrs. Lesson 6: Audio Media
3 hrs. Lesson 7: The Chalkboard and other Display Materials
1.5 hrs. Midterm Examination

Course learning Outcomes:

Having completed the handout, the students are anticipated to meet the following
outcomes:
a. Demonstrate understanding of the development of educational technology through
different time periods in history.
b. Develop digital and non-digital teaching-learning resources using technology tools
appropriate in various subject areas in elementary level
c. Use appropriate digital and non-digital teaching-learning resources in facilitating
effective classroom instruction.
d. Establish varied educational technology tools relevant to various teaching and
learning processes.

Course Requirements:
As you go through the different learning activities. It will be necessary for you to
comply the following course requirements:
1. Individual Quizzes
2. Major Exams
3. Research Outputs
4. Reflections / Reaction papers
Course Policies Under the New Normal (Generic Policies):

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES iii

1. Take care of the handouts for the interest of the next users.
2. Return handouts during or after midterm examination.
3. Do not write on the handouts. Use the separate sheets for all exercises. Consider further
instructions from each of your professors/instructors as to how will you accomplish the
exercises whether printed or be sent online.
4. Read and/or refer to other sources or references on related topics for additional learning
contents.
5. Optimize your time and effort to complete this handout to achieve desired learning
outcomes for the semester.
6. Arrange with your course professor/instructor the schedule of submission of exercises
and/or requirements.
7. There are only three face-to-face sessions for this semester. All students must attend the
schedules of Onboarding or Orientation day, Midterm Examination day and Final
Examination day. Further information will be given as to the dates and venues of these
face-to-face sessions.
 8. All exercises in the handout will also serve as your attendance. Hence, schedule of
submissions must be agreed upon between the professor/instructor and students to
secure attendance.
9. For smooth and fast communication, maintain your active contact number. Do not be
changing your mobile numbers if not necessary.
10. Username of your social media accounts like Facebook and Messenger must be your
real complete name. No pseudonyms, no aliases, no codenames.
11. Secure contact details of all your course professors. Feel free to contact or confer with
your course instructor/professor for any concern, clarification about the handout content.
12. Please provide an activity notebook (wide notebook) for your outputs, make sure to label
it (your outputs on each lesson) accordingly. If using bond paper or yellow paper is
necessary, label it properly according to the lesson and compile it in a long folder with
fastener. Use a long bond paper for your outputs. Compile these as your portfolio.
13. Outputs can be submitted through email but make sure to provide hard copy/ print out of
your output compiled in your portfolio.
13. Consultation hours is during the class schedule.
15. Above all, your safety and health are our concern. Always maintain the minimum health
guidelines provided by DOH and IATF. Wear face mask, bring your own sanitizers, and
maintain a 2-meter physical distancing.
 

TABLE OF CONTENTS

Contents Pages
Title Page i
Course Outline iii
Course Policies iv

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES iv

Table of Contents v
UNIT I
Lesson 1: History of Educational Technology 1
Lesson 2: Concepts of Educational Technology 4
Lesson 3: The Cone of Experiences 7
Lesson 4: Pictorial Media 11
Lesson 5: Visual Symbols 15
Lesson 6: Audio Media 23
Lesson 7: The Chalkboard and other Display Materials 26
References 29

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES v

 LESSON 1
The History of Educational Technology
Learning Outcomes
At the end of this lesson, you should be able to explain the
development of education under the different era and the
corresponding technology used.

You can first watch a video through this link. https://www.youtube.com/watch?

v=UFwWWsz_X9s&feature=emb_title

EDUCATION DURING THE ANCIENT TIMES

Educational technology seems to be the phenomenon of the 21st century
ANCIENT CIVILIZATION
- Men started to use pointed sticks to inscript signs and symbols on the
leaves of trees and knives for the bark of tree
- 3,100 B.C. the Egyptians devised system of picture writing called
hieroglyphics.
*Hieroglyphics symbols usually represent a sound or a group of sounds
*Scribes, a group of men trained in the art of writing
ANCIENT GREECE
- Spartan Education emphasized the development of physical body
coupled with discipline
*Paidonomus, military commander in the public barracks.
ATHENS
- Athens, recognition is given for its being first to recognize the right of
the individual to develop to the fullest
- Activities to develop both were the prime concerns in the music
schools, the grammar schools and the public Gymnasiums or
Palaestra
- Effective instructional materials were designed and implemented (with
the help of Sophist Cognitive Rules)

EDUCATION DURING THE MEDIEVAL ERA

 Medieval University was an important milestone in educational development
 Emperor Frederick I of bologna in 1158 chartered the First University
 Degrees offered were expanded which required students to engage in more in
depth studies and to write their theses and defend them in public before the
deans,
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 1
  Saracens or the Arabs among the Moors of Spain gave a significant
contribution in determining the direction of what educational technology is
today.
 Curriculum was the most organized and complete in the Elementary,
Secondary and Collegiate Level
 Scientific Method of teaching

EDUCATION DURING THE RENAISSANCE PERIOD

 Three Main lines of Concern:
1. Intellectual to which education belongs
2. Aesthetic
3. Scientific
 Humanism, Reformation, Realism,
 Disciplinism, and Rationalism
 Bacon, Rabelais, Vives, and Milton
 John Locke (tabula rasa)
 Johann Amos Comenius (Orbis Pictus)
 Maria Montessori – Multi-sensory materials to teaching
EDUCATION DURING THE AGE OF NATURALISM
 Jean Jacques Rouseau
 The aim of education was the preservation of the natural goodness of the individual
and the formation of society based upon the recognition of natural teaching known as
Herbatian Method of Teaching- 1. preparation 2. preparation 3.comparison 4.
abstraction 5. Generation
 Peztallozi (actual objects that involves most of the senses)
 Froebel (Father of Kindergarten)
 Use of actual objects
 Recommended the use of play and songs
EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY
 John Dewey (Pragmatist)
 Edward Lee Thorndike
 The development of effective educational technology (production of books, the use of
blackboard, improvements of writing implements like pen and ink
 Photography was invented
 Visual instruction
 Visual Media became widely accepted
 Educational films were used as television program
 American soldiers showed the importance of educational devices such asmovies
filmstrip, radio and other pictorial devices.
EDUCATION IN COMTEMPORARY TIMES
 Computerization of Records
 Entrance procedures
 Aspects of administration and supervision
 Multi – media Resources and computers are common fixtures
 The computer Units are being installed to be shared by the whole studentry
 Collegiate level and secondary levels, graduate level have radically revised and
enriched their curricular offerings to include course in computer applications

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 2

  Private Elementary Schools offer computer lessons as early as in the elementary
grades
 CAI - multi-media presentations to make teaching and learning more interesting
 Internet and the E-mail have become tools for what is known as fast-paced
interactive learning communication and search for information
 Computers became more user friendly
 Internet and the E-mail have become tools for what is known as fast-paced
interactive learning communication and search for information

Answer the following comprehensively.

1. Compare and contrast the different educational technology development
periods based on the following criteria:
a. Purpose of education
b. Technology used
Education Period Purpose of education Technology used

2. How did the educational trends change through time? Cite specific
examples of the educational technologies that have evolved through the
different periods.

Chapter References
Candelaria D. Garo. Teaching Educational Technology
http://hcdceductech.blogspot.com/search/label/The%20History%20of
%20Technology%20in%20Education
Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City:
Lorimar Publishing, Inc.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 3

 LESSON 2
Educational Technology and Its Concepts
Learning Outcomes
At the end of this lesson, you should be able to describe Educational
Technology and its relationship with other aids and terms used in the
teaching-learning situation including its roles and functions.

You can first watch a video through this link. https://www.youtube.com/watch?

v=gGY2cwWC8Ag&feature=emb_logo
MEANING OF EDUCATIONAL TECHNOLOGY
 Educational Technology is the development, application and evaluation of
systems, techniques and aids to improve the process of human learning.
 Educational Technology is a systematic way of designing, implementing and
evaluating the total learning and teaching in terms of specific objectives based
on research in human learning and communication; and employing a
combination of human and non-human to bring about more effective
instruction.
 Simply stated, educational technology is the application of the results of
researches and studies, material or non-material to improve teaching and
learning.
Our Definition:
“A combination of the processes and tools involved in addressing educational needs
and problems, with an emphasis on applying the most current tools: computers and
their related technologies.” (M. D. Roblyer, 2000)
Has technology changed how and what we teach?
Change in educational philosophy of what constitutes basic skills
 No longer just three R’s
 “Learning to learn” skills essential
 Lifelong learning
What We’ve Learned…
 Development of technology, materials and integration strategies is time
intensive and should not be a classroom teacher’s primary responsibility.
 Educators must keep pace with technological advances.
 But often times technology changes faster than the educational environment.
 Identity of classrooms must change.
 Our models of effective instruction must change too!
 Educators must be more than: Sage on the Stage Guide on the Side

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 4

EDTECH TO OTHER AIDS OF TEACHING
Media is very much a part and parcel of educational technology. On the other hand,
audio-visual materials refer to the instructional aids that appeal to the auditory and
sight senses which could be personally prepared by the teacher for a specific
learning tasks and group of learners.
ROLES AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY
If the educational technology are properly used, instructional materials can do the
following:
1. Arouse and sustain the interest and attention of the pupils/students to learn.
2. Concretize abstract concepts/ideas to promote meaningful learning.
3. Makes learning more permanent because of the rich experiences that they
provide
4. Provide self-activities for independent learning
5. Increase vocabulary
6. Increase the quality of learning while decreasing the time spent
8. Check pupil preparedness
9. Make learning more interactive, hence learning is improved

GUIDELINES IN THE SELECTION OF INSTRUCTIONAL MATERIALS

The following are guidelines in the selection of instructional materials or educational
media:

1.) SIZE
Is the material (text or picture) big enough to be seen by the farthest pupil? is
relativity of size of pictures observed when it is viewed with other materials or
pictures? Example, the size of the cat compared with the size of the carabao
2.) COLOR
Is the material colorful? Pupils are attracted by bright and dark colors. And if so,
is the choice of colors life-like and harmonious. Does the color facilitate
understanding?
3.) DURABILITY
Can the material stand several uses? Can it be used over and over again.
4.) ECONOMY
Is the material worth its costs? Or can a cheaper material in terms of time
spent in preparing it and in terms of the cash value be used?
5.) EASY TO HANDLE
Is the material light and easy to manipulate. Is it easy to put up and then and
store for future use.
6.) RELEVANCE
Is the material up to date? Is it related to the lesson in particular and to the
specific needs, problems, and experiences of the target clientele?
7.) NOVELTY
Does the material possess an element of newness? Can it arouse the
curiosity and a sense of discovery in the learners?

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 5

 Assessment

A. Answer the following questions briefly.

1.) What is Educational Technology?

2.) How is the term Educational Technology different from Technology in
education? or other terms like, Instructional media?
3.) Is the study of educational technology important? Why? or Why not?
B. Present your concept of educational technology using drawn images.

Chapter References

Candelaria D. Garo. Teaching Educational Technology

http://hcdceductech.blogspot.com/search/label/What%20is%20Educational
%20technology%3F

https://hcdc-eductech.blogspot.com/2011/07/guidelines-in-selection-of.html

https://www.youtube.com/watch?v=kMi13DoDBAM

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 6

 LESSON 3
The Cone of Experiences
Learning Outcomes
At the end of this lesson, you should be able to the different
instructional materials used in the teaching-learning situation based on
the cone of experiences.

You can watch first a video through this link. https://www.youtube.com/watch?

v=1_SYVNoXDQk

Dale’s Cone of Experience is a visual model that is composed of eleven (11)

stages starting from concrete experiences at the bottom of the cone then it becomes
more and more abstract as it reach the peak of the cone. Also, according to Dale,
the arrangement in the cone is not based on its difficulty but rather based on

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 7

abstraction and on the number of senses involved. The experiences in each stages
can be mixed and are interrelated that fosters more meaningful learning.
According to one of the principles in the selection and use of teaching
strategies, the more senses that are involved in learning, the more and the better the
learning will be but it does not mean that concrete experience is the only effective
experience that educators should use in transferring knowledge to the learner. Like
what was mentioned above, the experiences in each stages can be mixed and are
interrelated thus, a balance must be achieved between concrete and abstract
experiences in order to cater the and address all the need of the learner in all the
domains of development and in order to help each learner in their holistic
development.
Moreover, the generalization about the Cone of Experience that was
presented above is not enough. Actually, we should try to go deeper in each of the
component of the cone since Educational Technology basically revolves around the
Cone of Experience. By going one-by-one, starting from concrete to abstract, we will
understand more the different components of the cone that will help us in grasping
the real meaning of educational technology.
To expand on each of the components, let us begin with the Direct
Purposeful Experiences. These are first hand experiences which serve as the
foundation of learning. In this level, more senses are used in order to build up the
knowledge. Also, in this level, the learner learned by doing things by him/herself.
Learning happens through actual hands-on experiences. This level explains and
proves one of the principles in the selection and use of teaching strategies, the more
senses that are involved in learning, the more and the better the learning will be.
This level also proves that educational technology is not limited to the modern
gadgets and software that are commercially available nowadays. This shows that
even the simple opportunity that you give to each child could help them learn.
The next level would be the Contrived Experiences. In this level,
representative models and mock-ups of reality are being used in order to provide an
experience that as close as reality. This level is very practical and it makes learning
experience more accessible to the learner. In this stage, it provides more concrete
experiences, even if not as concrete as direct experiences, that allows visualization
that fosters better understanding of the concept.
On the other hand, the next level would be the Dramatized experiences. In
this level, learners can participate in a reconstructed experiences that could give
them better understanding of the event or of a concept. Through dramatized
experiences, learners become more familiar with the concept as they emerge
themselves to the “as-if” situation.
The next level would be the Demonstrations. It is a visualize explanation of
important fact, idea, or process through the use of pictures, drawings, film and other
types of media in order to facilitate clear and effective learning. In this level, things
are shown based on how they are done.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 8

 Another level would be the Study Trips. This level extends the learning
experience through excursions and visits on the different places that are not
available inside the classroom. Through this level, the learning experience will not be
limited to the classroom setting but rather extended in a more complex environment.
The level of study trips is followed by exhibits. It is a somewhat a
combination of some of the first levels in the cone. Actually, exhibits are combination
of several mock ups and models. Most of the time, exhibits are experiences that is
“for your eyes” only but some exhibits includes sensory experiences which could be
related to direct purposeful experiences. In this level, meanings ideas are presented
to the learners in a more abstract manner. This experience allows student to see the
meaning and relevance of things based on the different pictures and representations
presented.
The next levels would be the level of television and motion pictures and
still pictures, recordings, and Radio. Because of the rapid development of the
modern technology, a lot of people believe that Educational technology is limited to
these stages. They are not aware that these sages are only a small portion of
EdTech. For television and motion pictures, it implies values and messages through
television and films. On the other hand, still pictures, recordings and radio are visual
and auditor4y devices that can be used by a learner/group of learner that could
enhance and extend learning experience
The last two levels would be the Visual symbolic and Verbal symbolic.
These two levels are the most complex and abstract among all the components of
the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and
diagrams are used for abstract representations. On the other hand, the verbal
symbolic level does not involve visual representation or clues to their meanings.
Mostly, the things involved in this level are words, ideas, principles, formula, and the
likes.
Cone of Experiences and Its Implications
After going through the different components of the Cone of Experience, it
could be said that in facilitating learning, we can use variety of materials and medium
in order to maximize the learning experience. One medium is not enough thus if we
can take advantage of the other media. There’s nothing wrong with trying to combine
several medium for as long as it could benefit the learners. Also, through the levels
provided by the Cone of Experience, it could be said that concrete experiences must
be provided first in order to support abstract learning. Lastly, staying on the concrete
experiences is not even ideal because through providing abstract experiences to the
learner, the more he/she will develop his/her higher order thinking skills which is
important for more complex way of thinking and for dealing with more complex life
situations. Through understanding each component of the Cone of Experience, it
could be said that Educational Technology is not limited to the modern gadgets that
we have right now but rather it is a broad concept that includes all the media that we
can use to attain balance as we facilitate effective and meaningful learning.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 9

 Assessment
1.) Create a poster of the Cone of Experience Using the ff. materials:
a.) Manila paper (Half)
b.) Cartolina
c.) Glue
d.) Plastic cover
e.) Scotch tape
f.) or Recycled materials
*Take a photo of your poster and post it on our fb group..

Chapter References
Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City:
Lorimar Publishing, Inc.
Corpuz, B., & Salandanan, G. (2011). Principles of Teaching 1. Quezon City:
Lorimar Publishing, Inc.
http://hcdceductech.blogspot.com/search/label/Edgar%20Dale%27s%20Cone
%20of%20Experience

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 10

 LESSON 4
Pictorial Media
Learning Outcomes
At the end of this lesson, you should be able to:
1. Describe pictorial media and its characteristics
2. Explain the principles to be followed in using pictorial media
3. Demonstrate lesson using samples of pictorial media

PICTORIAL MEDIA
One of the most commonly used technology in education is the use of Pictorial
Media. From its word, this type of technology enhances the visual capacity of the
students. In addition, there are several types of Pictorial media, tow it:
1. Flat Pictures (Still Pictures)
Flat pictures are representations of objects or things on a flat surface. They
are the cheapest and the most readily available of all learning materials. Many of
them are free. Teachers and students can gather pictures from magazines,
newspapers, advertisements, pamphlet, posters, circulars and other things. But like
all other learning, materials, their values vary and their selection and use should be
given careful considerations.
Guides to Teaching with Pictures
1. Pictures must be clearly seen by everyone.
2. Students/pupils must be given a chance to point out what they think are
the important aspect of the picture.
3. The teacher must supplement pupils’ comments to make sure that
nothing has been omitted.
4. Teacher and pupils should discuss together what they find in the
picture.
5. The picture used in class should lead to the accumulation of related
pictures in the textbook.
6. If the picture used in class stirs the pupils to attempt at illustrating their
own, it is good evidence that a sound use has been made of them.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 11

 7. Pictures ought to supply incentives for the use of auxiliary aids, like
motion pictures, filmstrips and others.
8. Picture ought to promote supplementary reading.

Reading Pictures
We read pictures in the same way that we read a page of words. We derive the
message from the medium by attaching meaning to it.
A picture can be read in four levels as follows:
1. Enumerate level – This level merely calls for the giving of what one sees in
the picture e.g. flower, ball, dog, etc.
2. Descriptive level – Giving a sentence on what is seen or how one sees in
the picture looks like: e.g. I see a big yellow flower. The ball is red.
3. Interpretative level – Giving more meaningful sentences which are of the
inference type. E.g. the yellow flower is the favorite of the girl. Father gives
the red ball on the boy’s birthday.
4. Integrative level – This is relating what one sees in the picture to life.
Mother bought plastic sunflower from the superstore. It decorates our living
room. Or I play ball with my friends on Sundays.
Reading pictures can be most rewarding if the students/pupils are given guides as to
what to see and how to see things in the picture. They must be guided to interpret
and to draw inferences about what they see. Pictures must not be merely displayed;
they should be read and talked about. That is why it is necessary that the teacher
should choose those which are related and relevant to the children’s interest,
experiences and maturity. This is to encourage thoughtful seeing and discourse.
2. Photographs
Photographs are also still pictures, which can be mounted or unmounted,
photographic reproductions taken from a magazine, newspaper or books. They
appear in black and white or in full color. They can be filed by subjects or displayed
in the bulletin board. In the choice of photographs, teachers should choose those
that suggest motion or the candid shots, as they are more interesting and life-like.
Shotgun pictures do not pose so much challenge and interest; hence discussion
about them is limited.
3. Illustration
Illustrations are non-photographic reconstruction or representation of reality,
etched or drawn by an illustrator, the teacher or the students/learners themselves.
Illustrations show the direction at which movement must take its course or instruction
on how to go about assembling a toll in science or a material or equipment. This can
be used for specific situations. Illustrations can be in black and white or in full color.
They can be prepared ahead of time or the teacher can draw them on the
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 12
chalkboard while the class is going on. Like the photographs they can be used by
individual students/pupil or for a group of learners.

Purposes for which flat picture, photographs and illustrations can be used for
teaching
1. To concertize words and symbols.
When teachers talks about a haunted house pupils will not be able to imagine
what kind of house is it, how does it looks like, but if a picture is being shown, the
learners will have a specific visualization of the kind of haunted house the teacher is
talking about. Pupils will then have uniform information about the topics discussed.
2. To lend meaning to what one reads.
In a Science class students read about single-celled organisms like the
amoeba or the paramecium. An enlarge picture of both when seen by the pupils will
enrich what they read. Likewise if reading about atoms and molecules. Seeing an
illustration about them will enrich their understanding of what they are.
3. To introduce or motivate
In a Literature class, where students are required to read the Ilocano epic,
Biag ni Lam –ang, pictures of some episodes from the epic may arouse curiosity and
interest to read it. The pictorial background can serve to orient the class to the kind
of literary piece they are going to read.
4. To correct misconceptions
Pictures and photographs can make meanings more vivid and clearer,
because they can capture scenes, emotions and details which words are not able to
describe. Concepts are non-pictorial, but they can help in developing and presenting
them. Liberty is a concept, which is non-pictorial, but pictures showing the effects
and the signs of liberty can help one to better understand it.
5. To summarize a unit
To give a fuller grasp of the unit, pictures, photographs and illustrations
should supplement and complement what pupils read in references and what they
heard from the lectures of teachers. Pictures should become an integral part of the
learning.
6. To arouse emotions.
Pictures arouse emotions; hence they compel one’s attention. A violent
picture may stimulate one to dislike the act; a beautiful landscape may evoke
appreciation while a colorful dish arranged with garnishing may stimulate appetite.
This arousal focuses one’s attention and sustains his drives about it. This condition
facilities teaching and learning.
4. Flashcards

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 13

 Flashcards are valuable materials for drill activities particularly in the teaching
of Mathematics, English, and Filipino. Drills are very important means of fixing the
skills and automatizing the responses of pupils/students. Flashcards serve the
purpose when used very well. Flashcards come in the form of word cards, phrase
cards, sentence cards, mathematical combination cards and picture cards.
The following are considerations in using flashcards.
1. The flashcards must be bold and big enough to be seen by everybody.
2. Flash the cards in a fast or snappy manner to develop fast thinking or response.
This will enable the pupils to automatize response.
3. Flash the cards from back to front. Write the answer at the back of each flashcard
so that as you flash you can see the answer and thus you will be able to check if
the response of the pupils is correct or not.
4. Hold the flashcards firmly at your chest level. Take care not to hide the words

Assessment

A. Write the correct word/phrase in the blank.

1. ________are representations of objects or things on a flat surface.
2. ________are also still pictures, which can be mounted or unmounted,
photographic reproductions taken from a magazine, newspaper or books.
3. ________are non-photographic reconstruction or representation of reality,
etched or drawn by an illustrator, the teacher or the students/learners
themselves.
4. ________are valuable materials for drill activities
5. Pictures and photographs can make meanings more________ and
__________.

B. Tell whether the following statement is TRUE or FALSE. Write T or F in the

blank before the number.
_____1. Cards must be flashed from back to front.
_____2. Concepts are pictorial and can help in developing and presenting an idea.
_____3. Giving a sentence on what is seen or how one sees in the picture looks like
is reading picture in the enumerative level.
_____4. Pictures can arouse different forms of emotions.
_____5. Flashcards must be shown from eye level.

C. Prepare a lesson part that you can demonstrate using some of the pictorial
media. Video record your demonstration.
Chapter References
Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City: Lorimar
Publishing, Inc.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 14

 Corpuz, B., & Salandanan, G. (2011). Principles of Teaching 1. Quezon City:
Lorimar Publishing, Inc.
http://hcdc-eductech.blogspot.com/2011/09/pictorial-media.html

LESSON 5
Visual Symbols
Learning Outcomes
At the end of this lesson, you should be able to:
a. Explain the rules of thumbs;
b. Identify the different visual symbols; and
c. Design samples of each.

INTRODUCTION

From an experience of real-world experience, we proceed to a world of

symbols. Here, we don’t see real things but symbols. Visual symbols include
drawings, cartoons, strip drawings, diagrams, formula, charts, graphs, maps,
globes.

Visual symbols are representations of direct reality, which comes in

the form of signs and symbols. The following is a detailed discussion on the
different kinds of visual symbols, which are drawings, sketches, cartoons,
comics or strip drawing, diagrams, charts and graphs, maps, and posters.

RULES OF THUMBS IN USING VISUALS

1. Visuals must be directly relevant to the audio content.

2. Redundancy between visuals and audio must be avoided. If words are
displayed, viewers must be given time to read it.
3. Visual displays should be big enough to be seen by the farthest pupil.
4. Visual displays must be attractive.
5. Visual displays must be aesthetically presented to maintain good taste.

Thinking Time: Elaborate in 3 to 5 sentences each rule of thumbs in using visual

aids.

KINDS OF VISUAL SYMBOLS

1. Cartoons

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 15

 Cartoons tell stories metaphorically through pictures, which need no
captions. Symbolism conveys messages, less words more symbolism the
better. The cartoon presents a certain issue or concern which could be either
for or against it.

It is a pictorial representation or caricature of a person, idea, situation or

issue that is designed to influence public opinion. Therefore, cartoons must be
presented in a challenging manner. For better understanding they should be
drawn around a single idea.

 Suggestion for the use of cartoons

a. Appropriateness to experience level. The age and the experience or

maturity of the target learners must be taken into consideration.

b. Simplicity – contains only the essential features. The cartoon must not
contain so many details.

c. Brevity of captions if ever but they may not be given any. Short and direct
captions are used when necessary only.

d. Use of clear symbols. Use symbols that are conventional, like; the dove to
mean death; the turtle to mean slow or sluggishness and others.

e. Adequateness of size. The cartoon should be big enough to be seen and

appreciated.

Cartoons could be used for motivation, for follow-up activity and for evaluation
purposes.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 16

2. Posters

A poster is combination of bold designs and color primarily intended to

catch attention on a significant fact, idea or message. Simply stated, a poster
is a picture with appropriate caption.

 Characteristics of a good poster

 It must be bold and simple but dramatizes features.

 It must be appropriate to the grade level and to the subject and purpose
and purposes.
 It must have only limited text, few words are generally used and key words
are made to standout by means of type size or position.
 It must be attractive, pleasing to the eyes.
 Design and color must be given consideration.
Composition, color and technique are principal elements in effective
poster preparation. It requires a center of interest. Color provides
meaning and expression as well as beauty.
 It must have elements of dynamism and shock.
Posters are best used for motivation and for creative experience as
depicting ideas, concepts and generalizations to summarize a
celebration or a unit.

K to 12 Curriculum Standards and Competencies:

1. Go back to the K to 12 Curriculum Guide.
2. Which can be taught with the use of the cartoon?
3. Come up with a cartoon for particular lesson.

3. Drawings and Sketches

These are crude and simple lines, which are effective in showing what
needs to be shown with sufficient clarity, to make the meaning vivid to
learners or students.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 17
 There are drawings with no illusion of depth but a smart teacher can
use them in a very effective way in explaining and showing ideas and
concepts.

K to 12 Curriculum Standards and Competencies:

1. Go back to the K to 12 Curriculum Guide.
2. Which can be taught with the use of the cartoon, posters, and drawings
or sketches?
3. Come up with a cartoon, poster, drawings or sketches for particular
lesson. (choose only one from the given visual materials)

4. Diagrams

Diagrams are simplified drawings designed to show interrelationship

primarily by means of lines and symbols. They are used to explain rather than
to represent. It is a drawing that shows arrangement and relationship, as parts
to a whole, relative values, origins and developments, chronological flow,
fluctuations and distributions.

The diagram is used to condense visual summaries of facts; the ideas

rely heavily on symbolic means. However, it must be remembered that it is
more effective if it has a strong foundation because it works better for
summarizing rather then, introducing a lesson. It can be used singly but it is
better if it is used simultaneously with other materials.

5. Charts

Charts are graphic or pictorial representations of a large mass of

information or show progression thru time and space of people or events,
ideas and objects.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 18

  Kinds of charts and examples

 Data chart – contains items of information pf all sorts especially quantitative

data.
 Pictorial chart – use relevant pictures to present data or information on
quantifiable data over a specific period or condition.
 Schematic chart – shows a principle or a law as applied like that of
refrigeration
 Diagrammatic chart – verb chart is popular example
 Multiple leaf chart – internal working parts of a machine
 Phantom view chart – shows hidden parts of a machine without obliterating
the outer parts
 Development or progress chart – profile of a place or a person
 Table chart – bus trips
 Time and tabular chart – presidents and their term of office
 Stream or tree chart – family tree
 Flow or organizational chart – school personnel chart, life cycle of a frog or
the water cycle.

K to 12 Standards and Competencies

Find out which of these charts are appropriate for any lesson in the K
to 12 Curriculum Guide for any teaching related task. List two lessons for
each chart.

6. Graphs

Graphs present quantitative data for easier analysis and interpretation.

It shows comparative relationship of data involved in size, trends and growth.
Graphs are best used in developing and in summarizing a unit.

 Kinds of Graphs

 Line graph – is the most accurate of all graphs used in plotting trends of
relationships between two series of data. It is used when there is a
considerable number of data to be plotted and if these data are continuous

 Bar graphs – simplest of all graphs to read. They are represented either by
vertical or horizontal bars. The lengths of the bars represent an amount or
percentage data. It is best when number of values to be compared is
small.

 Circle or pie graph – the sections of which are used to represent

component parts of a whole. They always present total amounts, their
parts or segments are calculated in percentage or fractional parts of a
whole.

 Area or Solid graphs – use for the simplest quantitative comparison thru
the use of geometric shapes. It is used to compare two or three related
totals.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 19
  Pictorial Statistics or pictograph – it makes use of related pictures in
showing quantitative data. Pictures give realism and interest so it is widely
used specially in the elementary grades.
 Principles of Pictographing
 Simplicity – picture used must be simple.
 Comparison of relationship must be strikingly seen.
 Approximates rather than precise amounts are represented.
 Pictorial symbols used must be self-explanatory rather than by
the size.

K to 12 Standards and Competencies

In which lessons can you use each of these graphs? Identify two lessons
for each graphs.

7. Strip Drawing or Comic Strip

Strip drawings are recommended for their story value in adaptation of

the classics. They are affective in instruction not only because they are
simple, clear and easy to read but because they deal with materials that has
been made personal.

Comics is a form of cartooning in which the same cast of characters

form a story in sequence of closely related drawings, designed to entertain the
readers. They are usually enjoyed by elementary pupils as well as secondary
students because of their simplicity, attractiveness, color and relevant plot.
The uses of super heroes or fantasy themes add interest to the learners. Thus
the use of the comic strip in facilitating instruction must be used to the
maximum.

 Values derived from the strip drawings

 Increases interest in the subject

 Individualizes and personalizes instruction for certain types of pupils
 Serves as a valuable practice in reading
 Widens reading interest

 Reasons for using comics strip

 It is easy to read so it encourages reading

 It builds vocabulary
 It satisfies the collectors’ interest in acquiring copies
 It provides excitement
 It is inexpensive
 It satisfies the children’s idea of art

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 20

 K to 12 Curriculum Standards and Competencies:
1. Identify a competency where a strip drawing is appropriate.
2. Look for an appropriate strip drawing or make one.

8. Maps

Maps are usually shown on flat surface and are used to represent the
surface of the earth or some parts of it, showing the relative size and position
according to scale or projection and position represented.

 Maps according to content

a. Physical map – also called relief maps, they are the best because of their
three dimensional representation; which includes geographical outline of
land and water. Commercial or economic maps- also known as product or
industrial map since they show land area in relation to the economy.
b. Political map – shows national boundaries down to the smallest division

 Maps according to form

a. Chalkboard outline map

b. Student outline maps
c. Projected maps
d. Wall maps (decorative maps)
e. Atlas – collection of maps
f. Sand table map
g. Pictorial maps

 Standards in judging maps

 Visibility – details are clearly seen and read

 Detail – less detailed maps are better
 Scale – marks are clear, dependable and easily interpreted
 Symbols – not too many to be remembered
 Color – should be used as an aid to reading it
 Accuracy – in terms of its specific purposes
 Grade level relevance
 Print – is legible or readable
 Durability – can stand several use

 Purposes for which maps are being used

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 21
  To enable students to understand both relative and exact position of political
units, land masses and political area.
 To furnish information concerning areas, distances, directions, shapes, size
and relationships
 To provide orientation and means of visualizing large and remote areas
 To clarify materials
 To provide visual basis or comparison and contrast
 To provide means of regional synthesis
 To provide interest and stimulation to learn more about people, geographical
influences and places
 To enable students to trace movements, migration and distribution of
people, vegetation, animal life and culture
 To serve as one method of study for recording purposes
 To provide an ‘object test’ means for certain types of measurements
 To furnish means of self-expression in unit and project study.

 Points to remember in utilizing maps for teaching

 Make sure that the pupils or students comprehend the purpose of the map
 Promote or develop positive emotional attitude
 Allow ample time for pupils’ first look
 Make sure they understand map symbolism

Reference:
 Teaching Educational Technology by: Candelaria D. Garo

Map-Reading Test:
Tell whether the following information about maps are TRUE or FALSE.
1. Lines of longitude are parallel to each other.
2. On the globe all lines of latitude meet at poles.
3. A degree of longitude ranges from 68.4 to 69.4 miles.
4. Longitude is usually measured from Greenwich, England.
5. Latitude is measured from the equator.
6. The latitude of the poles is 90 degrees.
7. The hours of daylight in summer and winter are related to longitude.
8. Places in the low latitudes usually have warm climates.
9. Time belts are directly related to longitude.
10. The latitude of the place indicates its distance from the equator.

Assessment
1. Pictures, slides, handouts, mock up, modules, computer projections
and computer presentation are visuals but are they visual symbols?
Explain.
2. Summarize this lesson by means of a diagram.
3. Construct a ten-item true-false test on map-reading. Provide the key to
correction.
4. Make a tree chart by creating your own genealogy tree. Go as many
generations as you can go. Interview your parents and grandparents.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 22
 5. Under which kind of visual symbols do the life cycles that you study in
science belong. Show the life cycle.

LESSON 6
Audio Media
Learning Outcomes
At the end of this lesson, you should be able to:
a. Identify the different audio media;
b. Describe the uses in facilitating the teaching-learning process;
and
c. Identify the advantages and limitations of using audio media.

INTRODUCTION

In addition to the teacher’s voice, another way of bringing sound into

the classroom is the use of audio media. Audio media are materials or sounds
that are transmitted, produced or received thru high fidelity waves which are
heard thru certain equipment. Some of the audio media that you might find in
your classroom or in the school’s library/media resource center are
phonograph records, audiotapes (either prerecorded or blank), compact discs
that contain music, speeches, drama, poetry, animal and nature sounds,
student presentations, or live radio broadcast. Audio media are used in
connection with speech rehearsals, drama, musical and dance presentations,
radio and television broadcasting, interview of personalities, and prerecorded
messages and reporting.

KINDS OF AUDIO MEDIA

1. Broadcast Radio or talk radio

It is an inexpensive means of reaching a mass audience. Usually it is

taped to prevent problems of scheduling, timing and accuracy of unfolding the
activities. It provides the listeners an identical listening experience.
However, it is only a one-way communication device. It cannot conduct
drills.

 Advantages and Disadvantages of Talk/News Radio

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 23

 Advantages:
 Most interactive - the radio allows listeners to call on and talk to a radio
personality immediately about a subject they are discussing. This makes
the situation more interactive where a variety of listeners can interject
their opinion and create a dialogue between the listening community.

 Up to date and Accessible - radio is free and can be heard from a

portable transmitter like a walkman, or in the car. This allows the listener
to receive up to date information as events are unfolding from virtually
anywhere.

Disadvantages:
 Bias - Often the news is heard through the voice of someone who is
interjecting their opinion into whatever the news may be about. This can
subject the information to bias and promote possibly one, and not all
sides of the story.

 Fleeting - With other programming conflicts and obligations, often news

on the radio is fleeting, which means information is subject to change
with each news update. (hcdc-eductech.blogpost.com)

 Here are some links that will help you conduct your broadcast radio
show.
Dark Adventure Radio Theatre: The Shadow Out of Time
 http://www.youtube.com/watch?
v=DEnDfmO0nGs&feature=youtube_gdata_player
Sample Broadcasting Script
 http://unwantedyoukai.blogspot.com/2007/12/radio-
broadcasting-script.html?m=0

2. Recordings
This may come in the form of ordinary cartridges, open reel tapes, CDs
and DVDs. Audio tapes are economical and easy to use. It is a two-way
communication device. One can play it back if ideas are not clear. It also
eliminates the problem of scheduling of radio. Teachers can pre-hear the
material is that they can evaluate its contents. One can be flexible in planning
the time of listening which can be adjusted to the most convenient time and
place.

 Two common types Audio Recordings:

1. Audio disc. They come in various sizes and spin at various rates.
a. Phonograph records. The 33 1/3 revolutions per minute long-
playing records (LPs) usually contain 10 to 15 minutes of recorded
information per side.
b. Compact disc (CDs). This looks like a small, silver phonographic
record. Music or other sounds are stored as digitized bits of
information. It measures 12 cm (4.75 in) in diameter and may
contain as much as 75 minutes of music.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 24
 2. Audiotapes. Magnetic tape recordings can be:
a. Reel to reel format
b. Cassette format

3. Podcast
A podcast is a type of digital media consisting of an episodic series of
audio, video, PDF, or e-Pub files subscribed to and downloaded through web
syndication or streamed online to a computer or mobile device. The word is a
neologism derived from "broadcast" and "pod" from the success of the iPod,
as podcasts are often listened to on portable media players. (wikipedia.com)

4. Audio conferencing

A teleconference or teleseminar is the live exchange and mass

articulation of Information among several persons and machines remote from
one another but linked by a telecommunications system. Terms such as audio
conferencing, telephone conferencing and phone conferencing are also
sometime used to refer to teleconferencing.

The telecommunications system may support the teleconference by

providing one or more of the following: audio, video, and/or data services by
one or more means, such as telephone, computer, telegraph, teletypewriter,
radio and television.

 Evaluating Audio Material (Newly, et al., 2000)

 Relevance to objectives
 Accuracy of information
 Likely to arouse and maintain student interest
 Technical quality (durability)
 Promotes participation and involvement
 Evidence of effectiveness (e.g. field-test results)
 Free from objectionable bias
 Pacing appropriate for audience
 Clarity of organization
 Appropriate vocabulary level

Reference:
 Educational Technology, Candelaria D. Garo
 Educational Technology, Paz I. Lucido and Milagros L. Borabo
 hcdc-eductech.blogspot.com, Glenn Dino

Assessment

1. What are the types of audio media?

2. What are the advantages and limitations of using audio media?
3. How do we effectively utilize audio media?

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 25

 ACTIVITY

1. Look for 5 lessons along your line of specialization in the K-12

Curriculum Guide competencies. Collect audio materials which could
be used for these lessons. Take note of the criteria in evaluating audio
materials.
2. Choose a literary piece which you could use in teaching a lesson in
English or Filipino. Record the literary piece in an audiotape or in cell
phones. Then, send it to the teacher through any possible and
available means like messenger.

LESSON 7
The Chalkboards and Other
Display Materials
Learning Outcomes
At the end of this lesson, you should be able to:
a. List the types of display media;
b. Summarize the strength and weaknesses of display media; and
c. Explain how to effectively utilize display media.

INTRODUCTION

New technology introduced terms like multimedia, hypermedia, etc. But

let us admit that the technology divide is real. Many schools specially in the
remote areas especially those who have not been reached by electricity for
one reason or another, do not have a computer. A few schools may be
bountifully blessed with computer and computer-literate teachers. But most
schools are not as blessed. They may have at least one computer but
teachers may have not been trained to use it. As a result, they resort to
chalkboards, the most available classroom equipment and other display
materials like bulletin board and multi-purpose board.

CHALKBOARD

The chalkboard is the most versatile medium for instruction; it is always

there and is always available. It is especially useful in presenting variety of
instructional materials like charts, graphs, pictures. It is also considered as an
important medium for demonstration.

 Uses of the chalkboard

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 26

  To illustrate facts and processes, often with the help of drawings and
sketches, maps and others
 To present important facts and principles such as new word, terms,
rules, definitions and classifications
 To provide a good medium for students’ demonstration
 To display a wide variety of materials ranging from the motivational,
developmental to evaluate activities
 To enhance maximum pupil participation
 To provide for individual differences

 Characteristics of good Chalkboard

 It should be within reach of the pupils.

 It should be easily erase and clean.
 It should not be glaring.
 It should not be abrasive.

 Advantages of Chalkboard

 Mistakes can be erased right away.

 Teacher’s demonstration can be paced to suit the level of the pupils
 Maximum pupil participation is insured as pupils go to the board.
 Can be used for demonstration purpose.
 Principles of correct spelling and various processes can be illustrated.
 It is always available as it is a permanent classroom fixture.

THE BULLETIN BOARD DISPLAY

This is the medium foe displaying materials, which must be

cooperatively planned and put up by the teacher and her pupils or students.

 Purpose of Using Bulletin Board

 To approach a unit. They are used as a springboard to new unit.

 To develop a unit. This type of display provides the pupil or students
some materials for research purposes.
 To summarize a unit. This type of display showcases the projects or
requirements of the whole class.

THE MULTI-PURPOSE BOARD

It serves many purposes: like to announce important events or

occasions; to inform the public about programs and offering; to congratulate
winners and high performances and the like.

 Characteristics of a Good Bulletin Board or Multi-purpose

 It should be with finished edge.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 27
  It must be fixed on the wall to prevent accidents
 It must be colorful and attractive.
 Avoid overcrowded display
 Be guided by the principle of balance, unity, harmony, portion and
contrast

EXHIBITS

Exhibits are displays of various objects and visuals designs to form an

integrated whole for instructional purpose (Heinich, 1993). Exhibits can be
used for instructional purposes in the same ways that the individual
components of the exhibit are used.

 Two types of Exhibits

 Displays. A display is an array of object, visuals, and printed materials.

Most displays include descriptive information about the objects or visual
shown.

 Dioramas. Dioramas are static displays creating a realistic scene. They

consist of three dimensional foreground, usually models of people,
animals, equipment, vehicles or buildings and a flat background, usually
a photograph, drawing or painting. Hence, these are also called “exhibits
in a box”.

Assessment

Answer the following comprehensively.

1. We always hear the word “blackboard” when all we see is green
chalkboard in the classroom. Can you find out why?
2. Which color is more user-friendly-the blackboard or the green board?
3. These chalkboards are slowly being replaced by a magnetic white
board. Can you tell why?
4. Give advantages of the use of each display materials and explain how
each display materials can be used in teaching.

ACTIVITY
Based on the K-12 Curriculum Guide choose a grade level and a
lesson on each learning areas. Surf the internet to find samples of bulletin
display in each lesson or create your own bulletin board display and take a
photo of it. then create a collage from this collected or pictures of bulletin
board display writing the lessons as caption under each picture.

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 28

 REFERENCES

 Candelaria D. Garo. Teaching Educational Technology

 Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City:

Lorimar Publishing, Inc.

 Corpuz, B., & Salandanan, G. (2011). Principles of Teaching 1. Quezon City:

Lorimar Publishing, Inc.
 Paz I. Lucido and Milagros L. Borabo. Educational Technology

 hcdc-eductech.blogspot.com, Glenn Dino

 http://hcdc-eductech.blogspot.com/2011/09/pictorial-media.html

 http://hcdceductech.blogspot.com/search/label/The%20History%20of
%20Technology%20in%20Education
 http://hcdceductech.blogspot.com/search/label/What%20is
%20Educational%20technology%3F
 https://hcdc-eductech.blogspot.com/2011/07/guidelines-in-selection-

of.html

 https://www.youtube.com/watch?v=kMi13DoDBAM

TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 29