Subject Professional Education

Topic Educational Technology

Subtopic EdTech key terms, Dimensions of EdTech, Design models, Types of

Instructional Materials, Educational Psychology in EdTech, Cone of Experience,

Levels of Technology Integration

Objective After reading this, you will be able to identify and discuss advantages and

disadvantages of EdTech, prepare efficient and effective instructional

materials, and provide idea in creating IMs that will cater the students

differences.

Discussion

I. EDUCATIONAL TECHNOLOGY AND KEY TERMS AND DEFINITIONS

Technology – application of knowledge in a particular area

Educational Technology – use of both physical hardware and educational theoretic

Technology in Education

1. Students demand it.

2. New teachers are demanding it.

3. Kids are the digital native.

4. Kids can learn at their own pace.

5. With technology, there are no limitations.

6. Technology has the ability to enhance relationships between teachers and students.

7. Testing has gone online

8. Multitude of resources

9. Technology keeps kids engaged.

10. Technology is necessary to succeed outside of primary and secondary education

Instructional Technology – promotes and aids the design and delivery of instruction

Audiovisual

3 Forms

Media

Aids

Technology

3 Properties

Fixative

Manipulative

Distributive

II. DIMENSIONS OF EDUCATIONAL TECHNOLOGY

1. Design (Planning Stage) – create strategies and products

a. Macro Level – Programs and Curriculum

b. Micro Level – Lessons and Modules

2. Development (Production Stage) – translating design into physical form

- Hardware, software, auditory and visual materials

3. Utilization (Action Stage) – matching and preparing learners with specific materials

and interacting activities

4. Management (Linchpin/Connector) – administering and coordinating students with

the given IMs

5. Evaluation (Assessment Stage) – process of determining the merit, worth, or value

of instructional materials

III. INSTRUCTIONAL DESIGN MODELS

A. ADDIE Model

- Dynamic

- Flexible guideline

1. Analysis – instructional problem is identified

a. Who is the audience?

b. Identify new behavioral outcome.

c. What are delivery options?

2. Design – deals with learning objectives (systematic and specific)

3. Development – create and assemble the content from Design phase

4. Implementation – procedure for training the facilitators and learners are developed

5. Evaluation – consist of two parts; Formative and Summative

B. ASSURE Model

1. Analyze Learners

2. State Standard and Objectives

3. Select Strategies, Technology, Media and Materials

4. Utilize Technology, Media and Materials

5. Require Learners Participation

6. Evaluate and Revise

IV. TYPES OF INSTRUCTIONAL MATERIALS

a. Non-projected Displays

b. Printed and Duplicated Materials

c. Projected Displays
d. Audio Materials

e. Audio-video presentations

f. Film and Video Materials

g. Computer-Mediated Materials

● Mockups – replica of a machine or structure, used for instructional or experimental

purposes. It is also detachable.

● Realia – objects and material from everyday life, especially when used as teaching

aids.

● Models – a three-dimensional representation of a person or thing or of a proposed

structure, typically on a smaller scale than the original.

● Specimens – an individual animal, plant, piece of a mineral, etc., used as an example

of its species or type for scientific study or display

V. EDUCATIONAL PSYCHOLOGY

a. Behaviorism-developed at the turn of the 20th century as an approach to learning

that revolves around the science of behavior.

Key Concepts:

● Stimulus-Response analysis

● "Conditioning" wherein repetition of a specific behavior leads to the response

● Learning is viewed as a series of expected responses following conditioning

● Instruction revolves around a cyclical pattern of teacher-modeling, student-

repitition, and teacher-reinforcement

Learning Management Systems

1. Brainpop

● hosts videos

● short quiz

● students can assess their own understanding of the video and

content material.

● results are shown immediately upon completion

● provide explanations

● Students put more effort after reinforcement of higher scores (and

thus, positive results)

2. ClassDojo

● reward AND take away points dependent on in-class behavior.

● Sounds and images reflect the addition or taking away of points, so

good behavior is easily reinforced and bad behavior is also easily

discouraged.

b. Cognitivism- focuses on the mind, and more specifically, mental proceses such as

thinking, knowing, memory, and problem-solving, with the goal of opening the

“black box” of the human mind, the process of which is deemed valuable and

necessary for learning to occur.

Key Concepts:

● Mind as a "Black Box"

● Learning is explained as a "recall"

of stored information

● Instruction usually grabs the attention of learners and helps make sense of the

information so it can be stored more readily stored (learned) later for recall.

Learning Management System

1. Quizlet

● creates a means of listing vocabulary, pictures, and even mathematical

procedures

● taking that list and producing several ways of practicing the previously

known schema

c. Constructivism-focuses on the active role of the learner in the process of learning.

Key Concepts

● Learning is an active and "constructive process." Learning in the classroom is evident

when students are building knowledge by doing hands-on learning

● Instruction in Constructivist theory looks like guided problem solving.

● New information is link to prior knowledge; self-relevant education; making

connections to their own experiences

VI. CONE OF EXPERIENCE

VII. LEVELS OF TECHNOLOGY INTEGRATION

References https://edtechtheory.weebly.com/
A. PRINCIPLES IN THE SELECTION AND UTILIZATION OF EDUCATIONAL

TECHNOLOGY

1. Meaningfulness  Contains purposive activities, which contributes to the

growth and development of learners.

2. Purpose  Focuses on helping learners to motivate them in the

learning process.

3. Appropriateness  Suits or fits to the level intended in terms of:

(1) vocabulary

(2) difficulty of concepts

(3) methods of development

(4) interest.

4. Breadth  Encompasses all round development of varying group

learners.

5. Usefulness/Utility  Helpful or valuable to a particular teacher as he/she works

for a particular group of learners

6. Communication

Effectiveness

 Relays information clearly and effectively.

7. Authenticity  Presents accurate up-to-date dependable information.

8. Responsiveness  Quick to response to the needs and demands of the society.

9. Interest  Catches the attention/awareness of the users, stimulates

curiosity or satisfies the need to know and encourages

creativity and imaginative response among users.

10. Presentation  Must be presented at the right time and at the right way.
11. Portability  Must be handy for the teachers and students to handle it

well.

12. Correctness  Correct facts or information must be in the materials for a

better learning process.

13. Simplicity  Must be simple (easiness) but inspiring for the learners and

showing creativity.

B. CRITERIA FOR SELECTING INSTRUCTIONAL MATERIALS

1. Relevance – the materials must help carry out the objectives of the lesson. They must suit

the purpose of the lesson and motivate the students into positive reactions.

2. Appropriateness – the materials should be suited to the students’ age level, background

knowledge, skills developed and level of maturity.

3. Quality – the media should be well-designed and of high technical quality. They must be

the latest edition, durable and pleasant to look at.

4. Objectivity – selection must be free from bias and advertising propaganda. Consult

experts who know the equipment and how they can be operated efficiently.

5. Availability – check in advance to see that the equipment and materials are available

when you need them.

C. MEANINGFUL LEARNING ENVIRONMENT

Active- Students are actively engaged in using technology as a toll rather than passively

receiving information from the technology.

Collaborative – Students use technology tools to collaborate with others than working

individually at all times.

Constructive – Students use technology tools to connect new information to their prior

knowledge rather than to passively receive information.

Authentic – Students use technology tools to link learning activities to the world beyond

the instructional setting rather than working on decontextualized assignments.

Goal-Directed – Students use technology tools to set goals, plan activities, monitor

progress, and evaluate results rather than simply completing assignments without

reflection.

I. COGNITIVE REPRESENTATIONS OF THE WORLD

Jerome Bruner
1. Enactive  using some known aspects of reality without using words or imagination

 making motor responses

 knowing how to do something

 series of actions

 learner here serves as a participant in the actual experience.

2. Iconic  Imagery

 images that stand for the concept

 depends on visual or other sensory association

 learner here serves as an observer of a mediated event.

3. Symbolic  based upon an abstract thought

 major tool in reflective thinking

 learner here uses his/her mind to reflect such abstract representations.

II. SAMR MODEL

 The SAMR enables us to think about how learning can be extended through the use of

technology. The four stages of the SAMR model:

1. SUBSTITUTION – Technology acts as a direct tool substitute, with no functional

change. For example, students may type up notes on a word processor instead of

writing by hand in an exercise book.

2. AUGMENTATION – Technology still acts as a direct tool substitute, but with functional

improvements. Taking the example of typing on a word processor, augmentation

means that the learning process can become more efficient and engaging. Images can

be added, text can be hyperlinked and changes to the text itself can be made quickly.

These first two stages of the SAMR model represent enhancements of existing ways

of working. Digital technology is not necessary in order to carry out the learning

task. The technology simply provides a digital medium for learning to take place,

which may enhance learning.

3. MODIFICATION - By this stage technology not only enhances the learning activity, it

also significantly transforms it. An example might be students setting up a blog in

which they open up their work to a worldwide audience. The blog means that

students are much more accountable for the work they present, so will tend to spend

more time refining their written work. In this way, both student learning and literacy

improve.
4. REDIFINITION - This level requires the teacher to think about learning activities that

were previously inconceivable without the use of technology. This could be for

instance, a Google Hangout session that takes place between students from different

countries in order for students to swap information about their home countries in real-

time. Likewise, the use of Google Docs for students in different parts of the world to

collaborate on a shared assignment facilitates learning opportunities that would be

impossible without such technology.

The modification and redefinition levels represent transformational stages in terms

of student learning, as the technology is actively helping to transform the way in

which learning can occur.

TECHNOLOGY INTEGRATION MATRIX

The Technology Integration Matrix (TIM) provides a framework for describing and targeting

the use of technology to enhance learning. The TIM incorporates five interdependent

characteristics of meaningful learning environments: active, collaborative, constructive,

authentic, and goal-directed. These characteristics are associated with five levels of

technology integration: entry, adoption, adaptation, infusion, and transformation. Together,

the five characteristics of meaningful learning environments and five levels of technology

integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally

well to online and face-to-face instruction, Developed by the Florida Center for Instructional

Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

ENTRY

At the Entry level, typically the teacher uses technology to deliver curriculum content to

students. Entry level activities may include listening to or watching content delivered through

technology or working on activities designed to build fluency with basic facts or skills, such as

drill-and-practice exercises. In a lesson that includes technology use at the Entry level, the

students may not have direct access to the technology. Decisions about how and when to use

technology tools as well as which tools to use are made by the teacher. Descriptors for typical

student activity, teacher activity, and instructional settings for the Entry level are provided

below.

ACTIVE LEARNING at the Entry Level

Information Passively Received

Students. Students receive information from the teacher or from other sources. Students may

be watching an instructional video on a website or using a computer program for “drill and

practice” activities.

Teacher. The teacher may be the only one actively using technology. This may include using
presentation software to support delivery of a lecture. The teacher may also have the

students complete “drill and practice” activities on computers to practice basic skills, such as

typing. Setting. The setting is arranged for direct instruction and individual work. Any student

access to technology resources is limited and highly regulated

COLLABORATIVE LEARNING at the Entry Level

Individual student use of technology tools.

Students. Students primarily work alone when using technology. Students may collaborate

without using technology tools.

Teacher. The teacher directs students to work alone on tasks involving technology. Setting.

The setting is arranged for direct instruction and individual work.

CONSTRUCTIVE LEARNING at the Entry Level

Information delivered to students

Students. Students receive information from the teacher via technology.

Teacher. The teacher uses technology to deliver information to students. Setting. The setting

allows the teacher to present content to all students.

AUTHENTIC LEARNING at the Entry Level

Technology use unrelated to the world outside of the instructional setting

Students. Students use technology to complete assigned activities that are generally

unrelated to the world beyond the instructional setting.

Teacher. The teacher assigns work based on a predetermined curriculum unrelated to the

students or issues beyond the instructional setting. Setting. Available resources, chosen by the

teacher, are predominately textbook or textbook-like sources, whether digital or print. They

are generally used without making connections to a real-world context or to the students’

personal lives.

GOAL-DIRECTED LEARNING at the Entry Level

Directions given; step-by-step task monitoring

Students. Students may receive directions, guidance, and/or feedback via technology.

Teacher. The teacher gives students directions and monitors step-by-step completion of tasks.

The teacher sets goals for students and monitors their progress. Setting. The setting may

include technology tools that allow students to demonstrate skill development and allow

tracking of student progress across levels

ADOPTION

At the Adoption level, technology tools are used in conventional ways. The teacher makes

decisions about which technology tool to use and when and how to use it. Students exposure

to individual technology tools may be limited to single types of tasks that involve a procedural

understanding. Descriptors for typical student activity, teacher activity, and instructional

settings for the Adoption level are provided below.

ACTIVE LEARNING at the Adoption Level

Conventional, procedural use of technology

Students. Students use technology in conventional ways and are closely directed by the

teacher.

Teacher. The teacher controls the type of technology and how it is used. The teacher may be

pacing the students through a project, making sure that they each complete every step in the

same sequence with the same tool. Although the students are more active than students at

the Entry level in their use of technology, the teacher still strongly regulates activities. Setting.

The setting is arranged for direct instruction and individual work. The students have limited

and regulated access to the technology resources.

COLLABORATIVE LEARNING at the Adoption Level

Collaborative use of tools in conventional ways

Students. Students have opportunities to use collaborative tools, such as email, in

conventional ways. These opportunities for collaboration with others through technology or

in using technology are limited, and are not a regular part of their learning.

Teacher. The teacher directs students in the conventional use of technology tools for working

with others. Setting. The setting allows for the possibility of group work, and at least some

collaborative technology tools are available.

CONSTRUCTIVE LEARNING at the Adoption Level

Guided, conventional use for building knowledge

Students. Students begin to utilize technology tools to build on prior knowledge and construct

meaning.

Teacher. The teacher provides some opportunities for students to use technology in

conventional ways to build knowledge and experience. The students construct meaning about

the relationships between prior knowledge and new learning, but the teacher makes the

choices regarding technology use. Setting. Basic technology tools that allow for building

knowledge are available on a limited basis to students for conventional uses.

AUTHENTIC LEARNING at the Adoption Level

Guided use in activities with some meaningful context

Students. Students have opportunities to apply technology tools to some content-specific

activities that are related to the students or issues beyond the instructional setting.

Teacher. The teacher directs students in the conventional use of technology tools for learning

activities that are sometimes related to the students or to issues beyond the instructional

setting. Setting. Available resources, chosen by the teacher, may be predominately textbook

or textbook-like sources, whether digital or print, and students may have guided access to

primary source materials and selected information, data, and source materials beyond the

instructional setting.
GOAL-DIRECTED LEARNING at the Adoption Level

Conventional and procedural use of tools to plan or monitor

Students. Students follow procedural instructions to use technology in conventional ways to

set goals, plan, monitor, evaluate, or reflect upon an activity.

Teacher. The teacher directs students step by step in the conventional use of technology

tools to set goals, plan, monitor, evaluate an activity, or reflect upon learning activities.

Setting. The setting includes access to some teacher-selected technology tools that allow

students to set goals, plan, monitor, evaluate, or reflect upon their work.

ADAPTATION

At the Adaptation level, the teacher incorporates technology tools as an integral part of the

lesson. While the teacher makes most decisions about technology use, the teacher guides the

students in the independent use of technology tools. Students have a greater familiarity with

the use of technology tools and have a more conceptual understanding of the tools than

students at the Adoption level. They are able to work without direct procedural instruction

from the teacher and begin to explore different ways of using the technology tools.

Descriptors for typical student activity, teacher activity, and instructional settings for the

Adaptation level are provided below.

ACTIVE LEARNING at the Adaptation Level

Conventional independent use of tools; some student choice and exploration

Students. Students work independently with technology tools in conventional ways. Students

are developing a conceptual understanding of technology tools and begin to engage with

these tools.

Teacher. The teacher allows for some student choice and exploration of technology tools.

Because the students are developing a conceptual and procedural knowledge of the

technology tools, the teacher does not need to guide students step-by-step through activities.

Instead, the teacher acts as a facilitator toward learning, allowing for greater student

engagement with technology tools. Setting. Technology tools are available on a regular basis.

COLLABORATIVE LEARNING at the Adaptation Level

Collaborative use of tools; some student choice and exploration

Students. Students independently use technology tools in conventional ways for

collaboration. Students are developing a conceptual understanding of the use of technology

tools for working with others.

Teacher. The teacher provides opportunities for students to use technology to work with

others. The teacher selects and provides technology tools for students to use in collaborative

ways, and encourages students to begin exploring the use of these tools. Setting. The setting

allows multiple students to access technology tools simultaneously

CONSTRUCTIVE LEARNING at the Adaptation Level

Independent use for building knowledge; some student choice and exploration

Students. Students begin to use technology tools independently to facilitate construction of

meaning. With their growing conceptual understanding of the technology tools, students can

explore the use of these tools as they are building knowledge.

Teacher. The teacher creates instruction in which students’ use of technology tools is integral

to building an understanding of a concept. The teacher gives the students access to

technology tools and guides them in exploring and choosing appropriate resources. Setting.

Technology tools that facilitate the construction of meaning are available to students for

conventional uses

AUTHENTIC LEARNING at the Adaptation Level

Independent use in activities connected to students’ lives; some student choice and

exploration

Students. Students begin to use technology tools on their own in activities that have meaning

beyond the instructional setting.

Teacher. The teacher creates instruction that purposefully integrates technology tools and

provides access to information on community and world issues. The teacher directs the choice

of technology tools but students use the tools on their own, and may begin to explore other

capabilities of the tools. Setting. The setting allows for guided student access to a limited

range of information, data, and source materials beyond the instructional setting.

GOAL-DIRECTED LEARNING at the Adaptation Level

Purposeful use of tools to plan and monitor; some student choice and exploration

Students. Students independently use technology to set goals, plan, monitor, evaluate, and

reflect upon specific activities. Students explore the use of the technology tools for these

purposes.

Teacher. The teacher selects the technology tools and clearly integrates them into the lesson.

The teacher facilitates students’ independent use of the technology tools to set goals, plan,

monitor progress, evaluate outcomes, and reflect upon learning activities. The teacher may

provide guidance in breaking down tasks. Setting. The setting includes access to a variety of

technology tools, allowing students some choice in how they set goals, plan, monitor,

evaluate, and reflect upon their work

INFUSION

At the Infusion level, a range of different technology tools are integrated flexibly and

seamlessly into teaching and learning. Technology tools are available to meet the needs of all

students. Students are able to make informed decisions about when and how to use different

tools. The instructional focus is on student learning and not on the technology tools
themselves. For this reason, Infusion level work typically occurs after teachers and students

have experience with a particular technology tool. The teacher guides students to make

decisions about when and how to use technology. Descriptors for typical student activity,

teacher activity, and instructional settings for the Infusion level are provided below.

ACTIVE LEARNING at the Infusion Level

Choice of tools and regular, self-directed use

Students. Students understand how to use many types of technology tools, are able to select

tools for specific purposes, and use them regularly.

Teacher. The teacher guides, informs, and contextualizes student choices of technology tools

and is flexible and open to student ideas. Lessons are structured so that student use of

technology is self-directed. Setting. Multiple technology tools are available to meet the needs

of all students.

COLLABORATIVE LEARNING at the Infusion Level

Choice of tools and regular use for collaboration

Students. Technology use for collaboration by students is regular and normal in this setting.

Students choose the best tools to use to accomplish their work.

Teacher. The teacher fosters a collaborative learning environment and supports students’

meaningful choices in their selection of technology tools for collaboration. Setting. Technology

tools that allow for collaboration are always available to meet the needs of all students

CONSTRUCTIVE LEARNING at the Infusion Level

Choice and regular use for building knowledge

Students. Students consistently have opportunities to select technology tools and use them in

the way that best facilitates their construction of understanding.

Teacher. The teacher consistently allows students to select technology tools to use in building

an understanding of a concept. The teacher provides a context in which technology tools are

seamlessly integrated into a lesson, and is supportive of student autonomy in choosing the

tools and when they can best be used to accomplish the desired outcomes. Setting. The

setting includes a variety of technology tools and access to rich online resources to meet the

needs of all students.

AUTHENTIC LEARNING at the Infusion Level

Choice of tools and regular use in meaningful activities

Students. Students select appropriate technology tools to complete activities that have a

meaningful context beyond the instructional setting. Students regularly use technology tools,

and are comfortable in choosing and using the tools in the most meaningful way for each

activity.

Teacher. The teacher encourages students to use technology tools to make connections to the

world outside of the instructional setting, and to their lives and interests. The teacher
provides a learning context in which students regularly use technology tools and have the

freedom to choose the tools that, for each student, best match the task. Setting. The setting

provides a variety of technology tools and ongoing, independent access to a broad range of

information, data, and source materials beyond the instructional setting. This access facilitates

student pursuit of individual interests and emerging topics.

GOAL-DIRECTED LEARNING at the Infusion Level

Flexible and seamless use of technology tools to plan and monitor

Students. Students regularly use technology independently to set goals, plan activities,

monitor progress, evaluate results, and reflect upon learning activities. The students may

choose from a variety of technologies when working on self-directed goals.

Teacher. The teacher creates a learning context in which students regularly use technology

tools to set goals, plan, monitor, evaluate outcomes, and reflect upon learning activities. The

teacher facilitates students’ choice and independent use of technology tools to accomplish

these tasks. Setting. The setting includes a rich variety of technology tools to allow students

many choices in how they set goals, plan, monitor, evaluate, and reflect upon their work.

TRANSFORMATION

At the Transformation level, students use technology tools flexibly to achieve specific learning

outcomes. The students have a conceptual understanding of the tools coupled with extensive

practical knowledge about their use. Students apply that understanding and knowledge, and

students may extend the use of technology tools. They are encouraged to use technology

tools in unconventional ways and are self-directed in combining the use of various tools. The

teacher serves as a guide, mentor, and model in the use of technology. At this level,

technology tools are often used to facilitate higher-order learning activities that may not be

possible, or would be difficult to accomplish without the use of technology. Extended

descriptors are provided below.

ACTIVE LEARNING at the Transformation Level

Extensive and unconventional use of tools

Students. Students have options on how and why to use different technology tools for higher-

order thinking tasks. They often use tools in unconventional ways and the technology itself

becomes an invisible part of the learning.

Teacher. The teacher serves as a guide, mentor, and model in the use of technology. The

teacher encourages and supports the active engagement of students with technology

resources. The teacher facilitates lessons in which students are engaged in higher order

learning activities that may not have been possible without the use of technology tools. The

teacher helps students locate appropriate resources to support student choices. Setting. The
arrangement of the setting is flexible and varied, allowing different kinds of self-directed

learning activities supported by various technologies, including robust access to online

resources for all students simultaneously.

COLLABORATIVE LEARNING at the Transformation Level

Collaboration with peers, outside experts, and others in ways that may not be possible

without technology

Students. Students regularly use technology tools to collaborate with peers, experts, and

others who may be in different locations and may represent different experiences, cultures,

and points of view.

Teacher. The teacher seeks partnerships outside of the setting to allow students to access

experts and peers in other locations, and encourages students to extend the use of

collaborative technology tools in higher order learning activities that may not have been

possible without the use of technology tools. Setting. Technology tools in this setting connect

to text, voice, and video chat applications and network access has sufficient bandwidth to

support the use of these technologies for all students simultaneously.

CONSTRUCTIVE LEARNING at the Transformation Level

Extensive and unconventional use of technology tools to build knowledge

Students. Students use technology to construct and share knowledge in ways that may not be

possible without technology. Their deep understanding of the technology tools allows them to

extend the use of the tools in creative ways to construct meaning.

Teacher. The teacher facilitates higher order learning opportunities in which students

regularly engage in activities that may have been impossible to achieve without the use of

technology tools. The teacher encourages students to explore the use of technology tools in

unconventional ways and to use the full capacity of multiple tools in order to build knowledge.

Setting. The setting includes robust access to a wide variety of technology tools, robust access

to online resources and communities, and the ability to publish new content online.

AUTHENTIC LEARNING at the Transformation Level

Innovative use for higher-order learning activities connected to the world beyond the

instructional setting

Students. Students explore and extend the use of technology tools to participate in higher-

order learning activities that have meaning in the world beyond the instructional setting.

Students regularly engage in activities that may not be possible without the use of technology.

Teacher. The teacher encourages innovative use of technology tools in higher-order learning

activities that support connections to the lives of the students and the world beyond the

instructional setting. Setting. The setting includes technology tools and online resources that
allow for student engagement with the local or global communities. A variety of technology

tools are available with robust access for all students simultaneously to information outside of

the school and primary source materials.

GOAL-DIRECTED LEARNING at the Transformation Level

Extensive and higher-order use to tools to plan and monitor

Students. Students engage in ongoing metacognitive activities, and work on self-directed

goals, at a level only possible with the support of technology. Students are empowered to

extend the use of technology tools and have greater ownership and responsibility for learning.

Teacher. The teacher creates a rich learning environment in which students regularly engage in higher

order planning activities that may have been impossible to achieve without technology. The teacher

sets a context in which students are encouraged to use technology tools in unconventional ways that

best enable them to monitor their own learning. Setting. The setting includes robust access to a rich

variety of technology tools and online resources to allow students many choices in

how they independently set goals, plan, monitor, evaluate, and reflect upon their work.

Factors Affecting the Selection of Educational Technology

1. Learner factor – it refers to the individual differences and readiness of the learners. The preferences

of others learners are by observing (visual learners) or by listening (aural learners). Every learner is

unique because of his experiences, social and Cultural differences.

2. Attention Span Factor – it refers to how long the learners will be motivated and how their age

affects their interest.

3. Number of Learner/s– Select technological tools that are suited to the big number of learners to

equally disseminate the lesson.

4. Physical Disabilities of Learners - In our classroom, other learners suffered in poor vision, hearing,

dyslexia and color blindness, etc. It may cause problem in learning without proper selecting

technological tools in teaching.

2. Teacher factor - the teacher should be equipped for the instructions about the proper selection of

technology tools for his/her lesson. Lack of teaching experience in ICT, and lack of on-site support in

using technology affect the teaching and learning process.

3. Instructional method – In the pedagogical method, the learners are free to choose their own ways

of learning in different style or technological tools that they will used. Examples are cooperative

learning, brainstorming, direct teaching, lecture, role playing, games, and using of ICT (Computer,

Internet, CD, DVD, and FILM).

INFORMATION AND COMMUNICATION AND TECHNOLOGY

Application – A computer program that does specific tasks such as word processing or

spreadsheets.

Byte – Data is stored on a computer in Bytes. A byte is one character, which may be a number
1,000 bytes = 1 kilobyte (K or KB)

1,000 KB = 1 megabyte (MB)

1,000 MB = 1 gigabyte (GB)

1,000 GB = 1 Terabyte (TB)

CD-ROM – A removable disk that stores data. A CD-ROM can only be read. You cannot record

(save) data onto one. You may however record (save) onto a CD-Rewritable disk. This is most

often called a CD. A CD looks like a music CD, but contains data instead of music.

Computer – A collection of electronic parts that allow software programs to run that perform

certain tasks. A computer can accept input, change data, store data and display data.

CPU – The CPU (central processing unit), is the brain of the computer. New Windows-based

programs use a Pentium processor primarily.

DVD (Digital Versatile Disc) – Technology that store more information than a CD-ROM and can

be written upon. The disk resembles a CD-ROM but has approximately seven times the

storage capacity.

Flash Drive – This is a small portable hard drive that plugs into a USB port and allows you to

transport files between different computers. Also called a thumb drive

Hard Drive – The place where programs and files are stored in a computer. Also called the

Hard Disc. On PCs this is often the c:// drive.

Hard Disc Space – The amount of permanent storage of data measured in bytes. This storage

exists whether the computer is on or off.

Hardware – The physical components of the computer. They usually include the; monitor,

printer, mouse, keyboard and modem.

Hypertext Link – These links are clicked on as text, images or files that open another web

page.

Keyboard – Similar in part to a typewriter keyboard, this is used to key (type) in commands,

text and data.

Memory (RAM) – The amount of temporary storage that you can use at one time. Memory

stores ends when the computer is shut down. This is the reason that you save work before

turning off the computer. Data is saved from RAM to the computer or onto a storage unit,

such as a CD.

Modem – This is a way to transfer data through a telephone or cable line generally by the

Internet. It may be internal or external. Some modems are used to fax or act as answering

machines.

Monitor – Similar to a television screen, the monitor allows you to see the data on your

computer

Motherboard – The circuit board that functioning parts of the computer connect to is the

motherboard. The CPU, RAM and cache all plug into the motherboard.

Port – Connection on the computer that allows input devices like monitors, disk drives, the
mouse, or keyboards. Common ports are serial for connecting a modem or a mouse, USB for

connecting a scanner, digital camera, Ethernet ports for connecting to a network, and audio

in/out ports for connecting to headphones or a microphone.

Scanner – A peripheral device that can copy documents, pictures or photographs directly into

the computer converting the images into digital files. Images may then be stored or

manipulated (changed).

Software – These are the programs (applications) that allow the computer to operate or do

certain tasks.

Input Devices – accept data and instructions from the user or from another computer system.

Output Devices – display information on a screen, creates printed copies or generate sound;

return processed data back to the user or to another computer system.

Input-Output Devices – a piece of hardware that is used for both providing information to the

computer and receiving information

Word Processing –accepts words typed into a computer and processes them to produce

edited text.

Spreadsheets – are computer programs that let people electronically create and manipulate

spreadsheets (tables of values arranged in rows and columns with predefined to relationships

to each other).

Electronic Games – interactive hardware or software played for entertainment, challenge or

educational purposes

Graphic Packages – are computer programs that enable users to create highly stylized images

for slide presentations and reports.

Communication Program – a software program that enables a computer to connect with

another computer.

Networks – it is a way to connect computers so that they can communicate, exchange

information and share resources in real time. It enables multiple users to access shared data

and programs instantly

Local Area Networks (LANs) – network of computers located relatively near each other and

connected in a way that enables them to communicate with one another (by a cable, an

infrared link, or a small radio transmitter).

Wide Area Networks (WANs) – two or more LANs connected together, generally across a

wide geographical area.

Internet – simply called “the net”, “information superhighway” or “cyberspace”

The World Wide Web (WWW) – simply called the Web or W3, is a system of interlinked

hypertext documents accessed via the Internet; publicly accessible web sites in the world.

Uniform Resource Locator (URL) - is the unique address for a file that is accessible on the

Internet; a global address of documents and other resources on the web. It provides a means
of locating the resource by describing its primary access mechanism (e.g., its network

location).

Uniform Resource Locator (URL) - is the unique address for a file that is accessible on the

Internet; a global address of documents and other resources on the web. It provides a means

of locating the resource by describing its primary access mechanism (e.g., its network

location).

Peopleware - people role play in technology and the development of hardware or software. It

can include various aspects of the process such as human interaction, programming,

productivity, teamwork, and other factors

Role of Computers

1. Informative Tools – are applications which provide vast amounts of information in

various formats. Examples: text, sound graphics or video, multimedia encyclopedia.

2. Communicative Tools

 Synchronous – occurs in real time and can take face to face interactions video calls,

telephone and through chat (DREX and ZOOM)

 Asynchronous - a self-paced learning event. Learners are online at different times and

cannot communicate without time delay.

3. Productivity/Constructive Tools

 Word processing

 Electronic spreadsheets

 Database : organized collection of data, generally stored and accessed electronically

from a computer system.