LESSON 1: DIFFERENT CONCEPTS OF TECHNOLOGY

 Technology as the use of gadgets, tools, or equipment to perform a task

expediently and efficiently.
 In school, students use their cell phones to tell their parents that they will come
home late because they will practice for a play to be shown during the school’s
foundation day. The gadget, which is a cell phone, allows communication to
reach the target faster and smoother.
 A Teacher can ask her students to inform her about their progress in the class
through email, which both the teacher and the students can readily access.
 A student uses a printer to get a copy of his paper to be submitted to the teacher
easily and neatly.
 Another student can send his paper via electronic mail to the teacher to meet the
deadline for submission.
 Technology as the collection of tools, including machinery, modifications,
arrangements and procedures.
 This refers to reliable devices that enable one to make presentation repeatedly.
 Teachers and students show powerpoint presentation using the computer and
LCD to enhance teaching and learning. Furthermore, the powerpoint can also be
shown repeatedly so there is no need to print the presentation.

 Other Gadgets as Technology

 Some people need to use gadgets or tools to perform home chores faster like
washing machine, rice cooker, hair blower, electric fan, floor polisher, electric
food mixers, blenders, and grinders.
 A student uses a hair dryer to facilitate styling a newly shampooed hair before
coming to class
 Classroom in schools are equipped with electric fans to provide well-ventilated
and convenient environment.
 Students use electric food mixers, blenders, and grinders in their Technology and
Livelihood class to produce some delicacies for sale. Production becomes fast
and efficient and the entrepreneurial activity resulting from the product results to
a good realization of fast production, efficient time management, and a gainful
profit yield.
 Student gatherings are made more memorable and happier with the use of music
players, amplifiers, digital cameras, televisions, and microphones.
 The Teacher as a Technology
 After describing some gadgets associated with technology, one very important
technology asset is the teacher.
 The teacher facilitates learning through the use of varied instructional materials
like the books, the blackboard, magazines, newspapers, library materials and
visual aids
 There is a need to change from the traditional roles of technology-as-teacher to
technology-as-partner in the learning process.
 Earlier, it was believed that students cannot learn from technology. On the other
hand, technology can support meaning-making by students.
 This will happen when students learn with technology. To realize this, the
following assumptions about technology are agreed upon.
1. Technology is more than hardware. It is made up of any reliable technique
or method of engaging learning, such as cognitive learning strategies and
critical thinking.
Example: The use of metaphor. If you are an insect, which insect would
you like to be? Probable answers: A firefly. Why? So I can give light to the
others. A butterfly. Why? So I can enjoy the colorful wings.
2. Learning technologies can be any environment or definable set of
activities that engage learners in active, constructive, intentional, and
authentic learning. Technology can be introduced in a form of a game.
3. Technologies are not simply conveyors or communicators of meaning
but they can also serve as resource materials for reflection and other
thinking skills. Example: The students may surf information from the
computer but they should be asked to give their own understanding by
clarifying, illustrating, classifying, summarizing, inferring, comparing or
explaining.
4. Technologies support learning when:
They fulfill a learning need. Example: students can download sample
rubrics to enable them to create their own rubric.
Interactions with technologies are learner-initiated and learner-
controlled. Example: The students develop powerpoint presentation to make
a clear and interesting report within a given time limit. When slides are
presented, the classmates can easily understand the ideas being presented.
5. Interactions with the technologies are conceptually and intellectually
engaging. Example: The Students create diagrams to show relationships
between two variables in presenting frameworks like achievement in Algebra
is significantly related to achievement in Mathematics.
6. Technologies should function as intellectual tool kits that enable
learners to build more meaningful personal interpretations and
representations of the world. These tool kits must support the intellectual
functions that are required by a course of study. Example: computer program
s like word processing, pro vides the user with tool kits like speller, thesaurus,
grammar checker, download of varied information, and many other tools
which help the students in their research, paper presentation, games,
animation, using of colors, fonts, pictures, and desktop publishing.
7. Learners and technologies should be intellectual partners in the
learning process, where cognitive responsibility for performing is
distributed to the part of the partnership that performs it the best.
Technology tools like laptop serves as a study gadget and partners of
students. Example: Many students have laptop, which serve as a
technological partner in their studies. They also make materials using the
different tool kits to facilitate the preparation of schoolwork in the different
subjects of their courses.
 Educational Technology as the selection, development, managing and use of
appropriate technological process and resources.

The teacher and the learner should be able to select technologies which
can help learners attain the intended outcomes of instruction. If there are
principles to be learned, experiments can be used. For instance, in teaching the
principle “acid reacts on metal,” the students can use a metal container and heat
vinegar in it. Later, the students can investigate the discoloration in the metal
container. The application of this principle can be applied in keeping acid food.
For instance, fruit salads with pineapple should never be kept in metal container
because pineapple is acidic. The result will be spoilage of the food. The process
of performing the experiment is a technology.

The development of a storyboard by taking pictures using the digital

camera about a certain event like a field trip to the farm is an application of
technology in developing materials for presenting stories in a class. The pictures
taken can be transferred to a computer as a story is woven according to the
varied events demonstrated by the farmer. This is an example of development of
materials using technology to facilitate learning. Digital camera and computer are
the appropriate technologies used in the development, management and use of
pictures to be presented.

The teacher can give modules to the students to work on their own during
the important meetings held during class time. In this case, a module is a
technology which enables the students to work on their lessons in the absence of
a teacher. Sometimes, modular instructions are downloaded from the computer,
so students can avail of it even if at home, in the library or in any place where
they can hook on line.

 Educational Technology as the choice of appropriate principles in the preparation

and utilization of conventional and non-conventional technology tools as well as
traditional and alternative strategies.
LESSON 2: DOMAINS OF EDUCATIONAL TECHNOLOGY

As application of theory and practice, Educational Technology has five domains

namely, design, development, utilization, management and evaluation of processes and
resources for learning.

Below are the brief descriptions of each of the domains of educational technology

Domains Description
Design Establishing a framework to guide in planning the
educational technology
Developmen Using the design or framework, materials are produced
t and developed
Utilization Implementing and using the learning materials used to
enhance knowledge and skills of learners. It is also known
as the action phase.
Evaluation Monitoring, assessing, and giving judgment on the extent
of usefulness of the learning material in achieving the
expected outcomes
Management It is applied in the implementation of all the different
domains and its effect on the outcomes of learning.

 Domain 1 – Design

The theory and practice of design includes Instructional System Design (ISD),
Instructional Strategies, and Learner’s characteristics
Technology is based on a theory. Theories are results of experts’ studies.
Technology utilizes theories to build or develop tools and gadgets. The most
related theory to technology is constructivism. Here are some reasons why
constructivism facilitates knowledge construction.

1. Constructivism provides representation of reality. Designing programs can

meaningful if the learner experienced the activities which are familiar and real.
The senses are involved in it use and the activities designed are built on the
learner’s past experiences.
2. Constructivism represents the natural complexity of the real world. Designing
the life cycle of a butterfly starting from a worm to a full blown butterfly.
3. Constructivism represents authentic tasks which focus on contextualizing
rather than abstracting. The teacher can design evaluation tools with the use
of samples for very well-made cell phone holder made from beads,
satisfactory made cell-phone holder from beads, and poorly made cell-phone
holder out of beads. Upon finishing the project, the students can rate their
works by comparing it with the evaluation samples. The design of the
evaluation instrument is a technology.
 4. Constructivism provides real world case-based learning environments rather
than pre-determined instructional events. The constructivist uses technology
from past experiences and knowledge to come up with something new and
unique.
5. Constructivism fosters reflective practice. The teacher can request the
students to create scenarios of their learning experiences on the teacher’s
way of motivation.
6. Constructivism promotes context and content. Context and content are the
bases of student’s reflection and understanding about the lesson. The teacher
designs situations where the students recall the context and content of certain
issues or events which the students have experienced watching or hearing.

Practice is repeated action in applying a particular theory. It promotes continuous

implementation or use of a particular gadget, tool or activity. Through continuous
practice, mastery eventually takes place.

Technology starts with design which includes Instructional System Design (ISD),
Instructional strategies, and learner’s characteristics. ISD provides a framework
to guide the program designer.

Another factor in designing instructional strategies is knowledge of the

characteristics of the learner, their interests and needs. Visual aids are also
designed based on the age level of the learners. Teenagers and early
adolescents enjoy adventure, and adult images rather than characters well-loved
by young children.

DOMAIN 2: Development

The theory and practice of development of educational development includes:

1. Print technologies- focuses on the senses; the varied media corresponds to
the senses in the formation of insights and perceptions. Technologies related
to printed materials cater to the sense of sight and the reading skills;
2. Audio technologies- provided to a company presentations that caters to the
sense of hearing;
3. Still visuals and audio-visual technologies- make presentations interesting
and appealing to the senses
4. Information and communication technologies
5. Electronic technologies
6. Integrated technologies.

DOMAIN 3: Utilization

The theory and practice on utilization includes: Media utilization, implementation,

institutionalization and policies and regulation.
Theory is the phase where learning materials are considered, implemented and
used in actual teaching and learning activities. After realizing the merit of the material,
then it is institutionalized and the policies, and the regulations are set about its use,
replication, and documentation.
Information and Communication Technology (ICT) and other materials can be
taken from the computer through surfing, paraphrasing, cutting and pasting. These
materials can be sent or recorded through electronic technologies like the electronic
mail and integrated technologies through social media like facebook, twitter, and others.

DOMAIN 4: Management

The theory and practice on management of educational technology includes:

project management, resources management, management of delivery and diffusion of
innovation.
 Management of the projects starts when the materials are designed
 Management is undertaken during the material development, and utilization up to
monitoring and evaluation of the usefulness and worth of the materials
 Management also includes the use of computer laboratory, checking of electrical
connections, and sharing of the materials among the teachers and staff of the
school.

DOMAIN 5 : Evaluation

The theory and practice of evaluation includes problem analysis, measurement,

formative evaluation, and summative evaluation.

This phase shows the different processes involved in judging the worth of the
material produced. The teacher and the students use a variety if evaluation instruments
depending on the skill or knowledge being evaluated like paper-and-pencil test for
knowledge, an attitude scale for attitude and feelings, and performance test for skills.
The teacher also uses rubrics, checklist, rating scale, and authentic assessments.

A software is available to evaluate the finished learning materials. There are

specifications which may include organization, content, relevance, creativity,
appropriateness, and audience impact. The developer can also device evaluation
instruments that fit well to the materials produced.

Technology Focus

The focus on integration of technology will be on facilitating and enhancing the

teaching-learning episodes undertaken by both the teachers and the students. The
degree of utilization of tools and techniques to improve student learning constitute the
main concern of educational technology manifested by the acquisition of the intended
learning outcomes.

Technological Competence
 Technological competence refers to the ability to use with ease and confidence
the equipment, tools or gadgets mentioned above.