LICENSURE EXAMINATION FOR TEACHERS (LET) 2012

Refresher Course

WHAT TO EXPECT
PROFESSIONAL EDUCATION

Area: Educational Technology

LET Competency:
Choose appropriate principles in the preparation and utilization of the conventional and
non-conventional technology tools as well as traditional and alternative teaching strategies

PART I – CONTENT UPDATE

Basic Concepts

Educational Technology
 As a process, it is the theory and practice of design, development, utilization, management
and evaluation of processes and resources for learning.(Association for Educational
Communications and Technology, 1994)
 As a product, it includes the product of this process such as programmed texts, TV
programs, computer software, audio-visual media, interactive-multimedia, and entire
courses of instruction. (Hackbarth, 1996)
 As a profession, it is composed of various job categories such as media technicians, media
specialists, instructional developers etc. (Hackbarth, 1996)
 As a discipline, it is an academic specialty within the larger discipline of education such as
graduate degree programs, scholarly journals, and books. (Hackbarth, 1996)

Technology Integration
 It is the process of determining where and how technology fits into teaching and learning.
Roblyer (1997) cited in Williams, Michael D. (2000). Integrating Technology into Teaching
and Learning.

Five Domains of Educational Technology (Association for Educational Communications and

Technology, 1994)
To increase the potential for success during the instructional creation or instructional
improvement process, it is important that one is knowledgeable of these five domains. These are:
1. Design - the planning phase of educational technology. Design interprets reality in terms of
learner performance and negotiated expectations of the learner. It describes natural or
existing interrelationships that constitute a content area.
2. Development
 Instructional development is the process of producing learning materials from a detailed
plan (design)
 Instructional development (also known as instructional product development) is the
process of finalizing procedures and testing materials intended to support instructional
episodes.
3. Utilization - the actual use of knowledge and the skills and usually includes the practical
application of information or procedures on a regular basis. The purpose of utilization is to
bring learners into contact with learning resources and instructional system components.
4. Evaluation – a dynamic process which allows people to obtain and judge the worth of data
about how students learn specific content information under varying instructional
conditions.
5. Management –the linchpin which binds all the domains of educational technology together.
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DESIGN, DEVELOPMENT AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES

Instructional Design Models

1. ADDIE Model

The ADDIE model is a systematic instructional design model consisting of five phases:
(1)Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.
The five phases of ADDIE are as follows: 

Analysis
During analysis, the designer identifies the learning problem, the goals and objectives, the
audience’s needs, existing knowledge, and any other relevant characteristics.  Analysis
also considers the learning environment, any constraints, the delivery options, and the
timeline for the project.
Design
A systematic process of specifying learning objectives.  Detailed storyboards and
prototypes are often made, the look and feel, graphic design, user-interface and content
are determined here.
Development
The actual creation (production) of the content and learning materials based on the
Design phase.
Implementation
During implementation, the plan is put into action and a procedure for training the learner
and teacher is developed.  Materials are delivered or distributed to the student group. After
delivery, the effectiveness of the training materials is evaluated.
Evaluation
This phase consists of (1) formative and (2) summative evaluation. Formative evaluation
involves gathering information during the early stages of the design process with the focus
on finding out whether efforts are relating as planned, uncovering any obstacle, barriers or
unexpected opportunities that may have emerged, and identifing mid-project adjustments
and corrections which can help insure the success of the project. Summative evaluation
is the process of collecting data following implementation of the project in order to
determine its effectiveness and satisfy the instructional objectives.

2. The ASSURE Model

The ASSURE model is an Instructional Systems Design (ISD) process that was
modified to be used by teachers in the regular classroom. The ISD process is one which
teachers and trainers can use to design and develop the most appropriate learning
environment. This was constructed by Robert Heinich, Michael Molenda of Indiana University
and James D. Russell of Perdue University.
 Analyze Learners
 State Objectives
 Select Media and Materials
 Utilize Media and Materials
 Require Learner Participation
 Evaluate and Revise
 
Principles in the Selection and Utilization of Educational Technologies

Principle Description
Meaningfulness They should contain purposive activities. They must contribute to the growth
& development of learners
Purpose They must be focused on helping learners to motivate them in the learning
process.
Appropriateness They should be appropriate to the level intended in terms of:
1.) vocabulary level 3. methods of development
2.) difficulty of concepts 4. interest
Breadth They should encompass all round development of varying group of learners.
Usefulness/Utility They must be useful to a particular teacher as s/he works for a particular
group of learners. Audio-visual aid must help the teacher to deliver the
subject matter in a better way as well as helping the learners to learn the
subject matter
Communication They must relay information clearly and effectively.
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Effectiveness

Principle Description
(contd.)
Authenticity They must present accurate up to date dependable information.
Responsiveness They must be responsive to the needs and demands of the society
Interest They should catch the interest of the users, stimulate curiosity or
satisfy the need to know and encourage creativity and imaginative
response among users.
Cost Effectiveness The cost per student of media presentation diminishes as the number
of students using it increases.
Presentation They must be presented at the right time and at the right way
Portability (Handy) They must be handy for the teachers and students to handle it well
Correctness Correct facts or information must be in the materials for a better
learning process
Simplicity They must be simple but inspiring for the learners and should not
confuse them. They must be simple but show creativity.
Assessment The purpose of evaluating the technology is needed for further
revisions and improvements.

Factors Affecting the Selection of Educational Technologies

1. Human Factors
1.1. Learner factors – refers to learner differences that can influence media choice.
a.) Individual differences
Research suggests that learners differ in:
 their preference for learning: by observing (visual learners) or by listening
(aural learners)
 their perception of a given message: a factor of past experience, and often a
cultural difference exists
 their understanding of the conventions used by various media: language &
technical drawings used
b.) Attention span
Factors that affect how long a learner can attend to one type of task
 age and interest
 learners’ motivation
c.) Number of Learners
Select media that are well suited to the group size you have or, if this is difficult, modify
the group or structure to media you have
d.) Physical disabilities of learners (poor vision, hearing, dyslexia, color blindness,
etc).
1 2.) Teacher factors - refers to those factors that affect the success of media
implementation.
2. Instructional Method
The method of instruction dictates or limits our choice of presentation media. Is it self-
regulated learning method or lecture/expository?
3. Practical Constraints
Administrative and economic constraints both limit the choice of methods and
media
1.) Objectives 3. . Time
2.) Availability 4. Resources

Contributions of Educational Technology

 Increases students’ motivation, self-esteem, self-confidence and academic
achievement
 Supplies stimulating environments that encourage student involvement in the learning process
 Promotes higher –level thinking skills
 Offers students diversity, self-paced learning, and opportunities for individual growth and self
expression
 Provides students with unique opportunities to apply skills and talents and to interact with
others in non-threatening environments
 Changes teacher’s and student’s role into positive directions
 Inspires students and teachers by making learning exciting and interesting
 Fosters the development of leadership abilities and teamwork
 Supports new instructional approaches: cooperative learning, inquiry approach,
problem-based learning, project-based learning and multiple intelligences
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 Provides unique opportunities for students to practice, demonstrate and critique communication
skills
 Supplies information through multisensory delivery channels, allowing students with various
learning styles to assimilate and apply knowledge
 Expands classroom “walls” and links students and teachers in national and international
exchanges

General Guidelines in Using Educational Technologies

 Purpose
Ask yourself what you are trying to accomplish and why this instructional aid is important.
 Define Objectives
Clearly defined objectives are essential for planning the lesson and selecting and using
instructional aids.
 Flexibility
The same instructional aids can satisfy many different purposes.
 Diversity
Use a variety of materials, media, and resources to develop and maintain interest of
students.
 Development
Instructional aids must be related to the age, maturity, ability and interest of students.
 Content
You must know the content of the instructional materials to determine how to use them and
how to make the best use of them.
 Guide learners
Focus student’s attention on specific things to attend while viewing, listening or
reading the
materials.
 Evaluation results
Check students’ reactions and consider your own reactions to the instructional aids.

Selection and Utilization/Integrqation of Conventional Educational Technologies

Types Selection Utilization

Advantages Limitations
1. Text/  Readily Available.  Reading level of learners.  Direct student
Print Printed materials are Many Students are reading with
(i.e.. books, readily available in a nonreaders or proof readers objectives and/or
periodicals, range of topics and  Memorization. Some critics questions.
modules, formats. say textbooks promote  Emphasize the use of
etc )
 Flexible. Printed memorization rather than visuals with text-
materials may be used higher level thinking skills. based materials.
in any lighted  Passive. Others contend  Check the teacher’s
environment. They are that text promotes solitary guide for additional
portable. learning rather than materials and
 Economical. Text can cooperative group activities.
be used again and processes.  Supplement text with
again by many students. other media.
2. Still  Realistic format. Visuals  Size. Some visuals are  Use simple materials
Visuals provide a representation simply too small to use with that everyone can
of verbal information. a large group and enlarging see.
2.1. Printed  Readily available and can be expensive.  Provide written or
Visuals inexpensive. Visuals are  Two dimensional. Visuals verbal cues to
(i.e.
readily available in lack the three-dimensionality highlight important
Pictures,
graphics, books, magazines, of the real object or scene. aspects of visuals.
etc.) newspaper, catalogs,  Lack of motion. Visuals are  Use one visual at a
and calendars. static and cannot show time except for
motion. comparison.
 Hold visuals steady.
2. 2.  Multipurpose. Both  Commonplace. Instructors  Check the visibility of
Displayed students and teachers often neglect to give display the board from
Visuals can use display boards boards the attention and several positions
(i.e. for a variety of respect they deserve as around the room.
chalkboard, purposes. instructional devices.  Decide in advance
bulletin
 Not portable. Most display how you plan to use
board, etc.)
boards are not movable. the board.
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Types Selection Utilization

Advantages Limitations
Displayed  Colorful. Display boards   Print using upper-
Visuals provide color and add and lowercase, not
(contd.) interest to classrooms all caps in script.
or hallways.  Face your audience;
 Participation. Students do not talk to the
can benefit from board with your
designing and using back to the class.
display boards
2.3.  Instructor control. The  Instructor dependent. The  Focus the image so
Projected presenter can overhead projector cannot be it fills the screen.
Visuals manipulate projected programmed to display  Turn off lights over
(i.e. materials on the OHP information by itself. The the screen if
Overhead by applying different overhead system does not possible.
projector/ techniques (e.g. lend itself independent study.  Stand facing your
overhead silhouette & overlay), The projection system is class.
trans- pointing to important designed for large-group  Use appropriate
parencies items, covering part of presentation. pacing.
LCD/DLP, the message and  Preparation required. Printed  Direct students’
opaque revealing information materials and other non attention to the
projector progressively. transparent items, such as important parts of
etc.)  Versatility. The magazine illustrations, the OHT.
overhead projector can cannot be projected  Summarize
be used in normal immediately but must first be frequently.
room lighting. made into transparencies.
 Opaque projector
allows instantaneous
projection of 2 or 3-
dimensional objects
3. Real  Less abstract and more  Storage. Large objects can  Familiarize yourself
Objects and concrete. Real objects pose special problems. with the object and
Models and models provide Caring for living materials model.
hands-on learning such as plants and animals  Make sure objects
experiences and can take a lot of time. are large enough to
emphasize real-world  Possible damage. Materials be seen.
applications. are often complex and  Indicate actual size,
 Readily Available. fragile. Parts may be lost or shape, and color of
Materials are readily broken. objects represented
available in the by models.
environment, around  Avoid passing single
school, and in the object around class.
home. It can be distracting
 Attract students’ and students may
attention. Students play with it while you
respond positively to are trying to move
both real objects and on in the lesson.
their models.
4. Audio  Student and teacher  Fixed Sequence. Audiotapes  Cue the audio
Technolo- preparation. Students fix the sequence of a material before you
gies and teachers can presentation, even though it and your students
4.1. Audio record their own tapes is possible to rewind or use it.
cassette easily and advance the tape to a  Make sure that all
tapes/ economically; they desired portion. students involved
recorders/
erase and reuse them  Lack of attention. Students’ can hear and that
players
when materials become attention may wander while other students aren’t
outdated or no longer they are listening to distracted.
useful. audiotapes. They may hear  Use a handout or
 Familiarity. Most the message but not listen to worksheet to
students and teachers or comprehend it. maximize learning
have been using  Pacing. Presenting from audio media.
audiocassette information at the appropriate  Use a follow-up
recorders. pace can be difficult for activity after each
students with a range of skills
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and background experiences. audio lesson.

Types Selection Utilization
Advantages Limitations

Contd.  Verbal Message.  Accidental erasure. Just as

Students who cannot
read can learn from
audio media.
 Stimulating. Audio
media can provide a
stimulating alternative
to reading and listening
to the teacher.
4.2. CD  Locating selections.  Limited recording capability.
Students and teachers
can quickly located
selection of CDs and
can program machines
to play any desired
sequence.
 Resistance to damage.
Stains can be washed
off and ordinary
scratches do not affect
playback.
5. Audio  Motion. Moving image  Fixed pace. Videotape
Visuals/ can effectively
Motion represent procedures in  Scheduling. Teachers
Pictures which motion is
Media essential.
(Television,  Real-life. Video allows
Video & Film) learners to observe  Misinterpretation.
phenomena that might
be dangerous to view
directly.
 Repetition. Video
allows repeated viewing
of a performance for
emulation.
audiotapes can be quickly
and easily erased when no
longer needed, they can be
accidentally erased when
they should be saved.
Students and teachers
cannot produce their own
CDs as cheaply and easily as
they can in cassettes.
 Check lighting,
programs run at a fixed pace. seating and volume
control to be sure
normally must order videos that everyone can
well in advance of their see and hear the
intended use. presentation.
 Get students
Documentaries and mentally prepared
dramatizations often present by briefly reviewing
complex or sophisticated previous related
treatment of an issue. study and evoking
questions about
today’s topic.
 List on the
chalkboard the main
points to be covered
in the presentation.
 Support the
presentation with
meaningful follow-
up activities.
 Get involved in the
program yourself.

Ten Commandments in Creating Learning/Presentation Materials

1. Don’t overcrowd.
2. Be consistent in format, layout and conventions.
3. Use appropriate typefaces and point uses.
4. Use bold and italics for emphasis, but don’t overuse them.
5. Use titles, headings, and subheadings to clarify and guide.
6. Use numbers to direct through sequences.
7. Use graphics and illustrations to reinforce ideas.
8. Use symbols and icons as identifying markers.
9. Use color/audio/music to stimulate but not to overpower, the senses.
10. Produce the materials with technical excellence – good quality, good audio, clear, etc.

Essential Conditions for Technology Integration

For technology to have the desired impact on improved teaching and learning, several
conditions must be in place:
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 Shared vision for technology integration – This requires coordinated school and district
planning with teachers and other personnel at all levels, budgeting yearly amounts for
technology purchases with incremental funding, emphasizing teacher training, matching
technology to curriculum needs, and keeping current and building in flexibility.

 Standards and curriculum support – Technology and content- area standards are designed
to support each other.

 Required policies – Policies are in place to ensure legal/ethical use, safe, Internet use, and
equity.

 Access to hardware, software and other resources – There is adequate funding, purchasing
procedures are organized and effective, and procedures are in place to set up and maintain
technology resources.

 Trained personnel – Staff development that includes hands-on, integration emphasis,

training over time; modeling, mentoring and coaching; and post training-access to
technology resources.

 Technical assistance – Continuing support for diagnostic and maintenance problems for
teachers’ and students’ computers.

 Appropriate teaching and assessment approaches – Teaching strategies that are matched
to needs, and assessment strategies that are matched to the type of learning being
measured.

Some Technology Integration Approaches

Cooperative Learning Approach

This is an approach where students work as a team in learning academic contents and
skills to address important social and human relation goals and objectives. Although schools
certainly can teach cooperative work without technology resources, a growing body of evidence
documents students’ appreciation of cooperative work as both more motivating and easier to
accomplish when it uses technology.

Inquiry Approach
This is a systematic view of finding answers to daily inquiries; suggesting solutions to
problem situations or simply finding expressions for one’s curiosity. This is sometimes referred
as Problem Solving Method with the following steps: Statement of the problem, formulating
hypotheses, gathering of data, checking hypotheses, and formulating conclusions.

Problem-based learning (PBL)

The goal of problem-based learning (PBL) is to develop higher-order thinking skills by
providing students with authentic and complex problems and cases. This approach to learning
provides a more authentic context for learning and engages students in authentic tasks.
Through the process of working together, articulating theories, creating hypothesis, and
critically discussing the ideas of others, students move to deeper levels of understanding of the
problems. The self-directed learning strategies developed in PBL may help foster students’
lifelong learning.

Discovery Learning (Jerome Bruner)

This approach emphasizes that learning is an active process in which learners
construct new ideas and concepts based upon their prior knowledge and experience.

Experiential Learning
According to Johnson & Johnson (1994) experiential learning is based upon three
assumptions:
1. that you learn best when you are personally involved in the learning experiences.
2. that knowledge has to be discovered by yourself if it is to mean anything to you or
make difference in your behavior.
3. that commitment to learning is highest when you are free to set your own learning
goals and actively pursue them within a given framework.

Integrative Approach
This approach emphasizes an inter-disciplinary approach to teaching.
Example: values education is integrated in teaching Math or any subject area.
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Constructivist Approach
This is an approach wherein students continuously revisit previously accumulated
experiences and understanding and reconstruct or recreate new concepts as they interact daily
with the environment. In this approach, the:
 learners are trained to be reflective, inquisitive, discoverers, critical thinkers and
creative.
 teachers serve as the pathfinder of the pupil’s prior knowledge about a concept by
providing creative and inquiry-oriented experiences. They serve as bridges over which
they invite their students to cross, then, having facilitated their crossing joyfully
collapse, encouraging them to create bridges of their own.

Multiple Intelligences Approach

This is an approach that acknowledges the following ideas about how children learn:
1. Children learn in different ways or styles.
2. Children prefer to learn according to their area/s of interest/s.
3. Children have different facets of intelligence.
4. Each facet of individual’s intelligence must be equally valued or recognized.
5. Children’s intelligence can be developed and enhanced through the use of a
wide range of tools in their cultural environment.
6. Children’s activities involve a blend of different facets of intelligence.
7. Children are capable to deal with different types of information represented
by the multiple intelligences such as:
 verbal-linguistic intelligence  interpersonal intelligence
 logical-mathematical  intrapersonal intelligence
intelligence  naturalist-physical world
 visual-spatial intelligence intelligence
 bodily-kinesthetic intelligence  existential intelligence
 musical intelligence

Self-Regulated Learning Approach

This is a learning strategy where a learner is intrinsically motivated to seek and explore
ways of enhancing his or her own learning.

INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICTs)

INTO TEACHING AND LEARNING

A. Integration of Computers to Support Teaching and Learning

Types Selection Utilization

Advantages Limitations
Multimedia  Better learning and  Equipment  Use a display technology
(CD ROM, retention requirement that is appropriate for the
Video discs,  Effectiveness across  Startup costs number of students.
etc), learning domains  Complexity and  Install and test all software
Computer  Realism lack of in advance of the
and Internet standardization presentation.
 Address different learning
styles and differences  Compatibility  Run the software from the
 Interactivity  Limited hard drive so that the
 Motivation intelligence and computer program will
 Individualization skills respond more quickly.
 Consistency  Introduce your
 Learner control presentation. Encourage
 High speed personalized student participation
responses to learner through questioning and
actions having students decide
next steps.
 Exchange of information
and collaboration  Direct students’ online
explorations of meticulous
 Realism through color,
aspects of the curriculum
music and animated
graphics  Use appropriate pacing.

Instructional Roles of Computer

1. Role of Computer as a Teacher

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Computer is used to present instructions directly to students. Such use is usually termed
Computer-Assisted Instruction (CAI). Computer-based instruction (CBI), computer- assisted
learning (CBL). CAI is also termed as instructional software.

Categories of Computer-Assisted Instruction (CAI) and Their Advantages

Categories Use/Purpose Features

Drill and Practice  Memorize and recall
information
 Increase proficiency in
a newly learned skill
or refresh an existing
one.
Tutorial  Assume the primary
instructional role of
teacher or tutor.
Simulation  Represent or model a
real system, situation,
or phenomenon.
Instructional Game  Add an element of fun
in CAI.
Problem Solving  Promote students’
higher-order thinking
skills, such as logic,
reasoning, pattern
recognition, and
strategies.
 Interactivity
 Immediate feedback
 Infinite practice
 Variable level of difficulty
 Motivation
 Embedded question
 Branching
 Dynamic presentation
 Recordkeeping
 Control of multiple variables
 Dynamic presentation
 Time control
 Effects of chance
 Motivation.
 Game structure
 Sensory appeal
 Focus on specific problems types
 Quantity
 Variety

2. Roles of Computer as a Tool

2.1. Informative Tools are applications which provide vast amounts of information in
various formats (e.g., text, sound graphics or video, Multimedia encyclopedias).
2.2. Communicative Tools are systems which enable easy communication between the
teacher and the students or among students beyond physical barrier of the classroom.
(e.g., email, electronic bulletin boards, chat, teleconferencing and electronic
whiteboards.)
Two categories of Communicative Tools
2.2.1. Synchronous (e.g., chat or videoconferencing) enables real time (that is,
simultaneous) communication.
2.2.2. Asynchronous (e.g, email and electronic bulletin boards), on the other hand,
are messaging systems in which the exchange of information between people
is not ‘live’, but is somehow delayed.
2.3. Productivity/Constructive Tools are general-purpose tools that can be used for
manipulating information, constructing one’s own knowledge or visualizing one’s
understanding. Common examples of productivity tools are shown below.

Software Administrative/Professional Teaching and Learning Tasks

Type Tasks
Word  prepare letters, memos,  prepare transparencies, activity sheets,
Processing reports, flyers, rubrics, posters, study guides, class notes
lesson plans, forms,  help students prepare stories, essays,
newsletters group reports
 use in class to dynamically illustrate
writing and outlining skills
Presentation  create presentation for  create class lectures support that
Software workshops, conferences features text, audio and visual
and meetings elements with special effects
 produce transparency masters
 create student worksheets to
accompany class lectures
Software Administrative/Professional Teaching and Learning Tasks
Type Tasks
Electronic  prepare budgets, numeric  provide students with method for
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Spreadsheets tables and summaries, tracking and analyzing data and

grade and attendance creating charts for it
rosters  demonstrate what –if analyses visually
 compute grades
 prepare visuals (charts) of
numeric data
Database  organize and track student  organize and provide easy access to
Management and other professional lists of academic resources
Systems data  provide support for students tracking
 prepare inventories, mailing data
list, reports

2.4. Situating Tools are systems which situate users in an environment where they may
‘experience’ the context and happenings. (e.g., Simulations, Virtual Reality). A flight
simulation program is an example of a situating Tool because it places the user in a
simulated flying environment.

B. Integration of the Internet to Support Teaching and Learning

Internet – consists of thousands of connected computer networks around the world that connect
millions of computers. The Internet is also referred to s the “Net”, the “Information Superhighway,” and
“Cyberspace”.

Common Uses of Internet

There at least three major reasons why Internet ca be effectively used by teachers and
students. These categories of use are communication. Information retrieval or direct instruction and
general sources

Categories of Use Example Classroom Applications

1. Communication Keypals
 Interpersonal
exchanges
Instant messaging (IM)
chat
Global classroom
Electronic appearances
Electronic mentoring
 Information Information exchanges
collection (favorite quotes, student-
written book reviews, school
safety rules, etc.)
Electronic publishing
 Problem Information searches (e.g.
solving puzzle, game, treasure hunt,
projects etc.)
Support asynchronous communication of
individual learners; exchange ideas; and to learn
from each other in two or more locations using
emails
Allow synchronous communication of two users on
the Internet by typing messages back and forth to
one another in real time.
Chat
Allow synchronous communication of two or many
people on the Internet at the same time.
Using this activity structure, two or more
classrooms (located anywhere in the world) can
study a common topic together, sharing what they
are learning about the topic during a previously
specified time period.
Email, newsgroups, and electronic boards can
also “host” special guests (e.g. authors,
musicians, etc.) with whom students can
correspond.
Internet-connected subject matter specialists from
universities, government, business or other
schools can serve as electronic mentors to
students wanting to explore specific topics of
study in an interactive format on an on-going basis
Provide thematically-related information exchange
of students’ and teacher’s collections around the
globe
Collaborate to electronically publish a common
document (e.g. newsletter, electronic journal, etc.)
In this type of online activity, students are provided
with clues and must use reference sources (either
electronic or paper-based) to solve problems

2. Information Scavenger Hunts Popular way for teaching students how to find and
Retrieval/ Direct use information resources available on the
Instruction internet.
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WebQuests Inquiry-oriented activities in which some or all of

Shareware instructional
software
Instructional software sites
(drill and practice sites,
tutorials sites, simulation
sites, storybooks and so on.)
3. General Teacher Sites
Sources Museums and virtual sites
the information used by learners is drawn from the
Web. This approach was developed by Bernie
Dodge and Tom March at San Diego University,
and it has become one of the most popular ways
of using the Web in Education.
Provide educational software, commercial
“demos” which you can take to your school’s
computer laboratory
Find software which are designed to teach some
content or topic and not just to give information.
Locate lesson plans and other teaching ideas.
Increase awareness and access to museum
collections and to see exhibits online without
actually being physically there.

C. Integration of Distance Education to Support Teaching and Learning

Distance Education – refers to an organized instructional program in which teacher and learners are
physically separated.

o Synchronous distance education refers to situations where teacher and students meet at the
same time but in different places, as in live video broadcast or an audio teleconference.

o Asynchronous distance education refers to circumstances where both time and place are
different.

o Hybrid Courses are courses that combine the elements of face-to-face teaching and learning
with elements of distance education.

Distance Education Technologies

Video –Based Distance Education Technologies

Technology Description Examples
One-way video Broadcast video, like radio, is a synchronous o Educational
technology that involves transmission of both programming on the
audio and video information to a mass public television
audience o Instructional courses
offered via local cable
companies
Two-way video In two-way interactive video, also called o Students at two
video conferencing, both sending and different schools
receiving sites are equipped with cameras, working on the same
microphones, and video monitors. science project make
live presentations to
each other about their
research findings.

Computer-Based Distance Education Technologies

Technology Description Examples
Diskettes, CD- Computer diskettes, CD-ROMs, or DVD- o Self-Study courses in
ROMs and DVD- ROMs can be mailed to learners for discipline such as
ROMs correspondence study on home computers. foreign language and
business education.
E-mail E-mail supports asynchronous personal o Electronic
communication between teacher and learners, communication
between teacher and parents, or among between an instructor
individual learners. and students or
instructor and parents
o Class “discussion” via
an email list
Computer Computer conferencing systems, also known o Online class
conferencing as discussion forums or bulletin boards, discussion, forums, or
permit two or more individuals to engage in an debates

Educational Technology 1 & 2

Prof. Marilou M. Ubiña & Prof. John P. Natividad
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asynchronous text-based dialogue. o Sharing student

works, such as
papers or projects, to
permit peer review
and critique.
Chat or Instant Synchronous or real-time interaction in which o Live student
Messaging individuals interact by typing message back interaction with an
and forth to one another. expert
o Collaboration
Chat room interactions resemble group between students
conversations and become popular places for from different schools
electronic socializing. about a mutual
project
Instant messaging is similar to chat but o Online “office hours”
normally involves only one to one when distant student
communication. can contact their
instructor
Web-based Web-based instruction also known as online- o Complete courses on
instruction learning, can present content, provide links to almost any topic
information at other locations, and serve as a o Online supplements
focal point for a distance education to traditional face-to-
experience. face courses.

Familiarization with the Various Types of Delivery System

 Traditional model – instructor with group learners in classroom, training center or lab
 Correspondence
 Large-group lecture
 Telecourse by broadcast or videotape
 Two-way, interactive videoconference
 Computer-based instruction
o Can range from independent study to instructor facilitated
o Can range fro textual drill and practice to fully interactive multimedia
 Internet or intranet web-based instruction
o Can range from independent study to instructor facilitated
o Can range from textual drill and practice to dully interactive multimedia (within
learners’ access bandwidth limitations)
 Self-paced programs that include a variety of combinations of instructor or tutor and print or
mediated modules or learning packs
 Combinations and unique, custom systems

Considerations and Decisions to Select the Best Delivery System

 Consider the goal, learner characteristics, the learning and performance contexts,
objectives, and assessment requirements
 Review the instructional analysis and identify logical grouping of objectives that will be
taught in appropriate sequences
 Plan the learning components that will be used in the instructions
 Choose the most effective student groupings for learning
 Specify effective media and materials that are within the range of cost, convenience, and
practicality for the learning context

EVALUATING INSTRUCTIONAL RESOURCES

        In evaluating instructional resources, several questions you should ask yourself are important,
regardless of the type of resource you are considering:
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed equipment, etc.)?
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REFERENCES

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Prof. Marilou M. Ubiña & Prof. John P. Natividad