EDTECH 1

MIDTERM
TECHNOLOGY FOR TEACHING
AND LEARNING 1

By: Leomar C. Biñas LPT, M.Ed

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OPENING PRAYER

Heavenly Father and Your Beloved Son Jesus Christ,

Thank you for another life to enjoy, another day to
learn, and a new set of things we will experience.
As we go through our lessons today, may You let us be
instruments to do good things.
Help us be obedient, honest, and kind to one another.
Please bless our teachers, our school, and the
students.
In Jesus’ name. Amen.

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ATTENDANCE CHECK

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LESSON 3 MEDIA

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What is Media?

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 MEDIA

• Media are channels of communication between the source

and the receiver.
• Examples include video, television, diagrams, printed
materials, computers, and instructors.
• These are considered instructional media when they carry
messages with an instructional purpose.
• The purpose of media is to facilitate communication.

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 MEDIA

• What are the

advantages or
benefits of media for
learning?

• What are the

disadvantage or
limitations of media for
learning

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The Concrete – Abstract Continuum

• Instructional media
that incorporate
concrete
experiences help
students integrate
prior experience and
thus facilitate
learning of abstract
concepts.

Edgar Dale’s “Cone of Experience” paralleled by Jerome Bruner’s descriptive scheme for labelling instructional
activities.

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THE ROLES OF MEDIA IN LEARNING

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ACTIVITY: GROUP TASK

ACTIVITY: Group and Share

• We will divide the class into 6 groups.
• Collaborate and discuss the Role of media assigned to the
group.
• Each member must contribute an idea about the topic.
• Write the name of the member and their contribution
• Use any word processing app for your answer, type in an A4 size
paper.
• Submit your work to our google classroom in PDF format.

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GROUP TASK

ACTIVITY:
• Group 1: Instructor Directed Instruction
• Group 2: Instructor-Independent Instruction
• Group 3: Media Portfolios
• Group 4: Thematic Instruction
• Group 5: Distance Education
• Group 6: Education for Exceptional Students

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GROUPING

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GROUPING

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THE ROLES OF MEDIA IN
LEARNING

INSTRUCTOR DIRECTED
INSTRUCTION
Media is utilized as supplemental support of
the live instructor in the classroom. Properly
designed instructional media can enhance
and promote learning and support teacher-
based instruction. Wittich & Fowlkes (1946)
earlier presented that when teachers
introduced films, relating them to learning
objectives, the amount of information
students gained from films increased.

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THE ROLES OF MEDIA IN
LEARNING

INSTRUCTOR-INDEPENDENT
INSTRUCTION
Media can be used effectively in
formal education situations where a
teacher is not available or is working
with other students. Media are often
“packaged” for this purpose:
objectives are listed, guidance in
achieving objectives is given, materials
are assembled, and self-evaluation
guidelines are assembled.

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THE ROLES OF MEDIA IN
LEARNING

MEDIA PORTFOLIOS
A portfolio is a collection of
student work that illustrates
growth over a period. It
includes such artifacts as
student-produced illustrated
books, videos, and audio-
visual presentations.

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MEDIA PORTFOLIOS

PORTFOLIOS ALLOW STUDENTS TO DO THE FOLLOWING:

• Gather, organize and share • Reflect on their learning and

information activities
• Analyze relationship • Emphasize their goals, outcomes
and priorities
• Test hypotheses
• Demonstrate their creativity and
• Communicate the results
personality
effectively
• Record a variety of performance

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MEDIA PORTFOLIOS

PORTFOLIOS •Written documents such as poems, stories or

COULD CONTAIN research papers
THE FOLLOWING •Media presentations, such as slide sets or
photo essays
ARTIFACTS:
•Audio recordings of debates, panel
discussions, or oral presentations
•Video recordings of students’ athletic, musical
or dancing skills
•Computer multimedia projects incorporating
print, data, graphics, and moving images

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Electronic Portfolios

It is the production of portfolios utilizing computer with video

and audio digitizing cards, printers, scanners, and digital
cameras. Electronic portfolios are a means of organizing,
designing, and viewing traditional styles of portfolios.

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Electronic Portfolios

ADVANTAGES: DRAWBACKS:
•Expand the size of •Equipment
audience •Access
•More fun and interesting •Security
•Storage space •Time
•Navigation

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THE ROLES OF MEDIA IN
LEARNING

THEMATIC INSTRUCTION
Thematic instruction is the
organization of instruction around
theme or anchors. A good anchor
or theme must capture and hold
students’ attention, provide
problem-solving experiences,
support inter-disciplinary activities,
and include a variety of media and
technology.

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THE ROLES OF MEDIA IN
LEARNING

DISTANCE EDUCATION
Distance education is an educational approach
designed to individuals who are too busy and do
not have time to participate in classroom-based
education and being employed by academic
institutions to reach a more diverse and
geographically dispersed audience who do not
have access to traditional classroom instruction.
Its distinguishing mark is the separation of the
instructional team and student(s) during the
learning process.

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THE ROLES OF MEDIA IN
LEARNING

EDUCATION FOR
EXCEPTIONAL STUDENTS
Media can help and aid to create
highly structured learning situations to
assist learners with disabilities because
they have limitation and incapability to
incorporate messages into their mental
constructs.

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THE ROLES OF MEDIA IN
LEARNING

METHODS
• Methods are the procedures of instruction selected to help
learners achieve the objectives or to internalize the content or
message. Media are carriers of information from sender to
receiver.

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EDUCATION FOR EXCEPTIONAL
STUDENTS

• Media can help and aid to create highly structured learning

situations to assist learners with disabilities because they have
limitation and incapability to incorporate messages into their
mental constructs.

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TEN METHOD CATEGORIES

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THE ROLES OF MEDIA IN
LEARNING

METHODS
• Methods are the procedures of instruction selected to help
learners achieve the objectives or to internalize the content or
message. Media are carriers of information from sender to
receiver.

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TEN METHOD CATEGORIES

• Presentation
• It is a one-way communication
controlled by the source, with no
immediate response from or
interaction with learners

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TEN METHOD CATEGORIES

• Demonstration
• In this method of instruction,
learners view a real or lifelike
example of the skill or
procedure to be learned. The
objective may be for the
learner to imitate a physical
performance or to adopt the
attitudes or values exemplified
by someone who serves as the
role model.

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TEN METHOD CATEGORIES

• Discussion
• Discussion involves the exchange of ideas
and opinions among students or among
students and teacher. Discussion can be
used to prepare learners for a presentation
by arousing their curiosity or by directing
their attention to key points. Post
presentation discussions are essential as a
forum for questions and answers and for
ensuring that students understand what the
instructor intended.

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TEN METHOD CATEGORIES

• Drill-and-Practice
• Learners are led through a
series of practice exercises
designed to increase fluency
in a new skill or refresh and
existing one. Use of the
method assumes that
learners previously have
received some instruction on
the concept, principle or
procedure that is to be
practiced.

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TEN METHOD CATEGORIES

• Tutorial
• A tutor, (person, computer software or special
printed materials) presents the content, poses a
question or problem, requests a learner’s
response, supplies appropriate feedback, and
provides practice until the learner demonstrates a
predetermined level of competence. Tutorial
arrangements include:
• Instructor-to-learner
• Learner-to-learner
• Computer-to-learner
• Print-to-learner

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TEN METHOD CATEGORIES

• Cooperative Learning
• In this method, learners are
trained to develop skills in
working and learning together
because their eventual
workplaces will require
teamwork. Cooperative
learning proponents are critics
of competitive learning where
emphasis is more on test taking
and grading.

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TEN METHOD CATEGORIES

• Gaming
• Gaming provides a playful
environment in which learners
follow prescribed rules as they
try to attain a challenging
goal. Games often require
learners to use problem-
solving skills or to demonstrate
mastery of specific content
demanding a high degree of
accuracy and efficiency.

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TEN METHOD CATEGORIES

• Simulation
• Simulation involves learners
confronting a scaled-down
version of real-life situation. It
allows realistic practice without
the expense or risks otherwise
involved. It involves participant
dialog, manipulation of
materials and equipment, or
interaction with a computer.

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TEN METHOD CATEGORIES

• Discovery
• The discovery method uses an
inductive, or inquiry approach to
learning; it presents problems to be
solved through trial and error. The rules
or procedures that learners discover
may be derived from previous
experience, based on information on
reference books, or stored in a
computer database.

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TEN METHOD CATEGORIES

• Problem Solving
• Problem solving involves placing
students in the active role of being
confronted with a novel problem
situated in the real world. Students
start with limited knowledge, but
through peer collaboration and
consultation they develop, explain
and defend a solution or position on
the problem. It uses reality-based,
problem centered materials that are
often presented by media (e.g.,
written cases, computer-based
situations and videotaped vignettes).

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ANY QUESTION?

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FOR ASYNCHRONOUS
CLASS

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OUTPUT NO. 3: INFOGRAPHIC

ACTIVITY: GROUP TASK

• Divide the class into 10 groups.
• Each group will be given a method in utilizing media for
learning.
• Create an INFOGRAPHIC of the Method assigned to the group.
• Use any editing software available.
• Submit your work in google classroom in JPEG format

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GROUP TASK

ACTIVITY: INFOGRAPHIC

• Group 1: Presentation • Group 6: Cooperative Learning

• Group 2: Demonstration • Group 7: Gaming
• Group 3: Discussion • Group 8: Simulation
• Group 4: Drill-and-Practice • Group 9: Discovery
• Group 5: Tutorial • Group 10: Problem Solving

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GROUPING

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GROUPING

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CLOSING PRAYER

Glory be to the Father , and to the

Son and to the Holy Spirit.
As it was the beginning is now and
ever shall be world without end,
Amen.

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Thank you!

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