Roles of Educational Technology in Learning

Traditional VS Constructivist

Technology in Learning: Traditional Perspective

 Technology as a delivery vehicle for instructional lessons

 Technology serves as the teacher; serves as the source and presenter of knowledge
 Technology like computers is seen as a productivity tool

Roles of Technology in Learning

Technology in Learning: Constructivist Perspective

1. Technology as fools to support knowledge construction.

2. Technology as information vehicles for exploring knowledge to support learning by constructing.
3. Technology as context to support learning by doing.
4. Technology as a social medium to support learning by conversing.
5. Technology as intellectual partner (Jonassen 1996) to support learning by reflecting.

Roles of Technology in Learning (Constructivist Perspective)

• As tools to support knowledge construction

o for representing learners’ ideas, understandings and beliefs for producing organized,
multimedia knowledge bases by learners
• As information vehicles for exploring knowledge to support learning-by constructing:
o for accessing needed information
o for comparing perspectives, beliefs and world views
• As context to support learning-by-doing
o For representing and simulating meaningful real world problems, situations and
context
o for representing beliefs, perspectives, arguments and stories of others,
o for defining a safe, controllable problem space for student thinking.
• As a social medium to support learning by conversing
o for collaboration with others,
o for discussing, arguing and building consensus among members of a community,
o for supporting discourse among knowledge building communities
• As intellectual partner to support learning-by reflecting
o For helping learners to articulate and represent what they know
o For reflecting on what they have learned and how they come to know it
o For supporting learners’ internal negotiations and meaning making
o For constructing personal representations of meaning

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 o For supporting mindful thinking

Systematic Approach to Teaching

Systematic (M O L E)

 Methodical in procedure or plan (systematic approach).

 Organize, relating to or consisting of a system.
 Logical, presented or formulated as a coherent body of ideas or principle (systematic thought).
 Efficient, effective in class that is marked by thoroughness and regularity (systematic efforts).

Systematic Approach to Teaching

 It is a network of elements or parts different from each other but each one is special in the sense
that each performs a unique function for the life and effectiveness of the instructional system.
 The systems approach views the entire educational program as a system of closely interrelated
parts.
 It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the
school, the teacher, the students, the objectives, the media, the materials, and assessment tools
and procedures.
 Such an approach integrates the older, more familiar methods and tools of instruction with the
new ones such as the computer.

Systematized Instructions

As depicted in the chart, the focus of systematic instructional planning is the learner.

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Systematized Instructions

1. Define Objectives- instruction begins with the definition of instructional objectives that consider
the students' needs, interests and readiness.

2. Choose appropriate methods- on the basis of these objectives the teacher selects the
appropriate teaching methods to be used.

3. Choose appropriate experiences- based on the teaching method selected, the appropriate
learning experiences, an appropriate material, equipment and facilities will also be selected.

4. Select materials, equipment and facilities- the use of learning materials, equipment, and
facilities necessitates assigning the personnel to assist the teacher.

5. Assign personnel roles- defining the role of any personnel involved in the preparation, setting
and returning of this learning resources would also help in the learning process.

6. Implement the instruction- with the instructional objectives in mind, the teacher implements
planned instructions with the use of the selective teaching method, learning activities, and
learning materials with the help of other personnel whose role has been defined by the teacher.

7. Evaluate outcomes- after instructions, teacher evaluates the outcome of instruction. From the
evaluation results, teacher comes to know if the instructional objective was attained.

8. Refine the process- if the instructional objective was attained, teacher proceeds to the next
lesson going through the same cycle once more.

Purpose of a System Instructional Design

• To ensure orderly relationships and interaction of human, technical and environmental

resources to fulfill the goals which have been established for instruction.

• The focus of systematic instructional planning is the student.

• It tells about the systematic approach to teaching in which the focus in the teaching is the
students.

Examples of Learning Activities

 Reading  Reflecting
 Writing  Dramatizing
 Interviewing  Visualizing
 Reporting or Doing Presentation  Creating
 Discussing  Judging and Evaluating
 Thinking

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Examples of Learning Resources

• Textbooks • Charts
• Workbooks • Cartoons
• Programmed materials • Posters
• Computer • Models
• Television • Mock Ups
• Programs • Board Materials
• Flat Pictures • Chalkboard
• Slides and Transparencies • Real objects
• Maps
Instructional design questions (Mazano, 2017) that pertain to an effective classroom instructional
design

1. What will I do to establish and communicate learning goals, track student progress and celebrate
success?
2. What will I do to help students effectively interact with new knowledge?
3. What will I do to help students practice and deepen their understanding of new knowledge?
4. What will I do to help students generate and test hypothesis about new knowledge?
5. What will I do to engage students?
6. What will I do to establish or maintain classroom rules and procedures?
7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom
rules and procedures?
8. What will I do to establish and maintain effective relationships with students?
9. What will I do to communicate high expectations for all students?
10. What will I do to develop effective lessons organized into a cohesive unit?