Technology for Teaching

and Learning 2
Teachers in Different Generations
 Teachers of Yesteryears
Disseminate information through lectures.
Require students to memorize contents
Give assessments through written examination.
Focus on their responsibility and relationship with the
students as recipients of knowledge.
Followers of policies prescribed by the school.
Use lecture as teaching method.
Too focused on self-achievement.
Teachers of 21st Centuries
Allow students to solve real-world problems
Allow students to construct their own understanding
Give performance-based assessments
Widen their responsibility and their relationship with
colleagues, community and other stakeholders in
acquiring clear and obtainable standards for the
knowledge, skills, and values that students are
expected to acquire.
Participate in the decision-making in schools.
Use variety of teaching methods appropriate in the
students’ learning
Mentor new teachers
 Teachers of Yesteryears Teachers of 21st Centuries

Autocratic Democratic

Holder of knowledge/ gatekeeper of information Facilitator of learning

Technology illiterate Technology or digital literate

 Teachers of the 21st Centuries are:
• Channel
• Communicator
• Learner
• Futurist
• Leader
• Exemplar
• Collaborator
• Venture Player
Students in Different Generations
 Students of Yesteryears Students of the 21st Century

Receiver of facts and information Active creators of knowledge

Textbook users Internet users

Passive recipients of information Actively engaged in class activities

Factual thinkers Reflective, critical, and creative thinkers

Unilateral thinkers Divergent thinkers

Single Taskers Multitaskers

Competitive learners Collaborative learners

 Traditional Learning Environment New Learning Environment

Teacher-centered instruction Student-centered learning

Single sense stimulation Multisensory simulation

Single path progression Multipath progression

Single medium Multimedia

Information delivery Information Exchange

Factual, knowledge based learning Critical thinking and informed decision making

Isolated, artificial context Authentic, real-world context

 Skills relevant to student’s Professional
Growth
• Learning and Innovation Skills
• Life and Career Skills
• Information, Media and Technology Skills
 6 Key Elements for Fostering 21st Century
Skills
• Emphasize core subjects
• Emphasize learning skills
• Use 21st century tools to develop learning skills
• Teach and Learn in a 21st century context
• Teach and learn 21st century content
• Use 21st century assessments that measure 21st century skills
 TIC06- Teaching
Common Competencies
in ICT
 The Information
Processing Cycle (IPC)
 Computer
• "Computer" is a word derived from "Compute" which means to
calculate. "Computer" is defined as an electronic computing device,
characterised by high speed and accuracy.
• Computers are everywhere. Every day we come in contact with and
use dozens of computers, sometimes without even knowing it.
 Computer’s Application
• To prepare documents and perform other data processing jobs in offices and homes
• To maintain accounts and transfer funds in banks
• To prepare salary slips in an office
• To reserve tickets in the transportation sector, e.g., Railways, Airlines etc.
• To regulate traffic lights on roads
• To control machines in factories
• To control robotics and modern automobiles
• To design buildings, roads etc.
• To control electronic appliances such as Air Conditioners, TVs, VCRs, etc.
• To forecast weather
 Computer development relied upon the
following basic factors
• Increasing computer speed
• Decreasing computer size
• Decreasing computer cost
• Enhancing result accuracy
• Increasing storage capacity
• Facilitating computer accessibility
5 Computer Generations
 First Generation of Computers
• It emerged in the 1940s and mid-1950s.
• It consisted of vacuum tube based logical and
electronic circuits.
• The machines used magnetic drums for internal
storage and magnetic tape for external storage.
• The machines were relatively slow.
• The computers were huge in size.
• The machines experienced system failure due to high
temperature produced by vacuums.
• The computers had very limited memory capacity.
• It used machine language in programming.
 Second Generation of Computers
• it emerged in mid-1950 and 1960s.
• It was built on Transistors and small sized
circuits with high operating efficiency.
• The machines were using magnetic circuits
for memory.
• The machines were using Hard disk for every
storing and retrieval of data.
 Third Generation of Computers
• It emerged in 1960s.
• It used small scale integrated circuits, followed by
medium scale integrated circuits, resulting in small size
and high memory capacity and accurate performance.
The machines distinguished high performance speed.
• It resulted in emergence of microcomputers and
multiprocessors.
• It developed operating systems to improve effectiveness
and performance, such as multiprogramming system.
• The era of emergence of new and high level languages
such as Basic and Pascal.
• The period of improvement of input and output devices
 Fourth Generation of Computers
• It emerged in 1970s and 1980s.
• The machines used semiconductors to develop
large scale integrated circuit and very large scale
integrated circuits called microprocessors.
• The computers had very high speed
performance.
• The period of emergence of Personal Computers
and microcomputers.
• The time of emergence of new operating
systems such as Real time systems.
• The beginning of the use of Floppy disks.
 Fifth Generation of Computers
• It emerged in 2013 - 2014.
• Artificial Intelligence started.
• Natural language - Natural language
processing (NLP) is a field of computer
science, artificial intelligence, and linguistics
concerned with the interactions between
computers and human (natural) language
Parts of a Computer
 Hardware
• A computer's hardware consists of electronic
devices; the parts you can see and touch.
The term "device" refers to any piece of
hardware used by the computer, such as a
keyboard, monitor, modem, mouse and
printer. The internal hardware can be seen in
the picture below.
 Software
• Software which is also called programs
consists of organised sets of instructions for
controlling the computer. Some programs
exist for the computer's use. Software helps
the computer manage its own tasks and
devices. Other programs exist for the user,
and enable the computer to perform tasks
for you, such as creating documents.
 Data
• Data consists of raw facts, which the
computer can manipulate and process into
information that is useful to people.
Computerised data is digital, meaning that it
has been reduced to digits, or numbers. The
computer stores and reads all data as
numbers. Although computers use data in
digital form, they convert data into forms
that people can understand, such as text,
numerals, sounds, and images
 Users
• People are the computer's operators, or
users either the programmer who designs
the program in programming languages, the
end user who uses applicable programs in
managing daily terms, or the administrator
who manages computer networks. Some
types of computers can operate without
much intervention from people, but
personal computers are designed specifically
for people to use.
Care and Appropriate
Use of Computer
Maintaining Current Anti-Virus Software
Maintaining Current Malware Protection
Software
Installing Operating System Updates
Disk Cleanup
Disk Defragmenter
Data Back-ups
Cleaning the Physical
Components of
Computer
Keyboard
Optical mouse
Mechanical mouse
Monitor