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1
Contents
•Lesson 1: The History of Educational Technology
•Lesson 2: The Meaning of Educational Technology
•Lesson 3: The Rules and Functions of
Educational Technology
•Lesson 4: The Cone of Experiences
•Lesson 5: Pictorial Media
LESSON 1:

HISTORY
OF
EDUCATIONAL
TECHNOLOGY

Reporter : Mary Joy F. Yaneza

Educational Technology
during the Ancient Period
Cave drawings
30,000 B.C.E
Chinese Abacus
(3000 B.C.E)
Papyrus
3000 B.C.E
Cuneiform Tablets
3200 B.C.E
Pythagoras Academy
510 B.C.E
Plato Academy
387 B.C.E
Paper made in China
105 B.C.E
Manuscript
382
Educational Technology
during the Medieval Era
(500-13th century)
 Writing materials during Medieval Era

ivory

bone
parchment

Quill pens
 Medieval University

Emperor
Frederick I of
Bologna

- Chartered the first

University
1158
Scholastic Method of Instructions
-developed by Pierre Abelard
(12th - 13th centuries)
Educational Technology
during the Renaissance Period
(14th – 17th Century)
 Humanism
- is the most significant intellectual movement
Of the Renaissance. Blended concern for the history
and actions of human beings with religious concerns.
Gutenberg Printing Press
-Johannes Gutenberg
1450
First Mechanical Calculator
- Conceieved by Leonardo da Vinci
(1502)
Educational Technology
during the Age of Naturalism
(1600– 1800)
Logarithms
-discovered by
John Napier
1614

Napier’s Bones
 Orbis Pictus
-written by John Amos Comenius
(1658)
 EMILE
(Values Education
Book)
- written by
Jean-Jacques Rousseau
(1762)
Educational Technology
during the 19th Century
(1800-1900)
 Chalkboard (1801)

Chalkboard slate

Blackboard
First Mechanical Computer
invented by Charles Babbage
(1822)
 First Motion Pictures
- invented by Peter Mark Roget
(1824)
 Herbartian
Method of
Instruction
- by Johann Friedrich
Herbart
(1835)
Telephone
- invented by Alexander Graham Bell

(1876)
 Radio
-invented by Guglielmo Marconi (1895)
Educational Technology
during the 20th Century
(1900– 2000)
 Maria Montessori
- by Maria Montessori
(1907)
Pencil (1900)

1900
Educational Film
(1908)
 Crayons
-invented by cousins
Edwin Binney and
C. Harold Smith
(1903)
Film
Projector
- invented by
Thomas
Edison
(1925)
Educational Technology
during the Contemporay Times
or the 21 st
Century
Cellphones/Tablets and Laptops
 Internet

Communicate Search and learn

Downloads

Different Apps and Sites

Teaching Tools and Instruments
Student-Centered Teaching
Thank you!
Lesson 2:
The Meaning of
Educational Technology

Reporter : Aaron Daylo

WHAT IS EDUCATIONAL TECHNOLOGY?

Educational Technology is a field of study of human learning and

deals with complex, integrated process involving people, procedures,
ideas, devices and strategies for analyzing problems and devising
solutions to those problems. It is technology because it is concerned
with a "systematic application of scientific and other knowledge to
practical tasks"; it is qualified as educational because the practical
tasks are within the context of all levels of education.
 EDUCATIONAL
TECHNOLOGY
Modern Traditional
Education TEACHER STUDENT Education

Smartphone Laptop Tablet Written Visual

Lesson Plan Aids
Educators can create digital;

Interactive textbooks, gamify

lessons, and take attendance

Assign homework, hold

quizzes and tests, and get
real time results related to
teaching material, style
and format
Thank You!
Lesson 3:

Reporter : Rhosel Tordicillas

 The term “21st Century” became the central part of
educational thinking and planning for the future. It is about
making sure that all students are prepared to succeed in a
competitive world.

In order to prepare students to play their role in the 21st

Century society, the following can be considered when deciding
how education will look in our schools and classrooms:
 This doesn’t mean that the teacher can never give a
lecture again. This simply mean that, education is no
longer about listening to the teacher talk and absorbing
the information. So there’s a need to have the phrase
“learned how to learn”. In this classroom model
teachers would act as a facilitator for the students.
 Students should be encouraged to work together to discover
information, piece it together, and construct meaning.
Collaboration should also dynamic.The same way goes to schools,
they should also be collaborating with other educational
institutions around the world to share information and learn
about different practices or methods that have been developed.
 The teacher can make a point of helping students to
understand how the skills they are building can be applied in
their lives. Students will be much more motivated to learn
something that they can see the value in.We need to take
more general approach and teach them the skills that are
useful in any situation.

Is a tool, a way for fact-based learning aqnd allows

students to do a lot of the research using the Internet and
various tools.
1. Technology allows for 24/7 access to information;

2. constant social interaction, and;

3. Easily created and shared digital content.

 Knowledge of core content is necessary, but no longer
sufficient, for success in a competitive world.Technology helps
students develop 21st Century skills.

Schools need to offer more rigorous, relevant and engaging

opportunities for students to learn--- and to apply their
knowledge and skills in meaningful ways.
 To be effective in schools and classrooms, teachers and
administrators need training, tools and proficiency in 21st Century
skills themselves.
1) Improvement ofTeaching
2) Analysis of theTeaching-Learning Process
3) Improvement of Learning.
4) EnhancingGoals of Education
5) Training toTeachers
. 6.) Development of Curriculum
7.) Development of Teaching-Learning Materials
8.) Teaching-Learning Strategies
9.) Development of Audio-Visual Aids
10.) Help in Overall Improvement
11.) Identification of needs of the Community
Thank You!
Lesson 4:
The Cone of
Experiences

Reporter : Jerome Coralde

•"The Cone is a visual analogy, and like
all analogies, it does not bear an exact
and detailed relationship to complex
elements it represent."

• -Edgar
Dale-
The Cone of Experience

•* First introduced in Dale's 1946 book,

Audio-Visual Methods in Teaching.
•* Designed to "show the progression of
learning experiences"(Dale (1969) p. 108)
from the concrete to the abstract
•* What is the Cone of Experience ?
•The Cone of Experience is a
visual model, a pictorial device
that presents bands of
experience arranged according
to degree of abstraction and
not degree of difficulty. The
farther you go from the bottom
of the Cone, the more abstract
the experience becomes.
Verbal Symbol

TWO TYPES:
•1. Written words - more abstract
•2. Spoken words - less abstract
Visual Symbols

•• No longer involved reproducing real

situations
•• Chalkboard and overhead projector the
most widely used media
•• Help students see an idea, event or process
•Recordings, Radio and Still
Pictures
•• Can often be understood by those
who cannot read
•• Helpful to students who cannot deal
with the motion or pace of a real event
or television
•Educational Television and Motion
Pictures
•TELEVISION
•• Bring immediate interaction with events from around the
world
•• Edit an event to create clearer understanding than if
experienced actual event first hand

•MOTION PICTURE
•• Can omit unnecessary or unimportant material
•• Used to slow down a fast process
•• Viewing, seeing and hearing experience
•• Can re-create events with simplistic drama that even slower
students can grasp
EXHIBITS

•• Something seen by a spectator

•TWO TYPES:
•1. Ready made
•2. Home-made
FIELD TRIPS

•• Watch people do things in real

situations
•• Observe an event that is unavailable
in the classroom
•DEMONSTRATION
•• Visualized explanation of an important fact, idea, or
process
•• Shows how certain things are done
Dramatized Experience
•• Reconstructed experiences
•• Can be used to simplify an event or idea to its
most important parts

•• Divided into two categories:

•1. ACTING - actual participation (more concrete)
•2. OBSERVING - watching a dramatization take
place (more abstract)
Contrived Experience

•• Models and mockups

•• "editing of reality"
•• Necessary when real experience cannot
be used or are too complicated
Direct and Purposeful Experience

••Direct, First hand Experience

•• Have a direct participation in the outcome
•• Use of all our senses
Thank you!
The Pictorial Media
Reporter: Rogelio M. Bambalan Jr.
BSED MATHEMATICS
 The Pictorial Media
The Visual or Pictorial Media are often considered
the “universal language”. Moreover, pictures are
said to be “worth a Thousand words”. This attests
to the power of pictorial media as a
communication device.
TYPES OF

Pictorial
Media
 STILL
PICTURES
Muhammad ibn Musa al-Khwarizm
Still Pictures are two- dimensional aid,
photographic or photographic- like,
which help illustrate and teach specific
lesson topics.
 Flat Pictures (Still Pictures)

These are the representations of objects or things

on a flat surface. They are the cheapest and the most
readily available of all learning materials. Many of
them are free.
But like all other learning materials, their values vary
and their selection and use should be given careful
considerations.
When using pictures for educational purposes, some key principles
could be applied:

1. A learner will remember pictures better than text or auditory

information.
2. Pictures can play multiple roles in the educational environment
a. Decoration
b. Representation
c. Interpretation
d. Transformation
3. Multiple pictures can help describe or detail a
process.
 PICTURE
AS
TEACHING AID
 ADVANTAGES:

1. Still pictures abound in various materials such as books,

magazines, newspapers, catalogs and calendar.

2. Pictures provide a more realistic in verbal interpretations of

verbal symbols.

3. In a well chosen picture, the amount of information that can

be conveyed is tremendous.
4. Pictures, especially those which are large and colorful, motivate
students and relate an action or depict a story.

5. Printed materials are adaptable to many purposes and they may

be used in any lighted environment

6. Still pictures are easy to use and can be easily carried from
place to place and do not required any equipment and electricity.

7. Still pictures are relatively inexpensive to produce or purchase

and can be reuse.
 LIMITATIONS:
1. Pictures are generally small.

2. Since pictures are two- dimensional, they often fail to present

scale size or perspective.

3. Unless proper care is taken, pictures can easily get torn,

disordered or lost.
 LIMITATIONS:

4. There could be misinterpretations in the size or perspective of

the picture.

5. Choosing the right picture could be a problem for some teachers.

Some pictures cannot depict the totality of the message intended
to be presented by the teacher.
 UTILIZATION GUIDELINES
1. Organize the collection of pictures similar to a filing system.

2. Pictures should be easily seen, accurate and attractive.

3. Teachers should move around the class to show smaller pictures.

4. Pictures can be mounted on hard paper or laminated for ease in

handling and protection.
5. Students should be motivated to make their own collection of
pictures from newspapers or magazines clippings for future
reference.
 UTILIZATION GUIDELINES
6. Teachers and pupils should discuss together what they find in
the picture.

7. Reading pictures can be rewarding if the students are guides in

what to see and how to see the pictures. It could also be better to
consider using illustrated images that contain text- redundant
information, as these ca facilitate learning in various subject.
8. Providing a series of visuals of the same object or scene
different angels can address the problem on lack of motion and
perspective.
Guides to teaching with Pictures
• Pictures must be clearly seen by everyone.
• Students must be given a chance to point out what
they think are the important aspect of the picture.
• The teacher must supplement the student’s
comments to make sure that nothing has been
omitted .
• Teacher and students should discuss together
what they find in the picture.
 Guides to teaching with Pictures

• The picture used in class should lead to the accumulation

of related pictures in the textbook.
• If the picture used in class stirs the pupils to attempt at
illustrating their own, it is good evidence that a sound use
has been made of them
• Pictures ought to supply incentives for the use of auxiliary
aids, like motion pictures. Filmstrips and others.
• Pictures ought to promote supplementary readings.
 Reading Pictures
We read pictures in the same way that we read
a page of words. We derive the message from
the medium by attaching meaning to it.
 The 4 levels of Reading Pictures
• 1. Enumerative level - this level merely calls for the
giving of what one sees on the pictures e.g. flower,
ball, dog, etc.
• 2. Descriptive level - giving a sentence on what is
seen or how one sees in the picture looks like e.g.
I see a big yellow flower. The ball is color red.
 The 4 levels of Reading Pictures
• 3. Interpretative level - giving more meaningful sentences
which are of the inference type. e.g. The yellow flower is the
favorite of the girl. Father gives the color red ball on the
boy’s birthday.
• 4. Integrative level - this is relating what one sees in the
picture to life. Mother bought plastic sunflower from the
superstore. It decorates our living room. Or I play ball with
my friends on Sundays.
 Photographs
• Are also still pictures, which can be mounted or unmounted,
photographic reproductions taken from a magazines
newspaper or books. They appear in black and white or in full
color. They can be filed by subjects or displayed in the bulletin
board. In the choice of photographs, teacher should
choose those that suggest motion or the candid shots, as
they are more interesting and life-like. Shotgun pictures do not
pose so much challenge and interest; hence discussion
about them is limited.
 Illustrations
• Are non - photographic reconstruction of representation
of reality, etched or drawn by an illustrator, the teacher or
the students learners themselves. Illustration shows that
direction at which movement must take its course or
Instruction on how to go about assembling a tool in science
or a material of equipment.
• This can be used for specific situations. Illustrations can be
black and white or in full color, they can be prepare ahead of
time or the teacher can draw them on the chalkboard while the
class is going on. Like the photographs they can bee use by
individual students or for a group of learners.
Purposes for which flat pictures, photographs
and illustration can be used for teaching

1. To concretize words and symbols.

When teachers talks about a haunted house students will
not be able to imagine what kind of house is it, how does it
looks like, but if a picture is being shown, the learners will
have a specific about. Students will then have uniform
information about the topic about. Students will then have
uniform information about the topic discussed.
 Purposes for which flat pictures, photographs
and illustration can be used for teaching

2.To lend meaning to what one reads.

In a science class students read about single- celled
organism like the amoeba or the paramecium. An enlarge picture
of both when seen by the students will enrich what they read.
Like wise if reading about atoms and molecules. Seeing an illustration
about them will enrich their understanding of what they are.
 Purposes for which flat pictures, photographs
and illustration can be used for teaching
3.To introduce or motivate.
In a literature class, where students are required to
read the Ilocano epic, Biag ni Lam- Ang, pictures of some
episodes from the epic may arouse the curiosity and
interest to read it. The pictorial background can serve to
orient the class to the kind of literary piece they are going
to read.
 Purposes for which flat pictures, photographs
and illustration can be used for teaching
4.To correct misconceptions.
Pictures and photographs can make meanings more
vivid and clearer, because they can capture scenes, emotions
and details which words are not able to describe. Concepts
are non-pictorial, but they can help in developing and
presenting them. Liberty is a concept, which is non-pictorial,
but pictures showing the effects and signs of liberty can help
one to better understand it.
 Reading Pictures
• Reading pictures can be most rewarding if the students
are given guides as to what to see and how to see things
the picture. They must be guided to interpret and to
draw inference about what they see. Pictures must not
be merely displayed; their should be talked about. That is
why it is necessary that the teacher should choose those
which are related and relevant to encourage thoughtful
seeing and discourse.
closed open
Thank You!