CHAPTER 5

GROUP 4
PRESENTATION
Mendoza, Love
Marca, Daniela
Motin, Isagani
Mendoza, Angela
Namocale, Kathlyn
Trinidad, Jane Rose
Llovit, Christian
Loristo, Angel
Lotino, Jericha
Marzo, Kim
 LEARNING THEORIES RELATED
TO EDUCATIONAL TECHNOLOGY

Objectives:
a.) Compare the different learning theories related to
educational technology for teaching and learning.
b.) Identify the elements of instructional visual media.
c.) Exercise visual literacy using visuals given as examples.
 LET’S DO THIS…
Technology allows the students and teachers
to live within the four pillars education.

 Teachers and Students use the

computer
to learn new ideas.
 TECHNOLOGY
Teknologia (Greek)-systematic treatment or craft, as
the methods, people develop to address their needs.
Ways to improve life and everything that satisfies
man’s needs.(New Book of Knowledge 2007)
Technology as the apparatus. Methods, and
system to carry out an enterprise or purpose .
(Greenwood Dictionary of Education 2003)

Technology serves as a bridge between research

and theoretical exploration and real-world
problem.
(Newby et al 2000)
 EDUCATIONAL TECHNOLOGY
Improvement of the Learning Process.
(Council for Educational Technology of the United Kingdom as cited by Lucido 1997)

The Study to Facilitate Learning and Improve

Performances.
(Association for Educational Communication and Technology, 2008)

A Systematic Way to Design The Teaching-

Learning Process. (UNESCO, 1974)
 5 PILLARS OF EDUCATION
-Jacques Delors
1. Learning to know…
2. Learning to do…
3. Learning to be…
4. Learning to live together…
5. Learning to transform
Oneself & society..
 LEARNING

It is a process of It involves relatively

Acquiring, remembering, permanent
and change in behavior or
Applying skills, knowledge, knowledge
attitudes and other modes As a result of an experience
of. or practice .

PROCESS PRODUCT
 Principles of Learning Theories and their
Application in the Classroom
• Learning by doing (John Dewey)
The process whereby people make
sense of their experiences, especially
those experiences in which they
actively engage in making things
and exploring the world.
 Principles of Learning Theories and their
Application in the Classroom
Principles ILO (Intended Learning Classroom Episodes
outcomes)
1. Learning by doing is more Show aesthetic sense through Encourage student to move
effective than sitting and finger painting freely like a wind blowing.
listening.

2. Present concept in various Explore the reaction of metal Acid reacted on metal.
ways. to acid.

3. Learning is aided by
formulating and asking
questions
Explain how colors are
produced using primary color
1. What are the primary
colors?
2. Which color is produced
when red and yellow are
mix together.
3. Which color is produce
when you mix yellow and
blue
 Principles of Learning Theories and their
Application in the Classroom
Principles ILO ( Intended Learning Classroom Episodes
Outcomes)
4. More effort is put forth Compare and contrast a Students with cellphone
when tasks are challenging. cellphone and a computer report their list of what can
be done with the cellphone
and what the service can be
obtained it.

5. Readiness is related to the
learner’s stage of
development and their
previous learning.
Describe the events that will
happen when there is a
typhoon.
Illustrate the effects of a
strong typhoon.
Write a story about what
happens to crops and plants
when there is a typhoon.
 Learning Theories

The analysis and application of the learning

theories will also determine the appropriate
technology application in classrooms to ensure
the efficient and effective integration.
Technology made a lot of modifications on
How teachers and students
Access information.
(Dooley 1999)
 Learning Theories
Learning theories provide a pedagogical
basis for understanding
how student learn. (McLeod)
 Behaviorism
Learning that focuses on objectively observable
behaviors and discounts mental health.

Define learning as nothing more than the

acquisition of new behavior.

Identify conditioning as a universal learning

process.
 Classical Conditioning
Explains human development based on the pairing
of two stimuli which leads to a learned behavior
(response).
 Important Concept
of classical conditioning

Unconditioned Stimulus- is the natural thing that

causes a response or
behavior to a person.

Unconditioned Response- the natural response

 Important Concept
of classical conditioning
 Important Concept
of classical conditioning
Conditioned Stimulus- needs pairing, it needs to be
associated with the unconditioned stimulus, in order
for the conditioned stimulus to produced the same
effect on the individual or organism.

Conditioned Response- the learned reaction or

response to conditioned stimulus. The individual
learned, he must be thought, he must be train, to
response in a certain way.
 Behavioral Operant Conditioning
 Occurs when a response to a stimulus is
reinforced.
 Positive reinforcement – occurs when a desired
behavior is followed by reward.
 Negative reinforcement- strengthens behavior by
removing an aversive stimulus.
 Punishment- weakens behavior by applying an
undesirable consequence.
 Educational Technology which can be in
Behaviorism Concept
Observation of Learners are bases for identifying
materials for reinforcing learning.

Selecting stimulus

Educational Technology used by the Teacher can

elicit the outcomes.
 Educational Technology which can be in
Behaviorism Concept
Educational technology to be utilized in
developing mastery.

Technology to promote motivation, classroom

management, and special education.
Learning Activities in Behaviorism
Instructional cues to elicit correct response.

Practice paired with target stimuli.

Reinforcement for correct response.

Building proficiency.
 Cognitivism
It involves processing and storing information.

The learners uses the information processing

approach to transfer and assimilate new
information.

The teacher provides opportunities for

students to connect new information to
schema.
 Relevance of Cognitivism to Educational
Technology

Conduct task analysis and learner analysis

Create test

Create learning materials according to any of

the instructional design model
 Constructivism
Active process in which learners construct
new ideas or concept.

Instructors tailor their teaching strategies to

student responses and encourage them to
analyze.

Teacher also rely heavily on open-minded

question.
 Constructivism
Knowledge is constructed based on the prior
knowledge and experiences of the learners.
(National Research Council,2000)

Constructivist paradigm posits that meaningful

learning is constructed by the learners results of
their sensory experiences with the world.
(Houtz & Thomas)
 Example of how Constructivism can be
Implemented in Educational Technology
1. Project-Based Learning: students engage in hands-
on project.
2. Socratic discussion: teacher facilitate guided
discussions
3. Problem Solving Activities: students are presented
with open-ended problems.
4. Collaborative Learning: students work together in
small groups or pairs.
5. Inquiry-Based Learning: students are encourage to
explore and investigate topics of interest.
 Relevance of Constructivism to
Educational Technology
Open-ended expectation where results and
methods
of learning are easily measured
and may not be consisted
with each learner.
 TECHNOLOGY UTILIZATION
1. Assess prior knowledge
2. Consider individual differences
3. State objectives
4. Develop metacognitive skills
5. Provide social interaction
6. Incorporate realistic contexts
7. Engage students in relevant practice
8. Offer frequent, timely, and constructive
feedback
 Principles of Effective Technology
Utilization
 Creativity and Innovation
 Communication and Collaboration
 Research and Information Fluency
 Critical thinking, Problem Solving and Decision
Making
 Digital Citizenship
 Technology Operation and Concepts
 Principles of Effective Technology
Utilization
 Student Learning and Creativity
 Digital-age Learning Experiences and Assessments
 Digital-age Work and Learning
 Digital Citizenship and Responsibility
 Professional Growth and Leadership
 Principles of Effective Media Utilization

We need media literacy skills to know how to access

them.
 Principles of Effective Text Utilization
Know as Text Literacy

Ability to look at the text and gather knowledge

from the message

Ability to generate text through tools

 Principles of Effective Text Utilization
Advantages:
1. Availability-materials are readily available on a
variety of topics.
2. Flexibility- adaptable to many purposes.
3. Portability- easily to carried from place to place.
4. User Friendly- properly designed, easy to use.
 Principles of Effective Text Utilization
Limitations:
1. Reading Level- reading level needed for
comprehension.
2. Memorization- diminishes text materials to mere
memorization aids.
3. Vocabulary- large number of vocabulary terms
and short amount of space, placing heavy
cognitive burden to the learners.
 Principles of Effective Text Utilization
Limitations:
4. One Way Presentation- tend to be used in a
passive way.
5. Curriculum Determination- accommodate the
curriculum guidelines.
6. Cursory Appraisal- “ five-minute thumb test”
 Integration
1. Font Choice- remember to select and clear font
2. Background and Pattern- putting text on page
3. Arrangement- use space text styles like bold and
italics.
4. Check and Revised- always be sure to proofread
your materials.
 Evaluation
As a teacher, we want to consider all
types of text based materials for our
students that will be
encountering in our classroom.
As well as their individual
reading abilities.
 SQ3R METHOD
• Survey- get the overall picture of what you’re
going to study before you study it in any detail.

• Question- the important thing to learn are usually

answers to question.

• Read- reading is not running your eyes over a

textbook.
 SQ3R METHOD
• Recite- try to develop an overall concept of
what you have read in your own words or
thoughts.
• Review-reread with the idea that you are
measuring what you have gained from the
process.
 REFERENCES
Ballado, Ronato S. et al
(Technology for Teaching and Learning I, pg. 3-11)
Pawilen, Greg Tabios
( Teaching Profession, Passion and Mission, pg.55)
Thank you…