✿ A Review of Educational Technology 1 ✿

Lesson 1

The Educational Technology 1 (ET-1) course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology tools ranging from tradition to modern educational media.

Truly, the foundation for a truly satisfying exposure to educational technology has been firmly laid down by the ET-1 course, starting with the thorough treatment of the history of educational technology, quality education, and the roles of ET in the 21^st millennium.

In ET-1, the learner was also oriented towards averting the dangers of dehumanization which technology brings into societies, such as through ideological propaganda, pornography, financial fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect peoples and cultures while widening the gap between rich and poor countries.

On the application of educational technology to instruction, Educational Technology 1 showed the 4 phases of application of educational technology in teaching-and-learning, namely; (a) setting of learning objectives (b) designing specific learning experiences (c) evaluating the effectiveness of the learning experiences vis-à-vis the learning objectives, and (d) revision as needed of the whole teaching-learning process, or elements of it, for further improving future instructional activities.

Adding to the technology sophistication of the learner, Educational Technology 1 fittingly refined the distinction between educational technology and other concepts, such as instructional technology (which is the use of technology in instruction, different from school management), educational media (or equipment and materials, apart from the teacher himself), audiovisual aids (or learning media to stir the senses for more effective learning).

In sum, Educational Technology 1 served:

●    To orient the learner to the pervasiveness of educational technology in society

●    To lend familiarization on how educational technology can be utilized as media for the avenues teaching-learning process in the school

●    To uplift the learner to human learning through the use of learning technology

●    To impart skills in planning, designing, using and evaluating the technology-enriched teaching-learning process

●    To acquaint learners on basic aspects of community education, functions of the school media center, and finally

●    To introduce the learner to what is recognized as the third revolution in education, the computer.

✿ An Overview: Educational Technology 2 ✿

Lesson 2

Educational technology 2 is concerned with "Integrating Technology into Teaching and Learning”. Specifically this is focused in introducing, reinforcing, supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational technology.

           

Necessarily, Educational Technology 2 will involve a deeper understanding of the computer as well as hands on application of computer skills. But this is not to say that the goal of the course is to promote computer skills. Rather, the course is primarily directed at enhancing teaching-and-learning through technology integration.

           

In essence, the aims to infuse technology in the student teacher  training ,helping them to adapt and meet rapid and continuing technological changes, particularly in thriving global information and communication technology(ICT) environment.

COURSE OBJECTIVES:

·  To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners.

·  To impart learning experiences in instructional technology supported instructional planning.

·  To acquaint students on information Technology or IT related learning theories with the computer as a tutor.

·  To learn to use and evaluate computer-based educational resources.

·  To engage learners on practical technology integration issues including managing IT classrooms, use of the internet for learning, cooperative learning through the use of information technology.

·  To inculcate higher-level thinking and creativity among students while providing them knowledge of IT related learning theories.

            The study of this course on integrating Information technology in instruction should not be considered as a formidable task but rather as a refreshing and exciting study given the idea that all learning should be fun.

✿ Educational Technology in Asian Pacific Region ✿

Asian Pacific Region formulated a state policies and strategies to infuse technology in school. And it understood that state policies will continue to change it is helpful to examine prevailing ICT policies and strategies of five progressive states / city namely, New Zealand, Australia, Malaysia, Singapore, and Hong Kong.

Newly Listed on Software for Learning in New Zealand

Stop Motion Pro – is used to create stop motion and other animation projects, it connects with the camera and saves frames directly onto the computer.

Flip Bloom Classic 3 – allows young students to learn the basics of frame animation.

Robo Mind – enables student to program an animated robot.

Information Communication Technology ( ICT )

- ICT has great potential for enhancing teaching and learning outcomes. The realization of this potential depends much on how the teacher uses the technology.

Goal

            Government with the education and technology sectors community groups and industry envisions to support to the development of the capability of schools to use information and communication technologies in teaching and learning and in administration.

Strategy

●   Improving learning outcomes for students using ICT to support the curriculum.

●   Using ICT to improve the efficiency and effectiveness of educational administration.

●   Developing partnerships w. communities to enhance access to learning through ICT.

Focus Area

●   Infrastructure for increasing schools access to ICT’s to enhance education

●   Professionals develop so that school managers and teachers can increase their capacity to use the ICT.

Attitude needed by a Teacher in ICT

●   Teacher Preparedness –the basics skills and knowledge of the teacher in ICT must be upgraded or developed

●   Teacher Motivation –it is important to motivate for building and enhancing ICT knowledge and practice.

Initiatives

●   An online resources center w/ a centrally managed website for the delivery of multimedia resources to schools

●   A computer recycling scheme.

●   A planning and implementation guide for schools.

●   Ict professionals development school clusters.

Implementation Strategies

●   Fast local and wide area networks linking the schools across the state and territory.

●   Substantial number of computers in schools ensuring adequate access.

●   Continuing the teacher training in the use of technology for instruction.

●   Technical support to each school.

●   Sufficient hardware and software.

●   Digital library resources

Technology demonstrations as models for schools. Technology plays many roles in a Smart School from facilitating teaching-learning activities to assisting with school management. Fully equipping a school includes:

●   Classroom with multimedia, presentation facilities, email, and groupware for collaborative work.

●   Library media center with data base with multimedia courseware and network access to the internet.

●   Computer Laboratory for teaching, readily accessible multimedia and  audiovisual equipment.

●   Multimedia development center with tools for creating multimedia materials. Computer studies as a subject.

●   Studio/theatrette with control room for centralized audiovisual equipment, teleconferencing studio, audio room, video and laser disc video room.

●   Teachers room with on-line access to courseware catalogues and database, information and resource management systems and professional networking tools such as email and groupware.

·   Server room equipped to handle applications, management databases and web servers.

●   Administration offices capable of managing databases of students and facilities, tracking students and teacher performance and resources, distributing notices and other information electronically.

Singapore Master plan for IT in Education

The Master plan has four key Dimensions:

Curriculum and assessment

●       A balance between acquisition of factual knowledge and mastery of concepts and skills.

●       Students in more active and independent learning.

●       Assessment to measure abilities in applying information, thinking and communicating.

Learning resources

●       Development of a wide range of educational software for instruction.

●       Use of relevant internet resources for teaching-and-learning.

●       Convenient and timely procurement of software materials.

Teacher development

●        Pupil computer ratio areas in the of 2:1

●        Access to IT in all learning areas in the school

●       School-wide network and school linkages through wide area network (WAN) eventually connected to Singapore ONE

Hong Kong Education Program Highlights

     Government aims to raise the quality of school education by promoting the use of IT in teaching and learning. The IT initiatives are:

●   On average, 40 computers for each primary school and 82 computers for each secondary school

●   About 85,000 IT training places for teachers at four levels

●   Technical support for all schools

●   An Information Education Resource Center for all schools and teachers

●   An It coordinator for each of 250 schools which should have sound IT plans

●   Computers rooms for use by students after normal school hour

●   An IT Pilot Scheme to provide schools with additional resources

●   Review of school curriculum to incorporate IT elements

●   Exploring the feasibility of setting up an education-specific Intranet

✿ Basic Concept on Integrating Technology in Instruction ✿

Lesson 4

Integrating Technology in teaching means the use of technologies to introduce reinforce supplement and extend skills.

No Integrative Process–if for example teachers make the students play a computer games to give them a rest period during classes.

External Manifestation of Technology

●    There’s a change in the way classes are traditionally conducted.

●     The quality of instruction is improved to a higher level in such way that could not have been achieved without educational technology.

●     There is planning by the teacher on the process of determining how and when technology fits into the teaching learning process

●    The teacher sets instructional strategies to address specific instructional issues/problems.

●    The use of technology provides the opening to opportunities to respond to these instructional issues/problems.

●     In sum, technology occupies a position (is a simple or complex way) in the instructional process.

Levels of Integration

Simple/basic integration
In this example, there is no substantial change in the teaching-learning process from previous method. While technology helps, it does not play a pivotal role.
Ms. Cruz wants to show photos in her Social Studies class, but the pictures are small. She decides to use the computer, scan the photos for a computer projection to the class (a presentation Software package).	Result: Good class presentation followed by a discussion.

Middle Level Integration
There is purposeful use of technology to support the learning areas.
Geography teachers, Ms. Sioson fine it difficult to motivate her students to learn about other countries. Her supervisor suggested an instructional simulation software in which students plays detectives to solve mysteries related to Geography. Ms. Sioson used the computer-based material also designed worksheets and question-answer sheets to find out that students experience in the learning process.	Result: An exciting group learning activity.

In this example, Technology is the central instructional tool
To dish out information on the Asean   Region, Mr. Lopez assigned newsletter computer production by group.	Result: Increased social skills through group work planning, creativity, computer skills.

             To reflect, it may need time for teachers who are novices in technology integration to become adept technology instructional integrators. There is no need to worry since technology integration is developmental and takes a gradual route to mastery and expertise. In time, teachers can advance from basic to more complicated levels of technology use in instruction.

✿ State-of-the-Art ET Application Practices ✿

Lesson 5

Looking through progressive state policies that support technology-in-education, and other new developments in pedagogical practice, our educators today have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt.

The following trends should also be recognized by educators:

●     Through school or training center computer courses, present-day students have become computer literate. They send e-mail, prepare computer encoded class reports, even make power-point presentation sometimes to the surprise of their media tradition-bound teachers.

●   Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons.

● Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.

● Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems.

Virtue is in moderation and so, there is truly a need for teachers to balance their time to the preparation and application of instructional tools. Through wise technical advice, schools can also acquire the most appropriate computer hardware and software. At the same time, training should ensure that the use of ET is fitted to learning objectives. In addition, teachers should acquire computer skills for so that they can serve as models in integrating educational technology in the teaching-learning process.

       

FIGURE 1 – SYSTEMATIC INSTRUCTIONAL PLANNING PROCESS

Following modern trends in technology-related education, schools should now foster a student-centered learning environment, wherein students are given leeway to use computer information sources in their assignments, reports and presentation in written, visual, or dramatic forms.

All these suggestion show that teachers and schools can no longer avoid the integration of educational technology in instruction. Especially in the coming years, when portable and mobile computing will make computing activities easier to perform, the approaches to classroom pedagogy musts change. And with continuing changes in high-speed communication, mass storage of data, including the revolutionary changes among school libraries, educators should be open for more drastic educational changes in the years ahead.

✿ IT Enters A New Learning Environment ✿

Lesson 6

          It is most helpful to see useful models of school learning that is ideal to achieving instructional goals through preferred application of educational technology. These are the models of Meaningful Learning, Discovery learning, Generative Learning and Constructivism.

In these conceptual models, we shall see how effective teachers best interact with students in innovative learning activities, while integrating technology to the teaching learning process.

Figure 2 – Conceptual Models of Learning

Meaningful Learning

              If the traditional learning environment gives stress focus to rote learning and simple memorization, meaningful learning gives focus to new experience departs from that is related to what the learners already knows. New experience departs from the learning of a sequence of words but attention to meaning. It assumes that:

●   Students already have some knowledge that is relevant to new learning.

●  Students are wiling to perform class work to find connections between what they already know and what they can learn.

              In the learning process, the learner is encouraged to recognize relevant personal experiences. A reward structure is set so that the learner will have both interest and confidence, and this incentive system sets a positive environment to learning. Facts that are subsequently assimilated are subjected to the learner’s understanding and application. In the classroom, hands-on activities are introduced so as to simulate learning in everyday living.

Discovery Learning

              Discovery learning is differentiated from reception learning in which ideas are presented directly to student in a well-organized way, such as through a detailed set of instructions to complete an experiment task. To make a contrast, in discovery learning student from tasks to uncover what is to be learned.

New ideas and new decision are generated in the learning process, regardless of the need to move on and depart from organized setoff activities previously set. In discovery learning, it is important that the student become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.

              In applying technology, the computer can present a tutorial process by which the learner is presented key concept and the rules of learning in a direct manner for receptive learning. But the computer has other uses rather than delivering tutorials. In a computer simulation process, for example, the learner himself is made to identify key concept by interacting with a responsive virtual environment.

Generative Learning

In generative learning, we have active learners who attend to learning events and generate meaning from this experience and draw inferences thereby creating a personal model or explanation to the new experience in the context of existing knowledge.

Generative learning is viewed as different from the simple process of storing information. Motivation and responsibility are seen to be crucial to this domain of learning. The area of language comprehension offers examples of this type of generative learning activities, such as in writing paragraph summaries, developing answers and questions, drawing pictures, creating paragraph titles, organizing ideas/concepts, and others. In sum, generative learning gives emphasis to what can be done with pieces of information, not only on access to them.

Constructivism

In constructivism, the learner builds a personal understanding through appropriate learning activities and a good learning environment. The most accepted principles constructivism are:

●    Learning consists in what a person can actively assemble for himself and not what he can receive passively.

●   The role of learning is to help the individual live/adapt to his personal world.

These two principles in turn lead to three practical implications:

●  The learner is directly responsible for learning. He creates personal understanding and transforms information into knowledge. The teacher plays an indirect role by modeling effective learning, assisting, facilitating and encouraging learners.

●  The context of meaningful learning consists in the learner “connecting” his school activity with real life.

●  The purpose of education is the acquisition of practical and personal knowledge, not abstract or universal truths.

           To review, there are common themes to these four learning domains. They are given below:

Learners

●      are active, purposeful learners.

●      set personal goals and strategies to achieve these goals.

●      make their learning experience meaningful and relevant to their lives.

●   seek to build an understanding of their personal worlds so they can work/live productively.

●    build on what they already know in order to interpret and respond to new experiences.

✿ IT for Higher Thinking Skills and Creativity ✿

Lesson 7

 In the traditional information absorption model of teaching, the teacher organizes and presents information to students-learners. He may use a variety of teaching resources to support lesson such as chalkboard, videotape, newspaper or magazine and photos. The presentation is followed by discussion and the giving of assignment. Among the assignments may be a research on a given topic. This teaching approach has proven successful for achieving learning outcomes following the lower end of Bloom’s Taxonomy: knowledge, comprehension, and application are concerned.

            But a new challenge has arisen for today’s learners and this is not simply to achieve learning objectives but to encourage the development of students who can do more than receive, recall, recite and apply the knowledge they have acquired. Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this lesson, there are methods proposed by the use of computer-based as an integral support to higher thinking skills and creativity.

Higher Level Learning Outcomes

     To define higher level thinking skills and creativity, we may adopt a framework that is a helpful synthesis of many models and definitions on the subject matter. The framework is not exhaustive but a helpful guide for the teacher’s effort to understand the learner’s higher learning skills.

Complex Thinking Skills	Sub-Skills
Focusing	Defining the problem, goal/objective-setting, brainstorming
Information Gathering	Selection, recording of data of information
Remembering	Associating, relating new data with old
Analyzing	Identifying idea constructs, patterns
Generating	Deducing, inducting, elaborating
Organizing	Classifying, relating
Imagining	Visualizing, predicting
Designing	Planning, formulating
Integration	Summarizing, abstracting
Evaluating	Setting criteria, testing idea, verifying outcomes, revising

                                             

                                         Figure 4 - Thinking Skills Framework

The Upgraded Project Method

In this modern day, the teachers are now guided on their goal to help students achieve higher level thinking skills and creativity beyond the ordinary.

            We know the fact that the ordinary classroom is awfully lack in instructional toolkits; as a result the teacher might have a difficulty to bring the students to the higher domains of learning and achieving, so the project method is suggested.

Project Method

            Teachers assign the students to work on projects with depth, complexity duration and relevance to the real word.

            Project is utilized because students need to make the most of the decisions about what to put inside their project, how to organize their information and ideas and how to communicate their result effectively.

Upgraded Project Method

            In here, there is a tighter link between the uses of projects for simply coming up with products to have the students undergo the process of higher thinking skills under the framework of the Constructivist Paradigm.

            In this new project method, the students are advised to use computer application and high technology in doing their projects.

Constructivist Paradigm

            It emphasize on how the students construct knowledge. The students, not the teacher are the one who make decisions about what to put into the project, how to organize information, how to package the outcomes for presentation and the like.

            In doing projects, there are two things that are involved: the process and the product.

Process- refers to the steps, effort and experiences in project completion.

Product- is the result or the end point of the process.

            As a future teacher, we must take into consideration the process in every project because in the process, the students were able to think and apply their creativity as results they have develop their higher order thinking skills.

Four Types of I-T Based Projects

●Resource-based project

●Simple creations

●Guided hypermedia

●Web design project