LESSON 1: MEANING OF EDUCATIONAL

TECHNOLOGY


























EDUCATIONAL TECHNOLOGY
Is a field involved in applying a complex,
integrated process to analyze and solve
problemsin human learning.
TECHNOLOGY IN EDUCATION
The application of technology to any of
those processes involved in operating
the institutions which house the
educational enterprise.
INSTRUCTIONAL TECHNOLOGY
Refers to those aspects of educational
technology that are concerned with
instruction as contrasted to designs and
operations of educational intitutions.
INTEGRATION TECHNOLOGY
Learning technologies to introduce,
reinforce, supplement and extend
skills.
EDUCATIONAL MEDIA
Channels or avenues or
instruments of communication.

LESSON 2: TECHNOLOGY: BOON OR BANE?


























TECHNOLOGY
BOON BANE
Makes your
works
easier.
Teaching-learning
process is more
exciting,
meaningful, and
interactive
Makes you
superior in
modernization
time
When not used
properly it
becomes a
detriment to
learning and
development.
Students tempt
to surf
phonographs
and plagiarize
Destroy
relationships

LESSON 3: THE ROLES OF EDUCATIONAL TECHNOLOGY
IN LEARNING




















EDUCATIONAL TECHNOLOGY
ROLES IN
LEARNING
As tools to
support
knowledge
construction
As information
vehicles foe
exploring knowledge
to support learning-
by-constructing
As social medium
to support learning
As intellectual partner
for the learners
As context to support
learning-by-doing
Define objective
(identify content)
Choose appropriate
methods
Choose appropriate
experiences
Selcet materials,
equipment and
facilities
Assign personnel
roles

Implement the
instruction
Evaluate outcomes
Refine the process
LESSON 4: SYSTEMATIC APPROACH TO TEACHING
















SYSTEMATIZED INSTRUCTION






LEARNERS
LESSON 5: THE CONE OF EXPERIENCE




Verbal Symbols- do not contain visual clues to their meaning

Visual Symbols- no longer realistic reproduction
Recordings, Radio, Still Pictures- visual-auditory devuces
Motion Pictures- same with educational tv
Educational Television- reconstruct the realityof the past
Exhibits- displays to be seen by spectators
Study Trips- excursions and visit
Demonstration- visualized explanation of an important facts,
ideas, or process
Dramatized Experiences- can participate in reconstructed
experiences
Contrived Experiences- substitute of reality
Direct Purposeful experiences- first hand experiences which
serves as foundation of learning
A visual model, pictorial device that
presents bands of experience
arranged according to degree of
abstraction and not degree of
difficulty
-Edgar Dale

BRUNERS THREE-TIERED MODEL


Making the connection!


FIRST
THROUGH A
SEQUENCE OF
ACTIONS

SECOND
THROUGH A
SERIES OF
ILLUSTRATIONS
THIRD
THROUGH A SERIES
OF SYMBOLS
Cone of Experiences is
arranged from the least to
the most abstract
experiences and not in
difficulty
Bruner's three-tiered
model is arranged
according to it's
abstractness and
difficulty
ENACTIVE
ICONIC
SYMBOLIC

LESSON 6: USING AND EVALUATING INSTRUCTIONAL
MATERIALS



PROPER USE OF
INSTRUCTIONAL
MATERIALS/EVENTS
HAYDEN SMITH/
THOMAS NAGEL
Prepare yourself
Prepare your student
Present the material
Follow up
ROBERT GAGNE
Gain attention
inform learners
objective
Stimulate recall of
prior learning
present stimulus
mATERIAL
Provide feedback
Assess performance
Enhance retention
transfer



LESSON 7: DIRECT, PUPOSEFUL EXPERIENCES AND BEYOND










DIRECT PURPOSEFUL
EXPERIENCE
DIRECT- first
hand experience;
sensory
experiences; we
learned from our
senses
sight- 75%
hearing- 13%
touch- 6% taste-3% smell- 3%
PURPOSE-
experience that
undergone in relation
to a purpose-learning
In contrary, indirect
experience is an
experience of others
that we hear, read or
observe about


CONTRIVED
EXPERIENCES- edited
version of direct purposeful
experiences


simulation- representation of a
manageable real event in event
in which the learner is an active
participant engaged in learning
a behavior
models
mock up
specimens
objects/
artifacts
game-



LESSON 8: TEACHING WITH CONTRIVED EXPERIENCES



















LESSON 9: TEACHING WITH DRAMATIZED EXPERIENCES








DRAMATIZED
EXPERIENCES
formal plays- depict life, character, or
culture or a combination of all three
pageants- usually community dramas
that are based on local history,
presented by local actors
pantomine- is the art of conveying a
story through bodily movements only
puppets- can present ideas with extreme
simplicity
shadow puppets
rod puppets
hand puppets
glove-and-finger puppets
marioneettes
role-play- ian unrehearsed, unprepared
and spontaneous dramatization
LESSON 10: DEMONSTRATION IN TEACHING








GUIDING PRINCIPLES
Establish
rapport
Avoid Clear Only
If Known (COIK)
fallacy
Watch for key
points
PLANNING AND PREPARING
Get and sustain the
interest of the audience
Keep the
demonstration simple,
focused and clear
Do not in a hurry nor
drag out demonstration
Check for
understanding the
processs of
demonstration
Conclude with a
summary
Hand out written
materials at the end
of the demonstration
DEMONSTRATION
LESSON 11: MAKNG THE MOST COMMUNITY RESOURCES
AND FIELD TRIPS






Oppurtunities for rich and memorable experiences
which are fundamental to learning that lasts
Brings us to the world beyond the classroom
Have a wide range of application
Bring realizations
ADVANTAGES
It is costly
It involves logistics
It is extrvagant with time
Contains an element of uncertainty
DISADVANTAGES
STEPS FOR HAVING
FIELDTRIP
FIELD
TRIPS
LESSON 12: THE POWER OF FILM, VIDEO AND TV IN THE
CLASSSROOM







BENIFITS:

transmit wide range of audio
bring models of excellence to the viewer
bring the world of reality to the home and to
the classsroom

make us see and hear fooueselves world events
as thay happen
most beleivable news source
peovide us with sounds and sights
can be both instructive and enjoyable
give opputunities teachers to view themselves
LIMITATIONS:
it is one way communication device
projected motionconsequently, they
encourage passivity
small screen size pus television at a
disadvantage when compared with the
possible size of motion
excessive Tv viewing works against the
development of the child's ability
there is much violence in TV
TV, FILM AND
VIDEO













Summarize what was learned
Ask what the students learned
Tackle questions raised by the students at the initial stage
Go to the questions you raised at the pre-viewing stage
Post-viewing
Viewing
Pre-viewing activities
Prepare the classroom
PROCEDURES IN THE USE OF THE TV IN THE
CLASSROOM
LESSON 13: TEACHING WITH VISUAL SYMBOLS



VISUAL
SYMBOLS
DRAWINGS:
used to have a concrete visual aid than nothing
CARTTOONS
bring novelty to our teaching
STRIP DRAWING
also called as comic or
comic strip
DIAGRAM
any like drawing that
shows arrangement and relatives
as of parts to the whole ,
relatives values, orogins and
development
CHARTS
diagrammatic
representation of
relationships among
individuals
GRAPHS
easier to understand than the
words
MAPS
representation of the surface of the
earth
Sketching
cartoons
Affinity
diagram
Tree
diagram
Fish bone
diagram
Time chart
Stream
chart
Flow chart
Organizational
chart
Comparison
and
Contrast
Pareto
Chart
Gannt
Chart
Pie
graph
Pictorial
graph
Bar Graph
Graphic
organizer
Physical
Map
Relief
Map
Commercial
Map
Political
Map
LESSON 14: MAXIMAZING THE USE OF OVERHEAD PROJECTOR AND
THE CHALKBOARD

CHALKBOARD- the most available among all instructional equipment
OVERHEAD PROJECTOR another equipment that is quite common today



LESSON 15: PROJECT-BASED LEARNING AND MULTIMEDIA:
WHAT IT IS?





PROJECT-BAESD LEARNING AND MULTIMEDIA- teaching method in which students
"acquire new knowledge and skills in the course of designing, planning and producing
multimedia product".
7 KEY DIMENSIONS
1. CORE
CURRICULUM-
clear set off
learning goals
drawn from
whatever
curriculum or
set of
standards is in
use.

2. REAL
WORLD
CONNECTION-
seeks to
connect
students work
in school with
the wider
world in which
students live.
3. EXTENDED
TIME FRAME-
etend over a
significant
period of time.
4. STUDENT
DECISION
MAKING
5. COLLABORATION-
as working together
6.ASSESSMENT-
data must be
gathered on what
students have
learned
7.MULTIMEDIA
- students do
not learn by
simply using
multimedia
produced by
the others,
they larn by
creating
themselves
LESSON 15: USING THE PROJECT-BASED LEARNING MULTIMEDIA AS
A TEACHING LEARNING STRTEGY



PROJECT-BASED
MULTIMEDIA
LEARNING
PLANNING
goals and
objectives
determine the
time needed
setting up forms of
collaboration
identifying and
dtermining what
resources needed
decide the mode
to measure what
students learn
PHASES
IN
PROJECT
Before the
projects start
Preliminary
research and
planning
Concept
design and
story
boarding
Assessing,
testing and
finalizing
presentations
Learning the
technology
Concluding
activities
Introduction
of the project
First draft
production
through












PLANNING
RESEARCHING
ORGANISING
DEVELOPING
COMMUNICATING
EVALUATING
STEPS ON THE PROCESS OF MULTIMEDIA CREATIONS
LESSON 17: ASSESSMENT IN A CONSTRUCTIVIST TECHNOLOGY
SUPPORTED LEARNING





















CONSTRUCTIVIST TECHNOLOGY-
SUPPORTED LEARNING
AUTHENTIC ASSESSMENT-
students perform real world
tasks
Performance-reliable
measureof skills
learned
Product Assessment-proof of
the acquisition of skills
measure students;
Communication
analytical
integrative
evaluative
collaborative
MUST HAVE A SCORING RUBRICS
LESSON 18: ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA
CENTER

EDUCATIONAL MEDIA CENTER
facility designed for the housing and
utilization of all meducational media within
the school
SERVICES
Orientation
Selection of print and
non-printed materials
organization of print
and non-print materials
Circulation of print and
non-print materials
Reference
Bibliographic services
Media Instruction
Program
Photocopying services
Video and source
production
Multi-media services