LESSON 1:

A Review of Educational Technology 1

INTRODUCTION
The Educational Technology 1 course has truly paved the way for the
learner to become aware, appreciative and equipped to use educational technology
tools ranging from traditional to modern educational media.
CONTENT
In this course, learners are oriented towards averting the dangers of
dehumanization which technology brings into societies. There are areas where
learners are oriented with and needs to be aware of:
- Ideological propaganda
- Pornography
- Financial fraud
- Other exploitative used of technology
If the learners would not be aware of these areas, these will continue to
affect peoples and cultures, and would give gap between poor and rich countries.
ET- 1 has something to apply which is necessary for instruction.
1. Setting of learning objectives
2. Designing specific learning experiences
3. Evaluating the effectiveness at the learning experiences
4. Revision as needed of the whole teaching- learning process

REFLECTION
Lets meet the rapid and changes of technology. This lesson could help each
individual to enhance their knowledge about the modern technology that we had.
And it is a big challenges for us an education student to implement this new
technology to our future student.
To be aware of these latest innovation so that in the future we could use it in
our teaching. Aside from traditional here comes now the new trends of
instructional materials that we could use.

LESSON 2:
An Overview: Educational Technology 2

INTRODUCTION
Concerned of: Integrating Technology into Teaching and LearningThe meaning
of which is putting together technology into teaching and learning so that these will
become one in learners education. To specify- focused on introducing,
reinforcing, supplementing, and extending the knowledge and skills to learners so
that they can become exemplary users of educational technology.
CONTENT
ET-2 will involve a deeper understanding of the computer as well as hands-
on-application of computer skills. To infuse technology in the student-teacher
training, helping learners to adapt and meet rapid and continuing technology
changes in information and communication technology (ICT) environment.
The course objectives are:
- To provide education in the use of technology in instruction;
- To impart learning experiences in instructional technology supported
instructional planning;
- To acquaint students on information technology;
- To learn to use and evaluate computer-based educational resources;
- To engage learners on practical technology; and
- To inculcate higher-level thinking and creativity among students.
REFLECTION
This course allows us to experience new things like learning by doing. We
use technology in teaching so that there will be interactive class discussion. We
will able to differentiate that it has a great impact on their learning.
As future educator I will make sure that to use media in my lesson would be
suited to my learning objectives. And I will see to it that students will learn from it.

LESSON 3:
EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC
REGION


INTRODUCTION
It is really necessary that there should be state policies and strategies in the
use of technology especially in educational institutions on a country it is because
these serves as guiding principles for educators how to go about in the adoption of
these technologies. We all know that we are now on the computer age and the use
of information and communication technology (ICT) is almost applicable in all
aspects of our lives. But not all of us knew the importance of these technologies
and how to go about it. Therefore, the infusion of which should start in the schools,
more particularly to the students curriculum.
CONTENT
Most of the countries in the Asia Pacific Region (Malaysia, Singapore, Hong
Kong, etc.) already adopted their own policies and had created an educational
technology environment in their schools. They equipped them with facilities and
venue for the facilitation of learning to students and even to teachers. Teachers are
given trainings in the use of these facilities as well as with the core skills and
competencies in the use of ICT in their classroom discussions. The state policies
for these technologies differ from one country to another depending from their
culture and geographical locations or as the need for it may arise and/or the
usefulness of which in the capacity building of their nation. But generally, most of
the countries around Asia Pacific find it a need to really institutionalize the use of
technology in their respective countries as evident to their state provisions and
policies. In other words, they find it crucial to infuse technology in the minds of
the people so that they can compete with other countries around the pacific and the
world. They know they can boom their industries through the use of technology.
REFLECTION
This lesson would help us realize and motivate ourselves with what the other
countries are doing with their information technology. The real essence of this
topic depends on how the learning apply what theyve learned in this lesson.
Since we are here living in a less developed countries and we all know that
we are far behind with the technology. In spite of it still the government has
programs being implemented so that our education can be globally competitive.




Lesson 4:
Basic Concepts on Integrating Technology in Instruction
INTRODUCTION
It has been a long time issue as to how to integrate technology in the
teaching-learning process. The mere use of computer does not mean that
technology is already integrated in the instruction. A need to provide learning on
how educational technology can be applied and integrated in the teaching-learning
process is very crucial. According to Pisapia (1994) in her definition of integrating
technology with teaching is that there is integration if the learning technologies
are use to introduce, reinforce, supplement, and extend skills.
CONTENT
Here are external manifestations of technology integration into instruction:
- Theres a change in the way classes are traditionally conducted.
- The quality of instruction is improved to a higher level in such a way that could
not have been achieved without educational technology.
- There is planning by the teacher on the process of determining how wand 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 of opportunities to respond to these
instructional issues/problems.
In sum, technology occupies a position (is a simple or complex way) in the
instructional process. There is actually nothing to be worry about for teachers who
are still novices in technology integration because learning how would really take
time. Technology integration into instruction is developmental and takes a gradual
road to mastery and expertise. In time, a teacher can advance from basic
integration to more complicated integrations.
REFLECTION
As part of the worldwide recognition of the potential impact of the computer
on education, teachers eagerly seek information on how computer applications can
be used directly address the primary curricular goods. In order to integrate
instructional technologies in the curriculum.
Meaningfully, it is important for the teachers to know what the predominant
learning theories are and how the computer applications can be integrated in
relation to these learning theories.

Lesson 5:
State-of-the-Art ET Application Practices
INRODUCTION
We are all aware of the speedy turn-over of technology advancement and
upgrading technologies now-a-days. In this advancement and upgrading of
technology, educators today should become more aware and active in adopting
state-of-the-art educational technology practices for them to ride on in the system
and development of technology.
CONTENT
There is this certainty that our schools audiovisual aids may not even apply
in this modern day computer hardware and software in todays technology
advancement for the reason that we are fun of investing and not on adopting the
development and advancement of the upgraded technology. As it is said dont
invest in technology hardware or system that may become a white elephant in a
few years time. We need to adopt upgraded technology for greater computer
literacy and competency as well.
REFLECTION
Now that technology is pervasive. There are changes also that occur that
what is the latest now will be obsolete in quite a while. So it is good to buy
expensive gadget if you have the money, and which could be important to you. A
new trend in technology becomes also our fashion. Those who cannot afford to buy
are those people who are poor. With these the gap between poor and rich are being
distinguish
For me, I will never that too luxurious especially in buying such technology.
.


Lesson 6:
IT Enters a New Learning Environment
INTRODUCTION
The four conceptual models namely Meaning Learning, Discovery Learning,
Generative Learning and Constructivism are useful in achieving instructional goals
through preferred application of educational technology. With these conceptual
models, we shall see how effective teachers best interact with their students in
innovative learning activities while integrating technology to the teaching-learning
process.

CONTENT
Meaningful Learning
This gives focus to new experience that is related to what the learner already
knows. A new experience departs from the learning of a sequence of words or
memorization through rote memory but gives attention to meaning. It assumes that:
- Students already have some knowledge that is relevant to new learning
- Students are willing 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 gives positive reinforcement to learning.
Discovery Learning
In discovery learning students perform tasks to uncover what is to be
learned. New ideas and new decisions are generated in the learning process,
regardless of the need to move on and depart from organized set-off activities.
In discovery learning, it is important that the student become personally
involved 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 given key concepts and the rules learning are directly presented
for receptive type of learning. But aside from that, the computer has other uses.
In a computer simulation process, for example, the learner himself is made to
identify key concepts by interacting with a responsive virtual environment. The
learner thus discovers the concepts from the experience the virtual environment
provides.
Generative Learning
In generative learning we have active learners who attend to learning events
and generate drawing 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 for motivation and responsibility is said to be crucial to this
domain of learning. Examples of this in the area of language comprehension are
activities such as 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 the pieces of
information not only just an access to them
.Constructivism
In constructivism, the learner builds a personal understanding through
appropriate learning activities and a good learning environment. The two accepted
principles are:
- Learning consists of 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.
- With 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 acquisition of practical and personal
knowledge, not abstract or universal truths.

REFLECTION
An unfortunate misconception about the use of IT in schools is that teachers
in the future will become redundant, their teaching functions largely replaced by
sophisticated teaching machine. Teachers fearing that scenario need just relax; if
anything, their role in the teaching and learning process which incorporates
technology will become even more important.
Teachers who integrate IT into their instruction have important roles to play
at all stage of the lesson process.




LESSON 7:
IT for Higher Thinking Skills and Creativity
INTRODUCTION
The traditional information absorption model of teaching is that the teacher
is the one who organizes and presents information to student-learners. He/she may
use the chalkboard, videotape, newspaper or magazine and photos. Then the
presentation is followed by a discussion and the giving of assignment. But a new
challenge has arisen for todays learners and this is not simply to achieve learning
objectives but to encourage the development of students who can do more than
receive, recite and apply the knowledge they have acquired. Today students are
expected not only to be mentally excellent, but also flexible, analytical and
creative.
CONTENT
THINKING SKILLS FRAMEWORK
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



REFLECTION
When evaluating an educational resource for its instructional worth, it is
important to look beyond its faade and to look at it very carefully in relation to the
tasks it was supposed to address. Educational resources should deliver on the task
or it should support sound pedagogical practices. The resource should also be
stimulating, interesting and motivating so that learners will be encouraged to use
the educational resource. All efforts will be wasted if the educational resource
chosen cannot capture and hold the learners attention.

LESSON 8:
Higher Thinking Skills through IT-Based Projects
INTRODUCTION
The Four Types of IT-Based Projects
I. Resource-based Projects In these projects, the teacher steps out of the traditional
role of being a content expert and information provider, and instead lets the
students find their own facts and information. Only when necessary for the active
learning process does the teacher step in to supply data or information. The general
flow of events in resource-based projects are:
1. The teacher determines the topic for the examination of the class (e.g. the
definition of man)
2. The teacher presents the problem to the class.
3. The students find information on the problem/questions.
4. Students organize their information in response to the problems/questions.
II. Simple Creations
Students can also be assigned to create their software materials. Of course,
there are available software materials such as Creative Writer (by Microsoft) on
writing, KidWork Deluxe (by Davidson) on drawing and painting, and Media
Weave (by Humanities software) on multimedia).
In developing software, creativity as an outcome should not be equated with
ingenuity or high intelligence. Creating is more consonant with planning, making,
assembling, designing, or building. Creativity is said to combine three kind of
skills/abilities:
- Analyzing- distinguishing similarities and differences/ seeing the
project as a problem to be solved.
- Synthesizing- making spontaneous connections among ideas, thus
generating interesting or new ideas.
- Promoting- selling of new ideas to allow the public to test the ideas
themselves.
III. Guided Hypermedia Projects
The production of self-made multimedia projects can be approached in two
different ways:
1. As an instructive tool, such as in the production by students of a power-
point presentation of a selected topic.
2. As a communication tool, such as when students do a multimedia
presentation (with text, graphs, photos, audio narration, interviews, video clips, etc.
To simulate a television news show.
IV. Web-based Projects
Students can be made to create and post webpages on a given topic. But
creating webpages, even single page webpages may too sophisticated and time
consuming for the average student.
It should be said, however, that posting of webpages in the internet allows
the students (now the webpage creator) a wider audience. They can also be linked
with other related sites in the internet. But as of now, this creativity project may be
too ambitious as a tool in the teaching-learning process.
REFLECTION
Managing an IT learning environment is not very different from managing
students in a regular classroom. The basic classroom management principles still
apply. Sometimes if the software is especially exciting, students becomes so
engrossed in it that managing them is not a problem at all. However, if the
activities are poorly designed or the software used is boring or not challenging,
then managing the students can be a problem.




LESSON 9:
Computer as Information and Communication Technology
INTRODUCTION
Through computer technology, educators saw the amplification of learning
along with computer literacy. Much Like reading, the modern student can now
interact with computer messages; even respond to questions or to computer
commands. Again like writing, the learner can form messages using computer
language or program.
CONTENT
Some computer-assisted instruction (CAI) was introduced using the
principle of individualized learning through a positive climate that includes realism
and appeal with drill, exercises that uses color, music and animation. The novelty
of CAI has not waned to this day especially in the basic education level as this is
offered by computer-equipped private schools. But the evolving pace of innovation
in todays Information Age is so dynamic that within the first decade of the
21
st
century, computer technology in education has matured to transform into an
educative information and communication technology (ICT) in education.
The Personal Computer (PC) as ICT
Until the nineties, it was still possible to distinguish between instructional media
and the educational communication media.
Instructional media consist of audio-visual aids that served to enhanced and enrich
the teaching-learning process. Examples are the blackboard, photo, film and video.
On the other hand, educational communication media comprise the media of
communication. For example, the distance learning was implemented using
correspondence, radio, television, or the computer satellite system.
Close to the turn of the 21
st
century, however, such a distinction merged owing to
the advent of the microprocessor, also known as the personal computer (PC). This
is due to the fact that the PC user at home, office and school has before him a tool
for both audio-visual creations and media communication.
REFLECTION
It should be obvious that in the last few years, there have been tremendous
developments in the capabilities of computer hardware and software, as well as
whole computer systems. Computers are faster, costs are lower software is more
powerful and easier to use, these trends are likely to continue for the foreseeable
future. These changes will naturally alter the skills which teachers need to have to
be considered computer competent.

LESSON 10:
The Computer as a Tutor
INTRODUCTION
The computer is one of the wonders of human ingenuity, even in its original
design in the 1950s to carry out complicated mathematical and logical operations.
With the invention of the microcomputer (now also commonly referred to PCs or
personal computers), the PC has become the tool for programmed instruction.

CONTENT
Computer-Assisted Instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many activities in his
personal role as a classroom tutor. It should be made clear, however, that the
computer cannot totally replace the teacher since the teacher shall continue to play
major roles of information deliverer and learning environment controller. Even
with the available computer and CAI software, the teacher must:
- Insure that the students have the needed knowledge and skills for any
computer activity.
- Decide the appropriate learning objectives
- Plan the sequential and structured activities to achieve objectives.
- Evaluate the students achievement by ways of tests of the specific expected
outcomes.
Today, educators accept the fact that the computer has indeed succeeded in
providing an individualized learning environment so difficult for a teacher
handling whole class. This is so, since the computer is able to allow individual
students to learn at their own pace, motivate learning through a challenging virtual
learning environment, and assist students through information needed during the
learning process.
REFLECTION
Through mans ingenuity he has able to create the computer, a wonderful
tool or machine that accepts information from a built-in device, processes the
information and transfers the process result to an output device. Computer can
perform the same operations million of times in exactly the same way tirelessly
and without getting irritated like a normal human being. It stores vast amount of
information and is able to recall them.

Lesson 11:
The Computer as the Teachers Tool

INTRODUCTION
Constructivism was introduced by Jean Piaget (1981) and Bruner (1990).
They gave stress to knowledge discovery of new meaning/concepts/principles in
the learning process. Various strategies have been suggested to foster knowledge
discovery, among these, is making students engaged in gathering unorganized
information from which they can induce ideas and principles. Students are also
asked to apply discovered knowledge to new situations, a process for making their
knowledge applicable to real life situations.
CONTENT
The psychologist Vygotsky stressed that learning is affected by social
influences. He suggested the interactive process in learning. A more capable adult
(teacher or parent) can aid or complement what the learner sees in a given tasks or
project. In addition, John Dewey sees language as medium for social coordination
and adaptation. For Dewey, human learning is really human languaging that occurs
when students socially share, build and agree upon meanings and knowledge.
The Computers Capabilities
I nformative Tool
The computer can provide vast amounts of information in various forms, such as
text, graphics, sound, and video. Even multimedia encyclopedias are today
available on the internet.
Communication Tool
The computer has been used in communication as evident by social networking
sites as to facebook, twitter and friendster. We can even chat/talk friends and
families anywhere in the globe through yahoo messenger or the one in facebook or
view them through the webcam. We can send messages and information through
the internet in just seconds or minutes.
Constructive Tool
The computer itself can be used for manipulating information, visualizing ones
understanding, and building new knowledge. The Microsoft Word computer
program itself is a desktop publishing software that allows users to organize and
present their ideas in attractive formats.
Co-constructive Tool
Students can use constructive tools to work cooperatively and construct a shared
understanding of new knowledge. One way of co-construction is the use of the
electronic whiteboard where students may post notices to a shared
document/whiteboard. Students may also co-edit the same document from their
homes.
Situating Tool
By means of virtual reality (RS) extension systems, the computer can create 3-D
images on display to give the user the feeling that are situated in a virtual
environment. A flight simulation program is an example of a situating tool which
places the user in simulated flying environment.
REFLECTION
The computer and the other media are integral part of the instructional
process. Once the objectives have been determined, the teacher decides on what
experiences and media type to use in the instructional process. The pre-test and
post test result will the teacher guide in determining the effectiveness of the
instructional process. Depending on the results, the teacher may later his methods,
media; or objectives in order to achieve the desired learning outcomes.


Lesson 12:
Information Technology in Support of Student-Centered Learning
INTRODUCTIOn
The idea of student centered learning is not a recent idea. In fact, as early as
the 20
th
century, educational educators such as John Dewey argued for highly
active and individualized pedagogical methods which place the student at the
center of the teaching-learning process.
CONTENT
The Traditional Classroom
It may be observed that classrooms are usually arranged with neat columns and
rows of student chairs or desks, while the teacher stands in front of the classroom
or sits behind his table. This situation is necessitated by the need to maintain
classroom discipline, also allows the teacher to control classroom activities through
lecture presentation and teacher-led discussions.
The SCL Classroom
John Dewey has described traditional learning as a process in which the teacher
pours information to student learners, much like pouring water from a jug into
cups. This is based on the long accepted belief that the teacher must perform his
role of teaching so that learning can occur. This learning approach is generally
known as direct instruction, and it has worked well for obtaining many kinds of
learning outcomes. The problem with it is that the approach in learning, however,
is the fact that the worlds societies have began to change. It may not be felt
strongly to countries in which on countries who depends mostly their economy to
factory workers. Traditional and direct instruction is very useful in these countries.
In contrast, industrialized societies we find knowledge-based economies in which
workers depend on information that can be accessed through information and
communication technologies (ICTs). Desiring to gain effectiveness, efficiency and
economy in administration, schools in these developed economies have also
adopted the support of ICTs. Their students have now become active not passive
learners, demonstrating independence and self-awareness in the learning process.
REFLECTION
Student centered learning environment have a heightened advantage over the
traditional teacher centered, subject centered environment. In that they provide
complimentary activities, interactive in nature, enabling individuals to address their
own learning interest and needs and move forward into increasingly complex
levels of context to further their understanding and appreciate subject matter.

Lesson 13:
Cooperative Learning with the Computer
INTRODUCTION
The creativity of the teacher would have to respond with the situation, and so
cooperative learning will likely be the answer to the implementation of IT
supported learning in our school. But the situation may not be that bad since there
are motivational and social benefits to cooperative learning and these can
compensate for the lack of hardware that educators face.
CONTENT
Cooperative or collaborative learning is learning by small groups of students
who work together in a common learning task. It is often also called group learning
but to be truly cooperative learning,
5 elements are needed:
1. common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills

Cooperative Learning and the Computer
Researchers have made studies on the learning interaction between the student and
the computer. The studies have great value since it has been a long standing fear
that the computer may foster student learning in isolation that hinders the
development of the student's social skills.
Now this mythical fear has been contradicted by the studies which show that when
students work with computers in groups.
REFLECTION
Cooperative learning offers an attractive avenue for teachers to help their
students learn more effectively. However, this is not to suggest that cooperative
learning will produce greater learning in all situations. The teachers need to be
creative and adaptive when using any of the suggested cooperative learning
methods.
Accordaing to the principles of teaching, learning is a social activity. There
is cooperative and collaborative learning that should take place so that there is
interaction. We learn best being with others.


LESSON 14:
THE SOFTWARE AS AN EDUCATIONAL RESOURCE
INTRODUCTION
Its more difficult to realize, however, that the computer hardware can hardly
be useful without the program or system that tells what computer machine should
do.
CONTENT
There are two kinds of software:
1. THE SYSTEM SOFTWARE
2. THE APPLICATION SOFTWARE


INSTRUCTIONAL SOFTWARE can be visited on the internet or can be bought
from software shops or dealers. The teacher through his school should decide on
the best computer-based instructional (CBI) materials for the schools resource
collection.
REFLECTION
Using this software that have mentioned this lesson are all useful in
enhancing the creativity and skills of the learner. The software that can be
downloaded in any sites in the internet are useful but be careful in choosing the
program that will be presented in the class, there are some programs that are
attractive on the eye but it does not contain a 100% correct content.



LESSON 15:
UNDERSTANDING HYPERMEDIA
INTRODUCTION
From the educational technology 1 course, the student has already become
aware of multimedia or an audio visual package that includes more than one
instructional media (means of knowing) such as text, graphics, audio animation
and video clip.
CONTENT
The presentation of information-learning activities in hypermedia is said to
be sequenced in a non-linear manner, meaning that the learner may follow his path
of activities, thus providing an environment of learner autonomy and thinking
skills.
CHARACTERISTICS OF HYPERMEDIA APPLICATION
1. LEARNER CONTROL means the learner makes his own decisions
on the path, flow or events of instruction.
a. LEARNER WIDE RANGE OF NAVIGATION ROUTES. For
the most part, the learner control the sequence and pace of his
path depending of his ability and motivation.

b. VARIETY OF MEDIA. Hypermedia includes more than one media
(text, graphics, audio, video clip) but does not necessarily use all types
of media in one presentation.





REFLECTION
Hypermedia application offer cognitive opportunities in the learning
environment, in the form of enhanced learner control, a wide range of navigation
routes and a larger variety of media. However, these cognitive opportunities are
based on the assumption that learners posses the learning strategies, prior
knowledge and attitudes to work through the hypermedia application
independently.

LESSON 16:
THE INTERNET AND EDUCATION
INTRODUCTION
The internet, also simply called the NET is the largest and far flung-network
system-of-all-systems. Surprisingly, the internet is not really a network but a
loosely organize collection of about 25,000 networks accessed by computer on the
planet. It is astonishing to know that no one owns the internet. It has no central
headquarters, no centrally offered services, and no comprehensive online index to
tell users what information is available in the system.
CONTENT
GETTING AROUND THE NET
The vast sea of information now and the internet, including news and trivia,
is an overwhelming challenge to those who wish to navigate it.
THE VIEW OF EDUCATIONAL USES OF THE INTERNET
Today, even elementary school graders in progressive countries like the
United States are corresponding via e-mail with pen pals in all 50 states. This
educational activity prodded by their schools are paying dividends from increasing
the pupils interest in Geography to a greater understanding of how people live in
large cities and other places in the United States or the world.

REFLECTION
The internet can offer teachers a lot of resources, communication
capabilities, instructional activities and a wealth of ideas on how to improve
lessons. Teachers can find a lot of useful resources on the internet which they can
profitably use in their instruction. However, using the internet it can greatly
enhance your teaching resource, if you know what you are doing.
You should know your limitations. Have some privacy of your files or data.
Importantly, be disciplined in using internet.

LESSON 17:
EDUCATIONAL TECHNOLOGY 2 PRACTICUM
INTRODUCTION
Educational technology 2 offers student the experiential process of adapting
to technology integration within a student-centered paradigm. This is the practicum
phase of the course which can be done, as seen fit by the teacher, either at the end
of the more theoretical lessons or inserted between lessons.
CONTENT
The practicum phase consist of hands-on computer tutorials which the
student teacher or professional teacher-trainee will need to make him/her capable.
The essential requirements for the ET 2 practicum phase will be:
- A computer laboratory/special computer classroom
- Participation of computer lab tutor/assistant
- Assigned number of hours in conformity with the course


The practicum phase consist in:
BASIC MICROSOFT WORD (6hrs)
The tutorials familiarize each individual learner to the basics of Microsoft
word. They will learn to use menus, and toolbars of the software.
MICROSOFT POWERPOINT (6hrs)
The tutorial is a familiarization on the basics of Microsoft powerpoint. It will
train the learner to prepare powerpoint presentations to enhance the teaching of
subjects.
INTERNET AS TOOL OF INQUIRY (4hrs)
The tutorial will facilitate the finding of sources of information appropriate
to a learning task.
REFLECTION
We should embrace technology into the teaching and learning process so
that we may not be far behind with those progressive countries especially in terms
of education.
Educational technology 2 promises to bring the student teacher and the
professional teacher trainee to the challenge of a new age-integrating technology in
the teaching-learning process. The brisk pace of technology advancement and
innovation continues, but ET 2 is a preparation to bring our teachers to move ahead
with their use of technology in the classroom.