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 In this lesson we are being aware the importance of computer to our learning and to our life, it helps us to be computer literate and aside from that it enhances our knowledge about the use of computer. Teachers also become an effective teacher where she/he teaches us effectively. Lesson 2 An Overview: Educational Technology 2
INTRODUCTION Concerned of: Integrating Technology into Teaching and Learning The 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 lesson teaches us to be aware with the use of different use of computer software including the Microsoft, power point and micro excel. As a future teacher we are given a chance to an effective teacher someday we are being thought to a better teacher which is also helpful for both teacher and students.
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 awaken us that those other countries are really progressive when it comes with the development of computer, we know that even those elementary grades are already aware with the use of computer because of the fact that computer plays a vital role with our learning.
Lesson 4 BASIC CONCEPTS ON INTEGRATING 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 We know that during the traditional time, teachers uses the old visual materials like chalkboard, paper and pencil, book and others but as time goes by instruction nowadays had become more modern we already using the power point presentation in discussion, through it we are motivating students to listen to focus with the discussion. Students become computer literate but we know the fact that computers are not being use in good ways, some are using in games and watching videos but all in all adequate hands-on computer skills are necessary.
Lesson 5 STATE-OF -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 We cant deny the fact that there are certain schools who had computer but just put in other side because nothing knows how to manipulates. Somehow, This new approach led us to have student centered classroom but as time goes by we could not handle the mind of the people in using and developing technologies. So in some way it might led to technology centered classroom.
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 This kind of learning is differentiated from reception learning in which ideas are presented directly to students in a well-organized way, such as through a detailed set of instructions to complete an experiment or task. To make a contrast, 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 The four models of school learning is very helpful in the teaching learning process especially in integrating technology in it. Aside from that, knowing about this models and new approaches, The learning environment could be effective and conducive. Let us all know that there are better ways to learn other than rote learning or memorization and that learning is for use not only school but in real life. So, let us engage students in teaching-learning process by the use of different models and strategies.
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 The Upgraded Project Method Given these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond the ordinary benchmark of the students passing, even excelling achievements tests. When the ordinary classrooms are lacking with instructional kits, use the project method to bring students to higher domains. In a project method, students work on projects with depth complexity, duration, and relevance to the real world. There is already a revised project method wherein the students would make decisions about what to put on the project, how to organize information and how to package the outcomes for presentation while the teacher guides and facilitates the learning process.
REFLECTION All students should be involve in the teaching learning process-learning process not only the teacher. Focusing on the product is not good. It is because process is more important than product. Since process is refers to the thinking/affective/psychomotor process that occurs on the part of the learner, So with the methods proposed for use of computer based technologies as an integral support to higher thinking skills and creativity, Students will be globally competitive as well as the teachers. Lesson 8 HIGHER THINKING SKILLS IT-BASED PROJECTS THROUGH
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. CONTENT 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. II. 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 sophiscated 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 to ambitious as a tool in the teaching-learning process. REFLECTION With the use of the new technologies we can easily use materials and acquire higher thinking skills through IT-Based Projects. Moreover, In enhancing our mind to think logically. As a future teacher, it is a challenge for us to create learning environment that focus on learning inquiry/guest/discovery to make learner think creatively, critically and logically.
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 office and school has before him a tool for both audio-visual creations and media communication.
REFLECTION We know that we are now in the 21 st century and the computer is recognized as the third revolution of education. First is the printing press, second libraries and lastly the computer. The mere fact is Computer are helpful tool in gaining information but aside from that computer can be also a communication technology with the use of different programs such as yahoo, google, MSN we are able to communicate to our teachers, schoolmates, relatives through online. And it is also helpful in education, the educational media, which is used in communicating to audiences.
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. Educators saw much use of the PC. It has become affordable to small business, industries and homes. They saw its potential for individualization in learning, especially as individualized learning is a problem since teachers usually with a class of forty or more learners. They therefore devised strategies to use the computer to break the barriers to individualized 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 The computer as of now can be considered as a tutor too, just the fact that nowadays, students has a total of 50-60 numbers and the teachers cannot accommodate them all. So, to make it fair for all the students we have a tool which will tutored all the students by just surfing the net but we cannot replace the teachers with computer because computer is just a tool for a teacher to relieve lots of activities in school, so that even though students are plenty, all of them will be able to learn.
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. While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social Constructivism is the effort to show that the construction of knowledge is governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in.
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 Informative Tool The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedia 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 Aside from the truth that computer can be a TUTOR, computer also can be a teachers handy tool in teaching, teachers can use computer as an information tool where in it provides vast amount of information such as the latest news, weather report and other important infos. Through internet student can get information for their reports and assignment. Communication tool, wherein students can communicate through E-mail and other social media. cons
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. Noticeably, however, after spending so many minutes in lesson presentation and class management, students can get restless and fidgety. Often enough, the teacher has to also manage misbehaviour in class as students start to talk among themselves or simply stare away in lack of attention. 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 In this lesson we know that there is a big difference between the traditional classroom and student-centered learning because the traditional classroom the teacher are really focused are really the who one who teaches, she engage herself to teach herself knowing the fact that nowadays students has a total of 50-60 numbers it is really hard for them to accommodate them while in the SCL the students are participating in the discussion. 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 Ilection
REFLECTION The computer is a natural learning vehicle for cooperative learning. It promotes cooperation and collaboration within the students working on the same tasks, also it develops enthusiasm and sense of belonging between individual within a group who shares common goal. Every individual is given a sense if responsibility to do his part in achieving the goal.
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 With this lesson, using computer is an electronic device that store, process and display information and data in a form that is easily understood. It has lots of software which is important and useful in learning such as instructional software. It is use as a tutoring tool for students and helps students to learn including drill and practice, tutorial, simulation, games and problem solving.
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. CHARACTESTICS 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 doeas not necessarily use all types of media in one presentation.
REFLECTION Hypermedia provides personalized learning activities as it helps those slow and poor learners, It gives activities suited to your learning objectives and needs. It presents variety of media that will really cater those fast and slow learners. Where areas in a traditional teaching method, the teacher would take extra time, attention and effort to help the studentswho are know in understanding the lesson. With that gives the teacher a hard time to develop new strategies and objectives for both past and slow learners. so, it really beneficial for the teacher to use the hypermedia.
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 Education is really important to us as well as the Internet, Internet is really helpful in our education because it helps us to gain lots of information where we cannot answer by our self and by our teacher. We cannot deny the fact that there are times that we have inquiry that really plats in our mind and it is just answerable with the use of internet and our teacher.
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 In this lesson we are being thought how to use different software of computer. It teaches us how to use Microsoft office, excel, power point presentation and other software which enhances our skills to use those software. And as a future teacher it is really helpful to us to impart knowledge to our future stu8dents which they can apply also totheir own success.