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Lesson 1

A REVIEW OF EDUCATIONAL TECHONOLOGY



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.

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