LESSON 1: A REVIEW OF EDUCATIONAL TECHNOLOGY 1

I ntroduction
Part of the teacher education program is the course subject Educational Technology, in which
this course will be a big help to the student teachers and also to the professional educators.
Summary
The Education 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.
In ET-1, the learner was also oriented towards averting the dangers of dehumanization which
technology brings into society, such as through ideological propaganda, pornography, financial fraud,
and other exploitative use of technology.
On the application of education technology to instruction, ET-1 showed the 4 phases of
application of educational technology in teaching-and-learning, namely; (a) setting of learning
objectives (b) designing specific learning experience (c) evaluating the effectiveness of the learning
experiences vis-a-vis the learning objectives, and (d) revision as needed of the whole teaching-leaning
process, or elements of it, for further improving future instructional activities.
In sum, ET-1 served:
To orient the learner to the pervasiveness of educational technology in society
To lend familiarization on how educational technology can be utilized as media for the avenues
teaching-learning process in the school
To uplift the learner to human learning through the use of learning technology
To impart skills in planning, designing, using and evaluating the technology-enriched teaching-
learning process
To acquaint learners on basic aspect of community education, functions of school media center, and
finally
To introduce the learner to what is recognized as the third revolution in education, the computer.

REFLECTI ON
With this review edtech1, it refreshes my mind what is really meant of educational technology, that this
course is not only about the new inventions, but it also includes the old ones in order to satisfy our need
to learn. Also, with the knowledge of educational technology, I can say that through the different media
of instruction, the teaching and learning process will enhance, and help us to be more appreciative
about the third revolution in education, the computer.


LESSON 2: AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2

I NTRODUCTI ON
Educational Technology 2 is concerned with Integrating Technology into Teaching and
Learning In essence, the course aims to infuse technology in the student-teachers training, helping
them to adapt and meet rapid and continuing technological changes, particularly in the thriving global
information and communication technology (ICT) environment.

SUMMARY
Educational Technology 2 is concerned with Integrating Technology into Teaching and Learning.
Mainly directed to student teachers, also professional teachers who may wish to update their knowledge
of educational technology. Necessarily, Educational Technology 2 will involve a deeper understanding
of the computer as well as hands-on application of computer skills. Also the course is primarily directed
at enhancing teaching-and-learning through technology integration.
More specifically, the course objectives are:
To provide education in the use of technology in instruction by providing knowledge and skills
on technology integration-in-instruction to learners
To impart learning experiences in instructional technology-supported instructional planning
To acquaint students on Information Technology or IT-related learning theories with the
computer as tutor
To lean to use and evaluate computer-based educational resources
To engage learners on practical technology integration issues including managing IT
classrooms, use of Internet for learning, cooperative learning through the use of information
technology, etc.
To inculcate the higher-level thinking and creativity among students while providing them
knowledge of IT-related learning theories

REFLECTI ON

As I go through the overview of Education Technology 2, I have learned that the primary
concern of this course is to integrate technology into teaching-and-learning process. So, for us to be
able to integrated technology into teaching, we must have deeper understanding of the computer as
well as hands-on application of computer skills. Rather, through this knowledge about computer, we
can now be able to integrate technology and enhance the teaching-and-learning process and be able to
achieve the course objective.






LESSON 3: EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIS
REGION

I NTRODUCTI ON
To provide confidence to educators that they are taking the right steps in adopting
technology in education, it is good to know that during the last few years, progressive countries
in the Asia Pacific region have formulated state policies and strategies to infuse technology in
schools. The reason for this move is not difficult to understand since there is now a pervasive
awareness that a nations socio-economic success in the 21
st
century is linked to how well it
can compete in a global information and communication technology (ICT) regions.

SUMMARY
To provide confidence to educators that they are taking the right steps in adopting technology in
education, it is good to know that during the last few years, progressive countries in the Asia Pacific
region have formulated state policies and strategies to infuse technology in schools.
And since it is understood that state policies will continue to change, it is helpful to examine prevailing
ICT policies and strategies of five progressive states/city, namely New Zealand, Australia, Malaysia,
Singapore and Hong Kong.
New Zealand 2001 ICT goals and strategies
Goals
Government with the education and technology sectors, community groups, and industry envisions to
support to the development of the capability if the schools to use information and communication
technologies in teaching-and-learning and in administration.
Strategies
It foresees schools to be:
Improving learning outcomes for students using ICT to support the curriculum.
Using ICT to improve the efficiency and effectiveness of educational administration.
Developing partnerships with communities to enhance access to learning through ICT.

Malaysia Smart School-level Technology Project
Fully equipped school includes:
Classroom with multimedia, presentation facilities, e-mail, and groupware for collaborative
work
Library media centre with database for multimedia courseware and network access to the
internet
Computer laboratory for teaching, readily accessible multimedia and audiovisual equipment
Multimedia development centre with tools for creating multimedia materials. Computer studies
as a subject
Studio/theatrette with control room for centralizes audio-visual equipment, teleconferencing
studio, audio room, video and laser disc video room.

Singapore Master plan foe IT Education
The master plan has four key dimensions:
Curriculum and assessment
Learning resources
Teacher development
Physical and technological infrastructure


Hong Kong Education Program Highlights
Government aims to raise the quality of school education by promoting the use of It in teaching and
learning. The IT initiatives are:
On average, 40 computers for each primary schools and 82 computers for each secondary school
About 85,000It training places for teachers at for levels
Technical support for all schools
An Information Education Resource Centre for all schools and teachers
An IT coordinator for each of 250 schools which should have sound IT plans
Computer rooms for use by students after normal school hours
An IT pilot scheme to provide schools with additional resources
Review of school curriculum to incorporate IT elements
Development of appropriate software in collaboration with the government, the private sectors,
tertiary institution and schools
Exploring the feasibility of setting up education-specific intranet.

REFLECTI ON

Through some progressive countries in Asia Pacific region and their formulation of state policies and
strategies to infuse technology in schools, our educators become more confident that they are taking the right
steps in adopting technology in education. Proofs are the schools of our neighbouring countries here in the Pacific
Region. But sad to say that despite of being part of this region, our country seems to do not excel in this area. That
if we compare Philippine schools that in the progressive countries in the Asia Pacific region, I can say that we are
way far from them, we are so far that seems to be we are on the bottomline. But, there are still things that our
government can do to change this status, a change for good. The first and foremost thing that should be done is
that our government must have an adequate finding and have a clear and firm plan on how and what technologies
are needed to enhance the quality of education through the infusion of technology to it.

LESSON 4: BASIC CONCEPTS ON INTEGRATING TECHNOLOGY
IN INSTRUCTION

I NTRODUCTI ON
There is the lingering issue on how educational technology is integrated in the learning process.
This is due to the fact that the mere use of the computer does not mean technology has already
been integrated in instruction. There is a need to provide learning on ho educational technology
can be applied and integrated into the teaching-learning process. There is no integrative
process if for example the teacher makes students play computer games to give them a rest
period during classes. Neither is there integration if the teacher merely teaches the students
computer skills because they are not computer technicians or trainors.

SUMMARY
Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills... Pisapia (1994)
If one is looking for external manifestations of technology integration into instruction,
here are some;
Theres a change in the classes are traditionally conducted.
The quality of instruction is improved to a higher level in such a way that could have not been
achieved without educational technology.
There is planning by the teacher on the process of determining how and when technology fits
into the teaching-learning process.
The teacher sets instructional strategies to address specific instructional issues/problems
The use of technology provides the opening 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.

REFLECTI ON
To reflect, the teachers who are greenhorn when it comes on how to integrate technology into
instruction should worry no more, because technology integration is developmental and takes gradual route to
mastery and expertise. And in time that they can be able to integrate technology to instruction, they can see the
big difference of the IT integrated instruction than that of the traditional instruction, in which this change to
instruction are more helpful to the learners.

LESSON 5: STATE-OF-THE-ART ET APPLICATION PRACTICES

I NTRODUCTI ON
Looking through progressive state policies that support technology in education, and other new
developments in the pedagogical practice, our educators today have become more aware and active in
adapting state-of-the-art educational technology practices they can possibly adopt. The list of
audiovisual aids available to or schools may not even apply any more since modern-day computer
hardware and software have rendered them obsolete.
Due to the speedy turnover of technology advancement, it is wise therefore for school administrators to
decide on technology upgrading along medium-term (5 years) term only.

SUMMARY
Owing to the development, teachers must therefore acquire or improve on their computer skills,
as well as their computers-in-the-classroom skills to become more aware and active in adopting
state-of-the-art educational technology. And the following trends should also be recognized by
educators:
Through school or training centre computer courses, present-day students have become
computer literate.
Following the call for developing critical thinking among students, teacher have deemphasized
rote learning and have spent more time in methods to allow students to comprehend/internalize
lessons
Shifting focus from lower-level traditional learning outcomes, student
assessment/examinations have included measurement of higher level learning outcomes such
as creative and critical thinking skills.
Recent teaching-learning models (such as constructivism and social constructivism) have paved
the way for instructional approaches in which students rely less on teachers as information-
givers, and instead
more on their efforts to acquire information, build their own knowledge, and solve problems.
REFLECTI ON

LESSON 6: IT ENTERS A NEW LEARNING ENVIRONMENT

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

SUMMARY
Meaningful learning-gives focus to new experience that is related to what the learner already
knows. New experience departs from the learning of a sequence of words 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 connection between what they already know
and what they can

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 setoff activities previously set.
Generative Learning-we have active learners who attend to learning events and generate
meaning from this experience and draw inferences thereby creating a personal model or
explanation to the new experience in the context of existing knowledge. Motivation and
responsibility are seen to be crucial to this domain of learning.
Constructivism-the learner builds a personal understanding through appropriate learning
activities and a good learning environment. The most accepted principles constructivism are:
Learning consists in what a person can actively assemble for himself and not what he can
receive passively.
The role of learning is to help the individual live/adapt to his personal world.


REFECTI ON
As IT enters a new learning environment, from meaningful learning to constructivism, we are
know that there are more better ways or alternatives to learn than that of learning traditionally, or simply it
helps students to step higher on their learning style for them to be able to acquire knowledge.

LESSON 7: IT FOR HIGHER THINKING SKILLS AND CREATIVITY

I NTRODUCTI ON
In the traditional information absorption model of teaching, the teacher organizes and presents
formation to student-learners. This teaching approach has been proven successful for achieving
learning outcomes following the lower end of Blooms Taxonomy: knowledge, comprehension, and
application are concerned.
Today, students are expected to be not cognitively, but also flexible, analytical and creative. In
this lesson, there are methods proposed for the use of computer based technologies as an integral
support to higher thinking skills and creativity.
The Upgraded Project Method
-consist in having the students work on projects with depth, complexity, duration and relevance to the
real world. Improving on the Dewey project method, this new method involves students in the active
creation of information, such that there is sustained reflective thinking on topics that have real-world
quality to them.
In this revised method, there is a higher thinking link between the use of projects for simple
coming up with products having the students undergo the process of complex/higher thinking under
the framework of the constructivist paradigm.
The process refers to the thinking/affective/psycho-motor process that occurs on the part of the
learner. This comprises the journey that actualizes learning.

REFLECTI ON

LESSON 8: HIGHER THINGKING SKILLS THROUGH IT-BASED
PROJECTS
I NTRODUCTI ON
The Four Types of IT-Based Projects
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.
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 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.

REFLECTI ON

Lesson 9: COMPUTER AS AN INFORMATION AND COMMUNICATION
TECHNOLOGY INTRODUCTION

I NTRODCUTI ON
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.

SUMMARY
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 uses colour,
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 dynamic that within the first decade of the 21
st
century,
computer technology in education has matured to transform into one educative information and
communication technology (ICT) IN EDUCATION.
THE PERSONAL COMPUTER (PC) as ICT
Instructional media consist of audio-visual aids that served to enhanced and enriched the
teaching-learning process. Educational media comprise the media of communication.

Lesson 10: THE COMPUTER AS A TUTOR

I NTRODCUTI ON

The computer is one of the wonders of human ingenuity, even in its original design in the
1950's 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.
SUMMARY

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.
Computer-assisted instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many activities in his personal role
as classroom tutor. It should be made clear, however, that the computer cannot totally replace the
teacher since the teacher shall continue to play the major roles of information deliverer and learning
environment controller. Even with the available computer and CAI software, the teacher must:

Insure that 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 the specific expected outcomes.
On the other hand, the students in CAI play their ROLES as learners as they:
Receive information
Understand instructions for the computer activity
Retain/keep in mind the information and rules for the computer activity
Apply the knowledge and rules during the process of computer learning
During the computer activity proper in CAI, the computer too plays its ROLES as it:
Act as a sort of tutor (the traditional role played by the teacher
Provides a learning environment
Delivers learning instructions
Reinforces learning through drill-and-practice provides feedback

Lesson 11: THE COMPUTER AS THE TEACERS TOOL

I NTORDUCTI ON
In the previous lesson, we saw how the computer can act as a tutor particularly along a
behaviourist and cognitive approach to learning. But we also sa certain computer software programs
have been developed to foster higher thinking skills and creativity. In this lesson, we shall again look at
the computer, but in this time from another perspective the computer as the teachers handy tool.
SUMMARY
Constructivist was introduced by Piaget (1991) 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 to real
life situations.
While knowledge is constructed by the individual learner in constructivism, knowledge can
also be socially constructed. Social constructivism. This is an 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 perspective of the
community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences. He therefore
suggested the interaction process in learning. The more capable adult (teacher or parent) or classmate
can aid or complement what the learner sees in a given class project. In addition Dewey sees language
as a medium for social coordination and adaptation. For Dewey human learning is really human
language that occurs when students socially share, build and agree upon meaning and knowledge.
THE COMPUTERS CAPABILITIES
Given its present-day speed, flexibility and sophistication, the computer can provide access to
information, foster creative social knowledge- building, and enhance the communication of the
achieved project package.
Based on the two learning theories, the teacher can employ the computer as an:

An information Tool
A communication Tool
A constructive Tool
As co- constructive Tool
A situating Tool
INFORMATIVE 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.

CONSTRUCTIVE TOOL
The computer itself can be used in manipulating information, visualizing one's understanding,
and building new knowledge. The Microsoft word computer program itself is a desktop publishing
software that allows users to organize and present their dies in attractive formats.

CO-CONSTRUCTIVE TOOLS
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 white board
where students may post notices to a shared document/ white baord. Students may also co-edit the same
document from their homes.
SITUATING TOOL
By means of virtual reality (RS) extension system, the computer can create 3-D on
display to give the user the feelings that are situated in a virtual environment. A flight
simulation program is an example of a situating tool which places the user in a simulated flying
environment.
REFLECTI ON

Lesson 12: INFORMATION TECHNOLOGY IN SUPPORT OF
STUDENT CENTERED LEARNING CLASSROOM

I NTRODUCTI ON
The idea of student-centered learning is not a recent idea. In fact, a s early as the 21
st
century,
educational educators such as Dewey argued for highly active and individualized pedagogical methods
which place the student as the center of the learning process.
In this lesson, we shall see how the teacher can expand his options to make himself more
effective and relevant in the first millennium information age. In addition, suggestions shall be made on
how a student-centered classroom (SCL) can be supported by information technology (IT).

SUMMARY

THE TRADITIONAL CLASSROOM
It may be observed that that classroom are usually arranged with neat columns and rows of
students chairs, while the teacher stands in front of the classroom or sits behind his desk. This situation
is necessitated by the need to maintain classroom presentation and teacher-led discussion.

THE SCL CLASSROOM
John Dewey described the traditional learning process in which the teacher pours information
to students learners much like pouring water from the 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, it has worked well for obtaining many kind of
training outcomes.

Generally, the new school classroom environment is characterized by students individually or in group:
Performing computer word processing for text or graph presentation
Preparing power-point presentation
Searching for information on the internet
Brainstorming on ideas, problems and project plans
As needed, the teacher facilitating instruction, also giving individual instruction to serve
individual needs
REFLECTI ON


Lesson 13
:
COOPERATIVE LEARNING WITH THE COMPUTER


I NTRODUCTI ON
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 this can compensate for the lack of hardware that educators face.
SUMMARY
Cooperative and 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 integration 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 students social skills.
REFLECTI ON

Lesson 14: THE SOFTWARE AS AN EDUCATIONAL RESOURCE

I NTRODCUTI ON
It is 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.
SUMMARY
THERE ARE TWO KINDS OF SOFTWARE:
The system software this is the operating system that is found or bundled inside all computer
machines.
The application software this contains the system that commands the particular task or solves
a particular problem.

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.

REFLECTI ON

Lesson 15: UNDERSTANDING HYPERMEDIA

I NTRODCUTI ON
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.
SUMMARY
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 learners
control the sequence and pace of his path depending of his ability and motivation.

2. 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.

In the use of hypermedia, the following instructional events will prove useful to the teacher:
o Get the learners attention
o Recall prior learning
o Inform learners of lesson objectives
o Introduce the software and its distinctive features
o Guide learning, eliciting performance
o Provide learning feedback
o Assess performance
o Enhance retention and learning transfer

LESSON 16: THE INTERNET AND EDUCATION


I NTRODUCTI ON
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.

SUMMARY
Getting around the net
The most attractive way to move around the Internet is called browsing. Using the program
called a browser, the user can use a mouse to point and click on screen icons to surf the Internet,
particularly the WORLD WIDE WEB.
A view of educational use 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. And today schools are gearing up to take
advantage of Internet access, where they can plug into the Library of Congress, make virtual visits to
famous museums in the world, write to celebrities, and even sends questions to head of states.
REFLECTI ON

LESSON 17: EDUCATIONAL TECHNOLOGY 2 PRACTICUM

I NTRODUCTI ON
Much like field studies in teacher education, Educational Technology 2 offers students
the experiential process of adapting to technology integration within a student-centred
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.
SUMMARY
The essential requirements for the ET-2 practicum phase will be:
A computer laboratory/special computer classroom with adequate sets of computer for hands-
on tutorial learning
Participation of computer lab tutor/assistant
Assigned number of hours in conformity with the course requirement.
The practicum phase consists in:
1. Basic Microsoft Office (6 hrs.)
Tutorial coverage:
Microsoft word menus and toolbars
Creating, formatting, editing, and saving documents
Assigning page layouts
Inserting tabs and tables
Templates and wizards
Printing
Upon successful completion the learner shall be able to;
Create, open and save word documents and files
Insert graphics, tables and charts in documents
Manage files and folder
Apply format on the text, sentences and paragraphs
Interlink documents
Create standard documents using template

2. Microsoft PowerPoint (6 hrs.)
Coverage:
PowerPoint fundamentals
Enhancement of PowerPoint presentation with the use of graphics, charts, audio and video
Using templates and masters
Presenting and printing a slide shows

3. Internet as tool of inquiry (4 hrs.)

Accessing the Internet
Use of Internet tools
Search techniques

REFLECTI ON