Lesson 1:

A REVIEW OF EDUCATIONAL TECHNOLOGY I

INTRODUCTION
The foundation for a truly satisfying exposure to educational technology has been firmly laid
down by the ET-1 course, starting with the thorough treatment of the history of educational technology,
quality education, and the roles of ET in the 21
st
millennium.

SUMMARY
In ET-1, the learner was also oriented towards averting the dangers of dehumanisations which
technology brings into societies, such as through ideological propaganda, pornography, financial fraud,
and other exploitative use of technology.
In this lesson the FOUR (4) PHASES OF APPLICATION OF EDUCATIONAL TECHNOLOGY 1 in teaching-
learning is showed, namely:

Setting of learning objectives
Designing specific learning experiences
Evaluating the effectiveness of the learning experiences vis-a-vis learning objectives
Revision as whole of the teaching-learning process, or elements of it, for further improving
future instructional activities

EDUCATIONAL TECHNOLOGY 1 SERVED:

To orient the learners to the pervasiveness of educational technology in society.
To lend familiarization on how educational technology can be utilized.
To uplift the learners to human learning.
To impart skills in planning, designing, using and evaluating the technology-enriched teaching-
learning process.
To engage learners on basic aspects of community education.
To introduce to what is recognized as the third evolution in education, the computer.

REFLECTION


Educational Technology 1 is a complex, integrated process, and it involves in all aspects of
human learning. According to David Jonasin, it consist of the designs and environments that engage
learners and reliable techniques and methods for engaging learning such as cognitive learning strategies
and critical thinking skills.

Lesson 2:
AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2
INTRODUCTION
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. Specifically this is focused on INTRODUCING, REINFORCING, SUPPLEMENTING, and
EXTENDING the knowledge and skills to learners so that they can become exemplary users of
educational technology.
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 thriving global information
and communication technology ICT environment. 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 theory with the
computer as a tutor; to learn to use and evaluate computer-based educational resources;
to engage learners on practical technology integration issues including managing IT
classrooms, use the internet for learning, cooperative learning through the use of
information technology, etc.; and
To inculcate higher-level thinking and creativity among students while providing them
knowledge of IT related learning theories.



REFLECTION
With this lesson we will be properly oriented in what we are going to do with the use of technology. This
will help us learn to use and evaluate computer-based educational resources in which it would be of great
help not just for the students but for the teachers as well.

Lesson 3:
EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC REGIONS
INTRODUCTION
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
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/cities, namely New Zealand, Australia,
Malaysia, Singapore, and Hong Kong.

1. NEW ZEALAND
Their strategies foresee 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; and
developing partnerships with communities to enhance access to learning through ICT.

2. AUSTRALIA
The plans for achieving the national goal for IT are left to individual states and territories with the
Educational Network Australia (EdNA) as the coordinating and advisory body.
3. MALASIA

Technology plays many roles in a Smart Schools from facilitating teaching-and-learning
activities to assisting with school management.



4. SINGAPORE
The master plan has four key dimensions: curriculum and assessment; learning resources; teacher
development; and physical and technological infrastructure.

5. HONG KONG
Government aims to raise the quality of school education by promoting the use of IT in teaching and
learning.
REFLECTION
The formulation of state policies and strategies in infusing technology in education will definitely result
a better outcome. Since today that we are facing a great economic crisis, technology will probably help in
various ways to uplift our economic condition, because students will be able to be competent and to
provide confidence as well.

Lesson 4:
BASIC CONCEPT ON INTEGRATING TECHNOLOGY IN INSTRUCTION
INTRODUCTION
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
If one is looking for EXTERNAL MANIFESTATION of technology integration into instruction,
here are some:
Theres a change 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 and when
technology fits into the teaching-learning process;


The teacher sets instructional strategies to address specific instructional
issues/problems;
The use of technologies 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.


REFLECTION
This lesson simply implies that though students already know how to use computers means that
there is already technology integration in education. One should know that when technology is
integrated in education, students must acquire more knowledge or learning with the help of technology
not only for entertainment purposes like playing games and others, but in relation to the subject matters,
particularly to the topics discussed in the classroom. Or in other words, technology is integrated when
students use computer for research and other important works to woven the patters of learning.

Lesson 5:
STATE-OF-THE-ART ET APPLICATION PRACTICES
INTRODUCTION
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
The following TRENDS should be recognized by the educators:
Through school or training center, present-day student have become computer literate;
Teachers have deemphasize rote learning and have spent more time in methods to
allow students to comprehend/internalize lessons;


Student assessments/examinations have included measurement of higher level learning
outcomes such as creative and critical thinking skills; and
Recent teaching-learning models have paved the way for instructional approaches in
which students rely less teachers as information givers.
In sum, these trends and new levels of learning require the appropriate use of state-of-the-art
instruction with the use of IT, tapping the computers information and communication tools.
REFLECTION
Just like what Paz I. Lucido stated in her book, teacher should acquire computer skills so that
they can serve as models in integrating educational technology in the teaching-learning process. To make
this possible the she introduces the Systematic Instructional Planning Process to foster a student-
centered learning environment. With this systematic approach students will be guided in achieving their
goals.

Lesson 6:
IT ENTERS A NEW LEARNING ENVIRONMENT
INTRODUCTION
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 Learning, and Constructivism.
SUMMARY
It is the most helpful to see useful models in school learning that is ideal to achieving
instructional goals through preferred application of educational technology. Effective learner best
interact with students in innovative learning activities, while integrating technology to the teaching-
learning process.

MODELS OF LEARNING:
MEANINGFUL LEARNING
If the traditional learning environment gives stress to rote learning and simple memorization,
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.
DISCOVERY LEARNING


Discovery 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.
GENERATIVE LEARNING
In generative learning, we have active learners to attend to learning events to 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.
CONSTRUCTIVISM
In constructivism, the learner builds a personal understanding through an 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 learning is to help the individual/adapt to his personal world.

REFLECTION
With the conceptual models of learning will be able to know more ways aside from what we have
learned in the past. In Meaning Learning it gives focus to new experience related to what we already
know and so our knowledge will be widen even more. While in Discovery Learning we will learn in
finding out things that we havent learned yet in the past. And with Generative Learning, learners like us
we can generate ideas on what more we can do with pieces of information we might get.

Lesson 7:
IT FOR HIGHER THINKING SKILLS AND CREATIVITY
INTRODUCTION
In the traditional information of absorption model of teaching, the teacher organizes and
presents information to student/learners. He may use a variety of teaching resources to support the
lesson such as the chalkboard, videotape, newspaper or magazine, and photos. The presentation is
followed by discussion and the giving of assignment. Among the assignments may be the research on a
given topic. This teaching approach has been proven successful for achieving learning outcomes


following the lower end of Blooms Taxonomy: knowledge, comprehension and application are
concerned.

SUMMARY
Today, students are expected to be not only cognitive, 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
Given this 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 achievement test.

THE PROCESS
The process of project implementation takes the students to the steps, efforts, and
experiences in project completion. Meanwhile, thus principles to be borne in this that:

THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT

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.
The product is the result of this all-important process consisting in possibly summary, a
poster, an essay, a term paper, a dramatic presentation, or an IT-based product.

REFLECTION
Even though students today are flexible, analytic, and creative, teachers should still have
to exert effort in assisting students.
Complex thinking skill in my own perception can still be possibly attained without the
presence of technology because traditional ways of teaching are proven to be effective ever since.
But it is more facilitated when technology is involved.

Lesson 8:


HIGHER THINKING SKILLS THROUGH IT-BASED PROJECT
INTRODUCTION
In this lesson, we discuss four types of IT-based projects which can effectively be used in order to
engage students in activities of a higher plane of thinking. To be noted that these projects differ to the
specific process and skills employed, also in the ultimate activity or platform used to communicate
completed products to others.
SUMMARY
It is to be understood that these project do not address all of the thinking skills shown previously
in the Thinking Skills Framework. But these projects represent constructivist projects, containing the
KEY ELEMENTS OF A CONSTRUCTIVIST APPROACH to instruction, namely:
a) The teacher creating learning environment
b) The teacher giving students the tools and facilitates , and
c) The teacher facilitating learning

It is the student themselves who demonstrate higher thinking skills and creativity
through such activities searching for information, organizing and synthesizing ideas, creating
presentation, and the like.

I - RESOURCED-BASED PROJECTS
In these projects, the teacher steps out the traditional role of being a content expert and
information provider, and instead lets the students find their own facts and information.
II SIMPLE CREATION
In developing software, creativity as an outcome should not be equated with ingenuity
and intelligence. Crating is more consonant with planning, making, assembling, designing, or
building.
III GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approach in two different ways:
as an instructive tool: and as n communication tool.
IV WEB-BASED PROJECTS
Students can be made to create and post web pages on given topic. But creating web
pages, even single page web pages may be sophisticated and time consuming for the average
students.


REFLECTION
In introducing the IT-BASED PROJECTS, students who are doing their activities require to think
critically in order to achieve a good presentation of their outputs. With the use IT-BASED PROJECT, the
prime mover in the class would be the students because the teacher will just let her students do their own
creations. And to provide a much better and reliable source, students are required to explore in the
internet. With it they would be able to connect their works in real life situation.


Lesson 9:
COMPUTER AS AN 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.

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.
REFLECTION
Computer plays the most important role in spreading information. It is so dynamic that it
transformed into an educative information and communication where students as well as teachers can
employ their stock knowledge about computer in particular.
One example for this is the audio books. It consists of recordings of a person reading the text of a book.
People can listen to them through cassette or through programs downloaded from the internet.



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 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

REFLECTION
Even though computer serves as the tutor in this new age of learning, we cant still deny the fact
that the function of the teacher in the classroom is still in need since there are tasks of a teacher that
computers cannot do like controlling the noise inside the room which is very common in school.
Lesson 11:
THE COMPUTER AS THE TEACHERS TOOL
INTRODUCTION
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 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 feeling 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.
REFLECTION


Traditional teaching was proven to be effective. In traditional teaching, the teacher was the sole
provider of ideas. Students depend only on what their teacher have been telling to them. They only
depend on the book and tried to imagine things out written in those books. I can say that learning before
was in vain because you have to write the lessons in your notebook for the whole period today for
tomorrows discussions. But, now, see the difference. Just make your topics using power point
presentation and you cannot only consume a short period of time, but, you can likewise deliver your
report with interesting presentations. The magic of technology is that without injecting too much effort,
your students can possibly acquire more ideas and knowledge relevant to your topic.
Lesson 12:
INFORMATION TECHNOLOGY IN SUPPORT OF STUDENT CENTERED
LEARNING CLASSROOM
INTRODUCTION
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 the
SCL classroom 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.
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
REFLECTION
If we are going to compare the two ways of teachingthat is the traditional and modern ways,
we can notice a great disparity between them. In the traditional way, that is the 20
th
century, disciplinary
actions were strictly imposed and so the effectiveness of teaching-learning is present. Teachers were
highly regarded and respected based in my observation. With regards to the objection to the SCL that
learning could be noisy and weildly, in my own opinion, there is a possibility that it might happen
because in todays generation behaviour of the students is far different from before. In fact, there are
issues about dehumanization of students towards their teachers.

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
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.


REFLECTION
Cooperative learning with the use of computer is such a favourable approach in a collaborative
or cooperative learning since computer leads a group out in isolation that hinders them in their
development in social skills. It is true that integration of technology in the process of learning promotes
interaction between group members and so, ideas are shared and discussed comprehensively. In such
situation, a group will meet an impressive output.

Lesson 14:
THE SOFTWARE AS AN EDUCATIONAL RESOURCE
INTRODUCTION
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.
REFLECTION
Computer has the characteristic to lessen ones task. But it cannot do alone without the program
or software that commands the computer on what to do. It provides us convenience by clicking to retrieve
file, it entertains through different features, and likewise in collecting information in easy ways. But let us
not forget the guidelines so that we will be guided.

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.
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

REFLECTION
Hypermedia help achieve a well organized presentation. This may be developed a number of
ways such as an embedded devices for the mobile and the digital signage industries using the Scalable
Vector Graphics (SVG) specification from World Wide Web Consortium. This may also added to data
files using most business software via the limited scripting and hyperlinking features built in. There are
two characteristics of hypermedia: the LEARNER CONTROL which let the student decides on his/her


own style; and the VARIETY OF MEDIA wherein it emphasizes that teachers should optimize the
learning process by identifying the characteristics of media application.

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.
SUMMARY
GETTING AROUND THE NET
The vast sea of information now and the internet, including news and trivia, is an overwhelming
challenge to those who wish to navigate it.
THE VIEW OF EDUCATIONAL USES OF THE INTERNET
Today, even elementary school graders in progressive countries like the United States are
corresponding via e-mail with pen pals in all 50 states. This educational activity prodded by their schools
are paying dividends from increasing the pupils interest in Geography to a greater understanding of how
people live in large cities and other places in the United States or the world.
REFLECTION
The Internet brings many wonders to our lives. It is composed of many interconnected computer
networks that makes our research easier. It makes possible for people all over the world to communicate with one
another. An individual who has Internet access can communicate directly with anyone else on the Internet, or can
post and retrieve information. In education it really help a lot for assignments and projects.

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.
SUMMARY
The practicum phases 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 phases 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 power point. It will train the
learner to prepare power point 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 not only the students but also the teacher could experience on how to use computer. It is
not enough to learn its part and uses. It is also important how to use it properly.