Educational technology 2 gives us a better comprehension of how

technology is being integrated to the teaching and learning process which could
make the learning more fun for the students and for the teachers as well. its aim
is to engage the students on a collaborative way with the internet in order for
them to learn better because learning is said to be a social activity. one may not
learn alone he needs others to learn more comprehensively. It 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. Mainly directed to student teachers, also professional teachers who
may wish to update their knowledge of educational technology, it is our goal that
this course can help our target learners to weave technology in teaching with
software (computer programmed learning materials) becoming a natural
extension of their learning tools.
Necessarily, Educational Technology 2 will involve a deeper understanding
of the computer a well as hands-on application of computer skills. But this is not
to say that the goal of the course is to promote computer skills. Rather, the
course is primarily directed at enhancing teaching-and-learning through
technology integration.
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.
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 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 of the internet for learning, cooperative learning
through the use of information technology, etc.
To inculcate higher level thinking and creativity among students while providing
them knowledge of IT-related learning theories
While the course is primarily intended for the use of student-teachers, it can also
be of great use to professional teachers, school administrators, teacher
educators, and in fact anyone who is interested on how information technology
can be used to improve not only instruction but the school management and
curriculum.
It may be said, too, that the study of this course on integrating Information
Technology in instruction should not be considered as a formidable task, but
rather as a refreshing and exciting study given the idea that all learning should
be fun.
Educational technology is indeed very helpful to us. But it should not be abused
nor be used in a wrong way because i believe that these technologies are not
invented to destroy nor to degrade all humanity rather these are being invented

to help us in all aspect of our lives.

Anent to this, students should be taught how to use it properly. But
teaching alone may not be enough for them to learn the teacher should also let
their students experience a thing in order for them understand what it is all
about.
How time flies? We are now in EDUCATIONAL TECHNOLOGY 2, as if,
yesterday, we were just studying the EDUCATIONAL TECHNOLOGY 1, huh! Anyway,
in EdTech 1, I have learned the evolution of technologies that paved throughout
the classroom, From then on up to the 21st Century, I can tell that the
progression of the instruments needed for classroom to achieve the learning
desires is quite impressive. From the printing press, library, chalkboard, overhead
projectors, and now, the Technology.Obviously, the main concern here is the
technology. But not the typical use of intenet, or not the way on how the students
can acquire the computer skills because it is not a computer subject. However, the
real thing that talks about here is that how the teachers can incorporate the
technology and Internet with the successful learning. We all grew up with the
traditional set-up of classroom, which, I suppose that everything the teacher used
is almost out-dated and obsolete. So, this subject will serve as an eye opener to
the future mentors like me, on what is in nowadays, the proper teaching in which
appropriate to the needs and desire of the modern students.
Integration of technologies into teaching and learning is the
primary function of this subject. This deals of how this technology is being
integrated with instructions to provide schools the necessary knowledge and
skills in order for them to produce competitive graduates. With the use of
technology learning could be fun and exciting
It may be said, too, that the study of this course on integrating Information
Technology in instruction should not be considered as a formidable task, but
rather as a refreshing and exciting study given the idea that all learning should
be fun. Students should be given activities in order for them to learn better
because being taught may not be enough to fully understand whats the topic is
all about. They need to experience what they are learning because experience is
the best teacher.We're all familiar with the extravagant promises of technology: It
will make our students smarter -- and it will do it faster and cheaper than ever
before. Moreover, the promise suggests, this miracle will occur almost by
osmosis. We need only place a computer in a room, stand back, and watch the
magic take place. If only life were that simple and learning that easy!Those of us
who remember the 1980s, when computers were first making their way into our
classrooms, probably also remember a great deal of bad software. As educators,
we were unfamiliar with the technology and uncertain about its possibilities. So
we stepped back and let software developers, hardware vendors, and other
technicians define not only what we could buy but also how those products would
be used. In many ways, the technology drove the educational process. And guess
what? It didn't work very well!Now, we've entered an era in which technology is
no longer an intimidating novelty. Its use in business and industry is both
accepted and expected. And pressure abounds -- from the federal government,

from local school boards, and certainly from the popular press -- for educators to
get on board and see to it that students become technologically skilled.

By: Diljin Bautista

Technology is a tool that can change the nature of learning.
Most importantly, educators want students to learn. It is
certainly not enough to tell educators that they need to use the boxes and wires
that have invaded their schools simply because they are expensive or because
students need to know how to use the latest widget. If it's clear that
technological tools will help them achieve that goal, educators will use those
tools.
The real world is not broken down into discrete academic disciplines. I've heard a
number of teachers say that they would like to be able to change the way they
teach -- to find ways to implement project-based, multidisciplinary lessons. Let's
think about how that might happen when technology is used to support learning.
Technology lends itself to exploration. But before technology can be used
effectively, exploration must be valued as important to both teaching and
learning. In a technology-rich classroom, students might search the Web for
information, analyze river water, chart the results, and record what they've
learned on the computer.
In such an environment, acquiring content changes from a static process to one of
defining goals the learners wish to pursue. Students are active, rather than
passive -- producing knowledge and presenting that knowledge in a variety of
formats.
In such an environment, educators can encourage a diversity of outcomes rather
than insisting on one right answer. They can evaluate learning in multiple ways,
instead of relying predominately on traditional paper and pencil tests. And
perhaps most importantly, teachers and students can move from pursuing
individual efforts to being part of learning teams, which may include students
from all over the world.
Of course, active learning is rarely a clean, neat process. Students engaged in
such a process can create busy, noisy, and messy classrooms. It's important to
recognize that this kind of learning takes practice -- for both the teacher and the
students.
Activities and learning environments must be carefully guided and structured so
learners are fully engaged in their learning. Students must learn that exploration
doesn't mean just running around doing what they want and ending up who
knows where. Educators must recognize that if students are investigating and

asking questions, writing about what they're learning, and doing those things in
an authentic context, then they are learning to read and write and think.
In a technology-rich classroom, students don't "learn" technology. Technology
merely provides the tools to be used for authentic learning. It is a means, not an
end.
Technology provides educators with the opportunity to move from simply
streamlining the way things have always been done to really imagining things
they would like to do.
What a wonderful opportunity!
CHOOSING AND USING THE TOOLS
Teachers must determine how technology tools are used, and they must have a
hand in designing the staff development process that trains them.
What will it take to realize the full potential of that opportunity? First, teachers
must insist on being part of the planning for technology integration, rather than
merely the recipients of other people's ideas.
They must work together to create exemplary units, and then they must share
their experiences with one another.
Teachers must take responsibility for helping design the staff development
process so that it really meets their needs -- so that it includes time to practice
using the equipment, to watch teachers model lessons that infuse technology into
the curriculum, and to mentor other teachers.
Of course, teachers cannot revolutionize the educational system by themselves -and make no mistake about it, that is what we're discussing.
Have you heard the story about the administrator who came to observe a
teacher? The classroom had five computers, and the students were all busy on an
investigation. Some of the students were using the computers, and others were
working on projects or creating information. Some students were working
together. Others were working alone. The administrator walked up to the teacher,
who was assisting a small group of students, and said, "I'll come back when you're
teaching."
As that story demonstrates, we also have to help administrators understand what
a technology-rich lesson looks like. We have to insist that administrators provide
us with time to work together, to explore, and to play with technological tools. We
have to make sure that support for lifelong learning for educators, as well as for
students, is built into our schools.
Teachers are creative, intelligent people, and once they learn to use technology in
their professional lives -- for keeping records, for creating documents, and for
enhancing their own learning -- they will soon discover the many ways in which
technology can enhance what they are doing with their students.

Things stated in this lesson are reflected to the reality check we are dealing with.
This includes the practices stated above that educators can adopt. As a future Educator, I
would use the things Ive learned in this lesson for the better use of all. I would let students
also see new levels of learning that require the appropriate use of State-of-the-art instruction
with the use of IT and make students become computer literate.