CHAPTER I: TECHNOLOGY, TEACHING AND YOU 1. What is educational technology? How is it different when perceived by educators versus technologists?

Our definition of educational technology, then, is any technology used by educators in support of the teaching and learning process. For those educators educational technology includes any media that can be used in instruction. Other, more computer-oriented educators take a narrower view. Those individuals confine educational technology to computers, computer peripherals, and related software used in teaching and learning. While for technologists, those whose primary responsibilities relate to the management of equipment, educational technology is often defined as any hardware in the classroom. (Page 5)

2. What is educational technology literacy? Why is it important for educators? Educational technology literacy is the ability to use and apply technologies to training and learning. An essential skill set that not only must be acquired but also must be continually updated. Through this, educators will enrich their teaching and enhance their students learning. (Page 4)

3. What impact does NCLB have on educational technology standards? The thrust toward required educational technology literacy is evident. As educators, you need to understand and accept this expectation and plan how, during pre-service and in-service years, to meet this escalating professional requirement. The current emphasis on technology literacy for teachers and students is grounded in the NCLB. It requires that by the time students finish the eighth grade they should be technology literate. This mandate has created a series of action, steps for states, districts, and schools to use to evaluate their use of technology in improving student achievement. (Page 9)

4. What is certification? What role does technology literacy play in certification and licensure? Certification or qualification is a designation earned by a person to assure qualification to perform a job or task. (Page 10)

5. What is the difference between state and national certification? How is technology literacy incorporated in each? The state certification is only awarded only on states Department of Education, state certification requirements include specific technology requirements, most often met through an undergraduate course

in educational technology while national certification is awarded nationally. Technology literacy assists teachers in reading the level of competence in several methods to be granted this prestigious award. (Page 10 -11)

6. How and for what purpose did ISTE establish NETS? What standards are currently in place? ISTE is an organization that has led to the development of the nationally technology standards for both teachers and students. (Page 5 6)

7. What in NCATE? How have NETS standards changed college programs through NCATE adoption? NCATE is National Council of Accreditation for Teacher Education. NCATE is the official body for accrediting teacher preparation programs; if they change their college programs through NCATE it has a response to NETS. (Page 14 15)

8. What options do pre-service teachers have to achieve technology standards? How do they differ from options offered to in-service teachers? The options of the teacher to achieve the digital age of the technology by having some seminars and by the help of NCLB, provides some pretest on the teacher. (Page 14 17)

9. How do corporations provide training resources for teachers? Give examples. Like the Library Journal and School Library Journal feature in each issue articles largely devoted to technology literacy in the context of media centers. In addition, Google has introduced a librarian newsletter and teachers have access to credit courses and workshops to have their technology skills. (Page 16 18)

10. What unique technology training is required for non-instructional educators? Why are they difference? For technology to succeed in enriching the instructional environment, all educators need to their own technology competencies. While these may vary from one no instructional professional to another, such as media specialists must have to achieve unique technology competencies, and administrators maintain currency in technology through training offered by their professional associations, all are critical to achieving successful technology implementation in the school. (Page 17 19)

CHAPTER II: THEORETICAL FOUNDATIONS 1. What is the relationship between the teaching-learning process and educational technology? The teacher creates or uses instructional events to transfer knowledge and skills to their students, as a key tool in the process of teaching-learning process technology is being use. Teachers want to transfer the knowledge and skills that they are currently possess and pass it to their students so that they will learn. It is important that teachers begin the transfer process with a full understanding of learning so that they can plan and implement appropriate instructions that will result in learning success. (Page 25) 2. What factors can affect effective communication. Explain how each can interfere with the senders message. The communication process includes the sender, messenger, the message and the feedback. There are three general factors that can affect the communication process this are environmental factors, psychological factors and the personal filters. Environment factors this can interfere the communication process which includes the environmental conditions that causes the message to be distorted or jerked. The sender is the one who can experience the distraction especially the teachers inside the classroom. They can encounter the loud, incessant noise that is coming from the outside force, the dim lights, excessive movements, and uncomfortable temperature inside the room. Any environment engagement that can affect the students to be distracted or disengage from active participation in the communication process Psychological factors, these are the individual psychological differences and the teachers emotional state at the time the message is being transmitted. The trauma and emotions of the students that distracts them from transmitting the message is can be psychological factor. Each one of us has a preferred sensory gateway. This gateway is the sense that is effective for receiving and decoding the information in one self. Personal Filters, the communication is personal filtered if it dwells with the process which may pass through personal preferences. Personal filters can include the individuals personal values, cultural heritage, and social belief system. The pure message is the objective data that is being transmitted. This can experience disturbance if the system is being held by the sender and the receiver. The disposition of personal belief can affect the learning process because it is in oneself that could only acquire the information that is needed to be learned. The beliefs of each one of us has the most potential in overcoming the learnings that we could get. (Page 26 & 27) 3. Contrast the three perspectives on learning. How are they the same? How are they different? With which do you most agree? Behaviorist Perspective learner acquires behaviors, skills, and knowledge in response to the rewards, punishments or withheld responses associated with them. Cognitivist Perspective focuses learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used. Unlike

behaviorism, with its exclusive focus on external, measurable behaviors, this theory makes mental activity (cognition) the primary source of study. Constructivist Perspective knowledge is constructed element resulting from the learning process. However, it differs from the cognitivist view in that learning is not seen as just the product of mental processes; it is an entirely unique product for each individual based on the experiences within which those mental processes occurred. (Page 30-31) 4. Explain the difference between cognitive styles and learning styles. How might each affect learning? Cognitive Style refers to how one thinks. Each person has his or her own tendencies and or preferences when it comes to cognition (thinking). Such preferences can even be measured. One of the most widely used cognitive style instruments to determine ones own patterns of thinking is the MyersBriggs Indicators (MBTI). The Myer-Briggs instrument is based primarily on a constructivist view of learning. In it, a learner answers a series of questions about his or her own preferences. The responses are then tolerated and categorized. The clustering of responses points to one of four sets of opposing cognitive preferences: extrovert (E) or introvert (I), sensing (S) or intuitive (N), thinking (T) or feeing (F), and judging (J) or perceiving (P). Learning Styles is another factor influencing how an individual learns. Unlike the broader concept of cognitive styles that is, how we thinklearning style refers to those conditions under which we best learn. Most learning theorist identify three primary modalities for learning: auditory, visual, and kinesthetic. (Page 32) 5. Describe the theory of multiple Intelligences. How might this theory affect teaching? Howard Gardner provided a new view of intelligence, the theory of multiple intelligences. He theorized that there is more to intelligence than what was historically measured by IQ tests. Gardner suggested that these objective tests did not go far enough in representing intelligence. He suggested instead that each individual has multiple types of intelligences onlu a few of which can be measured by IQ tests. In Gardners theory of multiple intelligences, he describes nine different aspects or types of intelligences that every person possesses. 1. Linguistic intelligences (verbal skills and talents related to sound, meanings and rhythms) 2. Logical-mathematical Intelligences (conceptual and logical thinking skills) 3. Musical Intelligences ( talents and abilities related to sound, rhythm, and pitch ) 4. Spatial Intelligence (skill in thinking in pictures and visioning abstractly) 5. Bodily-Kinesthetics intelligence (skill in controlling body movements) 6. Interpersonal intelligences (responsiveness to others) 7. Intrapersonal intelligences (high degree of self-awareness and insight) 8. Naturalist intelligences (skills in recognizing, categorizing, and interacting with the natural world)

9. Existential intelligence (ability to consider and deal with questions of human existence) (Page 33-34) 6. What is a holistic approach to education? How might educational technology be viewed as a system? The holistic system approach helps to give the learner the perspective needed to effectively apply each aspects of instruction to the creation of a meaningful teaching and learning process. Holistic system senses how all of the elements of the process, from the learning environment to teaching strategies, to learning activities, to support technologies and interact in support of the learner. (Page 36) 7. How does the current view of educational technology differ from earlier views? The 1960s or the earlier view saw change in the concept of audio visual instruction as a model closer to our current views of educational technology began to evolve. Although audio visual equipment remain a component of the educational technology concept, the technology was no longer limited to just equipment, audio visual or otherwise. Instructional technology came to be seen as all types of learning resources and the systems necessary to place them in service to teaching and learning. (Page 39) 8. What is programmed instruction? What has been its impact on the current approach to educational technology? The programmed instruction movement did manage to have a lasting impact on educational technology. It has, in fact, turned out to be the grandfather of subsequent approaches. Its methodical approach to the analysis of instruction, its rigorous statement of observable learning objectives, and its use of a systematic development process made it a forerunner to current systems approaches to designing instruction and selecting educational technology. (Page 39) 9. What is computer-assisted instruction? How might it support student learning? Computer-assisted instruction (CAI) has given way to a variety of engaging and exciting educational software that helps students learn in fun and novel ways. With online educational resources expanding, many programs are now available, at little a no cost to educators. (Page 39) 10. Describe your synthesized view of teaching, learning and technology. Decide on how technology will fit into your teaching learning model. You must consider what you have learned thus far and synthesize the following: Your own view of how students learn and how you should best communicate with them. How best assess the learning characteristics of your students. How best to adapt your teaching style to your students needs.

CHAPTER III: DESIGNING AND PLANNING TECHNOLOGY-ENHANCED INSTRUCTION 1. What is an instructional planning system? What are the components of the D-P-A System? (Pages 49-51) - Effective instruction is instruction that has been thoroughly thought out and articulated by a skilful and creative educator. To ensure that every moment of a learners educational time is productive, an educator must envision all aspects of instruction, from what will be covered in an instructional unit to what needs to be done each day. - The components of the D-P-A System are Design: Designing the instructional unit. Plan: Articulating specific daily lesson plans within the unit. Act: Developing an instructional action plan for each day of instruction. 2. How can the instructional design module help you develop instructional plan? Identify the DID model and explain briefly. (Pages 51-53) The DID model serve as the function for the creation of the lesson planning and instructional planners to effectively and successfully develop instruction for each day. The DID model is specifically designed to ensure the responsiveness while maintaining the logical sequencing of the design process. (pages 51-53) STEP 1 Know the learner To begin the process of designing a unit of instruction, you must first have a clear picture of those for whom the instruction is being created. Instruction must be adjusted to endure that it is the most appropriate sequence of events fort the target audience. STEP 2 State the objectives Objectives are the statements of what will be achieved as a result of the instruction you are designing. Performance objectives are objectives that specify what the learners will be able to do when the instruction event concludes. STEP 3 Establish the learning Environment A learning environment includes all conditions, circumstances, and influences that affect the learners development. STEP 4 Identify teaching the learning strategies Teaching strategies: Are the methods you will use to assist your students in achieving the objectives. Learning strategies: Are the techniques and activities that you will require your students to engage in to master the content. STEP 5 Identify and select technologies

Identify the type of technological tools you need and select from those available. Sample support technologies: AUDIO VISUAL Cassette tapes Video tapes Radio Slide Projector Multimedia CDs Models, Real Objects MP3s Overhead Projector STEP 6 Summative Evaluation and Revision Plan It is important to end instructional design or plan to evaluate its effectiveness and to make appropriate revisions. The result from this summative evaluation can then be used to improve design. 3. What is the difference between the formative feedback and summative feedback? (Pages 54) Formative feedbacks are questions to ask during the design process, while the summative feedback are questions to ask during the design process. Formative feedback stressed if the teacher accurately respond to the effective teaching, if the objectives targeting performances are properly intended. It also stresses the physical space that offers sufficient diversity to meet the learners need. Implies the technologies and support materials availability and stresses the evaluation techniques and the teachers reference design. Summative feedback implies the learners effect and responses to the learning process after the discussion like the effectiveness of the learning and the objective targets. DIGITAL Computer Hardware Productive Hardware Educational Software Internet Resource

4. What is a performance objective? How does it differ from more generic objective? (Pages 54-55) Performance objective is typically are concise single sentences that include a stem plus three key components: target student performance, a description in of the method for assessing the intended performance, and the criterion for measuring success. Furthermore, objective indicates the method that will be used to assess the performance. The objectives does not only detail precisely what the student is supposed to learn and how such learning is to be measured, they also require that teacher stay centered on outcomes of learning. 5. Name and briefly describe the six levels of Blooms Taxonomy. (Pages 58) KNOWLEDGE; Student recalls or recognizes informations, ideas, and principles in the approximate form which they are learned. COMPREHENSION: Student translates or comprehends information based on prior learning. APPLICATION; Student selects, transfers, and uses data and principles to complete a problem or task with minimum of direction. ANALYSIS: Student differentiates or examines the assumptions, hypotheses, evidence, or structure of a statement or questions. SYNTHESIS: Student originates, integrates and combines ideas into a product, plan or proposal that is new to him.

EVALUATION: Student appraises, assesses, or critiques a work using specific standards or other criteria. 6. What components constitute a learning environment? (Pages 59) The components are the physical space; it is important to provide alternative in terms of learners sensory preferences, the classroom climate and attitudes. 7. Name and briefly describe each steps of the pedagogical cycle. (Pages 68-69) PROVIDE A PREORGANIZER: To focus students attention use displays or explanations to let students know in advance what they are responsible for learning. USE MOTIVATORS: Use objects or activities if the beginning of the lesson to ensure students are focused and engaged. BUILD BRIDGE PRIOR TO KNOWLEDGE: Sraffold and Cornect the concepts to the introduced topic to their experience that the students already acquired. SHARE OBJECTIVES: Explain the objectives so they can understand what is expected of them when the lesson conducts. INTRODUCE NEW KNOWLEDGE: Use the methods and media you have selected to present new content. REINFORCE KNOWLEDGE: Use demonstrations, modelling, formative feedback, and examples to reinforce content acquisition. PROVIDE PRACTICE EXPERIENCE: Shift to learning strategies to provide students with opportunities to work with and practice content. CULMINATING REVIEW: Reinforce content through verbal, visual, and auditory review of the materials presented. 8. Why it is careful planning is critically important in Technology Teaching and Learning? (Page 74) - Technology Enhanced Teaching and Learning helps the teacher to utilize the time and lesson properly. Because adding a technology to your instruction just because it is available can detract and even hamper the teaching-learning process. A fully implemented plan with its emphasis on carefully thoughtout instructional events helps to ensure such appropriate selection and utilization of technology. 9. What is the difference between an instructional design and a lesson plan? (Page 66) - The Instructional Design provides the overview of the planned unit of instruction, while the lesson plan provides a day to day snapshot of what will happen in the classroom. 10. What is an instructional action plan? How does it help a teacher prepare for the instructional event? (Page 71) An instructional action plan helps you articulate the teachers to-do list. It is the detailing of all the preparations that need to be made successfully carry out your lesson plan. It helps the teacher prepare for the instructional event because it includes the preparations that is needed for the improper implementation of the less

CHAPTER IV: TECHNOLOGY FOR DIVERSE LEARNERS 1. What are the five different types of diversity? Why is it important that teachers understand the diversity of their students?

Students with special needs Students with disabilities Gifted Students Students who are culturally diverse Students who are linguistically diverse

Future Educators and Teacher education programs thus have a mandate to prepare teachers to become aware of and to meet the needs of diverse learners. These requirements in mind, it is essential that every educator become familiar with the technology solutions available to help them effectively meet this standard.

2. What are the five significant contributions that effective technology tools can make to meet the needs of students with disabilities?

Technology to support participation and independence Technology to support Content area Goal Technology to support computer use Assistive computer devices Assistive output devices

3. How can word processing software help a student who lacks dexterity or has trouble holding a pencil?

Word processing software offers everyone, including students who cannot easily hold a pencil and those with poor fine motor coordination, the ability to create documents with clear, legible text. Also, using spell-checking and allowing the student to insert new text, delete unwanted text, and replace text through cut and paste commands. Word processing programs allow writers to improve the quality of their writing as well as sentence construction and idea development without the drudgery involved in recopying. (Page 89)

4. What is word predictive software? For whom can it be most helpful?

Word prediction programs makes an educated guess about the next word a student wants to type based on the first letter or letters the student enters; the guesses are then presented as a list of choices. It reduces the number of keystrokes needed to express a thought. Therefore, this program is a very helpful tool for students with physical disabilities who have difficulty typing and/or whose typing speed may be slow. It has also become a helpful writing tool for students with learning disabilities who have spelling problems. (Page 90)

5. What are three ways in which students who struggle with reading can be supported by technology? How can each type of technology help these students?

Recorded Books Recorded books are appropriate for students who can understand at their grade level when they hear it, even though they struggle with decoding and comprehending when they read it. When a person reads a book aloud and recording is made, the resulting product is called a recorded book. When listening to recorded books, students should follow along a printed book to view the text.

High interest-low level books - appropriate for students who have not yet mastered the skills needed to read and understand material written at their grade level. These alternatives offer age/grade appropriate content presented at an easier reading level. To help with fluency some computer-base books highlight the text as they read it aloud. The narration is digitized (recorded) speech, not synthesized (text to speech) , so different characters speak differently, and the reading sounds more like a dramatization, which captivates students and involves them in the story.

Scan/Read Systems - Combine the use of a computer, a scanner, optical character recognition software, and speech output to read aloud any printed text while providing a visually enhanced display on a computer monitor. Users scan the printed pages to be read, and the print is converted into an electronic file, similar to a word-processing file. Scan/read program then speak the words on the screen while

highlighting the corresponding text. The highlighting helps readers to keep their eyes on a line of text, while the speech output provides ongoing auditory input. (Page 92)

6. Augmentative communication support for students who are unable to speak can range from very simple and inexpensive to complex and costly. Give two examples of augmentative communication devices.

Augmentative communication is an alternative way to help students and adults with language disorders use expressive language or receptive language. Augmentative communication can be accomplished through assistive technology devices such as computers or hand held devices. Low technology such as picture communication systems can also be used as augmentative communication. (Page 94-95)

7. Why is it important for a student with special needs to be able to use a computer? When methods used technology to help students with disabilities write, read, communicate, and learn academic skills, the first step to ensure that students are able to use a computer. Many students with disabilities needs to have adjustments made to standard computers. Others may need special hardware and/or software to be able to type. Many computer features offer the flexibility of adjusting aspects of the computer, from font to color to keyboard speed, to better suite the students needs. Teachers need to become aware of these capabilities in order to implement their computer-rich instructional strategies (Page 95)

8. Give five examples of assistive input devices, and briefly describe how each works. Keyboard Labels are self-adhesive and sized to fit on the computer keys. The labels are available with larger letters and higher contrast and can be a simple solution for students who have difficulty distinguishing the letters. Pointing devices help students with physical disabilities who cannot isolate a finger or use their hand to press a single key on the standard keyboard. Key guards are acrylic or metal covers with holes for each of the keys that are placed atop the computer keyboard. Increase typing accuracy because the holes allow only one key at a time to be pressed. Head pointing system is mouse emulators that are controlled by ones head movement.

Onscreen keyboard displays an image of a keyboard on the computer monitor and is operated either by clicking on a key or by simply placing the mouse pointer on a key for designated period of time. (Page 95-96)

9. How can technology help gifted and talented students? Educational technology can support the instructional needs of the gifted students by remaining them engaged in the learning process even if they have already mastered the content being presented or master new concepts quickly when they are introduced. Talented students by giving them technology solutions which will

10. Who are CLD students? Why does technology too often take an approach when used to support these students? Why would this have negative consequences?

English language learning (ELL) students (sometimes referred to as Limited English Proficient students) are one of the most rapidly growing student populations in K-12 schools. Although most ELL students are from Spanish-speaking backgrounds, they also include students from diverse international heritages. For that reason, ELL students are more appropriately referred to as students who are culturally and linguistically diverse or CLD.

Educational technology is often underutilized for providing comprehensible input to CLD students. Comprehensible input is information in the 2nd language (e.g. English) that the learners is better able to comprehend. Comprehensible input is designed to support understanding for students whose culture and language differ from that of the classroom context. Through the use of visuals cooperative task, guarded vocabulary/language and vocabulary for CLD students as they learn the English Language. (page 101)

CHAPTER V: COMPUTERS IN THE LEARNING ENVIRONMENT 1. Describe each of the four major components of the computing cycle. Input is the taking in of data, central processing unit wherein data is being processed , memory, used for storing data and the sending out finished information product is called the output. (Page 113)

2.What is the difference between hardware and software? Give an example of each. Hardware includes all the computer components that are physical, touchable pieces of equipment. E.g. Mouse Keyboard Monitor Printer Software is the term for programs, or sets of instructions written in special computer languages that tells the computer how to accomplished a given task. E.g. WINDOWS2010 Adobe Photoshop Linux Norton (Page 112) 3. What is the difference between memory and storage in a computer system? Why are both necessary? Computer memory is short-term storage, while storage devices offer long term storage. Both are used to help in completing the larger and more complex processing jobs you require. (Page 113) 4. Describe the role of the operating system. How does it help you interact with a computer? Operating system is the program that provides specific instructions on how to act. The OS tells the computer how to function and how to manage its own operation. The OS creates an interface between the user and the computer. An interface is the component of the OS that establishes the methods of interaction (via menus, text, or graphics) between the user and the computer. (Page 114)

5. What are the three different classes of application software? What different types of task does each perform? Operating System Operating system provides the interface for the user and controls the computer operations. Electronic Spreadsheets Spreadsheets manipulate format, and calculate numerical data and arrangement in a display called Worksheet. Presentation software enables the user to create electronic slideshows with special effects, and animation. (Page 115) 6. What is CPU, and what is its role in the computer system?

CPU or the Central Processing Unit is a powerful microprocessor chip, that is responsible for controlling almost all operations of the computer and processing data as instructed by the user. All computer components are ultimately interconnected through and coordinated by the CPU. (Page 120) 7. Describe the difference between input and output devices. Give two examples of each. An input device includes any computer peripheral that you might use to enter data into the computer while output devices are the pieces of hardware that move information (data that have been processed) out of the computer. (Page 117) Examples: INPUT DEVICES Keyboard Mouse Trackball Laptop OUTPUT DEVICES Monitor Printer Speaker 8. What do you need to know about monitor resolution before purchasing a monitor? About printer resolution before buying a printer? A monitors resolution refers to the clarity and crispness of the images on the monitor screen. Resolution can be measured by the number of pixels the screen displays. A pixel, or picture element, is a single colored dot on the monitor screen that, when combined with other pixels, forms an image. So, it is important to consider the monitors resolution in purchasing a monitor. The higher the resolution the more real the image will appear. When it comes to printers resolution, the higher the resolution, the crisper and clearer the text and graphics that are produced. With printers, resolution is measured in dpi (dots per inch). Like images on a monitor, printed text and graphics are really just a series of tiny dots, in this case printed on a page. Meaning, it is also necessary to consider a higher resolution in purchasing a printer. (Page 119 & 121)

9. What is a computer virus and how is it transmitted? What can you do to protect your classroom? A computer virus is a malicious program written specifically to disrupt computer operations and/or destroy data. Viruses are often transmitted from computer to computer by surreptitiously attaching themselves to normal files. To prevent computer viruses, we should install at least one antivirus in the computer so that the antivirus will block it nor delete it. (Page 126) 10. How do the following storage devices differ: hard disk, floppy disk, flash drive, CD ROM, CDR, CD-RW, DVD, and DVD RW?

Hard disk can contain at least five terabytes and hard disk also is the most common type of storage used in the computer system. The floppy disk is a type of portable storage that has a limited capacity of 250 megabytes, flash drives is at least 250 gigabytes, CD-ROM and CD-R is at least 750 megabytes and DVD RW is at least 17 gigabytes. (Page 130) 11. What is a network? What is the relationship between a server and workstations? Network is a group of computers connected to a server to share resources and files. A group of computers called workstations are connected to the main computer called the server. The servers have the right to configure or arrange in many different ways to suit the facilities and the number of workstations that need to connect to a particular network. They are connected to a special device called switch. The switch connects the server, workstations and the peripherals through wires. Wires are the medium used to connect workstations and the switch. (Page 130 132) 12. How are typical classrooms wired? What impact does this have on the learning environment? There are two types of wirings used commonly to connect a network. The first one is the wired connection. The network uses telephone wires to connect the server and the workstations. Wired connections are commonly used in a small room. The second type is the wireless connection. The server uses the bandwidths emitted through the switch to share resources and files. A wireless connection is sometimes used in a Wired Area network or WAN. Wiring networks gives a convenient studying atmosphere to the students. It makes the technological learning more easily. (Page 131) 13. How do bandwidth and transmission speed affect the network communications? The speed at which the network can transmit data is measure in the number of bits that can be send per second. The larger the bandwidth and greater the speed of the transmission media the faster the data flow across it even if the data include large files. (Page 133) 14. Describe the techniques used in networking to protect the privacy of an individuals data and the security of the network. User security on a network is provided through a system of user names and passwords. This assigned ability to access specific files and resources is called the users right and privileges. Even though all of the computers in any given room may be physically capable of providing access to the network, such access is granted only when the network recognizes that a specific authorize user is at a computer. This system of user names, passwords, and assign rights enables a high degree of security and privacy for most users. (Page 134) 15. Why is it advantageous for educators to share resources and programs on a network? What concerns are associated with program sharing? It is advantageous for educators to share resources and programs on a network because they can easily keep track on their students. And because of data sharing they can use one printer, scanner or other peripheral so that they can save money and time. Shared software can make programs reside on the server or be pushed to individual machines to save space, maintenance, and technical-support time. In classroom, software is simple and quick to install, upgrade, or maintain in a single process via the server. Through data sharing files and folders can be made accessible to all network users or can be tagged for use by specific users. Class handouts and other content files can be made available to all or some students for copying or printing. Groupware offers common organizing tools and calendars across the network. Network monitoring and tracking methods ensure appropriate use of technology. Class calendar and

address book are simple to maintain and access from anywhere in school; teacher can monitor all students activity while they are logged into the network. (Page 134) CHAPTER VI: DIGITAL TECHNOLOGIES IN THE CLASSROOM 1. What is a scanner? How might it be used in the classroom? Scanners are input devices that capture printed copies or images as digital data. When you scan a page, the scanning software that is package with the scanner hardware turns the image or text on the page into its digital equivalent. The scanner is connected to a computer; as it scans, it inputs digital file of the scanned object. (Page 146, paragraph 2, sentences 2-4) 2. How does a digital camera differ from a film camera? Which do you think would be better for you to use in teaching? Why? A digital camera works like a traditional camera except that it does not use light-sensitive film. Instead, photos are capture as digital data. (Page 147, paragraph 3, sentences 1 & 2) Different types of cameras are available to classroom teachers. Applications of this technology in the classroom range from capturing a field trip to taking digital photos of childrens work, to displaying work on classroom web sites, to customizing a class newsletter, to documenting a science experiment. The applications are as diverse as the talents and creativity of the teachers who use these versatile input devices. (Page 150, paragraph 3) 3. How does a graphics tablet (digitizer) work? How might it be used to help you teach and students learn? A graphics tablet lets you use a stylus with an electronic pad to draw diagrams or create artwork. A stylus is a pen-shaped device that is designed to write or draw on the pressure-sensitive surface of a graphics tablet. Graphics tablets are also called digitizers or digital tablets, because they convert lines sketched on the tablet into their digital equivalents on the screen. (Page 150, paragraph 4) Digitizer technology can easily be adapted for educational use by teachers and learners. Using this type of tablet, teachers can place a word-processed or graphics document on the computer screen. With a digitizer, they can add comments to these images, mark them up, or add emphasis as they are displayed on the computer. (Page 150, paragraph 5, sentences 2-4) 4. For digitized sound to be used in your classroom, what computer input and output components must be available? Describe how you would use each to teach. Through the microphone, music, sounds, and the spoken word can be input, digitized (turned into digital data), and stored. The digitized sound can then be saved and played back by using a sound program, or it can be included in a multimedia program. In the classroom, the teacher might record a brief comment, instruction, or sound effect to be included in a teacher-made computer tutorial, or a student might add recorded sounds to his or her presentation of a field trip experience. Digitized sound can also be edited and enhanced by using sound-editing software. Sounds can be clarified, have special effects

added, or be speeded up or slowed down. The edited or enhanced versions of sound recordings can be a valuable part of a computer-based lesson. (Page 151, paragraph 2) 5. What is a mini-laptop? Tablet PC? How might you find each useful in your classroom? Mini-laptops are scaled-down computers, they typically have either no hard drive or small solidstate version that is similar to the storage media found in flash drives but on a larger scale. Mini-laptops normally include wireless Internet capabilities. Many can use either the Windows or Linux operating system. (Page 160, paragraph 3, 1-4) A tablet PC is approximately the size of a traditional writing pad (although substantially thicker), and you use it much as you would like paper. You write on the surface of the tablet with your stylus, and the software converts written text into a word-processing file or a drawing. (Page 152, paragraph 1, sentences 2 & 3) In the classroom, tablet PCs offer teachers and students some unique opportunities. Teachers can download students word-processed essays and grade them via the tablet PC, and the teacher can add comments via the stylus. (Page 153, paragraph 1, sentence 1-3) 6. How does an electronic whiteboard differ from other whiteboards? What is the advantage of using an electronic version?-enhanced classrooms more flexible? As you write on an electronic whiteboard, a built-in scanner records the drawings or text in the colors you are using. The recorded digital image is then displayed on a monitor. The recorded image can be saved, edited, or printed. (Page 154, paragraph 3, sentences 3-5) These media offer the advantage of spontaneous explanation during the teaching and learning process. Once these display surfaces are filled with explanations, to continue, the teacher must begin to erase what has been previously written. (Page 154, paragraph 2, sentences 4 & 5) 7. Why are data projection units necessary in a classroom? Describe the different choices available for data projection. Which would you purchase and why? The data projector is a projection unit that combines an LCD display and a light source into a single, relatively lightweight box. As a result, data projectors are often referred to as LCD projectors. These units can typically project both images from a computer and video from a video source in a display that is large enough and bright enough to be seen across a classroom. (Page 156, paragraph 3, sentences 1-3) Different data projectors offer different levels of resolution and brightness (measured in lumens). As the resolution and brightness of data projectors increase, there is a corresponding increase in price. It is best to purchase a projector that exceeds the capabilities of your current computer in terms of resolution. It terms of brightness, it is best to select a projector with the maximum brightness your budget will allow. If you select a less costly projector that may be of insufficient brightness, you might find that you have to turn lights off in the classroom and/or cover the windows to be able to see the computer display clearly.

Other features that are typically available on data projectors include built-in speakers, multiple computer input capability, software storage capability, and remote control. (Page 157, paragraph 1 & 2;1) 8. Name some emerging technologies. How might they affect teaching and learning? Some emerging technologies in the classroom are wireless devices, handhelds, smartphones, minilaptops, voice-activated devices, portable storage and e-books. (Pages 158-161) By applying them, it supports and enhances the teaching and learning process. 9. How do increasing computer power, decreasing size, and wireless communications make technology-enhance classrooms more flexible? Wireless communications and the emerging smaller and more powerful digital devices that are supported by this type of interaction are quickly evolving and coming into wide use. Wireless technology offers greater flexibility in terms of physical location and logistical arrangement. Creative educators will no doubt develop many innovative applications for wireless device in teaching and learning. (Page 160, paragraph 1)

10. What is a virtual environment? What potential does it hold for education? Virtual environments, commonly referred to as virtual reality (VR), they are three-dimensional representations of real or imagined environments. As they grow in sophistication, it is only a matter of time before we go from seeing, hearing, and sometimes feeling the virtual environment to even smelling and tasting it. There is tremendous potential for teachers and students to be able to take a full-immersion education. Equally valuable are the opportunities for students with physical disabilities to explore virtual worlds without impediments. (Page 371, paragraph 1) CHAPTER VII: ADMINISTRATIVE SOFTWARE

1. How do academic and administrative software differ? Administrative Software is software that assists an educator in accomplishing the administrative, professional, and management tasks associated with the profession. Academic Software is software that assists both educators and learners in the teaching and learning process itself. (See on page 169) 2. What is productivity software? How can it be adapted to benefit teaching and learning? Give specific examples. Productivity Software is a kind of Administrative Software which is typically generic business application software. It can be a great benefit in teaching and learning because it helps

for the performance of administrative and professional tasks. Word Processing, Spreadsheets, and Database Management Software are the examples of productivity software. (see on page 170) 3. Name the three types of software that might be included in classroom management support software. Describe an application for each. Word Processing - Prepares letters, memos, reports, flyers, rubrics, lesson plans, forms, and newsletter. Spreadsheets - Prepares budgets, numeric tables and summaries, grades and attendance rosters; compute grades, prepare visual (charts) of numeric data. Database Management Systems - Organize and track students and other professional data; prepare inventories, mailing lists, and reports. (see on page 172) 4. What is desktop publishing? How does it differ from word processing? How is it the same? Desktop Publishing is the attractive arrangement of graphics and text on a page can be created and manipulated with a few clicks of the mouse button. Desktop Publishing differs from the word processing because word processors cannot perform the extensive adjustments to display. Desktop publishing and word processing are the same in a way because some of the features of the desktop publishing can be performed in the word processor. (see on page 174) 5. What are the key features of Word-Processing Software? How might you use each in completing administrative tasks? Word Processing Features Document Preparation Provides capabilities to: Enter documents Edit documents Format documents Correct grammar and spelling Enhance with graphics Print colored, black and white Provides or let you create: Forms Flyers Invitations Newsletter

Desktop Publishing

Formatting

Lets you adjust documents for: Professional appearance Emphasis on key points Consistency of appearance Letterhead and memo styles Helps to ensure that documents are grammatically correct. Helps to ensure that documents are free form spelling error. Provides an easy way to make from letters personal. Provides tools to present information professionally, concisely, and clearly in an organized format. Convert files from documents to web format so that they can be easily added to web sites. Provides an inexpensive and easy-to-access archive system. (see on page 177)

Grammar Checking Spell-Checking Mail Merge Tables Web Format Archiving

6. What are the advantages and features of electronic spreadsheets? How do you see them as a benefit in an educational environment? ADVANTAGES Accuracy Can be modified easily FEATURES time-saving easier to use

With an electronic spreadsheet, you would need to type in only the new value, and all the other entries associated with the value would be automatically re-calculated. (see on page 178) 7. Define Database Management Software and describe how you might use it to help you in your teaching responsibilities. How might you construct a learning assignment for your student that uses this productivity tool? Database Management Software is the electronic storage location in which specific type of data is stored. It can be a good tool in teaching like for example when you want to find a specific data about the specific topic that you will be conducted in the class, it will be easier for you to find it because of the help of this software. It also offers educators an easy-to-use system for creating customized records to contain data, retrieving targeted records, updating and editing information in those records, and then organizing clear and accurate reports from the data.

It will construct a learning assignment for the students using database management software by giving them a research assignment about certain topic, and the students will used the database management software for them to have the needed data in the research. (see on page 180-182) 8. What is presentation software? Presentation Software is program that is designed to create digital support materials for oral presentation. (see on page 184) 9. Describe the difference between an integrated productivity package and productivity suite. Integrated Productivity Packages are combination of three distinct software applications such as word processing, spreadsheets, and database management into a single comprehensive blended application while, the Productivity Software is often packaged in application suites of programs that share a similar look and feel. Microsoft Office is an example of this distribution format. (see on page 186-187) 10. Why it is important to take the time to fully evaluate administrative software before buying it? It is important to fully evaluate first the administrative software before buying it because you must learn how to use it so you can use and present the proper use of the software to the students. The educators should be the one teaching the software not the learners.

Polytechnic University of the Philippines COLLEGE OF EDUCATION

Sta. Mesa, Manila

Compilation of Chapter Review in Educational Technology

Precious Eve Dela Cuz BBTE 3-2N

Prepared for: Prof. Ernesto Dumlao Educational Technology

September 19, 2012