Lesson I

Meaning of Educational Technology

EDUCATIONAL TECHNOLOGY



















Educational Technology is a field
study which is concerned with the
practice of using educational
methods and resources for the
ultimate goal of facilitating the
learning process (Lucido and
Borabo, 1997).
Educational Technology is a
complex, integrated process
involving people, procedures,
ideas, devices, and organization for
analyzing problems and devising,
implementing, evaluating, and
managing solutions to those
problems, involved in all aspects of
human learning (AECT, 1977).
Educational Technology
consists of the designs and
environments that engage
learners and reliable technique
or method for engaging learning
such as cognitive learning
strategies and critical thinking
skills.(David H. Jonassen, et al
1999)
Technology in Education
Is the application of
technology to any of
those processes involved
in operating the
institutions which the
Educational enterprise. It
includes the application of
technology to food,
health, finance,
scheduling, grade,
reporting, and other
processes which support
education within
institutions (David H.
Jonassen, et al, 1999).
Educational Media
Are channels or
avenues or instruments
of communication.
Examples are book,
magazines, newspapers
radio, television and
Internet. These media
also serve educational
purpose.
Technology Integration
Means using learning
technologies to
introduce, reinforce,
supplement, and
extend skills.(Williams,
ed.2000). Like
instructional
technology, it is a part
of educational
technology. Technology
integration is a part and
parcel of instructional
technology, which in
turn is a part of
educational technology.
Instructional Technology
Is a part of Educational
technology. Instructional
technology refers to those
aspects of educational
technology that are
concerned with
instruction as contrasted
to designs and operations
of educational
institutions. Instructional
technology is a systematic
way of designing, carrying
out, and evaluating the
total process of learning
and teaching in terms of
specific objectives
(Lucido and Boabo, 1997
*Technology is
a blessing for
man. With
technology,
there is a lot
that we can do
which we could
not do then
BANE
*We are able to do our task in just a
glimpse of a second.
*The learners could get important
information from the Internet.
*We are able to communicate our
relatives worldwide.
Lesson 2
Technology: Boon or Bane?

























BO



K




Lesson 3
The Roles of
Educational
Technology in Learning

BOON
When not used
properly,
technology
becomes a
detriment to
learning and
development
*The learners surfs the Internet for
pornography.

*The tv makes the learner a mere spectator not
an active participant in the drama life.
*Because of our cell phones, we spend most of our
time in the classroom or in our workplace texting.
Technology in a
constructivist way
Serves as partners in
the learning process
*From the constructivist point of view, educational technology
serves as learning tools that learners learn with. It engages
learners in active, constructive, intentional, authentic, and
cooperative learning. It provides opportunities for technology
and learner interaction for meaningful learning. In this case,
technology will not be mere delivery for content. Rather it is used
as facilitator of thinking and knowledge construction.
*Technology helps the learner build more meaningful personal
interpretations of life and his/her world. In constructivist
approach, technology is a learning tool to learn with not from.

*From the traditional point of view, technology serves as source
and presenter of knowledge. It is assumed that knowledge is
embedded in the technology and the technology presents that
knowledge to the students (David H. Jonassen, et al, 1999).
*The learner learns from the technology and the technology
serves as a teacher. In other words, the learner learns the
content presented by the technology in the same way that the
learner learns knowledge presented by the teacher.


Serves as delivery vehicles for
instructional lessons
Technology as a
Traditional role
STUDENTS
Lesson 4
Systematic Approach to Teaching
A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plan
that emphasizes the whole must pay the cost of failing to get down to the real depth with
respect to the parts.- C. West Churchman




























Lesson 5
The Cone of Experience

The Cone is a visual analogy, and like all analogies, it does not bear an exact and
detailed relationship to the complex elements it represents. Edgar Dale

Define
Objectives
(Identify
Content)



Choose
appropriate
methods

Choose
appropriate
experiences


Assign
personnel
roles
Implement the
instruction


Refine the
process
Select materials,
equipment and
facilities

Evaluate
outcomes

SYMBOLIC






























Lesson 6
Using and Evaluating Instructional Materials







Verbal Symbols
Visual Symbols
Recordings, Radio Still Pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences
One of the instructional
materials used to attain
instructional objectives is
FIELD TRIP.























Lesson 7
Direct Purposeful Experiences and Beyond



What are referred to as
direct, purposeful
experiences?



*These are our concrete and firsthand experiences that make up the foundation of our learning.


For an effective use of instructional materials such as field trip, there are guidelines that ought to
be observed, first of all, in their selection and second, in their use.
To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) book
authors on Instructional Media, advise us to abide by the acronym PPPF.
Prepare yourself
Prepare your student
Present the material
Follow up

You know your lesson objective and what you expect
from the class after the session and why you have
selected such particular instructional material.
Set class expectations and learning goals.
Using media and materials, especially if they
are mechanical in nature, often requires
rehearsal and a carefully planned
performance.
Remember that you use instructional material to achieve an
objective, not to kill time or to give yourself a break.
IF DIRECT EXPERIENCES CANNOT EMPLOY AS MATERIALS FOR INSTRUCTION, A
CONTRIVED EXPERIENCE IS USED. UNDER THESE CONTRIVED EXPERIENCES IS TE
MODELS OF THE ATOM, THE GLOBE, AND THE PLANETARIUM THE SIMULATED
ELECTION PROCESS AND THE PRESERVED SPECIMEN. THIS IS THE SECOND BAND OF
EXPERIENCES IN DALE'S CONE OF EXPERIENCE. THESE ARE EDITED COPIES OF REALITY
USED AS SUBSTITUTES FOR REAL THING IN THE CLASSROOM.

*These are the rich experiences that our senses bring from which we construct the ideas, the
concepts, the generalizations that give meaning and order to our lives (Dale, 1969).

*They are sensory experiences.

*They are also described as purposeful because these experiences are undergone in relation to
a purpose.

Where should these direct, purposeful experiences lead us to?

The title of this Lesson Direct, Purposeful Experiences and Beyond implies that these direct
experiences must not be the period or the end. We must be brought to a higher plane. The
higher plane referred to here is the level of generalization and abstraction.

If direct, purposeful experiences or firsthand sensory experiences make us learn
concepts and skills effectively, what does this imply to the teaching-learning
process?

First, let us give our students opportunities to learn by doing. Let us immerse our students in
the world of experience. Second, let us make use of real things as instructional materials for as
long as we can. Third, let us help the students develop the five senses to the full to heighten
their sensitivity to the world. Lastly, let us guide our students so that they can drew meaning
from their firsthand experiences and elevates their level of thinking.
Lesson 8
Teaching Contrived Experiences

MODELS SUCH AS ATOM, THE PLANETARIUM. A MODEL IS A REPRODUCTION
OF A REAL THING IN A SMALL SCALE OR LARGE SCALE OR EXACT SIZE BUT MADE
OF SYNTHETIC MATERIAL. IT IS A SUBSTITUTE FOR A REAL THING WHICH MAY OR
MAY NOT BE OPERATIONAL.
MOCK UP SUCH AS THE PLANETARIUM, IT IS AN ARRANGEMENT OF A REAL
DEVICE OR ASSOCIATED DEVICES. A MOCK UP IS A SPECIAL MODEL.
PRESERVED SPECIMENS ARE SPECIMENS AND OBJECTS.SPECIMEN IS ANY
INDIVIDUAL OR ITEM CONSIDERED TYPICAL OF A GROUP, CLASS OR WHOLE.
SIMULATION SUCH AS SCHOOL ELECTION PROCESS.IT IS A REPRESENTATION OF A
MANAGEABLE REAL EVENT IN WHICH THE LEARNER IS AN ACTIVE PARTICIPANT
ENGAGED IN LEARNING A BEHAVIOR OR IN APPLYING PREVIOUSLY ACQUIRED
SKILLS OR KNOWLEDGE.
GAME IS ANOTHER EXAMPLE OF CONTRIVED EXPERIENCES.GAMES ARE PLAYED
TO WIN WHILE SIMULATIONS NEED NOT HAVE A WINNER.










Lesson 9
Teaching with Dramatized Experiences


All DRAMATIZATIONS is essentially a process
of communication, in which both participant and spectators are engaged,
a creative reaction takes place, and there is a sharing of ideas.

Types of Puppet







OBJECTS
MODELS
SPECIMENS
MOCK UPS
GAMES
SIMULATIONS
Flat back silhouette made from lightweight cardboard and
shown behind a screen.




















Flat cut out figures tacked to a stick, with one or more
movable parts, and operated from below the stage level by
wire rods or slender sticks.
The puppets head is operated by the forefinger of the
puppeteer, the little finger and thumb being used to animate
the puppet hands.
Make use of old gloves to which small costumed figure are
attached.
Flexible, jointed puppets operated by strings or wires attached to a
cross bar and maneuvered from directly above the stage.