My Learning Journey

in
Educational Technology 2

ED Tech 2
By;
Shiela C. Vindollo, MA. Ed.
Maria Mercedes C. Buendia, MA. Ed.
 Section 1
Integration of technology in Instruction

Section Intended Learning Outcome (SILO)

 Establish the significance of technology in the 21st century instruction.

Chapter 1
Teachers and Students
in the Digital Age

Teacher, student, and instruction have been the constant entities of

education from several centuries back until present time. However,
strategies, style, and educational tools and technologies improve in the
many generations for better delivery of the lesson and learning of content.

Teachers of the Early Generations VS Teachers of the 21 st Century

Teaching and learning is a journey in education that we treasure most.

It is not only the “matter” or the “what to teach” that is important, but the
“manner of delivery” or the “how to teach” plays a very important role in
today’s teaching and learning environment.

Also, it is not only the “matter” or the “what was learned” that is
significant, but the “quality or the authenticity of learning” where students
become life-ready.

VS
 VS
Describe how the parallel photos differ from one another?

In the early years, teachers were regarded as instruments for

information dissemination and communications of knowledge in which the
students obediently receive and believe. Teachers were always in authority
over the students. This was during teacher-centered approached was
observed in the education system. This seems to weaken the aim of
acquiring quality learning for this makes the student passive learners.

Authors of some journals would claim that student-centered approach

is proven worldwide to be an effective method for t he students to have
quality learning. Besides students working collaboratively with their peers,
they are being develop to be creative and critical thinkers.

Teachers of Yesteryears Teachers of the 21st century

Disseminate information through Allow students to solve real-world

lectures. problems.

Require the students to memorize Allow students to construct their own

contents from textbooks. understanding of the subject matter.

Make use of textbooks and workbooks as Make use of manipulative materials;

their reference. makes use of multitude of prints and
electronic sources.
Give assessments through written
examinations.
Focus on their responsibility and
relationship with the students as
recipients of knowledge.
Followers of policies prescribed by the
school.
Use lecture as teaching method.
Deliver the same lessons every year.
Teachers of Yesteryears
Too focused on self-achievement.
Target to finish the lesson within the
period.
Autocratic in which teachers are in control
of everything in all events of the
classroom.
Holder of knowledge/Gatekeeper of
information.
Technology illiterate.
Give Performance-based assessments
(Performance tasks).
Widen their responsibility and their
relationship with colleagues, community,
and other stakeholders in acquiring clear
and obtainable standards for the
knowledge, skills and values that
students are expected to acquire.
Participate in the decision-making in
schools.
Use a variety of teaching methods
appropriate in the student’s learning.
Spend time in researching to update
his/her knowledge of the subject matter.
Teachers of the 21st century
Mentor new teachers.
Target the learners to be ready in the
challenges of today’s learning.
Democratic in which teachers allow
students to take responsibility in their
learning.
Foster learner autonomy where students
also learn to take responsibility in their
learning.
Facilitator of learning.
Technology or digital literate.
 Furthermore, teachers of the 21st century are believed to be more
immersed in the use of technology and would get away from being digital
immigrant teachers.

Teachers of the 21st century are:

 Channel

Teachers serve as channels in connecting the curriculum, software,

hardware and dynamics in their structure.

 Communicator

This does not only refer to having a good language in communicating

knowledge to the students, but being a teacher who can communicate with
their students anytime and anywhere with the use of the tools and
technologies.

 Learner

Teachers never cease in learning new knowledge. They themselves should

be lifelong learners for them to be able to extend their knowledge and skills
to their students. Learning the technologies of today will give the teachers a
big leap in the advances of today and tomorrow’s teaching and learning.

 Futurist

Teachers are futurists not only on what they want their students to achieve
at the end of the lesson, but on how they will deliver the lesson with the use
of the emerging tools and other web technologies that will help the learners
understand the lesson better.

 Leader

Teachers are leaders in their own way by leading their students to the proper
and appropriate use of learning materials including technologies.

 Exemplar

Teachers are models when it comes to behavior, language, dealings with

colleagues and students, use of facilities, and others. They are likewise
models not only in what they teach but according to what they practice, even
with the use of technologies-social media networks and blogs by avoiding
the use and misuse of technologies in education.
  Collaborator

Collaborators not only inside the classroom, but also in space. Teachers,
must pull up their collaborative tools to be able to continue to share and
contribute their knowledge to the learners.

 Venture Player

Teachers are venture players in taking chances to apply new knowledge,

skills, practices, and technologies especially if these will level up the
student’s understanding and learning.

Students could be more advanced than teachers when it comes to new

technologies and applications. This is where teachers would take risk in
learning these new technologies and become technology savvies that would
contribute much in their teaching and student’s learning.

One of the biggest challenges of teachers in 21st century is not only to

utilize technologies to support teaching and learning but to use technology
to extend quality and authentic learning opportunities.

To prepare the students for the demands of the tomorrow’s world, the
roles of teachers must be refined and teachers themselves must first
possess the 21st century skills and have the power to influence their
students to learn knowledge and skills of the 21st century.

STUDENTS OF THE EARLY GENERATION

VS
STUDENTS OF THE 21ST CENTURY

In as much as the roles of the teachers change to meet the needs of

the students in today’s education, the student’s roles likewise need to
change to become more competent, knowledgeable in theories and in
practice, and competitive in the call of the community and the world.

Students in the earlier generations are indeed different in today’s

generation. Having technologies at their side make them more advance in
information.
 Before, students depend so much from the teacher when it comes to
learning. They listen passively to the discussion, they only speak or answer
when they are asked, they learn theories through memorization of text, and
many others in which we can call that is not entirely authentic.

Thanks to technologies especially to the period that it began to enter

the field of education.

VS

VS

Describe how the parallel photos differ from one another?

 Students of Yesteryears Students of the 21st century

Receiver of facts and information Active creators of knowledge

Learning is based on repetition Interactive knowledge constructor

Textbook users Internet users to access a vast of

information

Passive recipients of information Actively engaged in class activities

Competitive learners Collaborative learners

Factual thinkers Reflective, critical and creative thinkers

Unilateral thinkers Divergent thinkers

Inactive process of learning Dynamic processes of learning

Dependent learners Self-managing learners

Single taskers Multitaskers

Single sensory input provider Multisensory input provider

Instructions in the early generations

VS
instructions in THE 21ST CENTURY

Lecture is an effective mode of instructions but may not be as effective

as other pedagogies which would make teaching and learning more
interesting, engaging, and would absolutely give students quality education
and authentic learning.
Some useful and effective teaching methods and strategies:

a. Interactive lecture

b. Case-based learning

c. Problem-based learning

d. Inquiry-based learning

e. Project-based learning

f. Simulation

g. Role play

h. Experiential learning

i. Laboratory work

j. Fieldwork

k. Peer tutoring

l. e-learning

m. PISER (Peer Instruction and Student Electronic Response)

Characteristics of traditional learning environments and new learning

environments.

Traditional Learning Environment New Learning Environment

Teacher – centered instruction Student – centered learning

Single-sense stimulation Multisensory simulation

Single-path progression Multipath progression

Single medium Multimedia

Isolated work Collaborative work

Information delivery Information exchange

 Passive learning Active/exploratory/inquiry-based learning

Factual, knowledge-based learning Critical thinking and informed decision

making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world context

Adopted from Gunter, G. & Gunter R. (2015) Teachers Discovering Computers (Eight Edition)

THE 21ST CENTURY SKILLS

Making education of quality does not focus alone on the cognitive

aspect of learning. Incorporating the non-academic skills is likewise vital in
the teaching-learning process.

This skills are described as the “transversal skills” which encompass

21st century skills, soft-skills, generic skills and non-cognitive skills – values
and attitudes, including collaboration, self-discipline, resourcefulness and
respect for the environment.
According to Partnership for 21st Century Skills Organization, the following
21st century skills are relevant to the student’s professional growth to be
effective professionals, citizens, and leaders of the future.

 Learning and Innovation Skills: Communication and collaboration,

critical thinking and problem solving, creativity and innovation.

 Life and Career Skills: Leadership and responsibility, productivity and

accountability, social and cross-cultural skills, initiative and self-
direction, flexibility and adaptability.

 Information, Media, and Technology Skills: Media literacy; information

literacy; information and communication technology (ICT) literacy.

The Partnership for 21st Century Skills has suggested six (6) key elements for
fostering 21st century learning:

I. Emphasize core subjects. The focus of core subjects is beyond basic

competency (reading, writing, arithmetic); this is more on
understanding the core academic content to a higher level (English,
Reading or Language Arts, World Languages, Arts, Mathematics,
Economics, Science, Geography, History, Government and Civics).

II. Emphasize learning skills. Learning skills are not limited to what is
being learned in schools but also learning persistently throughout their
lives, most especially in learning information and communication skills,
thinking and problem-solving skills, and interpersonal and self-
directional skills.

The Partnership for 21st Century Skills has suggested six (6) key elements for
fostering 21st century learning:

I. Emphasize core subjects. The focus of core subjects is beyond basic

competency (reading, writing, arithmetic); this is more on
understanding the core academic content to a higher level (English,
Reading or Language Arts, World Languages, Arts, Mathematics,
Economics, Science, Geography, History, Government and Civics).

II. Emphasize learning skills. Learning skills are not limited to what is
being learned in schools but also learning persistently throughout their
lives, most especially in learning information and communication skills,
 thinking and problem-solving skills, and interpersonal and self-
directional skills.

III. Use 21st century tools to develop learning skills. Students need to learn
and be proficient in the use of information and communication
technology (ICT) tools to access, relate, manage, evaluate, and
construct new knowledge or information; the learners should be able to
communicate and participate not only in the classroom but more so in
the community and society.

IV. Teach and learn in a 21st century context. When students are more
engaged in the lesson and the lessons are more relevant in their daily
living, students will understand better lesson and can truly say that
they learn.

V. Teach and learn 21st century content. Including in the curriculum and
teaching extensively the significant content areas like global
awareness, financial, economic and business literacy, and civic
literacy would help the students to be more competitive not only
locally but also globally.

VI. Use 21st century assessments that measure 21st century skills.
Improving and going beyond the standardized test will give students
quality learning. Teachers must give assessments to students that
would measure students creativity and skills that could be applied in
real-life situations.

Chapter 2
Technology in Teaching
and Learning

This chapter introduces the standards that administrators, teachers,

and students should observe in the use and integration of technology in
education. It also explains how one entity of Tech-PACK is connected and
interfaced with the other entities. Also, it shows how the Tech-PACK process
works in integrating technology in education.
 INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)

ISTE is a nonprofit organization that promotes the use of technology to

support and enhance teaching and learning.

The use of technology in education is guided by standards to develop

among learners the skills that they need to possess for the 21st century for

them to be able to serve not only themselves but the world. This is where

the International Society Technology in Education (STE) comes in.

Three (3) standards develop by ISTE:

1. Standards for Administrators

2. Standards for Teachers

3. Standards for Students

ISTE Standards for Administrators

Administrators are the lead supporters of digital and technology-rich

teaching and learning environment.

 Visionary leadership. Being visionary leaders, they inspire and engage

stakeholders in the development, communication, and implementation
of educational transformation with the use of digital and technological
resources which are aligned with the shared vision.

 Digital age learning culture. Educational administrators lead in

creating, promoting, and upholding digital age education environment
culture. They ensure the effective use of digital tools and technological
resources in meeting the diverse needs of learners and help them to be
more innovative, creative, and efficient in learning.

 Excellence in professional practice. Educational administrators ensure

healthy and professional growth in technology fluency and integration
among educators to help enhance students learning: Further,
educational administrators keep themselves informed with the
changes and updates in technology that are beneficial in teaching and
learning.
  Systematic improvement. Educational administrators also extend
leadership in the improvement of the department, organization, and
school through the promotion and effective use of information and
technology resources which make the daily operations easy and
efficient.

 Digital citizenship. Educational administrators ensure, promote, and

model ethical use of information and communication technology
following policies and legalities of technology.

ISTE Standards for Teachers

ISTE Standards for teachers state that effective teachers not only support
technologies in education, they design, create, implement, promote, and
model the use of technologies to enable them to teach the lessons and its
contents with quality.

 Facilitate and inspire student learning and creativity. Teachers inspire

students to be creative and innovative thinkers, to develop students’
inventive skills, and to enhance their ability in knowledge construction.

 Design and develop digital age learning experiences and assessments.

Teachers design and develop technology-enriched learning
experiences, activities, and assessments to enable students
experience authentic and improved learning.

 Model digital age work and learning. Teachers, demonstrate and

exhibit their knowledge and proficiency in the use of technologies that
would support their teaching and students’ learning.

 Promote and model digital citizenship and responsibility. Teachers

promote and model the appropriate and responsible use of
technologies which are parallel with the legal and ethical use of digital
and technological information, tools, and systems.

 Engage in professional growth and leadership. Teachers endlessly

enhance and improve their knowledge and skills by participating in
seminars, trainings, and workshops on the effective use of digital and
technological information, tools, and resources, to enable them to
continue to the services that the school and community may need.
 ISTE Standards for Students

Acquisition of knowledge is not the only reason why students go to

school. Developing and improving of skills are likewise the goals of the
learners.

 Creativity and innovation. Students exhibit constructive learning by

generating new ideas out of the existing knowledge. They create,
explore, develop, and innovate products with the help of technology.

 Communication and collaboration. Students make use of a variety of

technological tools and digital media to effectively converse, interact,
disseminate information, communicate, and collaborate with their
peers to work on their school projects and other tasks.

 Research and information fluency. Students utilize digital and

ethnological tools to search and select for data and information,
organize, process, analyze, synthesize, and evaluate information.
Students likewise produce the processed reports with the aid of the
digital and technological tools.

 Critical thinking, problem solving, and decision making. Students se

appropriate digital and technological tools in practicing their creative
and critical thinking skills to identify problems, plan, investigate,
collect, process, analyze information in developing solutions to help in
decision making.

 Digital citizenship. Students practice ethical, legal, and responsible

use of information, communication, and technology in learning and
production of outputs.

 Technology operations and concepts. Students exhibit awareness and

knowledge in the effective selection and usage of technology which
allow them to learn, improve, and innovate.

The Significance of Standards

Standards are criteria that define what is expected from the

administrators, teachers, and learners.
Administrators How to lead teachers and learners in the effective se of
technology in teaching and learning; how to create a culture
of innovation to achieve excellence in education; how to
promote the positive integration of technology into teaching
and learning.

Teachers Content to teach; meeting the requirements of the

curriculum; how to teach lessons; how to assess the
learners; how to integrate technologies into teaching.

Learners How learners learn; how learners acquire knowledge and

skills; how well learners perform; how learners create,
innovate, collaborate and communicate with the use of
technologies; how to integrate technologies into learning.

Technological Pedagogical Content Knowledge (TPACK)

and
Technology Integration Planning (TIP)

The use of technology is one of the materials that teachers make use
to deliver the lesson successfully t o their learners. However, sometimes the
use of technology becomes ineffective because of insufficient knowledge on
the true purpose and proper use of such technology. This is why the
Technological Pedagogical Content Knowledge (TPACK) by Mishra, P. &
Koehler, and Technology Integration Planning (TIP) by Roblyer, M.D. &
Doering, A.H. came to existence, to guide teachers on how to integrate
technology into teaching.

Technological Pedagogical Content Knowledge (Tech-PACK)

Tech-PACK, previously known as TPCK, later TPACK, is a framework

that integrates technology in education to help encapsulate the complex
interactions among content, pedagogy, and technology. Tech-PACK provides
a picture of the entire process of technology integration that helps identify
what is essential and what is not in any discussions of teacher using
technology for teaching subject matter.
 TPACK Framework

Content Knowledge (CK)

 Teacher’s knowledge about the subject matter.

 Includes concepts, theories, ideas, organizational frameworks,

evidences and proofs, established practices and approaches towards
developing such knowledge (Shulman, 1986).

 Having no comprehensive knowledge in content may cause erroneous

information to learners, thus may develop misconceptions about the
subject matter.

Pedagogical Knowledge (PK)

 Teacher’s deep knowledge about the process and practices or methods

of teaching and learning

 This includes lesson planning, classroom management skills,

understanding how students learn, and student assessment.

 A teacher with profound pedagogical knowledge facilitates student’s

construction of knowledge and acquisition of skills, and helps students
in developing habits of mind and positive dispositions towards learning.

 Therefore, understanding of cognitive, social, and developmental

theories of learning and how to apply to students in the classroom are
requisites of pedagogical knowledge.

Pedagogical Content Knowledge (PCK)

 Covers conditions that promote learning: teaching, learning,

curriculum, assessment, reporting, and pedagogy.

 There is transformation of the subject matter for teaching which

happens when teacher interprets the subject matter.

Technology Knowledge (TK)

 The definition of TK is fluid due to its fast update and upgrades that
happen from time to time. However, technology applies to all
technological tools and resources.

 Understanding of technology which is beyond the definition of

computer literacy is a must in TK. Thus, essential appreciation and
mastery of information technology for information processing,
communication, and problem solving are important.

Technological Content Knowledge (TCK)

 TCK is an understanding of the way in which technology and content

affect and restrict one another.

 This overlap explains that teaching is more than the subject matter
they teach; they must also have profound knowledge on the way how
subject matter can be taught through the use of particular
technologies.

 Teachers need to figure out which specific technologies are

appropriate in delivering the subject-matter to have a better
understanding and appreciation of the lesson.

 This allows us to determine the suitable pairing of appropriation

technology to the content or vice versa.

Technological Pedagogical Knowledge (TPK)

 TPK is understanding of how teaching and learning can change when

particular technologies are used in particular methods.

 The focus of this TPK is to have an understanding of the affordances of

technology and how they can influence differently the context and
intentions of teaching.

 Teachers have to look beyond the normal functions of technology, they

have to be creative and think of other possible things that these
technologies can do to achieve advancement in the learning and
understanding of the students.

Technological Pedagogical Content Knowledge (Tech-PACK)

  Tech-PACK shows interactions among the main components of
knowledge-content, pedagogy, and knowledge.

 Tech-PACK is the basis of effective teaching with technology.

 The relationship among the components of knowledge are interfaced

with one another to have a stronger content, more effective pedagogy
and efficient technology that may remedy difficulties in teaching and
learning to develop higher comprehension and better learning.

Context

 This is the outer-dotted circle which highlights the understanding that

technology, pedagogy, and content do not exist in a vacuum, but
rather, are represented in specific learning and teaching contexts.

Technology Integration Planning (TIP)

TIP is a model created for teachers as a guide that ensures the

efficiency of integration of technology in education. TIP gives teachers a
systematic way to identify and address challenges involved in integrating
technology into teaching practices (Roblyer & Doering, 2013, p. 52).

3 Phases / 6 steps of TIP

Phase 1: Analysis of Learning and Teaching Needs

Focus: Will a technology-based method offer relative advantage?

Heraclitus once said that nothing is permanent in this world except

change.

Relative advantage:

1. Compatibility – Methods consistent with their cultural values and

beliefs and others adopted in the past. For example, teachers see
using technology as compatible with their views of being an updated
teacher.
 2. Complexity – Easy enough for them to learn to carry out on a frequent
basis. Teachers who use technology-based methods feel no fear and
find no difficulties in understanding and learning something new.

3. Triability – Being able to try out a little before making a final decision.
Teachers have the courage to try using and applying technology-based
methods than saying no to it outright.

4. Observability – Seeing others they respect or emulate using the new

method successfully. Observation is one of the many ways to help
teachers decide whether technology-based method will be helpful or
not or if it is effective or not.

Summary of issues to address in Step 1

I. Are there any topics or curriculum objectives I have difficulty

teaching?

II. Do any of these instructional problem areas have technology-based

solution?

III. What is the relative advantage of the technology-based solutions?

IV. Is the relative advantage sufficient to justify the effort involved?

Step 2: Assess Tech-PACK

Focus: What is my technological pedagogical content knowledge (tech-

PACK)? Teachers have to be proficient in content, pedagogy and technology
before the day of instruction comes.

The teacher has to spend time in understanding all the components of

knowledge to have a better and successful delivery of the lesson. Being
knowledgeable of the content, pedagogy and technology will make the
teacher confident in the entire process of teaching and learning. This Tech-
PACK helps to emphasize technology contribution in teaching.

Summary of Issues to Address in Step 2:

I. Do I have the master of the subject matter, both the content and its
context?

II. Is the pedagogy I am planning to employ appropriate for the subject

matter, my learners, and technology?
III. Is the technology I am planning to use appropriate for the subject
matter, pedagogy, and my learners?

IV. Have I reviewed my TPACK?

Phase 2: Planning for Integration

Step 3: Decide on objectives, assessments

Focus: how will I know students have learned? Teachers define the skills
they want their students to possess upon learning the lesson and create
ways to measure the authenticity of students’ learning and how successful
the activities have been carried out by them.

The problems that have been identified in Phase 1 must be addressed

successfully by defining observable and measurable outcomes. Then,
teachers must remember that having more than the multiple choice activities
is better to effectively see authentic learning among learners.

Summary of Issues to Address in Step 3

I. What kinds of performances do I expect from students to show how

they learned?

II. What is the best way for me to assess students’ learning progress and
products?

III. Do the desired instruments exist or do I have to develop them?

IV. What other methods could gauge success? (e.g. observations, attitude,
instruments)

Step 4: Design Integration Strategies

Focus: what teaching strategies and activities will work best? Teachers
decide on pedagogies and study its execution.

In deciding on the instructional course of action, the characteristics of the

topic and the needs of the students are being taken into consideration
whenever teachers create an instructional design for technology integration.
With this, teachers make decision on:

1. Instructional approaches – traditional or constructive approach

2. Curriculum approaches – single subject approach or interdisciplinary

approach
 3. Grouping – from individual to pair of group learning

4. Sequence – must have acquired technology prerequisite skills to

successfully learn from the resources

Summary of issues to Address in Step 4

I. Should instruction be directed, constructivist, or a combination of

both?

II. Will the instruction be single subject or interdisciplinary?

III. Should activities be individual, paired, small group, large group, or

whole class?

IV. What strategies should I use to encourage females and minority

students to be integrally involved with the technologies?

V. What sequence of activities should I teach?

VI. Have I built in demonstrations of the skills students will need to use
both equipment and the specific software?

VII. Have I allowed students enough time to get used to materials before
beginning a graded activity?