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Traditional Views of Technology Contemporary Views of Technology

Learning is through technology Learning is with technology

• As conveyor, technology simply provides knowledge • Technology serves as the intermediary between the learners and the
• Technology dictates what students should learn or remember source, the computer
• The traditional view contends that the accuracy of learners behaviour can • Computers are used as knowledge construction and representation tools
be anticipated that students learn with
• It is postulated that the contents or learning through technology bring • Computers serve as support in the development of the whole child since
about learning on the students learning is holistic
• Interactions are limited and often not meaningful • Computers are “mind tools”

Classes of Mind Tools

1. Semantic organization tools- they aid the learners in examining and ordering their lessons or what they know. Examples are
databases and concept mapping tools.
2. Dynamic modelling tools- they assist the learners to link the relationship among the ideas. Examples are spreadsheets,
expert systems, system modelling tools, and micro-worlds.
3. Information interpreting tools- they help learners to access and process the bulk information. Example is the World Wide
Web.
4.Visualization tools- these are tools that support learners to represent mental images. Examples are data wrapper, dipity,
digraphs, excel, fusion charts and gliffy.

Rationale for Using Technology as Cognitive Tools

1.Designers as Learners
-Jonassen, Wilson, Wang and Grabinger (1993) confirmed that while working on mind tools, they found out in the process the
fastest way to learn a lesson is to have to teach it. As designers work on the material, they have learned and discovered that
they could understand the lessons or course better than when students are forced to study what has been given or provided for
through technology computers.
2.Learners as Designers
-Learners can undergo what Salomon (1993) calls “mindful” engagement if given the chance to show who they are and what
they know.
3.Learners as Thinkers
-Learners must be guided to build on their own skills and knowledge rather than simply reproduce. Teachers should allow the
students to reach beyond the classroom and make use of the various cognitive tools to develop their rich innate potentials.
4.Knowledge Construction, Not Reproduction
- Constructivism is a theory that underpins the way by which learners use technology as a cognitive tool to comprehend the
external world.
5.Reflective Thinking
- Norman (1993) distinguishes between two forms of thinking- experiential and reflective.
*Experiential thinking just unfolds instinctively from one’s experience with the world
*Reflective thought on the other hand, requires more consideration. Upon unexpectedly meeting a situation, learners use their
own perception about it.
6.Learning WITH Technology
- Learning through computers is an outdated concept wherein the learners just accept what is provided for without any data
entered in the computer by the users while, Learning with computers refers to learners entering into intellectual partnerships
with the computer.
7.(Un) intelligent Tools
-Derry and Lajoie (1993) argue that “the appropriate role for a computer system is not that of a teacher/expert, but rather, that
of a mind-extension “cognitive tool”.
8.Distributing Cognitive Processing
-Language is “the universal cognitive technology tool, without which, learners can never achieve a complex process
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Emerging Theories that Support the Use of Technology and Help Create More Authentic Learning
Environments

Doak (2016) explains the following theories that support the use of technology and help create more authentic learning
environment:

1.Situated Cognition
a. Situated cognition is a learning theory which supports the idea that learning occurs only when situated within a specific
context.
b. Learners act and interact actively within the community. Tools are available within the specific situation and the physical
world.
c. “Treats culture as a powerful mediator of learning and practices, both for students and teachers” (Myers & Wilson, 2000, as
cited in Doak, 2016).
d. Social constructions; “knowing, learning and cognition are social constructions, expressed in actions of people interacting
within communities” (Myers & Wilson, 2000, as cited in Doak, 2016).
2. Distributed Cognition
-Distributed cognition construes that knowledge occurs in an innate environment where the learners actively collaborate to
connect them to cognitive actions.
3. Socially Shared Cognition
- In social-shared cognition learners and the artifacts are shared ath the same place and time by the participants.

• ADVANTAGES • DISADVANTAGES
1. produces high levels of academic achievement as the 1. Students may procrastinate and lag behind on the
learners have opportunities to work on their own, to material.
create new precepts and cognition. 2. The procurement of blended learning maybe too
2. Improves students attitudes and perspective about costly.
education. 3. IT unfamiliarity among teachers could be a problem
3. It can reduce educational expenses by putting unless they undergo extensive training on blended
classrooms in online space and costly books with learning.
electronic device. 4. Extra work and effort are required at teachers
4. It is one of the effective ways for personalized especially in the initial conceptualize and
learning among large number of students. implementation of blended learning.
5. It motivates using technology in other content areas
of learning such as in Science, Math and other
subjects.

Tucker (2013) sets forth five useful tips for exploring blended instruction

Think big but start small

- In spite of the presence of the presence or availability of various online platforms teachers and students showed start by
picking only one from them at first.
Patience is a virtue when trying something new
- It is not impossible that one will make mistakes when trying out new technology.
Technology shouldn't be just frill
- The use of technology is propelled by the intention to replace an existing one that hardly works. Technology is not employed
just because it is the latest fad.
media together makes them stronger
- teachers should endeWeaving avor to knit online platforms and the physical classrooms. Students should be made cognizant
the use of online supplement and enhance classroom instruction
Students need to know where they can get online
- Internet connection should be made available in the school campus and outside its periphery. They may be advised to use
their mobile phones to ensure internet connections.
 DIGITAL NATIVES
Learners who were born in the last twenty years in industrialized countries
Proficient users of technology 3
Born at this prior period before the widespread of technology

st

According to NCTE, Active, this 21 century global society:

a. Proficient and fluent with the tools of technology
b. Efficient in creating cross-cultural connections and relationships
c. A designer and a contribution of information for global
communications to meet a variety of purpose.
d. A critic and an evaluator of multifarious multimedia text and info. and,
e. An ethically responsible user of technology

Brock (2013)
Principles and Factorsto be Noted 1. Accessibility Efficacy of Using Technology
2. Learning Curve
Chickering Ehrdmann (1996)
3. Cost
4. Authentication Technology becomes a potent lever in the educative process
5. Sharing Options when:
Smith and Regan (1999) 6. End Product  it serves as vital channel in the exchange of ideas
1. Learning Tasks and 7. Intellectual Property between the teacher and students;
Condition 8. Privacy  It motivates cooperation among the stakeholders;
2. Learners  The students encompass accomplished and purposeful
3. Context education;
Seven Principles in Choosing Instructional
4. Media Attributes Media  Teachers provide the early, timely, and responsive
remarks; and
1. Cost/Viability  It allocates ingenious task.
1. Interaction between the students and
2. Accessibility
the teacher (tutor or expert)
3. Social-political
2. Student to student interaction
Appropriateness
3. Active Learning
4. Cultural Friendliness Ballado (2012)
4. Rich, rapid, feedback
5. Openness/Flexibility
5. Time on task 1. Principle of Appropriateness
6. Interactivity
6. High expectations of the student’s 2. Principle of Authencity
7. Motivational Value
ability to learn 3. Principle of Use
8. Effectiveness
7. Respect for different talents and ways
of learning

The Internet In Teaching and Learning; Computers In the Classrooms

Learning Objectives
At the end of this lesson, you should be able to:
1. Discuss how indispensable internet and computers are in the
classroom teaching and learning.
2. Stress the pros and cons of internet and computer use in the
classroom; and
3. Design internet or web-based assignments and projects.
The Internet In the Classroom
The internet, or interconnected network, is a global-wide area that
connects computer network across the world (a.k.a a network of
networks). Its “backbone” is made up of high-bandwidth data lines.
Online services of the internet include: web, e-mail, social media,
online gaming, and software updates.
Hubert and Harriet (1998) describe the internet as an information
delivery system. The Internet prods its users to become informed
citizen.
 The use of internet in the classroom is beneficial for the following
reasons:
1.It is a powerful force that encourages students to learn
2.It provides an almost limitless wellspring of knowledge
3.It supports partnership in learning
4.It holds control over learning
5.It is interactive
6.It reaches even the remotest place for publication
7.Prime information are updated
Computers in Teaching and Learning
Rallis (2000) proposes ways by which faculty can use
computers to assist in teaching and learning:
 Replacing writing on the chalkboard, white board,
overhead with presentations which may be sent to
students later on.
 Create PowerPoint presentations that replace
slides, pre-prepared overhead transparencies, and
even video.
 Design course web pages with the following;
syllabus, class schedule, assignments links to9
reading etc.
 Requires students to use the Internet outside of
class by perusing required readings and by
conducting student research.
 Create online discussion forum where students
may continue their discussion outside the class.
 Require students to make online portfolios of their
work.
 Send class emails alias where the instructor may
provide updates and reminders to students.
Some Concerns about the Use of Computers
 Classroom set-up- the room may not be
spacious enough to accommodate everyone
 Equipment- not all equipment may be
available
 Internet issues- students overly dependent on
the internet; they may plagiarize at times.
 Accessibility and equity issues- not all
students have access to the internet off
campus.
 Instructor use- the creation and maintenance
of web-based materials may be time
consuming and expensive.
 Academic snobbery- others may perceive the
use of computers as attempts to be "showy"
or spoon-feeding.
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Digital Tablet and iPad
There are number of reasons why tablets and iPad have
gained popularity in the classroom. These include:
1. Application the complement student work and
learning with ease.
2. Almost all students have these gadgets.
3. These gadgets have been proven to improve
literacy.
4. These gadgets maybe used for sharing and
demonstration.
5. They are extremely easy to use. They allow
everyone to connect with one another- something
that allows them to collaborate.
6. There is an application for grading student's
work.
7. They are helpful for students with disabilities.
8. They are environmentally safe.
Designing Internet Projects and Assignments
Mac Manus (2000) suggests that in designing Internet projects and
assignments, the following tips may be considered:
 Look for the resources relevant to the discipline and course
topic on the web.
 Find out how the tools and resources will help the students to
craft new things.
 Before designing one or more Internet projects, draft learning
goals material to the objectives of the course.
 Make sure that students completely understand how to use the
tools they are asked to employ.
 Outcomes assessment is imperative to detect if the new types of
assignments realize their objectives
Computer-Mediated Communication (CMC)
 Computer-mediated communication (CMC) is defined as any
human communication that transpires through the
utilization of two or more electronic devices.
Synchronous. Synchronous messaging involves an interlocutor that
waits for the server to respond to a message. Synchronous
communication, simply put, is a two-way communication.
Advantages of the tools:
1. Immediacy and spontaneity of real-time communication;
2. Ability to brainstorm and receive immediate responses; and
3. Lack of expense (if using text-based conferencing)
4.
Asynchronous. Asynchronous communication involves someone that
does not wait for a message from the server. Asynchronous messaging
simply stated is a one way communication
Advantages of using the tools:
1. Independence of specific time and place requirements
2. Ease of student-teacher and student-student communication 3
3. Promotion of thoughtful discussions
4. Facilitation of students collaborative projects
5. Online submission of assignments; and
6. File sharing
Designing Web-Based Assignment 5
Mac Manus (2000) also outlines some of trust many ways of
Designing Web-based Assignments: Additional
designing web-based assignments. These are as follows:
Tips
1. Finding and evaluating information on the web.
2. Using the web as a research tool for critical essays.
3. Applying analytical frameworks from the course to 1. sProvide an online syllabus
analyze/critique the internet itself. 2. Provide supplementary links.
4. Using student web publishing as an assessment 3. Provide online course resources.
device. 4. Provide interactive exercises and/or tests
5. Using online databases or resource sites.