Educational Technology 2Lesson 1: A Review of Educational
Technology 1 TheEducational Technology 1 (ET-1)course has truly
paved the way for the learner to become aware, appreciative and
equipped to use educational technology tools ranging from
traditional to modern educational media.
Truly, the foundation for a truly satisfying exposure to
educational technology has been firmly laid down by the ET-1
course, starting with thorough treatment of the history of
educational technology, quality education, and the roles of ET in
the 21st millennium.
In ET-1, the learner was also oriented towards averting the
dangers of dehumanization which technology brings into societies,
such as through ideological propaganda, pornography, financial
fraud, and other exploitative use of technology. Sad to say, these
dangers continue to affect peoples and cultures while widening the
gap between rich and poor countries.
On the application of educational technology to instruction.
Educational Technology 1 showed the 4 phases of application of
educational technology in teaching-and-learning, namely;(a)setting
of learning objectives(b)designing specific learning
experiences(c)evaluating the effectiveness of the learning
experiences vis-a-vis the learning objectives, and(d)revision as
needed of the whole teaching-learning process, or elements of it,
for further improving future instructional activities.
Adding to the technology sophistication of the learners,
Educational Technology 1 fittingly refined the distinction between
educational technology and other concepts, such asinstructional
technology( which is the use of technology in instruction,
different from school management),audiovisual aids(or learning
media to stir the senses for more effective learning).
In sum, Educational Technology 1 served:
* To orient the learner to the pervasiveness of educational
technology in society.
* To lend familiarization on how educational technology can be
utilized as media for the avenues teaching-learning process in the
school.
* To uplift the learner to human learning through the use of
learning technology.
* To impact skills in planning, designing, using and evaluating
the technology-enriched teaching-learning process.
* To acquaint learners on basic aspects of community education,
functions of the school media center, and finally
* To introduce the learner to what is recognized as the third
revolution in education, the computer.
Lesson 2: An Overview: Educational Technology 2
Educational Technology 2is concerned with " Integrating
Technology into Teaching and Learning". Specifically this is
focused on introducing, reinforcing, supplementing and extending
the knowledge and skills to learners so that they can become
exemplary users of educational technology. Mainly directed to
student teachers, also professional teachers who may wish to update
their knowledge of educational technology, it is our goal that this
course can help our target learners to weave technology, with
software (computer programmed learning materials) becoming a
natural extension of their learning tools.
Necessarily, Educational Technology 2 will involve a deeper
understanding of the computer as well as hands-on application of
computer skills. But this is not say that the goal of the course is
to promote computer skills. But this is not to say that the goal of
the course is to promote computer skills. Rather, the course is
primarily directed at enhancing teaching-and-learning through
technology integration.
In essence, the course aims to infuse technology technology in
the student-teachers training, helping them to adapt and meet rapid
and continuing technology changes, particularly in the thriving
global information and communication technology (ICT)
environment.
More specifically, the course objectives are:
* To provide education in the use of technology in instruction
by providing knowledge and skills on technology
integration-in-instruction to learners.
* To impart learning experiences in instructional
technology-supported instructional planning.
* To acquaint students on Information Technology or IT- related
learning theories with the computer as a tutor.
* To learn to use and evaluate computer-based educational
resources.
* To engage learners on practical technology integration issues
including managing IT classrooms, use of the Internet for learning,
cooperative learning through the use of information technology,
etc.
* To inculcate higher-level thinking and creativity among
students while providing them knowledge of IT-related learning
theories.
While the course is primarily intended for the use of
student-teachers, it can also be of great to use to professional
teachers, school administrators, teacher educators, and in fact
anyone who is interested on how Information Technology can be used
to improve not only instruction but the school management program
and curriculum.
It may be said, too, that the study of this course on
integrating Information Technology in instruction should not be
considered as a formidable task, but rather as a refreshing and
exciting study given the idea that all learning should be fun.
Lesson 3: To provide confidence to educators that they are
taking the right steps in adopting technology in education, it is
good to know that during the last few years, progressive countries
in the Asia Pacific region have formulated state policies and
strategies to infuse technology in schools. The reason for this
move is not difficult to understand since there is now a pervasive
awareness that a nations socio-economic success in the 21st century
is linked to how well it can complete in a global information and
communication technology (ICT) region. This imperative among
nations has therefore given tremendous responsibilities on
educators to create an educational technology environment in
schools.And since it is understood that the state policies will
continue to change, it is helpful to examine prevailing ICT
policies and strategies of five progressive states/city, namely New
Zealand, Australia, Malaysia, Singapore and Hong Kong.New Zealand
2001 ICT Goals and Strategy( Web link for more a detailed
document)http;//www.tki.org.nz.ict/
GOALGovernment with the education and technology sectors,
community groups, and industry evisions to support to the
development of the capability of schools to use information and
communication technologies in the teaching and learning and in
administration.STRATEGYIt forces schools to be:Improving learning
outcomes for students using ICT to support the curriculum.Using ICT
to improve the efficiency and effectiveness of educational
administration.Developing patnerships with communities to enhance
access to learning through ICT.Focus AreasInfrastructure for
increasing schools access to ICTs to enhance education.Professional
development so that school managers and teachers can increase their
capacities to use ICT.InitiativesAn online esource center with a
centrally managed website for the delivery of multimedia resources
to schools.A computer recycling schemeA planning and implantation
guide for schoolsICT professional development
schools/clustersAustralia IT
initiatives(http.//www.deet.gov.au/schools/adelaide/text/htm)In the
adelaide declaration and national Goals forschools, information
technology is one of the eight national goals/learning areas
students should achieve. Students should be confident, creative and
productive users of new teachnologies, particularly ICTs, and
understand the impact of these technologies on society.The plans
for achieving the and national goal fo IT are left to individual
states and territories with the Educational Network Australia
(EdNA) as the as the coordinating and advisory body. Across the
states and territories, the common features to planning, funding
and implementation strategies are:Fast local and wide area netwoks
linking schools across the state and territorySubstantial number of
computers in schools, ensuring adequate accessContinuing teacher
training in the use of teachnology for instructionTechnical support
to each schoolSufficient hardware and softwareDigital library
resourcesTechnology demonstrations as models for schools
Malaysia Smart School-Level Technology
Project(http://www.ppk.kmp.my/smartschool/)Technology plays many
roles in a Smart School from facilitating teaching-and-learning
activities to assisting with school management. Fully equipting a
school includes;Classrooms with multimedia, presentation
facilities, e-mail, and groupware for collaborative work.Library
media center with database for multimedia courseware and network
access to internetComputer laboratory for teaching, readily
accessible multimedia and audiovisual equipmentMultimedia
development cente with tools creating multimedia materials.
Computer studies as a subjectStudio/theatette with control room for
centralized audio-visual equipment, teleconferencing studio, audio,
room, video and laser disc video room.Teachers oom with on-line
acess to courseware catalogues and databases, information and
resource management systems and professional networking tools, such
as e-mail and gruopware.Server room equipped to handle
applications, management databases and web serverAdministration
offers capable of managing databases of students and facilities,
tracking students and teacher performance and resources,
ditributing notices and other information electronically
Singapore Masterplan for IT in
Education(http;//www.moe.edu.sg/education/masterplan/welcome.htm)The
masterplan has four key dimensions;Curriculum and assessmentA
balance between acquisition of factual knowledge and mastery of
concepts and skillsStudents in more active and independent
learningAssessment to measure abilities in applying
infomationLearning resourcesDevelopment of a wide range of
educational software for instructionUse of relevant internet
resources for teaching-and-learningConvenient and timely
procurement of software materialsTeaching DevelopmentTraining on
purposeful use of IT for teachingEquipping each trainee teache with
core skills in teaching with ITTie-ups with institutions for higher
learning and industy partnersPhysical and technological
infrastucturePupil computer ratio of 2;1Access to IT in all
learning areas in the schoolSchool-wide network, and school
linkages whough wide area network (WAN), eventually connected to
Singapore One ( a broadband access service for high-speedy delivey
of multimedia services on island-wide basis
Hong Kong Education Program
Highlights(http//.www.info.gov.hk/emb/eng/prog_high/schoolprog.html)Government
raise the quality of school education by promoting the use of IT in
teaching and learning. The IT initiative are;On average, 40
computers for each primary school and 82 computers fo each
secondary schoolAbout 85,000 IT training places for each teachers
at four levelsTechnical support for all schoolsAn Information
Education Resource Center for all schools and teachersAn IT
coordinator for each of 250 schools which should have sound IT
plansComputer rooms for use by students for normal school hoursAn
It Pilot Scheme to povide schools with additional resourcesReview
of school curiculum to incorporate IT elementsDevelopment of
appopriate software in collaboration with gvernment, the private
sector, tertiary institutions and schoolsExploring the feasibility
of setting up an education-specific intranet
Lesson 4:Levels of integrationNow to provide moe
specificexamples of levels of integration.
Ms. Cruz wants to show photos in her Social Studies class, but
the icture are so small. She decides to use the computer scan the
photos fo a computer projection to the class( a presentation
softawae package)
Result: good class presentation followed by a discussion
Mr. Alonzo thinks it is tedious to do paper and pen match
worksheets. He decides to use the computer to put the woksheets
into a spreadsheet form. He then asked students to submit thei
completed worksheet to him by e-mail.
Result: more active student activity
Geography teacher, Mr. Sioson finds it difficult to motivate her
students to learn about other countries. Her supervisor suggested
an instructional simulation software in which students play
detectives to solve mysteries related to Geography. Ms. Sioson use
the computer-based material, also designed worksheets and
question-answer sheets to find out the students experience in the
learning process.
Result: an exciting group learning activity
Mr. Roxas uses a computer-bases Trigonometry softwae, projected
to the class using a pojector to supplement his teacher centered
class presentation.
Result: an interactive class using a software
English teacher Ms. Santos, used computer-based activities
(software) which students can go through duing library time
Result: enrichment activity; recording- keeping features of
softwae allows checking of progress of student learning.
Ms. Yu asks her students to find information on H-fever in the
internet. Students are to create an information leaflet giving a
family health tips on H-fever.
Result: creative skills employed by students
In these examples, Technology is the central instructional
tool
To dish out infomation on the Asean Region, Mr. Lopez assigned
newsletter computer production by group
Result: increased social skills to group wok: planning,
creativity, computer skills
The Rizal school has a partner school in the US. A joint Science
project allows the Phillipines and U.S schools to exchange
information on indigeneous herbal plants in both countries. Video
conferencing is held involving students of both schools.
Result: a more sophisticated Technology-supported project
demonstrating global communication and socially relevant
research.
To reflect in may need time fo teachers who are novices in
technology integration to become adept technology instructional
integrators. There is no need to worry since technology integration
is developmental and takes a gradual route to amstery and
expertise. In time, teachers can advance from basic to
morecomplicated levels of technology use in instuction
Lesson 5: Obstacles to IT pedagogical practice Especially for
educators living in developing or peasant economies, objections are
likely to be heard such as that the use of the computer is
time-consuming and expensive. Besides there is also the danger of a
technology-centered classroom along the fear that computers may
soon replace teachers.Virtue is in moderation and so, there is
truly a need for teachers to balance their time for the preparation
and application of instructional tools. Through wise technical
advice, schools can also acquire the most appropriate computer
hardware and software. At the same time, training should ensure
that the use of ET is fitted to learning objectives. In addition,
teachers should acquire computer skills for so that they can serve
as models in integrating educational technology in the
teaching-learning process.
Lesson 6: IT enters a New Learning Environment It is helpful to
see useful models of school learning that is ideal in achieving
instructional goals through preferred application of educational
technology. These are the models ofMeaningful Learning, Discovery
learning, Generative learning and Constructivism. In these
conceptual models, we shall see how effective teachers best
interact with students in innovating learning activities, while
integrating technology to the teaching learning process.Meaningful
learning If the traditional learning environment gives stress to
rote learning and simple memorization, meaningful learning gives
focus to new experience that is related to what the learners
already know. New experience departs from the learning of a
sequence of words but gives attention to its meaning. It assumes
that. Students already have some knowledge that is relevant to new
learning Students are willing to perform class work to find
connections between what they know and what they can learn. In the
learning process, the learners are encouraged to recognize relevant
personal experiences. A reward structure is set so that the learner
will have both interest and confidence, and his incentive system
sets a positive environment to learning. Facts that are
subsequently assimilated are subjected to the learners
understanding and application. In the classroom, hands-on
activities are introduced so as to simulate learning in everyday
living.Discovery learning Discovery learning is differentiated from
reception learning in which ideas are presented directly to
students in a well organized way, such as through detailed set of
instructions to complete an experiment or task. To make a contrast,
in discovery learning students perform tasks to uncover what to be
learned. New ideas and new decisions are generated in the learning
process, regardless of the need to move on or depart from organized
setoff activities previously set. In discovery learning, iti s
important that the students become personally engaged and not
subjected by the teacher to procedures he/she is not allowed to
depart from.
Generative Learning
In generative learning we have learners who attend to learning
events and generate to learning events and generate to learning
events and generate meaning from this experience and draw inference
s thereby creating a personal model or explanations to the new
experience in the context of the existing knowledge.
Generative learning is viewed as different from the simple
process of storing information. Motivation and responsibility are
seen to be crucial to this domain of learning. The area of language
comprehension offers examples of this type of generative learning
activities, such as in writing paragraph summaries, developing
answers and questions, drawing pictures, creating paragraph titles,
organizing ideas/concepts, and others. In sum, generative learning
gives emphasis to what can be done with a piece of information, not
only on access to them.
Constructivism
In constructivism, the learner builds a personal understanding
through appropriate learning activities and a good learning
environment. The most accepted principles of constructivism are
-Learning consist in what a person can actively assemble for
himself and not what he can receivedpassively.
-The role of learning is to help the individual live/adapt to
his personal world.
These two principles in turn lead to three practical
implications:
-The learner is directly responsible for learning. He creates
his personal understanding and transforms information into
knowledge. The teacher plays an indirect role by modeling effective
learning, assisting, facilitating, and encouraging learners.
-The context of meaningful learning consists in the learner
connecting school activity with real life.
-The purpose of education is the acquisition of practical
knowledge, not abstract or universal truth.
FIGURE 1- SYSTEMATIC INSTRUCTIONAL PLANNING PROCESS Following
modern trends in technology-related education, schools should now
foster a student-centered learning environment, wherein students
are given leeway to use computer information sources in their
assignments, reports and presentation in written, visual, or
dramatic forms. All these suggestions show that teachers and
schools can no longer avoid the integration of educational
technology in instruction. Especially in the coming years, when
portable and mobile computing will make computing activities easier
to perform, the approaches to classroom pedagogy must change. And
with continuing change in high-speed communication, mass storage
libraries, educators should be open for more drastic changes in the
years ahead.
Lesson 7: IT for Higher Thinking Skills and Creativity Higher
Level Learning OutcomesComplex Thinking SkillsSub-Skills
Focusing defining the problem, goal/objective setting,
brainstormingInformation Gathering selection, recording of data of
informationRemembering associating, relating new data with
oldAnalyzing identifying idea constructs
patternsGeneratingdeducing, inducting,elaborating Organizing
classifying, relatingImagining visualizing,
predictingDesigningplanning formulatingIntegrationsummarizing,
abstractingEvaluatingsetting criteria, testing idea, verifying
outcome, revising
ProcessThe act of proceeding; continued forward movement;
procedure; progress; advance.For example: to learn is to change.
Education is a process that changes the learner.
ProductAnything that is produced, whether as the result of
generation, growth, labor, or thought, or by the operation of
involuntary causes; as, the products of the season, or of the farm;
the products of manufactures; the products of the brain.For
example: I like to tell people that all of our products and
business will go through three phases. There's vision, patience,
and execution.
Lesson 8: Higher Thinking Skills through IT-Based ProjectsIn
this lesson, we shall discuss four types of IT-based projects which
can effectively be used in order to engage students in activities
of a higher plane of thinking. To be noted id the fact that these
projects differ in the specific process and skills employed, also
in the ultimate activity or platform used to communicate completed
products to others.It is to be understood that these projects do
not address all of the thinking skills shown previously in the
Thinking Skills Framework. But these projects represent
constructivist project.
Key Elements of a constructivist approach:a)The teacher creating
the learning environment.b)The teacher giving students the
toolc)The teacher facilitating learning.
Now let us see four IT-based projects conducive to develop
higher thinking skills and creativity among learners.
I.RESOURCE-BASED PROJECTS
The teacher steps out of the traditional role of being an
context expert and information provider, and instead lets the
students find their own facts and information.
The general flows of events in resource-based projects are:1.
The teacher determines the topic for the examination of class.2.
The teacher presents the problem to the class.3. The students find
information on the problem/questions.4. Students organize their
information in response to the problem/questions.
TRADITIONAL AND RESOURCE-BASED LEARNING
Traditional learning modelResource-based learning model
Teacher is expert and information providesTeacher is a guide and
facilitator
Textbook is key source of informationSources are varied(print,
video. Internet, etc.)
Focus on factsInformation is packagedIn neat parcelsFocus on
learning inquiry, quest, or discovery
The product is the be-all and end-all of learningEmphasis on
process
Assessment is quantitativeAssessment is quantitative and
qualitative.
II.SIMPLE CREATIONS
In developing software, creativity as an outcome should not be
equated with ingenuity or high intelligence. Creating is more
consonant with planning, making, assembling, designing or
building.Three kinds of skills/abilities:Analyzing- distinguishing
similarities and differences/ seeing the project as a problem to be
solved.Synthesizing- making spontaneous connections among ideas,
does generating interesting or new ideas.Promoting- selling of a
new ideas to allow the public to test the ideas themselves.
The five key task to develop creativity:1. Define the task-
clarify the goal of the completed project to the student.2.
Brainstorm- the students themselves will be allowed to generate
their own ideas on the project. Rather than shoot down ideas, the
teacher encourages ideas exchange.3. Judge the ideas- the students
themselves make an appraisal for or against any idea. Only when
students are completely off check should the teacher intervene.4.
Act- the students do their work with the teacher a facilitator.5.
Adopt flexibility-the students should be allowed to shift gears and
not follow an action path rigidly.
III.GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be
approached into different ways:
1. Instructive tools- such as in the production by students of a
power point presentation of a selective topic.2. Constructive
tools- such as when students do a multi-media presentation (with
text, graphs, photos, audio narration, interviews, video clips,
etc. to simulate a television news show.
IV.WEB-BASED PROJECTS
Students can be made to create and post web pages on a given
topic. But creating new pages, even single page web pages, maybe
tool sophisticated and time consuming fort the average student.
It should be said, however, that posting of web pages in the
Internet allows the students (now the web page creator) a wider
audience. They can also be linked with other related sites in the
Internet. But as of now, this creativity project maybe to ambitious
as a tool in the teaching-learning process.
Lesson 9: Computer as Information and communication technology
In educational technology course 1 the role of computer in
education was well discussed. It was pointed out that the advent of
the computer is recognized as the third revolution in education.
The first was the invention of the printing press; the second, the
introduction of libraries and the third the invention of the
computer, especially so with the advent of the microcomputer in
1975. Thus emerged computer technology in education Through the
technology, educators saw the amplification of learning literacy.
Much like reading, the modern student can now interact with
computer messages; even respond to question or to computer
commands. Again like writing, the learner can form messages using
computer language or programs.Soon computer assisted instruction
(CAI) was introduced using the principle of individualized learning
through a positive climate that includes realism and appeal with
drill exercise that uses color, music and animation. The novelty of
CAI has not waned to this offered by computer-equipped private
schools. But the evolving pace of innovation in todays Information
Age is so dynamic that within the first decade of the 21stcentury,
computer technology in education has matured to transform into an
educative information and communication technology (ICT) in
education.
THE PC
Communication mediaAudiovisual media
(Internet)(Multimedia)Email (text and video)Text, sound,
graphicsChat roomschart, photosBlog sitesPower-point
presentationNews services (print, video clip)CD, VCD, DVD
playerMusic/movie/television roomCDVCD, DVD playerEducational
software(Internet)Educational websitesSoftwares , coursewaresSchool
registration/ recordsAccounting
FIGURE 6 USES OF THE COMPUTER AS ICT IN EDUCATIONTHE PERSONAL
COMPUTER (PC) AS ICT
Until the nineties, it was still possible to distinguish between
instructional media and the educational communication media.
Instructional media consist of audio-visual aids that served to
enhance and enrich the teaching-learning process. Examples are the
blackboard, photo, film, and video
On the other hand, educational communication media comprise the
media communication to audiences including learners using the
print, film radio, and television or satellite means of
communication.For example, distance learning were implemented using
correspondence, radio, television or the computer satellite
systemClose to the turn of the 21stcentury, however, such as
distinction merged owing to the advent of the microprocessor also
known as the personal computer (PC). This is due to the fact that
the PC user at home, office and school has before him a tool for
both audio-visual creations and media communication.
To illustrate, lets examine the programs (capabilities) normally
installed in an ordinary modern PC:
vMicrosoft Office-program for composing text, graphics, photos
into letters, articles, reports etc.
vPower-point-for preparing lecture presentations
vExcel-for spreadsheet and similar graphic sheets
vInternetaccess to the internet
vYahoo or Google-websites; email, chat rooms, Blog sites, news
service (print/video) educational software etc.
vAdobe reader-Graph/photo composition and editing
vMSN-mail/chat messaging
vCyber link power-DVD player
vWindows media player-Editing film/video
vGame house-video games
Lesson 10: The computer as a tutor The computer is one of the
wonders of human ingenuity, even in its original design in the
1950s to carry out complicated mathematical and logical operations.
With the invention of the microcomputer (now commonly referred to
PCs or personal computers), the PC has become the tool for
programmed instruction.Educators saw much use of the PC. It has
become affordable to small business, industries and homes. They saw
its potential for individualization in learning, especially as
individualized learning is a problem since teachers usually with a
class of forty or more learners. They therefore devised strategies
to use the computer to the break the barriers to individualized
instruction
Computer-assisted instruction (CAI)
The computer can be a tutor in effect relieving teacher of many
activities in his personal role as classroom tutor. It should be
made clear, however, that the computer cannot totally replace the
teacher since the teacher shall continue to play the major roles of
information deliverer and learning environment controller. Even
with the available computer and CAI software, the teacher
must;Insure that students have the needed knowledge and skills for
any computer activityDecide the appropriate learning objectivesPlan
the sequential and structured activities to achieve
objectivesEvaluate the students achievements by ways of tests the
specific expected outcomes.
On the other hand, the student in CAI play their own roles as
learners as they;Receive informationUnderstand instruction for the
computer activityRetain/keep in mind the information and rules for
the computer activityApply the knowledge and rules during the
process of computer learning
During the computer activity proper in CAI the computer too
plays its roles as it:Act as a sort of tutor (the role traditional
played by the teacher)Provides a learning environmentDelivers
learning instructionReinforces learning through drill and
practiceProvides feedback
Today, educators accept the fact that the computer has indeed
succeeded in providing an individualized learning environment so
difficult for a teacher handling whole classes. This is so, since
thecomputer able toallow individual student to learn out their own
pace, motivate learning through a challenging virtual learning
environment, assist student through information needed during the
learning process, evaluate student responses through immediate
feedback during the learning process also give the total score to
evaluate the students total performance.
CAI Integrated with Lesson
CAI computer learningshould not stop with the drill and practice
activities of students in effect, CAI work best in reinforcing
learning trough repetitive exercise such that student can practice
basic skills or knowledge in various subject areas. Common types of
drill and practice programs include vocabulary building, math
facts, and basic science, and history or geography facts. In these
programs, the computer presents a question/ problem the first and
the student is asked to answer the question/problem. Immediate
feedback is given to the students answer. After the number of
practice problems and at the end of the exercise, the students get
a summary of his overall performance.
The question arises: When and how can teacher integrate drill
and practice programs with their lessons? The following suggestion
can be made:Use drill and practice programs for basic skills and
knowledge that require rapid or automatic response by students
(e.g. multiplication table, letter and word recognition,
identification of geometric shapes, etc.)Ensure that drill and
practice activities conform to the lesson plan/curriculum.Limit
drill and practice to 20-30 minutes to avoid boredom.Use drill and
practice to assist students with particular weakness in basic
skills.
In integrating computer programs in instruction, use tutorial
soft ware associated with cognitive learning. While practice
exercise or learning by doing is still the heart of each tutorial,
the tutorial software should be able to:Teach new content /new
information to students (in as much as CAI provides practice on old
or already learned content)Provide comprehensive information on
concepts in addition to practice exerciseCan be effectively used
for remediation, reviewing or enrichmentAllow the teacher to
introduce follow-up question to stimulate student learning.Permits
group activity for cooperative learning
SIMULATION PROGRAMS
Simulation software materials are another kind of software that
is constructivist in nature. This simulation software:Teacher
strategies and rules applied to real-life problems/situationAsk
students to make decision on models or scenariosAllow students to
manipulate elements of a model and get the experience of the effect
of their decisions
An example of such software is SimCity in which students are
allowed to artificially manage a city environment. Decision-making
involve such factors as budget, crime, education, transportation,
energy resources, waste disposal, business/ industries available.
(Note: soft ware may not be available on local computer shops.
Still concept-learning is helpful).
INSTRUCTIONAL GAMES
While relating to low level learning objectives (e.g. basic
spelling or math skills), instructional computer games add the
elements of competition and challenge.An example is GeoSafari which
introduces adventure activities for Geography History and Science.
The program can be played by up to four players to form teams.
Learning outcomes can be achieved along simple memorization of
information, keyboarding skills, cooperation and social
interaction, etc.
PROBLEM SOLVING SOFTWARE
These are more sophisticated than the drill and practice
exercises and allow students to learn and improve on their own
problem solving ability. Since problems cannot be solved simply by
memorizing facts, the students have to employ higher thinking
skills such as logic, recognition, reflection, and
strategy-makingThe Thinking Things 1 is an example of a problem
solving software in which the team learners must help each other by
observing comparing.
MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS
TheMultimedia Encyclopediacan score a huge database with text,
images, animation, audio and video. Students can access any desired
information, search it vast contents and even download/print
relevant portions of the data for their composition or
presentation. An example is the eyewitness childrens
encyclopedia.
Electronic booksprovide textual information for reading
supplemented by other types of multimedia information (sounds,
spoken words, pictures, animation). These are useful for learning
reading, spelling and word skills. Examples are Just Grandma and Me
animated storybook which offer surprises for the young learners
curiosity.
Lesson 11: The Computer as the Teachers Tool In the previous
lesson, we saw how the computer can act as a tutor, particularly
along a behaviorist and cognitive approach to learning. But we also
saw how certain computer software programs have been developed to
foster higher thinking skills and creativity.
In this lesson, we shall again look at the computer, but this
time from another perspective, the computer as the teachers
handy-tool. It can in fact support the constructivist and social
constructivist paradigms of constructivist learning.
Constructivist was introduced by Piaget (1981) and Bruner
(1990). They gave stress to knowledge discovery of new
meaning/concepts/principles in the learning process. Various
strategies have been suggested to foster knowledge discovery, among
these, is making students engaged in gathering unorganized
information from which they can induce ideas and principles.
Students are also asked to apply discovered knowledge to new
situations, a process for making their knowledge applicable to real
life situations.
While knowledge is constructed by the individual learner in
constructivism, knowledge can also be socially constructed. Social
constructivism. This is an effort to show that the construction of
knowledge is governed by social, historical and cultural contexts.
In effect, this is to ay that the learner who interprets knowledge
has a predetermined point of view according to the social
perspectives of the community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by
social influences. He therefore suggested the interactive process
in learning. The more capable adult (teacher or parent) or
classmate can aid or complement what the learner sees in a given
class project. In addition, Dewey sees language as a medium for
social coordination and adaptation. For Dewey human learning is
really human languaging that occurs when students socially share,
build and agree upon meanings and knowledge.
Learning FrameworkConstructivismSocial Constructivism
AssumptionKnowledge is constructed by the individual.Knowledge
is constructed within a social context.
Definition of LearningStudents build their own learning.Students
build knowledge influenced by the social context.
Learning StrategiesGather unorganized information to create new
concept/principleExchange and share from ideas, stimulates
thinking.
General OrientationPersonal discovery of knowledge.Students
discuss and discover meanings
Example8*5-8+8+8+8+8Two alternative job offers option 1-8
hrs/day for 6days/week
Option 2-9 hrs/day for 5 days/week
FIGURE 7 SUMMARY OF THE TWO LEARNING PERSPECTIVE
The Computers Capabilities
Given its present-day speed, flexibility and sophistication, the
computer can provide access to information, foster creative social
knowledge building, and enhance the communication of the achieved
project package. Without the computer, todays learners may still be
assuming the tedious task of low-level information gathering,
building and new knew knowledge packaging. But this is not so,
since the modern computer can help teacher-and-students to focus on
more high level cognitive tasks.Based on the two learning theories,
the teacher can employ the computer as a/an:As an information toolA
communication toolA constructive toolAs co-constructive toolA
situating tool
Informative tool
The computer can provide vast amounts of information in various
forms, such as text, graphics, sound and video. Even multimedia
encyclopedias are today available on the internet.The internet
itself provides and enormous database from which user can access
global information resources that includes the latest news, weather
forecasts, airline schedule, sports development, entertainment news
and features, as well as educational information directly useful to
learners. The internet on education can be sourced for kinds of
educational resources on the internet.Along the constructivist
point of view, it is not enough for learners to download relevant
information using the computer as an information tool. Students can
use gathered information for composition or presentation projects
as may be assigned by the teacher. Given the fact that the internet
can serve as a channel for global communication, the computer can
very well be the key tool for video teleconferencing sessions.
Constructive Tool
The computer itself can be used for manipulating information,
visualizing ones understanding and building new knowledge. The
Microsoft Word computer program itself is a desktop publishing
software that allows uses to organize and present their ideas in
attractive formats.
Co-constructive Tools
Students can use constructive tools to work cooperatively and
construct a shared understanding of new knowledge. On ways of
co-constructive is the use of the electronic whiteboard where
students may post notices to a shared document/whiteboard. Students
may also co-edit the same document from their homes.The
Computer-Supported International Learning Environments (CSILE) is
an example of an integrated environment developed by the Ontario
Institute for studied in Education. Within CSILE, students can
enter their ideas in notes and respond to each others ideas.
Manifest in the student-generated database are higher level
thinking processes-explaining, problem solving/finding, expertise
and development, literacy improvement.
Situating Tool
By means of virtual reality (RS) extension systems, the computer
can create 3-D images on display to give the user the feeling that
are situated in a virtual environment. A flight simulation program
is an example of situating tool which places the user in a
simulated flying environment.Multi-User domains or Dungeons (MUDs)
MUD Object Oriented (MOOs), and Multi-User Shared hallucination
(MUSHs) are example of situating systems MUDs and MOOs are
text-based virtual reality environments on the Internet. When users
log on to a MOO environment, they may interact with the virtual
reality (such as by writing on a notice board) through simple text
based commands. A school-to-school or classroom-to-classroom
environment is possible whereby the user can choose to talk around
the campus, talk with other users who are logged to the same
site.To caution users, the computer as a situating tool is news and
still undergoing further research and development.
Lesson 12: Information Technology in Support of Student-Centered
Learning Classroom
The Traditional Classroom
It may be observed that classroom are usually arranged with neat
columns and rows of student chairs, while the teacher stands in
front of the classroom or sits behind his desks. This situations is
necessitated by the need to maintain classroom discipline, also
they allow the teachers to control classroom activities through
lecture presentation and teacher-led discussion.Noticeably,
however, after spending so many minutes in lesson presentation and
class management, students can get restless and fidgety. Often
enough, the teacher has to also mange misbehavior in class as
students start to talk among themselves or simply stare away in
lack attention. To prevent this situation, teachers often make
students take time to work individually on worksheets can help the
situation.Another option is now presented and this is adopting the
idea of developing students to be independent learners with the end
of making them critical and creative thinkers.
The SCL classroom
John Dewey described the traditional learning process in which
the teacher pours information to students learners, much like
pouring water from a jug into cups. This is based on the long
accepted belief that the teacher must perform his role of teaching
so that learning can occur. This learning approach is generally
known as direct instruction, and it has worked well for obtaining
many kind of learning outcomes.
The problem with the direct instruction approach to learning,
however, is the fact that the worlds societies have began to
change. Of course, this change may not be strongly felt in many
countries in which the economy longer depends primarily on factory
workers who do repetitive work without thinking on the job. The
traditional classroom and direct instruction approach to learning
conform to this kind of economies.
In contrast, industrialized societies we find knowledge based
economies in which workers depends on information that can be
accessed through information and communication technologies (ICTs).
Desiring to gain effectiveness, efficiency and economy in
administration and instructions, schools in these developed
economies have also adopted the support of ICTs. Their students
have now become active not passive learners, who can interact with
other learners, demonstrating independence and self-awareness in
the learning process.Generally the new school classroom environment
is characterized by student individually or in group: Performing
computer word processing for text or graph presentation Preparing
power-point presentation Searching for information on the internet
Brainstorming on ideas, problems and project plans As needed, the
teacher facilitating instruction, also giving individual
instruction to serve individual needs.
Observably, there is departure from traditional worksheet,
read-and-answer, and drill-and-practice activities. Students also
no longer need to mark the test of peers since the computer has
programs for test evaluation and computerized scoring of
results.Given this trend in teaching-and-learning, it must be
pointed out, however, that traditional classroom
activities-especially in less developed countries-will continue to
have a strong place in the classroom. In spite of this setback
experienced in some countries, the option has now been opened for
the modern teacher to shift gears to students centered
learning.Lesson 13: Cooperative Learning with the Computer
Singapore has set the global pace for student-centered learning
with a 2:1 (2 pupils with one computer) ratio in its masterplan for
IT in Education. This shows that even in other progressive
countries, the 1:1 :pupil-computer ratio is still an ideal to be
achieved. Reality therefore dictates that schools face the fact
that each classroom, especially in public or government schools,
may not be equipped with the appropriate number of computers. The
creativity of the teacher will have to respond to the situation,
and so cooperative learning will likely be the answer to the
implementation of IT supported learning in our schools. But the
situation may not be that bad since there are motivational and
social benefits to cooperative learning and these can compensate
for lack of hardware that educators face.
Defining cooperative learning Cooperative or collaborative
learningis learning by small groups of students who work together
in a common learning task. It is often also called group learning
but to be truly cooperative learning, 5 elements are needed:1. A
common goal2. Interdependence3. Interaction4. Individual
accountability5. Social skills
Therefore not every group work is cooperative learning since
students working on their work sheets physically sat around a table
may be working together without these features of cooperative
learning.From several studies made on cooperative learning, it is
manifested that cooperative learning in its true sense is
advantageous since it:(a) Encourage active learning, while
motivating students(b) Increases academic performance(c) Promotes
literacy and language skills(d) Improves teacher effectiveness
In addition, there are studies show that cooperative learning
enhances personal and social development among students of all
ages, while enhancing self-esteem and improving social relations
between racially and culturally different students.
Cooperative learning and the computer
Researchers have made studies on the learning interaction
between the student and the computer. The studies have great value
since it has been a long standing fear that the computer may foster
student learning in isolation that hinders the development of the
students social skills.
Now this mythical fear has been contradicted by the studies
which show that when students work with computers in groups, they
cluster and interact with each other for advice and mutual help.
And given the option to work individually or in a group, the
students generally wish to work together in computer-based and
non-computer-based activities. Reflecting on this phenomenon,
psychologists think the computer fosters this positive social
behavior due to the fact that it has a display monitor just like a
television set that is looked upon as something communal.
Therefore researchers agree that the computer is a fairly
natural learning vehicle for cooperative (at times called
promotive) learning.Components of cooperative learning
Educators are still wary about the computers role in cooperative
learning. Thus they pose the position that the use of computers do
not automatically result in cooperative learning. There therefore
assign the teacher several tasks in order to ensure collaborative
learning. These are: Assigning students to mixed-ability teams
Establishing positive interdependence Teaching cooperative social
skills Insuring individual accountability, and Helping groups
process information
These are in addition to assigning a common work goal in which
each member of the group will realize that their group will not
succeed unless everyone contributes to the groups success. It is
also important for the teacher limits learning group clusters (six
is the ideal number in a group) so there can be closer involvement
in thinking and learning.
esson 14: The Software as an Educational Resource Whenever
people think about computers, they are most likely thinking about
the computer machine such as the television-like monitor screen,
the keyboard to type on, the printer which produces copies of
text-and-graphics material, and the computer housing called the box
which contains the electronic parts and circuits (the central
processing unit) that receives/ stores data and direct computer
operations. The computer machine or hardware is naturally an
attention-getter.
Its more difficult to realize, however, that the computer
hardware can hardly be useful without the program or system that
tells what the computer machine should do. This is called
software.
There are two kinds of software:
1. Thesystem software. This is the operating system that is
found or bundled inside all computer machines.2. Theapplication
software. This contains the system that commands the particular
task or solves a particular problem.
In turn the applications software may be:
(a) Acustom softwarethat is made for specific tasks often by
large corporations, or(b) Acommercial softwarepackaged for personal
computers that helps with a variety of tasks such as writing
papers, calculating numbers, drawing graphs, playing games, and so
much more.
Microsoft Windows
Also referred to as program, Microsoft Windows or Windows for
short is an operating environment between the user and the computer
operating system. Also called a shell, it is a layer that creates
the way the computer should work. Windows uses a colorful graphics
interface (called GUI pronounced gooee) that can be seen on the
computer screen or monitor whenever the computer is turned on. The
user can work with on-screen pictures (icons) and suggestions
(menus) to arrive at the desired software. Windows 95 (now improved
with Windows 2003 and 2007) is software designed for Microsoft
Windows. Actually, Windows is in itself a self-contained operating
system which provides
User convenience just click a file name to retrieve data or
click from program to program as easy as changing channels in your
TV screen A new look fancy borders, smooth and streamlined text
fonts Information center Windows puts all communications activities
(e-mail, downloads etc. in a single screen icon); adapts/configures
the computer for the Internet. Plug and play configures the
computer with added components, such as for sound and
video.Instructional Software
Instructional software can be visited on the Internet or can be
bought from software shops or dealers. The teacher through his
school should decide on the best computer-based instructional (CBI)
materials for the school resource collection. But beware since CBIs
need much improvement, while web-based educational resources are
either extremely good or what is complete garbage. In evaluating
computer-based educational materials, the following can serve as
guidelines:
Be extremely cautious in using CBIs and free Internet materials
Dont be caught up by attractive graphics, sound, animation,
pictures, video clips and music forgetting their instructional
worth Teachers must evaluate these resources using sound
pedagogical principles. Among design and content elements to
evaluate are: the text legibility, effective use of color schemes,
attractive layout and design, and easy navigation from
section-to-section (such as from game to tutorial to
drill-and-practice section) Clarity in the explanations and
illustrations of concepts and principles Accuracy, coherence, logic
of information Their being current since data/statistics
continually change Relevance/effectiveness in attaining learning
objectives Absence of biased materials (e.g. gender bias or racial
bias)
Lesson 15: The Internet and EducationThe Internet ,also simply
called the Net ,is the largest and far-firing network
system-of-all-system.How is everything coordinated through the
Internet?This is done through a standardized protocol(or set of
rules for exchanging data) called Transmission Control
Protocol/Internet Protocol(TCP/IP).To gain access to the
internet,the computer must be equipped with what is called a Server
which has a special software (program) that uses the Internet
protocol.Originally developed and still subsidized by the United
State government, the Internet connect not only
commercial,industrial,scientific establishments but all other
sectors including education and its libraries,campuses and computer
centers.Getting around the Net
The vast sea of information now in the Internet,including news
and trivia,is an overwhelming challenge to those who wish to
navigate it.Everyday,the Net user-population and the available
information continue to grow,and new ways are continuously being
developed to tour the Internet.
The most attractive way to move around the Internet is called
browsing.Using a program called a browser,the user can use a mouse
to point and click on screen icons to surf the
Internet,particularly theWorld Wide Web(the web), an Internet' s
subset of text,images,and sounds are linked together to allow users
to access data or information need.
The future of the Internet seems limitless.Already its
complexity has spawned and continue to spawn Net sites including
new demand for services to business,industries,science,government
and even homes.Many experts predict that the Internet is destined
to become the centerpiece of all online communications on the
planet and in some future time in the solar system using
interplanetary satellite communication stations.
A view of educational uses of the Internet
Today,even elementary school graders in progressive countries
like the United States are corresponding via e-mail with pen pals
in all 50 states.They ask probing question like,"What is your
state's most serious problems,"or how much does a pizza cost in
your state?This educational activity prodded by their schools are
paying dividends from increasing the pupil's interest in Geography
to a greater understanding of how people live in large cities and
other places in the United States or the world.
Educational software materials have also developed both in
sophisticated and appeal.There is now a wider choice from rote
arithmetic or grammar lesson to discovery and innovation
projects.But the real possibility today is connecting with the
world outside homes,classrooms,and Internet cafes.And today schools
are gearing up to take advantage of Internet access,where they can
plug into the Library of Congress,make virtual visits to famous
museums in the world,write to celebrities and even send questions
to heads of states.
Lesson 16: Understanding Hypermedia From the educational
Technology 1 course the student has already become aware of
multimedia or an audiovisual package that includes more than the
instructional media(means of knowing)such as text,graphics,audio
animation and video clip.
Hypermedia is nothing but multimedia,but this time packaged as
aneducational computer softwarewhere information is presented and
student activities are integrated in a virtual learning
environment.Most educational IT applications are hypermedia and
these include:
Tutorial software packages Knowledge web pages Simulation
instructional games Learning project managementand others
The presentation of information-learning in hypermediais said to
be sequenced in a non linear manner,meaning that the learner may
follow his path of activities thus providing an environment of
learner autonomy and thinking skills
Characteristics of hypermedia applications
There are two important features that are outstanding among
other features---that characterize the hypermedia software:
1.)Learner control- This means the learner makes his own
decisions on the path,flow or events of instruction.The learnerhas
control on such aspects sequence,page content,media,feedback,etc.
that he/she may encounter in the hypermedia learning program.
2.)Learner wide range of navigation routes- the learners
controls the sequence and pace of his path depending on his ability
and motivation.He has the option to repeat and change speed,if
desired. The learner also has a wide range of navigation routes
such as by working on concepts he is already familiar with.
In the use of hypermedia the following instructional events will
prove useful to the teacher:
Get the learner's attention Recall prior learning Inform
learners of lesson objectives Introduce the software and
itsdistinctive features Guide learning,eliciting performance
Provide learning feedback Asses performance Enhance retention and
learning transfer