The Educational Technology 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.
In ET-1, the learner was also oriented towards averting the dangers of dehumanization which technology brings to the societies, such as through ideological propaganda, pornography, financial fraud, and other exploitative use of technology.
on the application of educational technology to instruction. educational technology 1 showed the 4 phases of application of ET in teaching-learning, namely;
(a) setting the learning objectives (b) designing specific learning experiences (c) evaluating the effectiveness of the learning experience vis-a-vis the learning objectives (d) revision as needed of the whole teacher-learning process.
Lesson 2: An Overview: Educational Technology 2
Educational Technology 2 is concerned with “Integrating Technology into Teaching and Learning.” Specifically this is focus in introducing, reinforcing, supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational Technology. Educational Technology 2 is intended to improve education over what it would be without technology.
Some of the claimed benefits are listed below:
- EASY-TO-ACCESS COURSE MATERIALS
- STUDENT MOTIVATIONSome of the claimed benefits are listed below:
- EASY-TO-ACCESS COURSE MATERIALS
- WIDE PARTICIPATION
- IMPROVED STUDENT WRITING
- SUBJECTS MADE EASIER TO LEARN
- DIFFERENTIATED INSTRUCTION
Educational technology provides the means to focus on active student participation and to present differentiated questioning strategies.
It broadens individualized instruction and promotes the development of personalized learning plans. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways.Lesson 3: Educational Technology in the Asia Pacific Region
New Zealand 2001 ICT Goals and Strategies
GoalGovernment with the education and technology sectors, community groups, and industry envisions to support to the development of the capability of schools to use information and communication technologies in teaching-and-learning and in administration.
Australia IT Initiatives
In the Adelaide Declaration on National Goals for schools, information technology is one of the eight national goals/learning areas students should achieve.
The plan for achieving the national goal for IT are left to individual states and territories with the Educational Network Australia (EdNA) as the coordinating and advisory body.
Singapore Masterplan for IT in Education
Hong Kong Education Program Highlights
Lesson 4: Basic Concepts on Integrating Technology in Instruction
Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement, and extend skill. There are different levels of integration of technology in instruction. There is NO INTEGRATIVE PROCESS if for example the teacher makes students play computer games to them a rest period during classes.
Lesson 5: State-of-the-Art ET Application Practices
Through school or training center computer courses, present-day students have become computer literate. They send e-mail, prepare computer encoded class reports, and even make power-point presentations sometimes to the surprise of their media tradition-bound teachers.
Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons.
Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.
Students rely less on teachers as information-givers, and instead more in their efforts to acquire information, build their own knowledge, and solve problems.
Obstacles to IT pedagogical practice
Use of the computer is time-consuming and expensive.
Besides there also danger of a technology-centered classroom along the fear that computers may soon replace teachers.
Teachers should 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.schools should now foster a student-centered learning environment, where in students are given leeway to use computer information sources in their assignments, reports and presentations in written, visual, or dramatic forms.
Lesson 6: IT Enters A New Learning Environment
MEANINGFUL LEARNING
It focuses to new experiences that are related to what the learner already knows. 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 already know and what they can learn.
DISCOVERY LEARNING
The students perform task to uncover what is to be learned.
GENERATIVE LEARNING
It viewed students as active learner who can attend to learning events, it is different from the simple process of storing information.
CONSTRUCTIVISM
In constructivism, the learner builds a personal understanding through appropriate learning activities and good learning environment.
Leson 7: IT for higher Thinking Skills and Creativity
In this lesson we should discuss the methods proposed for the use of computer-based technologies as an integral support to higher thinking skills and creativity
higher level learning outcomes-
To define higher level thinking skills and creativity, we may adopt a framework that is a helpful synthesis of many models and definitions on the subject matter. The framework is not exhaustive but a helpful guide for the
teacher's effort to understand the learner's higher learning process
Thinking skills
Focusing- Defining the problem, goal/objective-setting, brainstorming.
Information Gathering- Selection, recording of data of information.
Remembering- Associating, relating new data with old.
Analyzing- Identifying idea constructs, patterns.
Generating - Deducing, inducting, and elaborating.
Organizing- Classifying, relating.
Imagining- Visualizing, predicting.
Designing- Planning, formulating.
Integration- Summarizing, abstracting.
Evaluating - Setting criteria, testing, idea, verifying outcomes, revising.
The process
the process of implementation takes the students to the steps, efforts, and experience in project completion
the process of implementation takes the students to the steps, efforts, and experience in project completion
The process is more important that the products
the process refers to the thinking/affective/psycho-motor process that occurs on the part of the learner. This comprises the journey that actualizes learning
the process refers to the thinking/affective/psycho-motor process that occurs on the part of the learner. This comprises the journey that actualizes learning
The product is the result of this all-important process consisting in possibly a summary, a poster, an essay, a term paper, a dramatic presentation, or an IT-based product.
Lesson 8: Higher Thinking Skills Through IT-Based Projects
In 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.
-Resource-based project
- In these projects, the teacher step out of the traditional role of being an content expert and information provider, and instead lets the student find their own facts and information.
- Students can also be assigned to create their software materials to supplement the need for relevant and effective materials.
-Creativity is said to combine three kind of skills/abilities:
· -Analyzing- distinguishing similarities and differences seeing the project as a problem to be solved.
· -Synthesizing- making spontaneous connections among ideas, thus generating interesting or new ideas.
· - Promoting- selling of new ideas to allow the public to test the ideas themselves.
-Guided hypermedia projects
- The production of self-made multimedia projects can be approached in two different ways:
1. As an instructive tool.
2. As a communication tool.
-Web-based projects
- Students can be made to create and post webpage’s on a given topic.
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