Lesson 5: State-of-the-Art ET Application Practices

Educators today have become more aware and active in adopting state-of-the-art educational
technology practices they can possibly adopt
The contribution of computer to pedagogy makes up for good contribution.
Teachers must therefore acquire or improve on their computer skills, as well as their
computers-in-the-classroom skills.

The following trends should also be recognized by educators:
1. Through school or training center computer courses, present-day students have become
computer literate.
send e-mail,
prepare computer encoded class reports
even make power-point presentation

2. 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.

3. 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/internalized lessons.
4. Recent teaching-learning models (such as constructivism and social constructivism) have
paved the way for instructional approaches in which students rely less on teachers as
information-givers, and instead more on their efforts to acquire information, build their
own knowledge, and solve problems

In summary, these trends and new levels of learning require the appropriate use of state-of-the
art instruction with the use of IT, tapping the computers information and communication tools
(such as, word processors, databases, spreadsheets, presentation software, e-mail, Internet
conferencing, etc.)

Lesson 6: IT Enters A New Learning Environment

It is most helpful to see useful models of school learning that is ideal to achieving instructional
goals through preferred application of educational technology.

CONCEPTUAL MODELS OF LEARNING

In these conceptual models, we shall see how effective teachers best interact with students in
innovative learning activities, while integrating technology to the teaching-learning process.
MEANINGFUL LEARNING
significant learning that hard to forget
gives focus to new experience that is related to what the learner already knows.
DISCOVERYLEARNING
explore ideas
ideas are presented directly to students in a well-organized way
GENERATIVE LEARNING
hands-on learning
generate meaning from this experience and draw inferences
viewed as different from the simple process of storing information
CONSTRUCTIVISM
creating own knowledge
The learner builds a personal understanding through appropriate learning activities and
a good learning environment.

Through these new conceptual models of learning, we now know that there are better ways to
learn other than rote learning or memorization and that learning is for use not only in school
but in real life.


Lesson 7: IT for Higher Thinking Skills and Creativity

In the traditional information absorption model of teaching, the teacher organizes and
presents information to student-learners. This teaching approach has been proven successful
for achieving learning outcomes following the lower end of Blooms Taxonomy: knowledge,
comprehension and application concerned.
Higher Level Learning Outcomes
To define higher level thinking skills and creativity, we may adopt a framework that is
helpful synthesis of many models and definitions on the subject matter.
Complex Thinking Skills Sub-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, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting
Evaluating Setting criteria, testing idea, verifying
outcomes, revising
FIGURE 4 THINKING SKILLS FRAMEWORK
The Upgraded Project Method
To explain, the project method for higher learning outcomes consists in having the
students work on projects with depth, complexity, duration and relevance to the real world.
In this revised project method, there is a tighter link between the use of projects for
simply coming up with products to having the students undergo the process of complex/higher
thinki8ng under the framework of the constructivist paradigm
PROCESS: Refers to the thinking/affective/psychomotor process that occurs on the part of the
learner
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

Four types of It-based projects which can effectively be used in order to engage
students in activities of a higher plane of thinking.
But these projects represent constructivist projects, containing the key elements of a
constructivist approach to instruction, namely:
a. The teacher creating the learning environment
b. The teacher giving students the tools and facilities, and
c. The teacher facilitating learning


Resource-based Projects
In these projects, the teacher steps out of the traditional role of being a content expert
and information provider, and instead let the students find their own facts and information.
The general flows of event in resource-based projects are:
1. The teacher determines the topic for the examination of class (e.g. the definition of
man)
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 be problem/questions.

Inquiry-based or discovery approach is given importance in resource-based projects. This
requires that the students, individually or cooperatively with members of his group, relate
gathered information to the real world
Web quest as a Resource
It is an inquiry-oriented acti9vity in which most or all of the information used by learners
are drawn from the web.

Simple Creations
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 skills/abilities:
1. Analyzing
2. Synthesizing
3. Promoting

GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approached in two different
ways:
1. Instructive tool
2. Communication tool


















Lesson 9: Computers as Information and Communication Technology

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.
Soon computer-assisted instruction (CAI) was introduced using the principle of
individual learning through a positive climate that includes realism and appeal with drill
exercises that uses color, music and animation.
THE PERSONAL COMPUTER (PC) AS ICT
Instructional media consist of audio-visual aids that served to enhance and enrich the
teaching-learning process. Ex. Blackboard, photo, film and video.
Educational communication media comprise the media of communication to audiences
including learners using the print, film, radio, and television or satellite means of
communication.













LESSON 10: The Computer as a Tutor

Computer-assisted instruction (CAI)
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 activity.
Decide the appropriate learning objectives.
Plan the sequential and structured activities to achieve objectives.
Evaluate the students achievement by ways of test the specific expected outcomes.
On the other hand, the students in CAI play their own roles as learners as they:
Receive information
Understand instructions for the computer activity
Retain/keep in mind the information and rules for the computer activity
Apply 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:
Acts as a sort of tutor( the role traditional played by the teacher)
Provides a learning environment.
Delivers learning instruction
Reinforces learning trough drill-and-practice.
Provides feedback.
CAI Integrated with Lesson
When and how can teachers integrate drill and practice programs with their lessons?
The following suggestions can be made:
Use drill and practice programs for basic skills and knowledge that require rapid or
automatic response by students.
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.


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
Provide comprehensive information on concepts in addition to practice exercise
Can be effectively used for remediation, reviewing, or enrichment.
Allow the teacher to introduce follow-up questions to stimulate students learning.
Permits group activity for cooperative learning.




















Lesson 11: The Computer as the Teachers Tool

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.

Piaget (1981) and Bruner (1990)
constructivism was introduced
they gave stress to knowledge discovery of new meaning/concepts/principles in the
learning process.
Vygotsky
social constructivism
stressed that learning is affected by social influences.
Suggested the interactive process in learning
Dewey
language as a medium for social coordination and adaptation
according to him, human learning is really human language that occurs when students
socially share, build and agree upon meanings and knowledge

COMPUTERS CAPABILITIES
Informative Tool
Constructive Tool
Co-constructive Tool
Situating Tool






Lesson 12: Information Technology in Support of Student-Centered Learning

In this lesson, we shall see how the teacher can expand his options to make himself
more effective and relevant in the 21
st
millennium information age. In addition, suggestions
shall be made on how a student centered classrooms (SCL) can be supported by information
technology (IT).
THE TRADITIONAL CLASSROOM
It may be observed that classroom is usually arranged with neat columns and rows of student
chairs, while the teacher stands in front of the classroom or sits behind his desk.
This situation is necessitated by the need to maintain classroom discipline, also to allow
the teacher to control classroom activities through lecture presentation and teacher-led
discussions.
THE SCL CLASSROOM
Desiring to gain effectiveness, efficiency and economy in administration and instruction,
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
groups:
Performing computer word processing for text or graph presentations
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 individualized instruction to
serve individual needs.
Given this new trend in teaching-and-learning, it must be pointed view, however, the
traditional classroom activities especially in less developed countries will continue to have a
strong place in the classroom. The option is now opened for the modern teacher to shift gears
to student centered learning.



Lesson 13: Cooperative Learning with the Computer

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.
COOPERATIVE LEARNING
collaborative learning
learning by small groups of students who work together in a common learning task.
also called group learning
5 elements are needed:
a common goal
interdependence
interaction
individual accountability
social skills
From several studies made on cooperative learning, it is manifested that cooperative learning in
its true sense is advantageous since it:
a) encourages active learning, while motivating students
b) increases academic performance
c) promotes literacy and language skills
d) improves teacher effectiveness
COOPERATIVE LEARNING AND THE COMPUTER
Researchers have made studies on the learning interaction between the student and the
computer. The studies find out that 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.
Researchers agree that the computer is a fairly natural vehicle for cooperative learning.

COMPONENTS OF COOPERATIVE LEARNING
assigning students to mixed-ability teams
establishing positive interdependence
teaching cooperative social skills
insuring individual accountability, and
helping groups process information
LESSON 14: The Software as an Educational Resource

Software
- The computer hardware can hardly be useful without the program or system that tells
what the computer machine should do.

There are 2 kinds of software:
1. The systems software. This is the operating system that is found or bundled inside all
computer machines.
2. The application software. This contains the system that commands the particular
task or solves a particular task or solves a particular problem.
Microsoft Windows
- Referred to as a program.
- An operating environment between the user and the computer operating system.
- Windows is in itself a self-contained operating system which provides:
User convenience
A new look
Information center
Plug and play
Instructional software
- Can be visited on the internet or can be bought from software shops or dealers.

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
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: Understanding Hypermedia

Hypermedia is nothing but multimedia, but this time packaged as educational computer
software where 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 webpages
Simulation instructional games
Learning project management
Characteristics of Hypermedia applications
Two important features those are outstanding-among other features-that characterize
the Hypermedia software:
1. Learner control
2. Learner wide range of navigation routes
Variety of media
Hypermedia includes more than one media (text, graphs, audio, animation and video
clip) but does not necessarily use all types of media in one presentation.











Lesson 16: The Internet and Education

How is everything coordinated through the Internet? This is done through a
standardized protocol (or set of rules for exchanging data) called Transmission
Control/Internet Protocol (TCIP/IP). To gain access to the Internet, the computer must be
equipped with what is called a Server which has special software (program) that uses the
Internet protocol.

Getting around the Internet
Browsing- the most attractive way to move around the Internet
World Wide Web- an Internets subset of text, images, and sounds are linked together to allow
users to access data or information needed

A view of educational uses of the Internet
There is now a wider choice rom rote arithmetic or grammar lessons to discovery and
innovation projects. 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 17: Educational Technology 2: PRACTICUM

The essential requirements for the ET 2 practicum phase will be:
A computer laboratory/special computer classroom with adequate sets of computer for
hands-on tutorial learning.
Participation of computer lab tutor/assistant- as the teachers technical assistant.

The practicum phase consists in:
1. Basic Microsoft Word (6 hrs.)
Tutorial coverage:
Microsoft word menus and toolbars
Creating, formatting, editing and saving documents
Assigning page layouts
Inserting tabs and tables
Templates and Wizards
Printing
2. Microsoft PowerPoint (6 hrs.)
Coverage:
PowerPoint fundamentals
Enhancement of PowerPoint presentation with the use of graphics, charts, audio
and video
Using templates and masters (slide, handout and notes)
Presenting and printing a slide show.
3. Internet as tool of inquiry (4 hrs.)
Course coverage:
Accessing the Internet
Use of Internet tools
Search techniques

Prepared by:
Jelly Rose C. Panangcad