LESSON 1

A REVIEW OF EDUCATIONAL TECHNOLOGY 1

INTRODUCTION
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.


CONTENT
On the application of educational technology to instruction, it showed the four
phases of application:
1. Setting of learning objectives
2. Designing specific learning experiences
3. Evaluating the effectiveness at the learning experiences.
4. Revision as needed of the whole teaching- learning process.
REFLECTION
This course is concerned with integrating technology into teaching and learning.
It is meant to help the would-be-teacher become familiar, knowledgeable and skilled at the
proper application of educational technology to instruction to enable them to adapt to rapid
technological changes.
Educational technology equips the future teacher to become more effective
and effecient in her day-today task. An extension of the teacher, he/she being the first
audio-visual aid in the classroom. This means that it is not and never will be a substitutefor
the good and the great teacher. For the teacher is always the final fashioner of learning.
LESSON 2
AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2

INTRODUCTION
In the essence, the course aims to infuse technology in the
student-teachers training, helping them to adapt and meet rapid and
continuing technological changes, particularly in the thriving global
information and communication technology (ICT) environment.
CONTENT
Educational technology 2 is 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. While the course is primarily
intended for the use of student-teachers, it can also be of great use to professional
teachers, school administrators, teacher educators, and in fact anyone who is interested
on how information technology can be used to improved not only instruction but the
school management program and curriculum.
REFLECTION
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.
Now that we are in the modern age, where technology takes an
important part in our teaching-learning process. It is not enough for educators to be
able to tap the computer keyboard, prepare computer designed test papers, prepare
powerpoint presentations and etc. In the developed countries, teachers may have
kept up with the computer age by being computer literate but its clear that this is
not enough. The computer and its hypermedia capabilities must still be used not
simply for direct instruction but for integration into the curricula and its various
course or subject.
LESSON 3
EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC REGION


INTRODUCTION
Progressive countriesin the Asia Pacific region have formulated
state policies andstrategies to infuse technology in schools during the last few
years. And since it is understood the state policies will continue to change, it is
helpful to examine prevailing ICT policies and strategies of five progressive
states namely, New Zealand, Australia, Malaysia, Singapore, and Hong Kong.
CONTENT
Of the objective of these progressive countries, to
provideconfidence to educators that they are taking the right steps in adopting
technology in education. It foresees schools to be improving learning outcomes for
students using ICT to support the curriculum, using ICT to improve the effeciency
and effectiveness of educational administration and developing partnership with
communities to enhanceaccess to learning through ICT.
In Adelaide Declaration on National Goals for schools information
technology is one of the eight national goals or learning areas students should
achieve. Students should be confident, creative and productive users of new
technologies, particularly ICTs and understand the impact of these technologies
on society.


REFLECTION
Those highly developed countries can avail the latest technology.
And to those less developed are far behind with it like our country, Philippines.
This is not the focused of our government, because we are facing lots of
problem in our country today. Like corruption, unemployment and many other.
With regards t o education, Im sure that the government aims to raise the
quality of school education through the use of technology in teaching-learning
process. Yet, we cannot afford it. There are public schools that there is no
computer especially in the rural areas. There are also schools who have the
ratio of 10:1. In view with this, the government should have or must have the
right planning and implementation guides for schools in promoting IT in the
teaching-learning process.
LESSON 4
BASIC CONCEPT ON INTEGRATING TECHNOLOGY IN
INSTRUCTION
INTRODUCTION
There is no integrative process if for example the teacher makes
students play computer games to give them a rest period during classes. Neither is
there integration, if the teacher merely teaches students computer skills. Theres
something from that media the student must learn from.
CONTENT
Here are some manifestation of technology integration into
instruction:
Theres a change in a way classes aretraditionally conducted.
The quality of instruction is improved to higher level in such a way that
could not have been achieved without educational technology.
Thereis planning by the teacher on the process of determining how and
when technology fits into the teaching-learning process.
The teacher sets instructional strategies to address specific instuctional
issues/problems.
The use of technology provides the opening of oppotunities to respond to
these instructional issues/problems.

REFLECTION
Technology occupies a position in the instructional process. The integration of
IT into instruction are different from the traditional instruction. Nowadays, some of
the schools are using smart board, projectors presentation, media and other devices. It
is much easier and reliable to use, if one can manipulate it and use it in a proper or right
way. But there are some disadvantages because children are exposed now to different
media that might caused the problem in the society.
So, it is therefore best or right for us to consider the positive and negative
effects of technology. Because its a boon when not use properly and its a bane when use
properly.
LESSON 5
STATE-OF-THE-ART ET APPLICATION PRACTICES
INTRODUCTION
Looking through progressive state policies that support
technology-in-education, and other new developments in pedagogical
practice, our educators today have become more aware and active in
adopting state-of-the-arteducational technology practices they can
possibly adopt. Today, one can see a greater need for teachers to acquire
not only computer literacy but competence as well.
Dont invest in technology hardware/system that may become
a white elephant in a few year time.
CONTENT
Recent changes have also occured in the area of pedagogical theory and
practice. It is now accepted that the contribution of the computer to pedagogy makes
up for good instruction.
The following trends should be recognized by educators:
Through school or training center computer courses, present-day students have
become computer literate.
Following the call for developing critical thinking among students, teachers have
deemphasized rote learning.
Shifting focus from lower-level traditional learning outcomes.
Recent teaching-learning models.


Obstacle to IT pedogigical practice
Especially for educators living in developing or peasant economies, objections are
likely to beheard such as that the use of the computer is time-consuming and expensive.
Virtue is in moderation and so, there is truly a need for teacher to balance their
time for the preparation and application of instructional tools. Training should ensure that the
use of eductaional technology is fitted to learning objectives. Teachers should acquire
computer skills so that they can serve as model in integrating educational technology in
teaching-learning process.

REFLECTION
Following modern trends in technology-related education, schools should now
foster a student-centered learning environment, wherein students are given leeway to
usecomputer information sources in their assignments, reports and presentations in written
visual and dramatic forms.
Besides there is also the danger of the technology-centered classroom along
the fear that computermay soon replace the teachers.

LESSON 6
IT Enters a new Learning Environment
INTRODUCTION
It is most helpful to see useful models of school learning that is ideal to
achieving instructional goals through preferred application of educational technology.
These are the models of meaningful learning, discovery learning, generative learning and
constructivism.
CONTENT
Meaningful Learning
This give focus to new experience that is related to what the learner already knows. A new
experience departs from the learning of a sequence of words or memorization through rote
memory but gives attention to meaning. It assumes that:
- Students already have some knowledge taht 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.

In the learning process, the learner is encouraged to recognize relevant personal
experiences. A reward structure is set so that the learner will have both interest and
confidence and this incentive system gives positive reinforcement to learning.
Discovery Learning
In discovery learning students perform tasks to uncover what is
to be learned. New ideas and new decisions are generated in the learning
process, regardless of the need to move on and depart from organized set-off
activities.
In discovery learning, it is important that the student become
personally involved and not subjected by the teacher to procedures he/she is
not allowed to depart from.In applying technology, the computer can present a
tutorial process by which the learner is given key concepts and the rules
learning are directly presented for receptive type of learning. But aside from
that, the computer has other uses.
Generative Learning
In generative learning we have active learners who attend to
learning events and generate drawing from this experience and draw inferences
thereby creating a personal model or explanation to the new experience in the
context of existing knowledge.
Generative learning is viewed as different from the simple process
of storing information for motivation and responsibility is said to becrucial to this
domain of learning. Examples of this in the area of language comprehension are
activities such as 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 the pieces of
information not only just an access to them.
Constructivism
In constructivism, the learner builds a personal understanding through appropriate
learning activities and a good learning environment. The two accepted principles
are:
- Learning consists of what a person can actively assemble for himself and not
what he can receive passively.
- The role of learning is to help the individual live/adapt to his personal
world.With these two principles in turn lead to three practical implications:
- The learner is directly responsible for learning. He creates 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 his
school activity with real life.
- The purpose of education is acquisition of practical and personal knowledge, not
abstract or universal truths.
REFLECTION
Through these new conceptual models of learning we now know that there are
better ways to learn other than rote memorization and that learning is for use not only in
school but in real life. Now we are prepared to see how these theories of learning can be
more specifically applied through the integration of educational technology in the
teaching and learning process.

LESSON 7
IT for Higher Thinking Skills and Creativity

INTRODUCTION
Today students are expected to be not only cognitive but also flexible,
analytical and creative. In this lesson, there are methods proposed for the use of
computer-based technologies as an integral support to higher thinking skills and
creativity.
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
CONTENT

The framework is not exhaustive but a helpful guide for the teachers
effort to understand the learners higher learning process.


THINKING SKILLS FRAMEWORK
The process is more important than the product.
THE PROCESS
-This refers to the thinking/affective/psychomotor 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.
REFLECTION
I do not think that with the new framework on higher thinking skills and
creativity, teachers should no longer make efforts to help students pass
achievements test. Of course the teacher has the biggest responsibility for that for
he/she is the one who facilitates the learning process. With the new framework, it
will give the teacher strategies on how to guide his/her students on the learning
process which students would enjoy and with hands-on experience about the topic.
With the new framework, there will be no longer spoon-feeding discussions but a new
focused one that would surely benefit the students and enhance their thinking
skills.

LESSON 8
Higher Thinking Skills through IT-Based Projects

INTRODUCTION
In this lesson, it covers the four types of IT-based projects which can
effectively be used in order to engage students in activities of a higher plane of
thinking.

CONTENT
The Four Types of IT-Based Projects
I. Resource-based Projects
In these projects, the teacher steps out of the traditional role of being a
content expert and information provider, and instead lets the students find their
own facts and information. Only when necessary for the active learning process
does the teacher step in to supply data or information. The general flow of events
in resource-based projects are:
1. The teacher determines the topic for the examination of the 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 the problems/questions.
II. Simple Creations
Students can also be assigned to create their software materials. Of course,
there are available software materials such as Creative Writer (by Microsoft) on
writing, KidWork Deluxe (by Davidson) on drawing and painting, and Media Weave (by
Humanities software) on multimedia)
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. 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.
III. Guided Hypermedia Projects
The production of self-made multimedia projects can be approached in two
different ways:
1. As an instructive tool, such as in the production by students of a power-point
presentation of a selected topic.
2. As a communication tool, such as when students do a multimedia 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 webpages on a given topic. But
creating webpages, even single page webpages may too sophiscated and time
consuming for the average student.
It should be said, however, that posting of webpages in the internet allows the
students (now the webpage creator) a wider audience. They can also be linked with
other related sites in the internet. But as of now, this creativity project may be to
ambitious as a tool in the teaching-learning process.
REFLECTION
The problem facing teachers today and in the future is NOT how to teach
students to achieve learning objectives, according to Blooms taxonomy. Rather, we
we now face the challenge of somehow encouraging the development of students who
can do more than just receive, recall and recite the knowledge they have acquired.
The 21st century will full of demands on our students which are forecast to be quite
different from the demands which we as teachers encountered when we were in
school. We now expect our students to be cognitively flexible and creative and to
critically and analytically grasp the world around them.
Finding effective ways of producing such outcomes is indeed a daunting task and
will require that teachers and learners prepare to shift their concepts and
assumptions of what constitute proper instruction.
LESSON 9
Computer as Information and Communication Technology

INTRODUCTION
Through computer technology, educators saw the amplification of learning
along with computer literacy. Much Like reading, the modern student can now interact
with computer messages; even respond to questions or to computer commands. Again
like writing, the learner can form messages using computer language or program.
CONTENT
Some computer-assisted instruction (CAI) was introduced using the principle
of individualized learning through a positive climate that includes realism and appeal
with drill, exercises that uses color, music and animation. The novelty of CAI has not
waned to this day especially in the basic education level as this is 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 21
st
century,
computer technology in education has matured to transform into an educative
information and communication technology (ICT) in education.
The 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 enhanced
and enrich the teaching-learning process.
Examples are the blackboard, photo, film and video
- Educational communication media comprise the media of communication.
Example, the distance learning was implemented using
correspondence, radio, television, or the computer satellite system.

Close to the turn of the 21
st
century, however, such a 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.

REFLECTION
Information communication technology covers a wide range of technology both
the communication media and the audiovisual media. We can already access information
very quick, sending of e-mails to a friend, even for applying for a job, there is already
an online interview, some online exams also, some instructional video will be based on a
media or film showing.
With these, teaching would be more interactive and student will be focused.
LESSON 10
The Computer as a Tutor

INTRODUCTION
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 also commonly referred to PCs or
personal computers), the PC has become the tool for programmed instruction.

CONTENT
Computer-Assisted Instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many
activities in his personal role as a classroom tutor. It should be made clear,
however, that the computer cannot totally replace the teacher since the
teacher shall continue to play major roles of information deliverer and learning
environment controller. Even with the available computer and CAI software, the
teacher must:
- Insure that the 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 tests of the specific
expected outcomes.
Today, educators accept the fact that the computer has indeed
succeeded in providing an individualized learning environment so difficult
for a teacher handling whole class. This is so, since the computer is able
to allow individual students to learn at their own pace, motivate learning
through a challenging virtual learning environment, and assist students
through information needed during the learning process.
REFLECTION
The computer as a tutor in this new age of learning. It does not replace the
teacher, although it assumes certain roles previously assigned to teachers who now has
to take the new role of facilitator and guide.
In the years ahead, we shall see the computer in school as a common tool for the
enhancement of the students thinking, communication and collaboration skills. Computers
will become an integral component of the future classroom and not a mere machine that
can deliver routine drills and practices.


Lesson 11
The Computer as the Teachers Tool

INTRODUCTION
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.

CONTENT
The Computers Capabilities
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.
Communication Tool
The computer has been used in communication as evident by social networking
sites as to facebook, twitter and friendster. We can even chat/talk friends and
families anywhere in the globe through yahoo messenger or the one in facebook or
view them through the webcam. We can send messages and information through
the internet in just seconds or minutes.
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 users to organize and present
their ideas in attractive formats.

Co-constructive Tool
Students can use constructive tools to work cooperatively and construct a
shared understanding of new knowledge. One way of co-construction 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.
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 a situating tool which places the user in
simulated flying environment.

REFLECTION
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 packaged. Without the computer, todays learners
may still be assuming the tedious tasks of low-level information gathering, building, and
new knowledge packaging. But this is not so, since the modern computer can help teacher-
and-students to focus on more high level cognitive tasks.
Lesson 12
Information Technology in Support of Student-Centered Learning

INTRODUCTION
In this lesson, we shall see how the teacher can expand his option to make himself more
effective and relevant in the 21
st
millennium information age. In particular, the lesson shall
respond to question on student centered learning approaches in the classroom.
In addition, suggestion shall be made on how students centered classroom (SCL) can be
supported by Information Technology (IT).
CONTENT
The Traditional Classroom
It may be observed that classrooms are usually arranged with neat columns and
rows of student chairs or desks, while the teacher stands in front of the classroom or
sits behind his table. This situation is necessitated by the need to maintain classroom
discipline, also allows the teacher to control classroom activities through lecture
presentation and teacher-led discussions.
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 manage misbehaviour in class as students start to talk among themselves or
simply stare away in lack of attention.
The SCL Classroom
John Dewey has described traditional learning as a process in which the teacher pours
information to student 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 kinds of learning outcomes. The problem with it is that the
approach in learning, however, is the fact that the worlds societies have began to change. It
may not be felt strongly to countries in which on countries who depends mostly their economy
to factory workers. Traditional and direct instruction is very useful in these countries.
In contrast, industrialized societies we find knowledge-based economies in which workers
depend on information that can be accessed through information and communication
technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration,
schools in these developed economies have also adopted the support of ICTs. Their students
have now become active not passive learners, demonstrating independence and self-awareness
in the learning process.
REFLECTION
John Dewey described traditional learning as a process in which the teacher pours
information to students. And this approach is generally known as direct instruction.
But worlds societies have begun to change. There is a departure from traditional
worksheet, read-and-answer, drill-and-practice activities.
Given the new trend in teaching and learning, it must be pointed out however, that
traditional classroom activities especially in the less developed countries it will
continue to have a strong place in the classroom. Inspite of this setback experienced
in some countries, the option has now been opened for the modern teacher to shift
gears to student-centered learning.
Lesson 13
Cooperative Learning with the Computer
INTRODUCTION
The creativity of the teacher would have to respond with the situation, and
so cooperative learning will likely be the answer to the implementation of IT
supported learning in our school. But the situation may not be that bad since
there are motivational and social benefits to cooperative learning and these can
compensate for the lack of hardware that educators face.
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 computer.

CONTENT
Cooperative or collaborative learning is 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. common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills

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
student's social skills.
Now this mythical fear has been contradicted by the studies which show that when
students work with computers in groups.
REFLECTION
Learning is a cooperative and collaborative process. We learn from others when we
interact with them, in the same way that they learn from us. Because we learn best
when we interact with others.
In collaborating with computer it makes the learning easier and the action of its
student affects the other in a group. Cooperative learning is an effective strategy
that can be use to integrate in the computer activities to promote the competencies of
the learner

LESSON 14
THE SOFTWARE AS AN EDUCATIONAL RESOURCE

INTRODUCTION
Whenever people think about computer, they are most likely thinking about the
computer machine. 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 computer machine should do.
CONTENT
There are two kinds of software:
1. THE SYSTEM SOFTWARE
2. THE APPLICATION 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 schools resource
collection.

REFLECTION
There are lots of software application that can be used as educational resources.
Teacher should beware or cautious in using it. There must be something from that software
student must get from or gain knowledge with.
In every lesson, there is always an objective that should be attianed by teacher, that
is relevance or the effectivity of how was your teaching would be. With these instructional
software learning would be more interactive and it can arouse the interest of the students.

LESSON 15
UNDERSTANDING HYPERMEDIA

INTRODUCTION
Hypermedia is nothing but multimedia, but this time packaged as an
educational computer software where information is presented and students
activities are integrated in a virtual learning environment.
The presentation of information-learning activities in hypermedia is said to be
sequenced in a non-linear manner, meaning that learner may follow his path of
activities thus providing an environment of learner autonomy and thinking skills.
CONTENT

CHARACTESTICS OF HYPERMEDIA APPLICATION
1. LEARNER CONTROL means the learner makes his own decisions on the path, flow or events
of instruction.
a. LEARNER WIDE RANGE OF NAVIGATION ROUTES. For the most part, the learner
control the sequence and pace of his path depending of his ability and motivation.

1. VARIETY OF MEDIA. Hypermedia includes more than one media (text, graphics, audio,
video clip) but doeas not necessarily use all types of media in one presentation.
REFLECTION
Given the capabilities hypermedia still does not replace lifes experiences and
learning from nature and life. This is the saying that information and
communication technology cannot replace the teacher altogether. Note that even
technologists admit that the computer has an IQ of zero and depends on what
man can input or make of it.
Garbage IN, garbage OUT or GIGO is the very first principle that should be
remembered about the computer.
In the use of hypermedia in an instructional events the teacher must get the
learners attention, recall prior learning, inform the learner about the lesson
objectives, introduce the software and its distinctive features, guide the
learning performance, provide the learning feedback, assess performance, and
enhance retention and learning transfer.
LESSON 16
THE INTERNET AND EDUCATION

INTRODUCTION
The internet, also simply called the NET is the largest and far flung-network
system-of-all-systems. Surprisingly, the internet is not really a network but a loosely
organize collection of about 25,000 networks accessed by computer on the planet. It is
astonishing to know that no one owns the internet. It has no central headquarters, no
centrally offered services, and no comprehensive online index to tell users what
information is available in the system.
CONTENT
GETTING AROUND THE NET
The vast sea of information now and the internet, including news and trivia, is
an overwhelming challenge to those who wish to navigate it.
THE 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. This educational
activity prodded by their schools are paying dividends from increasing the pupils
interest in Geography to a greater understanding of how people live in large cities
and other places in the United States or the world.


REFLECTION
The vast sea of information now in the internet including news nd 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
continously being developed to tour the internet.
Technology is an advatage when properly used, but it is a disadvatage when being
abused.
The future of the internet seems limitless. Already its complexity has spawned
and continue to spawn. Net site including new demand for services to business,
industries, science, government and even homes.

LESSON 17
EDUCATIONAL TECHNOLOGY 2 PRACTICUM

INTRODUCTION
Educational technology 2 offers student the experiential process of adapting to
technology integration within a student-centered paradigm. This is the practicum phase
of the course which can be done, as seen fit by the teacher, either at the end of the
more theoretical lessons or inserted between lessons.


CONTENT
The practicum phase consist of hands-on computer tutorials which the student teacher or professional
teacher-trainee will need to make him/her capable.
The essential requirements for the ET 2 practicum phase will be:
- A computer laboratory/special computer classroom
- Participation of computer lab tutor/assistant
- Assigned number of hours in conformity with the course

The practicum phase consist in:
BASIC MICROSOFT WORD (6hrs)
The tutorials familiarize each individual learner to the basics of Microsoft word. They will learn to use
menus, and toolbars of the software.
MICROSOFT POWERPOINT (6hrs)
The tutorial is a familiarization on the basics of Microsoft powerpoint. It will train the learner to prepare
powerpoint presentations to enhance the teaching of subjects.
INTERNET AS TOOL OF INQUIRY (4hrs)
The tutorial will facilitate the finding of sources of information appropriate to a learning task.


REFLECTION
Computer literate is one of the skills required nowadays. Therefore it is best
for the student and teacher as well to acquire these skills. Hands-on activities will
be a great help for student and teacher to be good in manipulating computer, even
just the familiarization of the basic software that would be useful in teaching-
learning process.
Educational technology 2 promises to bring the student teaher and the
professional teacher trainee to the challenge of a new age-integrating technology in
the teaching-learning process. The brisk pace of technology advancement and
innovation continues, but ET 2 is a preparation to bring our teachers to move ahead
with their use of teachnology in the classroom.