Gerardine Helen Culla-Malantic Master of Arts in Psychology

Advance Educational Technology

Case Study The Lyceum of the Philippines University, as with many other institutions in Batangas and beyond, has a strong mandate to support high quality learning experiences for its students. To this end, administrators and instructors, who are becoming increasingly accountable to the public, are aiming to meet the needs of diverse students by improving the student experience, and increasing student engagement, flexibility and innovation in learning. ince educational technologies used in blended and distance!learning contexts are a means of addressing these emerging student needs, The LPU is committed to highlighting examples and best practices of innovative educational technology use amongst faculty as a way of encouraging a culture of teaching and learning excellence. "ne strategy LPU used to build community around best practices and examples in educational technology use was to create an "nline Teaching and Learning howcase event inviting faculty to share their best practices in the use of educational technologies through interactive panels and poster sessions. Launched in the spring of #$$%, this event was very successful in creating &bu''( around educational innovation, and so a second annual event, )"nline Teaching and Learning howcase #$$*+ ,oundations for -nnovation. was launched, profiling a unique discussion panel on )"nline Peer /eview Practices., as well as 0* case studies of faculty members from LPU and University of Batangas who used educational technologies to promote student!centered learning strategies, flexible learning models, collaborative practices and online learning communities. "ver 001 educators from LPU, UB, B U and the 2ommission of 3igher of 4ducation attended the event. The professional conversations around innovation and student learning were very fruitful, and three umbrella themes were identified via howcase survey results, informal feedbac5 and taped interviews conducted during the howcase+ Knowledge-sharing. The opportunity and venue for instructors of different disciplines to discuss teaching and learning strategies and outcomes rated highly on the reasons to attend the howcase. Participants noted that so much discussion ta5es place at the discipline level, but rarely do members of different faculties at multiple institutions have the opportunity to connect and share 5nowledge around innovative teaching practices. -nstructors referenced terms such as )professional learning opportunities. and professional learning communities.. Advocacy. -nstructors explained advocacy as being provided with the opportunity and support 6technical, instructional, and administrative7 to become more involved with piloting and implementing educational technology initiatives. 8irect involvement is essential, we heard, to building motivation, exposure and ongoing participation with students, colleagues, 2hairs and 8eans. Best Practices. -nstructors, especially the new adopters, indicated that they prefer concrete examples9discussion of best practices shared by other instructors. :ost indicated that technology training alone isn(t sufficient, and that even though technology and pedagogy need greater coordination, instructors learn best from other instructors, rather than from faculty developers or instructional designers alone. -nstructors wanted access to &tried and true( teaching with technology framewor5s, guidelines for curriculum design, and simple tips on how to build, teach and manage technology supported activities, especially in blended learning contexts, as understood from other faculty9instructors.

1. What teaching and learning related issue or problem did you thin this learning technology !or range o" learning tools# would help you address$
Through the use of advanced computing and telecommunications technology, the process of learning in the classroom has become significantly richer. Students have access to new and different types of information; they can manipulate it on the computer through graphic displays or experiments in ways never before possible. For example, instead of reading about the human circulatory system and seeing textbook pictures showing blood- flow, students can use technology to see blood moving through veins and arteries. Thus, Technology helps learning by enabling us to visuali e things we ordinarily can!t see. This gradual advent of technology has brought about many permanent changes in society but especially in learning environment. "hat is the aspect of life not changed due to technology# Technology hand be plastered the whole world - from education to business, dieting to illness, industry to homes, living to $ourney, and playing to sleeping everything. %ere we are to discuss the changes in learning environment due to technology. &earning environment has a new direction since technology enrollment. The most dominant change is due to computer and its related material. The classrooms has become digital. There are computers for each student in the class. 'nstead of taking notes of lectures on notebooks they only need to copy the presentation files to their computer. The speed of learning has become fast due to facility of internet, the flood of information, and other electronic media. This increased speed has made the learning environment competitive. (nother aspect of this 'T revolution is the extra fuss of information about a sub$ect. )ow a professional is one who is current and up to date with new research on a specific sub$ect. 'n this way, we can say, the standard of education environment has risen. *nline education and distance learning have given a new dimeansion to the field of education and learning. Today, students do not necessarily need to be physically present in classrooms. +any educational institutes offer online courses to their students. +any universities offer online education programs wherein the students can interact with their teachers over the web, access reference material from the ,niversity website and earn degrees online# )ow the learning environment has changed from teacher oriented to that of student, because the learning has extended from teacher and tuition to web and wikies. Thus responding more effectively to what students need to learn. 'nfect these are remarkable changes brought about by technology to our learning environments. 'n addition to learning environment society, also, has been impacted by technology. -ach invention has affected how people relate to one another and how cultures have expanded or ended. Technology impacts how cities grow, where people

live, and who owns what. Technologies are the reason a few people are very rich, that people are more social, and that teaching and learning is changing. The technology allows students to become more self-directed and selfdependent. This gives them courage and motivation. ' mean, technology assists learning by providing additional motivation and rewards at the .teachable moment.. /evelopment of learning communities0 overrides geographical boundaries making us broad minded and more experienced in our fields and with many new ideas about our profession and work. 1erhaps what technology does for us is provide us a new way of thinking - a new way of looking at problems and solutions. 't is giving us more options. 2omputers can create access to worldwide sharing of ideas and knowledge. 'nteractive and problem solving programs create interest, and increase knowledge gained because they involve focusing and thinking. /iscussions and interaction are increased in the learning process. (nother benefit of technology can be the help to special students who once remained a burden to others. )ow technology is giving them a chance to ac3uire the same knowledge with different means as normal students do.

%. What learning and teaching strategies are most e""ective with the tool or tools you used$
' think the most effective and most convenient tool ' have used is the use of 1ower1oint 1resentations. The use of multi-sensory online resources allows 1ower1oint presentations to move beyond the mundane taking of notes to more interactivity and student engagement. The use of 1ower1oint presentations in schools takes advantage of education technology integration strategies and techni3ues. %owever, student learning is not improved when these presentations are merely a substitute for note taking bullets from older overhead pro$ectors. To take advantage of the power of this technology, the elimination of boring slide shows must be replaced with interactive story telling that keeps students engaged. 'ntegrating the power of online technology in 1ower1oint presentations is not as complicated as in the past. "ith education technology "eb 4.5 tools and information available on the 'nternet, interactive software applications, and online social software the possibilities are unlimited. Students live in a world of mass media and interactive 1ower1oint presentations can take advantage of student learning styles to improve their learning concepts. For teaching strategy, some might view such interactive 1ower1oint presentations strategies as edutainment; however, there is no reason why education should refrain from using education technology models that clearly engage students. The following are some examples of how to support student learning6

Popup ;ideos are used as concept supporting scenes and enrichment information in 1ower1oint presentations for allowing learning to become more engaging and relevant for students. -xisting online videos are available in every content area or create videos using (nimoto, which is free for teachers. Bac5ground <ords are used as a second voice or alter-ego in 1ower1oint presentations to translate concepts into everyday words and images to provide students with connections to their world and previous concepts. 8ual 4ncoded :essages are used as a method of interpreting visual concept images $uxtaposed on musical lyrics, which blend the two sources into a cohesive story. 'nstead of using 1ower1oint presentations terminology such as slides, bullets, and information; the use of terminology such as stories, movies, narratives, frames, and activities are better representations of the power of 1ower1oint. To fully engage students in learning activities, these presentations must emphasi e important concepts through visual representation of data, illustrations, narratives, videos, virtual manipulatives, and more. 'ntegration of online education technology into 1ower1oint presentations supports student learning beyond note taking

&. 'ow did using this technology and related strategies impact student learning !motivation( collaboration( in)uiry#$
Technologies also create new opportunities in which kids can express and communicate their ideas. 't is no longer uncommon for schools to encourage reports in multimedia format or for students to build web resources that can be used by others. ( team of fifth and sixth graders, for example, created a website called .*nline +ath (pplications. which includes information and exploration of math in connection with music, stock market investments, travel, economic pro$ections and history. They use online calculators, stories, problems, simulations and demonstrations to teach their peers. Technologies offer many other opportunities to teachers and students. 2onsider, for example, the issue of collaboration. Teachers are the one professional group in our society that is largely isolated from colleagues during the working day. 1hones in classrooms are uncommon at best and shared planning time for teachers is rare in most schools. +uch of our work at the 2enter for 2hildren and Technology has focused on using the communications capabilities of the 'nternet to develop new models for teacher professional development and collaboration that have the potential for providing teachers with networks of support. The technology allows students to become more self-directed and selfdependent. This gives them courage and motivation. Technology assists learning by providing additional motivation and rewards at the .teachable moment.. /evelopment of learning communities0 override geographical boundaries making us broad minded and more experienced in our fields and with many new ideas about our profession and work. 1erhaps what technology does for us is provide us a new way of

thinking - a new way of looking at problems and solutions. 't is giving us more options. 2omputers can create access to worldwide sharing of ideas and knowledge. 'nteractive and problem solving programs create interest, and increase knowledge gained because they involve focusing and thinking. /iscussions and interaction are increased in the learning process. (nother benefit of technology can be the help to special students who once remained a burden to others. )ow technology is giving them a chance to ac3uire the same knowledge with different means as normal students do. The student learning environment uses education technology strategies that increase understanding and helping students make connections in and between concepts. 2ontent examples include the following learning strategies6 'n science, students share experimental data directly from a spreadsheet and graph of experimental results for other students to view. This strategy helps students compare and contrast their findings with classmates. -ntire classes have the opportunity to participate in interactive science activities that provide connections with concepts that are not practical or limited by classroom resources. This strategy works well with online science pro$ects that involve all students. 'n +athematics, the integration of online virtual manipulatives offers hundreds of opportunities for allowing students to experience online problem solving situations, multi-sensory games, and pu les. Students have real-time opportunities to explore numerical operations, algebra, geometry, measurement, and data analysis mathematical concepts.

'ow did they impact your curriculum or instruction !meet or change learning strategies* outcomes* assessment#$
(dvanced technologies will put education within the reach of many more individuals around the world, and will allow greater specialisation in curriculum and teaching methodologies than ever before. "ith these benefits comes the challenge of ensuring that university infrastructure and operations are in place to support the adoption of technology on campus. (s ever, administrators will need to weigh carefully how budget funds are spent, decide what emerging technologies show the most promise, and determine how best to support these technological advances while avoiding the ever-present risk of obsolescence. *bsolescence is an important consideration in technologically related curriculum especially, due both to the cost factor of hardware, software and support. The power of change that technology supports means that the contexts applied to developing technological 7and !information!8 literacy become ever more important. "hatever choices are made, it is important to give serious consideration to the factor of rapid obsolescence, and design learning units that interpret curricula appropriately and are sensitive to the constantly changing nature of technology and conse3uent literacy demands. 'n response to this, educators can and should build courses that

interpret curricula using tools and modalities that are as far as possible !future proof!, while still having sensitivity to current social context. 'f this shift in curriculum focus is achieved, then technology can become a !virtual! benefactor, providing the means to access greater resources than could otherwise be afforded, by virtue of the fact that resources so obtained can be broadly shared. ( wide-band networked infrastructure with access to appropriate software tools allows students, classes, and teachers to access and produce online materials, do extensive collaborative work, and share instructional resources. The 'nternet, for example, provides online information and is a medium by which students and schools can communicate and collaborate, opening opportunities for broad consultation. 'n this way, 'nformation Technology infrastructures can impact on conventional instruction processes by expanding learning resources beyond individual teacher and school materials, providing lower cost sourcing of information and expertise, and providing communication links for isolated students.

+. What challenges did you or your students "ace and how did you address them$ What would you do di""erently ne,t time$
+any teachers and students have the issue of problems associated with the use of technology keeping them from fully utili ing the opportunities available in using technology for the good of students in class. %owever, there are ways in which teachers and schools can solve problems associated with using technology in the classroom. *ne problem that teachers encounter in class is the use of the internet for assignments whereby some students plagiari e their assignments. The best solution to this is to test whether the students know the information that they wrote down by asking them 3uestions by word of mouth when you get suspicious. 'f the student cannot answer information written on their paper, it means that most likely, they copied it direct from the web and the best thing is to let them know that plagiarism is an offense that will result in failing the paper. The other problem that comes about from the use of the internet as a form of classroom technology is exposure of students to ob$ectionable material. The solution for this is to make the habit of going around the class when the students are using the internet and make sure that no one logs on to ob$ectionable sites. The other way to solve this is to use filters that block sites that may carry ob$ectionable material. 9ou can also check the sites visited at the end of the day by using the history feature of the browser. %ere are also costs associated with the use of classroom technology such as paper handouts. 9ou can reduce these costs by using overhead pro$ectors instead of the paper. 1ro$ectors will be useful when giving the students a pop-3ui , reading passages or directions to follow for activities. The other issue that teachers face and find to be a problem at times is the technological terms that constantly change. 't is not possible to use terms that you are not sure about when teaching. The best solution for this problem is to visit

educational sites regularly to get information on the terms. The other thing that teachers may find advantageous is to get information on the new technologies that may be useful for the classroom. *ne issue that comes up with the use of classroom technology is the costs involved. 't may seem overwhelming to many schools to buy expensive e3uipment to use in teaching lessons. For example, a school may not have the necessary funds to e3uip all classes with computers. The solution for this is to use other forms of classroom technology that are not very expensive. For example, the use of videos in teaching is appropriate. %owever since computers are very efficient forms of technology for use in the classroom, you can get good 3uality used computers from offices or organi ations that are upgrading their computers where you can buy them at low prices Solving the problems listed above will ensure that classroom technology is not a bother to the teacher and will make sure that the use of technology in the classroom continues well.

-. What advice or recommendations would you ma e to other instructors who are interested in using the educational technology!ies# you used$
+any schools are implementing new technologies in classrooms. From interactive white boards, to laptops and power point. :ut how are teachers going to use this technology; Teachers should strive for two goals when integrating technology. The first goal is to become a computer-using teacher. 't may be the producing materials to use in the classroom such as handouts, banners or newsletters. 't may be using the computer to manage your students! marks or using a software program to strengthen a particular skill. The second goal is to make the computer a teaching partner rather than an ob$ect of study. .The instructional goals of computer-using teachers are in art, science, math, language arts, social studies, or other disciplines, not in computers.. "ith a teacher!s busy day, and already getting hit on all fronts, some teachers may $ust ignore the technology or seldom use it for real instruction. 'n fact, there is little written about the sub$ect. There is no place to try and get how best to use some technology in the classroom. Teachers have been left pretty much on their own to use it or not. 'f this describes you, then you probably need some help in utili ing it if you are going to use it at all. Some schools will offer some type of short workshop on the new e3uipment. +aybe teachers even get a few minutes of hands on instruction. Then they are pretty much on their own. Since the beginning of teaching, fellow teachers have been the best resource for teachers in need. )ew technology is no different. The easiest way to get help is with other teachers. 1robably on your campus is someone who has used all types of

new technology in their classroom. Some schools even appoint a tech leader. This would be the first place to look. :ut they will probably help you most with set up and use, rather than specifics on instruction. This is where you will really need to use the internet. The internet is a great place to share, interact, and learn from other teachers. +any teachers have websites and blogs devoted to lesson plans implementing new technologies. "hen teachers begin to integrate technology it will be important to share with other teachers what they are doing. 'f students create pro$ects on the web, link to those and share them with other teachers. <isit teachers in their classroom when they are integrating technology and take pictures and videotape the students working on the pro$ect. Finally, get testimonials from teachers to share their experiences either in print or in a video and share those with staff and administration. They also have other ideas for making your teaching life easier. Teachers should stay informed. They can use Twitter, /iigo =roups, Facebook, and other social networks>media to stay informed of the changes to educational technology, because it is changing so fast. Subscribe to various technology $ournals, newsletters, and webinars to continue to be a lifelong learner. Stay up to date with updates to technology e3uipment, software, and web 4.5, as much as you can# (nother good advice when integrating technology in their teaching, teachers should not mistake students paying attention better during new technologies as a sign of learning. Sometimes they are $ust being entertained and no desire to learn still. :ut, using technology to grab their attention is certainly a starting point. 9our goal is still for the student to be interested in learning and having a desire to be engaged. There is no reason to let any new tech e3uipment sit or use it sparingly if it will enhance the learning and teaching experience. 9ou really need to know when and where to use the new technology, and also its limits. "hen you first get a new piece of e3uipment in your classroom, you need to not shrug your shoulders and think what ' am going to use it for. 'nstead, you should regard the e3uipment as something you "'&& use. (sk yourself how not why. Think about what you do in your classroom on a daily or weekly basis. (ll teachers should remember that good teaching is still good teaching. /on!t use technology $ust to use it. ,se it effectively.

.. 'ow can the /earning Systems or /P0 be o" "urther support to your needs in teaching and learning with technology$
'n order to successfully infuse technology into their classrooms, teachers must have the support of all stakeholders in the educational community. They must resist the notion that learning to use the .gadgets. is an end in itself.

They must provide desperately needed leadership to find the best ways of using technology to enhance teaching and learning. They must expect and demand the best and most interesting software to enhance their educational goals. They must be included in planning the technology implementation -- and be encouraged to experiment with the available tools. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish .targeted, responsive, and flexible. ways to improve this academic standing ?esearch on successfully developing, evaluating, studying, and implementing a wide range of technology-based educational programs suggests that the value of technology for students will not be reali ed unless attention is paid to several important considerations that support the effective use of technology Educational Goals and a Vision of Learning through Technology :efore technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. "hat do students need to learn, and how can technology promote those learning goals; To answer these 3uestions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. )ext, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. The school should have a vision of learning through technology also emphasi es the importance of all students having e3uitable access and use of technology@females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. (ll students need opportunities to use technology in meaningful, authentic tasks that develop higher-order thinking skills Professional Development (fter the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology. *ngoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and

activities using technology in the classroom. Teachers must be offered training in using computers but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process. 'n successful pro$ects, teachers are provided with ongoing professional development on practical applications of technology. Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum Teachers also need embedded opportunities for professional learning and collaborating with colleagues in order to overcome the barrier of time and teachers! daily schedules Skills training becomes peripheral to alternative forms of ongoing support that addresses a range of issues, including teachers! changing practices and curricula, new technologies and other new resources, and changing assessment practices. This time spent ensuring that teachers are using technology to enrich their students! learning experiences is an important piece in determining the value of technology to their students. Structural Changes in the School Day 't is important to build time into the daily schedule allowing teachers time to collaborate and to work with their students. -ngaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research pro$ects for which they are making use of online resources 7such as artwork, scientific data sets, or historical documents8, they may need more than a daily A5- or B5-minute period to find, explore, and synthesi e these materials for their research. (s schools continue to ac3uire more technology for student use, and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time. Technical Infrastructure and Support 'ncreased use of technology in the school re3uires a robust technical infrastructure and ade3uate technical support. 'f teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. Evaluation *ngoing evaluation of technology applications and student achievement, based on the overall educational goals that were decided on, helps to ensure that the technology is appropriate, adaptable, and useful. Such evaluation also facilitates

change if learning goals are not being met. (dministrators can acknowledge and recogni e incremental improvements in student outcomes as well as changes in teachers! curricula and practices. =radual progress, rather than sudden transformation, is more likely to result in long-term change. (ll of these issues are important in using technology to improve student achievement. -ducational technology is not, and never will be, transformative on its own. :ut when decisions are made strategically with these factors in mind, technology can play a critical role in creating new circumstances and opportunities for learning that can be rich and exciting. (t its best, technology can facilitate deep exploration and integration of information, high-level thinking, and profound engagement by allowing students to design, explore, experiment, access information, and model complex phenomena. These new circumstances and opportunities@not the technology on its own@can have a direct and meaningful impact on student achievement. "hen educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members understand what role technology is playing in a school or district and how its impact is being evaluated. Finally, they will be able to $ustify the investments made in technology.

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