Educational Technology 2

LESSON 1

A Review of Educational Technology 1

The Educational Technology (ET-1) course has truly paved the way for the learner to become aware,
appreciative and equipped to use educational technology tools ranging from traditional to modern educational
media.
In ET-1 the learner was also oriented towards averting the dangers of dehumanization which
technology brings into societies, through ideological propaganda, pornography, financial fraud, and other
exploitative use of technology.
Four phases of application of educational technology in teaching and learning, namely;
a. setting of learning objectives
b. designing specific learning experiences
c. evaluating the effectiveness of the learning experiences
d. revision as needed of the whole teaching-learning process, or elements of it, further improvement of future
instructional activities.

In sum Educational Technology 1 served:

 To orient the learner to the pervasiveness of educational technology in society.
 To lend familiarization on how educational technology can be utilized as media for the avenues teaching –
learning process in the school.
 To uplift human learning through the use of learning technology.
 To impart skills in planning, designing, using and evaluating the technology-enriched teaching –learning
process.
 To acquaint learners on basic aspects of community education, functions of the school media center, and
finally.

 To introduce the learner to what is recognized as the third revolution in education, the computer.

REFLECTION:

This topic has given us short review on Educational Technology 1 in which eventually applied in
Educational Technology 2.

Lesson 2

An Overview of Educational Technology 2

Educational Technology 2 is concerned with “Integrating Technology into Teaching and Learning”
focused on introducing, reinforcing, supplementing and extending knowledge and skills to learners so that
they can become exemplary users of educational technology. This course intends to help our target learners
to weave technology in teaching with software (computer programmed learning materials) becoming a natural
extension of their learning tools.
In essence , the course aims to infuse technology in the student-teachers training, helping them to
meet and adapt to rapid and continuing technological changes, particularly in the thriving global information
and communication (ICT) environment.
More specifically, the course objectives are:
 To provide education in the use of technology in instruction by providing knowledge and skills on technology
integration-in-instruction to learners;
 To impart learning experiences in instructional technology-supported instructional planning.
 To acquaint students on Information Technology or IT related learning theories with the computer as tutor.
 To learn to use and evaluate computer-based educational resources;
 To engage learners on practical technology integration issues including managing IT classrooms, use of the
internet for learning cooperative learning through the use of information technology; and
 To indicate higher-level thinking and creativity among students while providing them knowledge of IT-related
learning theories.

REFLECTION:

This course Educational Technology 2 will help the learners so that they become exemplary users. And
we applied it someday.

Lesson 3

Understanding Technology Learners

Today’s learners appear smarter, yet they can’t read as their parents do and they are addicted to
the internet. Even in classes, their concentration is questionable as they are uneasy to simply sit and listen.
They become alive again through video presentations group activities and computer classes.
 Lest the concern for new learners is not well understood, it serves to know what scientist say, as
follows:
 There are positive benefits derived from the use of information technology or digital resources and these
counterbalance possible negative effects of technology on children.
 Daily exposure to high technology-personal computers, video game gadgets, cellphones, and Internet search
site-stimulates the brain by strengthening and creating neural circuits.
 A current technological revolution is creating an intellectual revolution, faster and better than ever before.
The 19th century psychologist Jean Piaget presented a chart from childhood to adulthood with the first two
years of susceptible minds, six years of acquiring communication skills, teenage years of transition concrete
thinking and adult years of abstract thinking and reasoning. Digital technology resources, such as IPod music
devices, video games, mobile phones, and the Internet contribute to their digital acculturation.

REFLECTION:

This topic will help to enhance ourselves using technology. And it will adopt us in other country
with their Information Technology (IT).

Lesson 4

Bridging the Generation Gap

In the field of education, a huge generation gap also exists and it will continue to widen unless
some changes are adopted at the proper time. In peasant third world countries where schools don’t have
technology facilities, it is understandable that the transition to digital education may take time. But given the
rapid emergence of digital technology, at times referred to as information and communication technology
(ICT), there is the need to prepare for bridging the digital gap in society. First we need to understand the
potentials of ICT.
 The new network of instantaneous communication is global, overcoming borders between countries and
continents.
 Much of what elders believe may not be applicable anymore to the new generation, especially along matters
of traditional value systems.
 Alvin Toffler’s book, Future shock, shows how the information age has begun to create may cultural changes
in the family, societies, businesses, governments such as what he calls the throw-away society, modular man,
kinetic image, scientific trajectory, fractured family, surfeit of sub cults, psychological dimension etc.
Given the speed and power of ICT for change, growth innovation, it becomes critical that teachers understand
the gap that may be perceived between them and new generation of learners. Much of the old technology
such as tube radio, platter records, cassette tapes, celluloid movies, antenna television, landline phones,
have vanished or are quickly vanishing today.

REFLECTION:

In this lesson Educational Technology is integrated in the teaching process. This quality of
instruction will improved as to higher level the way that we could not been achieved. And we applied it in the
future.

Lesson 5

State-of-the-art ET Application Practices

We are aware of the speedy turn-over of technology advancement and upgrading technologies now-
a-days. In this advancement and upgrading of technology, educators today should become more aware and
active in adopting state-of-the-art educational technology practices for them to ride on in the system and
development of technology. There is this certainty that our school’s audio visual aids may not even apply in
this modern day computer hardware and software in today’s technology advancement for the reason that we
are fun of investing and not on adopting the development and advancement of the upgraded technology. As it
is said “don’t invest in technology hardware or system that may become a white elephant in a few years time.
“ We need to adopt upgraded technology for greater computer literacy and competency as well.

REFLECTION:

In this lesson state that educators today have become more aware and adopt what other do. Now
educators are very active when it becomes in technology.

Lesson 6

IT Enters a New learning Environment

The four conceptual models namely Meaning Learning, Discovery Learning, Generative Learning and
Constructivism are useful in achieving instructional goals through preferred application of educational
 technology. With these conceptual models, we shall see how effective teachers best interact with their
students in innovative learning activities while integrating technology to the teaching-learning process.

Meaningful Learning
This gives 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 memory attention to meaning. It assumes
that: Students already have some knowledge that is relevant to new learning students are willing to perform
class work to find connections between what they 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
This kind of learning is differentiated from reception learning in which ideas are presented directly
to students in a well-organized way, such as through a detailed set of instructions to complete an experiment
or task. To make a contrast, in discovery learning students perform tasks to uncover what is to be learned.
New ideas and new decisions are generated in the process regardless of the need to move on and depart from
organized set-off activities.
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 or existing knowledge.
Constructivism
In constructivism, the learner builds a personal understanding through appropriate learning
activities and a good learning environment. The two accepted 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 the 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:

Discovery learning is not limited with only the four corners of a classroom because you use discovery
anytime, anywhere. Like in technology you always discover what you are going to applied in your activity.
Discovery learning is one of the effective learning because students are motivating and learning of
themselves.

Lesson 7

IT for Higher Thinking Skills and Creativity

The traditional information absorption model of teaching is that the model of teaching is that the
teacher is the organizes and presents information to student-learners. He/she may use the chalkboard,
videotape, newspaper or magazine and photos. Then the presentation is followed by a discussion and the
giving of assignment. But a new challenge has arisen for today’s learners and this is not simply to achieve
learning objectives but to encourage the development of students who can do more than receive, recite and
apply the knowledge they have acquired. Today students are expected not only to be mentally excellent, but
also flexible , analytical and creative.

THINKING SKILLS FRAMEWORK

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
The Upgraded Project Method

Given these complex thinking skills, the modern day teacher can now be guided on his goal to help
student achieve higher level thinking skills and creativity beyond ordinary benchmark of the student’s
passing, even excelling achievements tests. When the ordinary classrooms are lacking with instructional kits,
use the project method to bring students to higher domains. In a project method, students work on projects
with depth complexity, duration, and relevance to the real world. There is already a revised project method
wherein the students would make decisions about what to put on the project, how to organize information
and how to package the outcomes for presentation while the teacher guides and facilities the learning
process.

REFLECTION:

In this lesson may also use improvement of the better learners. Teacher can motivate their learning
resources for his/her students.

Lesson 8

HIGHER THINKING SKILLS THROUGH IT-BASED PROJECT

It is the students themselves who demonstrate higher thinking skills and
creativity through such activities searching for information, organizing and synthesizing
ideas, creating presentations, and the like.
In developing software, creativity as an outcome should not be equated with
ingenuity or high intelligence. Creating is more constant with planning, making,
assembling, designing, or building.
REFLECTION:

These four types are highly used by the teachers who wanted to his/her students learning more
about in technology. Students will applied it when they become teacher someday.

Lesson 9

COMPUTERS AS INFORMATION AND COMMUNITY TECHNOLOGY

The evolving pace of innovation in today’s Information Age is so dynamic that within
the first decade of the 21st century, computer technology in education has matured to
transform into an educative information and communication technology (ICT) in
education.

REFLECTION:

The uses of ICT become a big influence in our society. Through the use of ICT, we can communicate
our relatives in other country. We can talk them long as they want. Through the use of ICT we can find new
friends.

Lesson 10

THE COMPUTER AS A TUTOR

It should be made clear, however, that the computer cannot totally replace the
teacher since the teacher shall continue to play information deliverer and learning
environment controller.
The computer is a tutor in this new age of learning. It does not replace the teacher,
although it assumes certain roles previously assigned to teacher who now has to take the
new role of facilitator and guide.
Computer activities are not the end-all of learning since they have to conform to the
lessons/curriculum.
Computers will become an integral component of the future classroom and not a mere
machine that can deliver routine drills and exercises.

REFLECTION:
 Computers make as tutor not only learners but also in teachers. We all thank for the computer
because our activities become easy on us because there are computers guiding us.

Lesson 11

The Computer as the Teacher’s Tool

In this lesson, we shall again look at the computer, but this time from another perspective the
computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist
paradigms of learning.
Constructivism was introduced by Piaget (1981) and Bruner (1991). They gave stress to knowledge
discovery of new meaning/ concepts/ principles in the learning process. Various strategies have been
suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized
information from which they can induce ideas and principles.
While knowledge is constructed by the individual learner in constructivism, knowledge can also be
socially constructed. Social constructivism is an effort to show that the construction of knowledge is governed
by social, historical and cultural contexts.
The psychologists Vygotsky stressed that the learning is affected by social influences. He therefore,
suggested the interactive process in learning. The more capable adults (teacher or parent) or classmate can
aid or complement what the learner sees in a given class project. In addition, Dewey sees language as a
medium for social coordination and adaptation. For Dewey human learning is really human languaging that
occurs when students socially share, build and agree upon meanings and knowledge.

Learning framework Constructivism Social Constructivism

Assumption
Definition of learning
Learning Strategies
General Orientation
Example
Knowledge is constructed by
the individual
Students build their own
learning
Gather unorganized
information to create new
concept/ principle
Personal discovery of
knowledge
8*5 -8 + 8 + 8 + 8 + 8
Knowledge is constructed
within a social context
Students build knowledge
influenced by the social
context
Exchange and share from
ideas, stimulates thinking
Students discuss and discover
meanings
Two alternative job offers
Option 1 – 8 hrs. /day for 6
days/week

Option 2 – 9 hrs. /day for 5

days/week

The Computer’s Capabilities

Given its present-day speed, flexibility and sophistication, the computer can provide access to
information, foster creative social knowledge-building, and enhance the communication of the achieved
project package.
Based on the two learning theories, the teacher can employ the computer as a/an:
 An information tool
 A communication tool
 A constructive tool
 As co-constructive tool
 A situating tool

Informative tool. The computer can provide vast amounts of information in various forms, such as text,
graphics, sound, and video. Even multimedia encyclopedias are today available on the Internet.
Constructive tool. The computer itself can be used for manipulating information, visualizing ones
understanding, building new knowledge. The Microsoft Word computer program itself is desktop publishing
software that allows users to organize and present their ideas in attractive formats.
Co-constructive tool. Students can use co-constructive tools to work cooperatively and construct a shared
understanding of new knowledge.
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.

REFLECTION:
 Computer has different way to use. Computers have been already used in school and in home.
To help students make their projects, and assignments. Today’s people depend on the computer because
computers provide us easier communication.

Lesson 12

Information Technology in Support of Students-Centered Learning

In this lesson, we shall see how the teacher can expand his options to make himself more effective
and relevant in the 21st millennium information age. In particular, the lesson shall respond to questions on
student-centered learning approach, practical helps on designing and adapting student-learning activities shall
be examined.
In addition, suggestions shall be made on how a student-centered classroom (SCL) can be supported by
information technology (IT)
The traditional classroom
It may be observed that classrooms are usually arranged with neat columns and rows of student
chairs, while the teacher stands in front of the classroom or sits behind his/her deck. This situation is
necessitated by the need to maintain 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
group:
 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 plan as needed, the teacher facilitating instruction, also gives
individualized instruction to serve individual needs.

REFLECTION:
When we say students-centered classroom. The students is the focus of learning and the teacher only guides
the students in doing their tasks using the computer.

Lesson 13

Cooperative Learning with the Computer

Cooperative Learning or Collaborative Learning is learning by small groups of student who work
together in a common learning task. It is often also called group learning but to be truly cooperative learning
five (5) elements are needed:
1. A common goal
2. Interdependence
3. Interaction
4. Individual accountability
5. 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 skill; and
(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 have great value since it has been a long standing fear that the computer may foster student
learning in isolation that hinders the development of the students social skills. Researchers agree that the
computer is a fairly natural learning vehicle for cooperative (at times called promotive) learning.
Components of cooperative learning
Educators are still vary about the computer’s role in cooperative learning. Thus they pose the position that
the use of computers do not automatically result in cooperative learning. In that case, therefore assign the
teacher several tasks in order to ensure collaborative learning. These are:
 Assigning students to mixed-ability teams;
 Establishing positive interdependence;
 Teaching cooperative social skills;
 Insuring individual accountability; and
 Helping groups process information.

REFLECTION:

In this lesson students work with groups and interact with each other. They are cooperative learning
and their knowledge gain more.

Lesson 14

The Software as an Educational Resource

It’s more difficult to realize, however, that the computer hardware can hardly be useful without
the program or system that tells what the computer machine should do. This is also called the software.
These are two kinds of software:
1. The systems software. This is the operating system that is found or bundled inside all computer machines.
2. The applications software. This contains the system that commands the particular task or solves a particular
problem.

In turn the applications software may be :

(a) a custom software that is made for specific tasks often by large corporations, or
(b) a commercial software packaged for personal computers that helps with a variety of tasks such as writing
papers, calculating numbers, drawing graphs, playing games, and so much more .

Microsoft Windows
Also referred to as a program, Microsoft Windows or Windows for short is an operating environment
between the user and the computer operating system . Also called shell, it is a layer that creates the way the
computer should work .
Windows as (now improved with Windows 2003, 2007 ) is a software designed for Microsoft
Windows. Actually Windows is in itself a self-contained operating system which provides:
 User convenience –just click a file name to retrieve data or click from program to program as easy as changing
channels in your TV screen
 A new look-fancy borders, smooth and streamlined text fonts
 Information center-Windows puts all communications activities (e-mail, downloads etc. in a single screen icon
); adapts/configures the computer for the Internet.
 Plug and play-configures the computer with added components , such as for sound and video .

Instructional software
Instructional software can be visited on the Internet or can be bought from software shops or dealers . The
teacher through his school should decide on the best computer-based instructional (CBI ) materials for the
school resource collection . But beware since CBIs need much improvement, while web-based educational
resources are either extremely good or what is complete garbage . In evaluating computer-based educational
materials, the following can serve as guidelines:
 Be extremely cautious in using CBIs and ‘ free ‘ Internet materials .
 Don’t be caught up by attractive graphics , sound , animation, pictures, video clips and music forgetting their
instructional worth .
 Teachers must evaluate these resources using sound pedagogical principles.
 Among design and content elements to evaluate are the text legibility, effective use of color schemes,
attractive layout and design, and easy navigation from section- to-section ( such as from game to tutorial to
drill-and-practice section ).
 Observe clarity in the explanations and illustrations of concepts and principles
 Maintain accuracy, coherence, logic of information
 Are they being current since data/statistics continually change
 Are they relevant and effective in attaining learning objectives
 Observe absence of biased materials (e.g. gender bias or racial bias)

REFLECTION:

As we all know that software has two kinds namely system software and applications software. System
software is the operating software and application contains the command.

Lesson 15

Understanding Hypermedia

Hypermedia is nothing but multimedia, but this time packaged as an 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;
 Knowledge webpages;
 Simulation instructional games; and
 Learning project management, and others.

Characteristics of hypermedia applications

There are two important features that are outstanding-among other features-that characterize the
hypermedia software:
1. Learner control. This means the learner makes his own decisions on the path, flow or events of instruction.
2. Learner wide range of navigation routes. For the most part, the learner controls the sequence and pace of
his path depending on his/her ability and motivation.
3. Variety of media. Hypermedia includes more than one media (text, graphics, audio, animation and video clip)
but does not necessarily use all types of media in one presentation.
In the use of hypermedia the following instructional events will prove useful to the teacher:
 Get the learners’ attention.
 Recall prior learning.
 Inform learners of lesson objectives.
 Introduce the software and its distinctive features
 Guide learning, eliciting performance.
 Provide learning feedback.
 Assess performance.
 Enhance retention and learning transfer.

The Internet and Education

The Internet, also simply called the Net is the largest and far-flung network system of all systems.
The Internet is not really a network but a loosely organized collection of about 25,000 networks accessed by
computers on the planet.
Everything is coordinated in the internet through a standardized protocol called transmission Control
Protocol/Internet Protocol (TCP/IP). To gain access to the Internet, The computer must be equipped with
what is called a Server which has a special software program that uses the Internet protocol.
The great attraction of the Internet is that once the sign-up fees are paid, there are no extra charges.
E-mail for example is free regardless of amount use. The vast sea o information now in the Internet is an
overwhelming challenge to those who wish to navigate it. The most attractive way to move around the
Internet is called browsing. Using a program called the browser, the user can use a mouse to point and click
on screen icons to surf the Internet, particularly the World Wide Web, an Internet’s subset of text, images and
sounds are linked together to allow users to access data or information needed.

Educational software materials have also developed both in sophistication and appeal. But the real
possibility today is connecting with the world outside homes, classrooms and the Internet cafes. Today schools
are gearing up to take advantage of internet access.

REFLECTION:

In this lesson to understand what is the important of hypermedia in the context in order to
ensure successful integration in the teaching process.

LESSON 16

THE INTERNET AND EDUCATION

And today schools are gearing up to take advantage of internet access, where they
can plug into the Library of Congress, make virtual visits to famous museums in the world,
write to celebrities, and even send questions to heads of states.

REFLECTION:

Internet is electronic communications network that connects computer facilities around the world.
Also internet gives an easy way to enhance the education because it makes the information accessible for
learner to be used in their learning.

Lesson 17

Educational Technology 2 Practicum

 Much like field studies in teacher education, Educational Technology 2 offers students 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.
The practicum phase consists 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 with adequate sets of computers for hands-on tutorial
learning
 Participation of computer lab tutor/assistant-as the teacher’s technical assistant-to assist the learner in the
use of computer and its various programs
 Assigned number of hours in conformity with the course requirement. Tutorials are preferably done during
weekends in order to provide continuous hours of computer hands-on training.

The practicum phase consists in:

1. Basic Microsoft Word (6 hrs.)
The tutorial familiarizes each individual learner to the basics of Microsoft Word. They will learn to use menus
and toolbars of the software. They will be taught to type, edit and format text, sentences and paragraphs.

Tutorial coverage:
 Microsoft word menus and toolbars
 Creating, formatting, editing and saving documents
 Assigning page layouts
 Inserting tabs and tables
 Templates and Wizard
 Printing

Upon successful completion, the learner shall be able to:

 Create, open and save word documents and files
 Insert graphics, tables and charts in documents
 Manage files and folder
 Apply format on the text, sentences and paragraphs
 Interlink documents
 Create standard documents using template

2. Microsoft PowerPoint (6 hrs. )

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.

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 shows

At the end of the tutorial, the learner will be able to:

 Create and open PowerPoint presentations
 Insert objects (cliparts), pictures, graphics, charts, audio and video to create effective presentations
 Use the templates to enhance presentations

3. Internet as tool of inquiry (4 hrs.)

The tutorial will facilitate the finding of sources of information appropriate to a learning task.

Course coverage;
 Accessing the Internet
 Use of Internet tools
 Search techniques

At the end of the tutorial, the learner will be able to:

 search and retrieve information from the Web
 acquire skills in locating appropriate information on the Internet
 acquire ability to use Internet tools such as search engines
 gain knowledge of search techniques such as browsing through an information tree
 learn the ability to execute the search.

REFLECTION:

These are the requirements that the students to accomplish in order to pass the subject or course
under Educational Technology 2 an Integration of technology in education.