Info sheet #2

Educational Technology
Dr. Ana Maria A. Bonito

Meaning, Roles and Development of Information Technology

Meaning
 Educational Technology is the study and ethical practice of facilitating
learning and improving performance by creating, using, and managing
appropriate technological processes and resources.
Roles
 As an academic discipline, the study of educational technology prepares
individuals by helping tem acquire a deeper understanding and mastery of:
o Learning resources
o Messages
o People
o Materials
o Devices
o Techniques and settings;
 Processes for analysing and devising solutions to those problems through
research, theory, design, production, evaluation, utilization;
 The processes involved in organization and personnel management.
Development
 The focus on effective processes to facilitate learning using technologies and
understanding the impacts of technology on learning and organization.
 Areas of specification may include:
o Distance learning
o Human performance technology
o Technology integration and management
o Media design and development
o Learning science
o Instructional design
o Change management
o Communications processes
 It should be noted that the field is not merely concerned with learning
technical skills nor the simplistic use of technology for technology’s sake in
teaching; a common misperception by non-educators.
 As a field, educational technology emphasizes communication skills and
approaches to teaching and learning through the judicious use and integration
of diverse media.
Information Technology, Information Communications Technology and E-
Learning
 Information Technology refers to the lowest level of involvement in the use of
computer technology.
 Information Communications Technology- equipment is networked together
allowing communication with others on the network and in the outside world
via e-mail and the internet.
 E-Learning is the application of Information Technology and Information
Communications Technology to the core business of education. E-Learning is
characterized by the use of ICT to deliver learning experiences and may
extend to on-line guidance, assessment and recording of progress.
Roles of Information Technology in Education
As modern devices like tablet computers, laptops and PDAs develop more of a
presence in our school system, it becomes more important for educators, students
and parents to understand the role of information in education today.

New technology is not only a subject in and of itself, but can be applied to any
subject, enhancing the learning experience and equipping students to join an
increasingly global workforce.
Accessibility
o Mobile devices that utilize information and communication technology give
students and teachers more sources of information, which makes learning
nearly anything more accessible.
o By connecting to the information and people on the Internet, student can
collaborate with their peers both in the classroom and around the world,
leading to a more interactive and rich learning experience.
Organization
o Digital ink is a major advance in information technology, and cold potentially
save schools money while making it easier for faculty and students to
complete tasks.
o Teachers can enter grades and assignment updates on-line, rather than in a
paper grade-book.
o Libraries with a digital database in place of traditional card catalog make their
resources available for students to search anywhere with an Internet
connection.
o Staff members can find and send transcript information and other records
quickly by accessing a digital filing system, saving time and paper.
Literacy
o With advancements in information technology, teachers can increase literacy
and understanding in any subject.
 o Lessons with audio and video components that directly engage students
reach, more types of learners in comparison with traditional lecture methods
of teaching, encouraging more students to participate in class and raising their
level of understanding.
o New Technology also helps disabled or disadvantaged students participate in
subjects they were once unable to join, thanks to assistive programs and
devices.
Potential
o Information and communication technology opens that door for better distance
learning programs, allowing those in disadvantaged areas to have access to
the same education as the privileged.
o Because this technology makes information accessible from nearly any
location with a mobile device or laptop, courses can be more flexible; meaning
those with full schedules who may not have the time or opportunity to further
their education can choose to enrol in courses on-line and complete
assignment on their own time.
Information Technology in Philippines Education
 HOUSE BILL NO. 845 “ AN ACT TO INTEGRATE INFORMATION
TECHNOLOGY INTO THE PUBLIC ELEMENTARY AND SECONDARY
CURRICULA AND APPROPRIATING FUNDS THEREFOR”
 This legislative measure proposes to promote and support computer literacy
starting at the earliest grade level primary in the public school system of the
country.
 The proposal encourages the use of Information Technology (IT) i.e.
computers Telecommunications, etc. in order to upgrade and modernize the
educational system, enhance the quality education and achieve equality in the
acquisition of skills among all students.
 The proposal calls on the government to integrate Information Technology
Education Program in the existing curricula of the public elementary and
secondary schools in the entire country.
Building Competencies in Information Communications Technology
Mateo (2008) present the following DepEd ICT Competency Standards for
Teachers (CST):
 Embrace the changes ICT will effect on teaching and learning
 Adopt a positive outlook and perceive ICT as an opportunity to develop their
pedagogy and professionalism in line with global trends in education.
 Shift from being the traditional provider of knowledge to becoming the
facilitator of learning
 Try to become habitual user of ICT.
Six (6) Domains in the DepEd ICT CST:
1. ICT
2. Pedagogy
3. Administration and Supervision
 4. Assessment and Evaluation
5. Teacher’s Professional Development
6. Social, Ethical, Legal, and Human issues

DepEd ICT CST

Competency Levels Domain: ICT
Basic Have basic knowledge of hardware and software, web
browsers, and other multimedia devices.
Proficient Monitor, evaluate and facilitate students’ use of tools and
applications to collaborate, access information, and
communicate to analysed and solve problems.
Advanced Model ICT learning processes, where student: apply their
cognitive skills; need special attention; fall below average;-
need tutorials;-remediation; -gifted that need special
organization and advanced lessons.

Competency Levels Domain: Pedagogy

Basic Use technology for classroom activities and presentations.
Select, use and develop appropriate instructional materials
using various online and offline sources.
Proficient Make use of networks, collaborate, create and manage
complex projects.
Demonstrate continual growth in technology knowledge and
skills to stay abreast of current and emerging technologies.
Advanced Facilitate students’ use of technology that addresses their
social needs and cultural identity.

Competency Levels Domain: Assessment and Evaluation

Basic Use ICT to set learning targets, collect data for assessment
and evaluation.
Monitor, evaluate and control students’ use of technology
for educational and recreational purposes.
Proficient Apply technology to facilitate a variety of appropriate
assessment and evaluation strategies to recognize diversity
of learners, and use results to refine design of learning
activities.
Advanced Use computers and other technologies to effectively
communicate and collect information on student learning
using a variety of methods for assessment and evaluation

Competency Levels Domain: Teacher professional development

Basic Acquire technological skills for professional development.
Use tools and applications to: -develop instructional
materials; -communicate and collect information on student,
parents, teachers, administrators, and others.
Proficient Use computers and technologies to: -effectively and
appropriately to communicate information in a variety of
formats; -develop performance tasks that required students
 to locate and analyse information; -use a variety of media to
communicate clearly.
Advanced Model self-directed attitude towards new content,
application and software.
Experimental and continuously learn, use and experiment
ICT to create instructional materials and models.

Competency Levels Domain: Social, Ethical, Legal and Human Issues

Basic Understand and demonstrate the social, ethical, legal and
human issues surrounding the use of technology.
Proficient Facilitate equitable access to technology resources for all
students. Plan, promote and model safe and healthy use of
technology resources.
Advanced Facilitate students’ use of technology that addresses their
social needs and cultural identity.

What ICT Brings to the Classroom?

 Shared learning resources
 Shared learning spaces
 The promotion of collaborative learning
 The move towards autonomous learning

Integrating Educational Technology

The following are the level of integration of Educational Technology inside the
classroom:
A) Spare Technology is rarely used or available. Students rarely
use technology to complete assignments or projects.
B) Basic Technology is used or available occasionally? Often in
lab rather than the classroom. Students are comfortable
with one or two tools and sometimes use these tools to
create projects that show understanding of content.
C) Comfort Technology is used in the classroom on a fairly regular
basis. Students are comfortable with a variety of tools
and often use these tools to create projects that show
understanding of content.
D) Seamless Students employ technology daily in the classroom
using a variety of tools to complete assignments and
create projects that shows a deep understanding of
content.
Integrating Technology in Education
The difference between using technology and integrating technology:

USING TECHNOLOGY USING INTEGRATION

Technology usage is random, arbitrary &
often an afterthought
Technology is rare or sporadically used in
the classroom
Technology is used purely for the sake of
using technology
Technology is mostly being used by the
instructor(s)
Focus on simply using technologies
More instructional time is spent learning
how to use the technology
Technology is used to complete lower-
order thinking tasks
Technology is used to solely by individuals
working alone
Technology is used solely by individuals
working alone
Technology is used to facilitate activities
that are feasible or easier without
technology
Technology is used to deliver information
Technology is peripheral to the learning Technology is essential to the learning
activity
Technology usage is planned &
purposeful
Technology is a routine part of the
classroom environment
Technology is used to support
curricular goals & learning objectives
Technology is mostly being used by the
student(s)
Focus on using technologies to create
and develop new thinking processes
More instructional time is spent using
the technology to learn
Technology is used to encourage
higher order thinking skills
Technology Is used to facilitate
collaboration in & out of the classroom
Technology is used to facilitate
activities that would otherwise be
difficult or impossible
Technology is used to construct & build
knowledge
Technology is used to construct & build
knowledge
activity

Use of Technology in Education (ww.edweek.org)

 Technology Infrastructure
 Research
 E-Learning
 Mobile Computing
 Social Networking
History of Education Technology
 Educational technology is a multifaceted and integrated process involving
people, procedure, ideas, devices, and organization, where technology from
different fields of science is borrowed as per the need and requirement of
education for implementing, evaluating, and managing solutions to those
problems involved in all aspect of human learning.
 Educational technology, broadly speaking, has passed through five stages.
 o First stage. Coupled with the use of aids like charts, maps, symbols, models,
specimens and concrete materials. The term educational technology was
used as synonyms to audio-visual aids.
o Second stage. Associated with the ‘electronic revolution’ with the introduction
and establishment of sophisticated hardware and software. Use of various
audio-visual aids like projector, magic lanterns, tape-recorder, radio and
television brought a revolutionary change in the educational scenario.
o Third stage. Linked with the development of mass media which in turn led to
‘communication revolution’ for instructional purposes. Computer-assisted
Instruction (CAI) used for education since 1950s also become popular during
this era.
o Fourth stage. Discernible by the individualized process of instruction. The
invention of programmed learning and programmed instruction provided a
new dimension to educational technology. A system of self-learning based on
self-instructional materials and teaching machines emerged.
o Fifth stage. Influenced by the concept of system engineering or system
approach which focuses on language laboratories, teaching machines,
programmed instruction, multimedia technologies and the use of the computer
in instruction.
Rationale of Used of Technology
 Engagement
o Using technology involves students in the learning process.
o Student using technology becomes active in the learning process
instead of passive listeners.
o One-to-one technology enables access, manipulation, and presentation
of information and knowledge
o It can be a very creative process, especially with multimedia.
o Using technology can reduce discipline problems if student are more
interested in the work.
o Using technology allows students to take ownership of their work
 Empowerment
o Using technology transforms the teacher from authority-expert to
facilitator when the students are guide to used technology to find
answer online.
o Students are transformed from passive recipients of the teacher’s
knowledge to active participants in knowledge-seeking and knowledge-
construction.
o Teachers often learn technology programs along with students.
 Access to information & Communication
 The internet provides access to an incredible array of information
sources, media and communications.
 School-Home Connections
 o Technology can offer increased accessibility if the students have
computer and internet access in their homes.
o Assignments, activities, assessment, multimedia, etc. Can be provided
over the web and completed anywhere, providing for a wider range of
instructional opportunities for anytime anywhere learning.
 Differentiation
o Technology frequently provides greater opportunities for differentiation
for students.
o Computer targeted at multimedia applications showing pictures, sound,
and videos are conducive to the learning styles of various learners.
o Several software programs have exercises that are targeted at
differentiating to the various academic levels of students in the
classroom to improve areas of weakness.
 Transparency
o Student use of technology can make the thinking and problem-solving
process more transparent to the teacher.
o Digital files can provide documentations of the processes the student
has engaged in to solve problems.
o It is often easier to store documentation of the processes the students
in the process of class work.
 Efficiency
o Using technology can reduce the workload on the teacher for mundane
tasks such as organization and distribution of electronic learning
materials, grading of multiple choice questions.
 Cooperative Grouping and Collaboration
o Educators frequently utilize cooperative grouping strategies and
technology integration at the same time since technology is very
conducive to group work, team problem solving, etc.
o Having students work in partnerships or small groups with a computer
based activity as guide allows studnts to work collaboratively to
complete a technology-based activity.
o Using technology allows for the free exchange of information.
o The widespread use of compatible text, presentation, and image
software allows information to be exchange more easily than ever
before.
 Archiving
o Technology allows teachers to more efficiently save and document
students work for archival purposes.
o Whether students are working on a paper that is saved under their
name or scanning in classroom worksheets that identify where a
student is in their learning at a set point of time, technology gives the
power to save information in ways that are impossible through
traditional means.
 o Computers provide easy storage and access to student’s accumulating
portfolio of work.
o Students can better gauge their own progress and avoid repeating
tasks already accomplished.
 Preparation for College & Career
o With computers and various forms of technology moving more
prominently into the mainstream of typical life and business, it is
important to expose our students to different types of technology.
o Gaining experience in word processing, various software programs,
internet research, etc. are essential educational needs for students to
become successful in the workplace.
o Using technology allows for smooth transition from school to work and
school to college.
 Reflection of Current Practice
o Using technology is familiar to today’s middle students.
o Technology use is part of the normal learning process for many of
these students; it is in their “comfort zone” and Highly integrated into
their non-school life in forms of gaming, messaging, cell phones, etc.
o For those students who are not conversant with technology in their
non-school life, the use of technology in school is critical.
 Problem-solving and Project-Based learning
o Developing deep competency using the problem solving environment
provided by the computer.
o Technology helps promote a positive shift toward more project based,
hands on learning, away from lecture based learning
o Lecture based learning will not, and should not disappear.
o The information manipulation environment provided by one-to-one
technology allows teachers to reduce their reliance on lecturing.
Subject-Area Reasons for Using Technology
 Writing Across the Curriculum
o Word processing software makes writing a significantly more enjoyable
process for student.
o Students will do more writing and version when they have access to
word-processing software.
 Mathematics
o Can be made much richer and engaging by helping students explore
math with the aid of software tools like spread sheets (Excel)
o Sciences education can be greatly enhanced by the data gathering,
data analysis, and simulation software tools that run within the digital
workshop that computers provide.
  History, Social Studies, and Current Events
o Instruction can be tremendously enriched by students having
immediate access to the vast wealth of information available on the
internet including news, primary sources, and databases.
 Foreign Language
o Instruction success correlates highly with the time students are able to
spend in immersive environments.
o The multimedia capabilities of laptops allow students to spend more
time listening and speaking in the language of instruction.
o With right software, and set of headphones, a laptop can function just
like a language lab working station.
o Laptops also provide access, through the internet, to the media of the
countries where the language of instruction is the native language.
 Art, Music, and Drama
o Instruction is significantly enhanced when students use various
software programs to assist in the creation of artwork, music, scripts,
and digital video.
o Students can visit virtual museum, listen to or watch great
performances, and have their own music practice supported and
analysed.

Issues in Education and Technology

 The use of information and communication technology (ICT) is now a central

part of education provision and practice. Consider the following key questions
and about education and technology:
o What is education technology- and why does it matter?
o Is technology inevitable going to change education?
o What can history tell us about education and technology?
o Does technology improve learning?
o Does technology make learning fairer?
o Will technology replace teacher?
o Is technology leading to a generation gap between learners and
education?
o Education and technology-so what now?

Type of Instructional Materials

 What is an instructional material?

o Aid
o Gives life to the subject matter
 Values and Importance of Instructional Materials or Audio-visual Aids
o To help clarify important concepts.
o To arouse and sustain student’s interest.
 o To give all students in a class the opportunity to share experience
necessary for new learning.
o To help make learning more permanent.
 Criteria for Selection of Instructional Materials
o Appropriateness
o Authenticity
o Interest
o Organization and Balance
o Cost
 Basic Guidelines in the use of Instructional Materials
o Selecting the materials.
o Preparing the class for the audio-visual materials.
o Guiding the pupils through the audio-visual experience.
o Following up the audio-visual experience after its completion.
 Various roles of instructional materials in the different modes of
teaching/learning:
o Mass Instruction
 Audio-visual and other instructional materials can be employed
as vehicles for mass instruction.
 e.g. the use of visual aids, handouts, or worksheets in a lecture
or taught lesson
 e.g. video or multimedia presentation or off-air broadcasts.
o Individualized Learning
 The materials themselves constitute the vehicle whereby
instruction takes place.
 Materials should be designed and produced with the greatest
case
o Group Learning
 The emphasis is usually very much on the approach or
technique rather than a reliance on specific types of hardware or
courseware.
 Any courseware that is required for such an exercise should be
very carefully designed, since it can play a key role in making
sure that the exercise runs smoothly.
 Kinds of Instructional Materials or Audio-visual Aids
o Printed Materials
A. Textbooks
B. Supplemental Materials
1. Workbooks
2. Duplicate Outlines
3. Teacher-prepared study guides
4. Reference Books
5. Pamphlets
 6. Magazine Articles
7. Newspapers
o Audio Aids
1. Radio
2. Phonograph
3. Tape Recorders
o Visual Aids
A. Chalkboard
B. Still Pictures
1. Non-projected
a. Photographs
b. Illustrations
2. Projected
a. Slides
b. Filmstrips
c. Opaque projections
d. Overhead Projections
e. LCD projectors
o Graphic Materials
1. Charts
2. Graphs
3. Maps and Globes
4. Posters
o Exhibits
1. School-made displays
2. Bulletin boards
3. Museums
o Fannel board and Felt board
o Objects
1. Specimens
2. Realias
3. Models
o Audio-visual Aids
1. Motion Pictures
2. Television
3. Videotape
o Demonstrations
o Community Resources
1. Field trips
2. Resource Person
o Language Laboratory
o Programmed Instruction
Factors affecting selection of Media Instruction

 Course Objectives and Content Factors

o Be sure to make course content and objectives the starting point for
your media selection.
o Use real objects instead of specially prepared instructional media.
o Because these objects are known to you, you will find them easy to
present your students. Examples:
 In a geography, geology, or metallurgy lecture, you should show
your students the real rock type rather than a slide or photo of it.
 In a biology or physiology lecture on respiration, animal lungs
and hearts from the local abattoir will serve better than slides or
worse still, trying to describe these structures and processes
verbally.
 Anthropology students will appreciate the evolution of the
human skull if they have a real skull in front of them rather than
only slides or photographs of it.
 Learner and Lecturer Factors
o Student factors include their preferences, perceptual difficulties,
experiences and background (rural,urban), interests, level of
motivation, individual differences, physical disabilities and others
(Laver, 1990: 156).
o Students from rural backgrounds may initially have difficulty interpreting
moods and emotions from photographs, films and video clips, whereas
this is easy for town dwellers who have grown up watching TV and
video.
o As the teacher, you will influence media through your own skills,
knowledge, attitude and preferences.
 Material Factors
o These often affect the budget.
o Consequently, shortages of equipment such as projectors, televisions
sets, videos, computers and teaching materials such as handouts,
study guides, textbooks, transparencies, slides and films will greatly
affect your media selection.
o If you are convinced of the necessity for media, you should try and get
them or find substitutes, which may not be as good as originals, but are
better than nothing.
 Impact of Technology in Education
Education 3.0 & 4.0

Education 1.0- Lecture & memorization

Education 2.0- Internet- Enable learning
Education 3.0- Knowledge- producing education
Education 4.0- Innovation- Producing education

Skills Demand for Philippine Labor Market

1. Analytical thinking and Innovation

2. Active learning and learning strategies
3. Creativity- Originality, and initiative
4. Technology design and programing
5. Critical thinking and analysts
6. Complex problem solving
7. Leadership and social influences
8. Emotional intelligence
9. Reasoning, problem solving and Ideation
10. Resilience, stress tolerance and flexibility