This document contains biographies of two students, Maricar Valencia and Freddie Laguisma Jr. It also discusses educational technology, including definitions of educational technology, its roles in learning from both traditional and constructivist perspectives, Dale's Cone of Experiences model, and how students may benefit from studying educational technology. Key points covered include how technology can be used as a tool to support knowledge construction, information access, simulating real-world problems, and collaborating with others. The document emphasizes that educational technology helps students become more educated, competent in a modern world, and able to access and use technology creatively in their daily lives and studies.

2.  Biography
 What is Educational Technology?
 Technology Boon or Bane?
 Systematic Approach in Teaching
 New Blooms Taxonomy of Teaching Skills
 Conceptual Model of Learning
 Cone of Experiences
 The Roles of Educational Technology in Learning
 Learning Through Educational Technology 2
 The Student After Educational Technology 2

3. My Biography
I’m Maricar M. Valencia. 18 years of age. I was
born on January 03,1999. I live in Buligay, Brooke’s
Point Palawan. I am a daughter of Mrs. and Mr. Carlos
Valencia. I have one brother named Carlos Miguel
Valencia. I was graduated at Brookes Point National
High School. I’m taking up Bachelor of Elementary
Education at Palawan State University-Brooke’s Point
Campus.

4. My Biography
I was a child of poverty with 7 siblings, I was the
fifth child and 2nd boy of Mrs. and Mr. Freddie
Laguisma. I was born on December 5, 1997 in
Calasaguen Brooke’s Point. As I was born my father
decide to make his junior and that why I was named
Freddie Laguisma Jr. My father was a former/ laborer
w/c earned a little money exactly for the needs of our
family. My mother is a housewife.

6. Refers to how people use their inventions and discoveries
to satisfy their educational needs and desires, i.e. learning.
The application of scientific findings in our method,
process or procedure of working in the field of education in
order to affect learning. It embraces curriculum and instructional
design, learning environment, theories of teaching-learning.
“A complex, integrated process involving people,
procedures, ideas, devices and organization for analysing
problems and devising, implementing, evaluating, and managing
solutions to those problems, involved in all aspects of human
learning”. (Washington D.C.: AECT)
EDUCATIONAL TECHNOLOGY

8. BOON
• Technology is a blessing for a
man. With technology there is a
lot that we can do which we
could not do then, life.
• Technology contributes much
the improvement of the
teaching-learning process and to
the humanization of life.
• Your teaching and learning can
be more novel, stimulating,
exciting engaging with use of
multimedia in the classroom.

9. BANE
• the learners is made to accept
as Gospel truth information
they get from the internet
• the learner surfs the Internet
for pornography
• the learner has an uncritical
mind on images floating on
televisions and computers that
represent modernity and
progress
•.the TV makes the learner a
mere spectator not an active
participant in the drama of life

10. • the learners gets glued to
his computer-assisted
instruction unmindful of the
world and so fail to develop
the ability to relate to others
• we make use of the
internet to do character
assassination of people
whom we hardly like
• because of our cell phone,
we spend most of our time
in the classroom or in our
workplace texting
• we use overuse and abuse
TV or film viewing as a
strategy to kill time.

11. OUR POINT OF VIEW
For us, technology is either boon or bane. It depends
on how we use technology and how the user puts the
technology to proper use or in a good way. Technically
today it was a boon because it help us to do things much
easier, we can now communicate in just only in one click.
We have also many gadgets that can help to make life
much easier but of course if it has good effect, it has also
bad effect. It is up to us how we use it, either to ruin other
life of make ours much better.

12. Technology is a blessing for man. So we
should use it in a proper way or for our
educational purposes but when not used
properly, technology becomes a detriment to
learning and development. It can destroy
relationships. With technology, there is a lot
that we can do which we could not do then.
With cell phones, webcam, you will be closer to
someone miles and miles away.

13. SYSTEMATIC
APPROACH
IN
TEACHING

14.  It is a network of elements or parts different from each other
but each one is special in the sense that each performs a unique
function for the life and effectiveness of the instructional
system.
 The system approach views the entire educational program as a
system of closely interrelated parts. It is an orchestrated
learning pattern with all parts harmoniously integrated into the
whole: The school, the teacher, the students, the objectives, the
media, the materials, assessment tools and procedure.

15. Refine the process
Define objectives
Choose appropriate
methods
Choose
appropriate
experience
Evaluate
outcomes
Implement the
instruction Assign
personnel roles
Select materials,
equipment and
facilities
LEARNERS

16. Parts of Systematic Instruction
* Define Objectives
- Instruction begins with the definition of instructional
objectives that consider the students’ needs, interests and
readiness.
* Choose Appropriate methods
- On the basis of these objectives the teacher selects the
appropriate teaching methods to be utilized and used.
* Choose Appropriate experiences
- Base on the teaching method selected, the appropriate
learning experiences an appropriate material, equipment, and
facilities will also be selected.
* Select materials, equipment and facilities
- The use of learning materials, equipment and facilities
necessitates assigning the personnel to assist the teacher.

17. *Assign personnel roles
- Defining the role and task of any personnel involved in the
preparation, setting and returning of these learning
resources would also help in the learning process.
*Implement the instruction
- Actual mode of instruction in which all plans are being
utilized.
- With the instructional objective in mind, the teacher
implements planned instruction with the use of the selective
teaching method,
learning activities, and learning materials with the help of other
personnel whose role has been defined by the teacher.

18. *Evaluate outcomes
- Examining if the instructional objective was
attained or not.
- With the instructional objectives in mind, the
teacher implements planned instructions with the use of the
selective teaching method, learning activities, and learning
materials with the help of other personnel whose role has
been define by the teacher.
*Refine the process
- If instructional objectives was not attained, then
teacher diagnoses was not learned and finds out why it was
not learned in order to introduced a remedial measure for
improved student performance and attainment of
instructional objective.
 .

20. Entering the new world of
information and
communication
technology
opens the way for
complex and higher
cognitive skills . It can
serve as a general
framework of skills of
creativity in the digital
world has led to
introducing a kind of
framework that requires
information processing,
idea creation and real-
world problem-solving
skills.

21. CONCEPTUAL MODEL OF LEARNING
CONSTRUCTIVISM
GENERATIVE
LEARNING
DISCOVERY
LEARNING
MEANINGFUL
LEARNING

22. MEANINGFUL LEARNING
It assume that:
Students already have a prior knowledge that is relevant
to new learning.
Students are willing to perform class work to find
connection between what they already know and what
they can learn.

23. DISCOVERY LEARNING
Students perform tasks to uncover what is to be learned.
New ideas and new decisions are generated in the learning
process.
In here, it is important that the students become personally
engaged and NOT subjected by the teacher.

24. Dimensions of Meaningful and Discovery Learning
Notice the increase in Discovery from note learning
• Math Drills
• Trial & Error puzzles
• Applying science lab formulas
• Lecture/textbook reading
• Simulations
• Adventure activities
• Data probing/research
• Art/music creation

25. GENERATIVE LEARNING
Here, we have listeners who attend to learning events and
generate meaning from this experiences and draw inferences
thereby creating a personal model of explanation to the new
experience in the context of existing knowledge.
This is viewed as different from the simple process of
storing information. Motivation and responsibility are
crucial to thus domain of learning.

26. CONSTRUCTIVISM
Here, the learner builds a personal understanding through
appropriate learning activities and a good learning environment.
The most accepted constructivism principles are:
• Learning consists in what a person can actively assemble
for himself and not what he can just ask from someone
else.
• Role of learning is to help the individual live to his
personal world.

27. Implications of Constructivism
• The learner is directly responsible for learning. He
creates personal understanding and transforms it into
knowledge.
• The context of meaningful learning consists in the
learner “connecting” his school activity with real life.
• The purpose of education is the acquiring of practical
and personal knowledge and not the abstract or trivial
truths.

28. CONE OF
EXPERIENCES

29. - a visual model, a pictorial device that presents bands of experience
arranged according to degree of abstraction and not degree of difficulty.
- 2 M’s (media, material) are the elements of the Cone of Experience.
Bands of Experience in Dale’s Cone of Experience
1. Direct purposeful experiences- These are first hand experiences which
serve as the foundation of our learning. We build up our reservoir of
meaningful information and ideas through seeing, hearing, touching,
tasting and smelling. In the context of the teaching-learning process, it is
learning by doing.
2. Contrived experiences- In here, we make use of a representative models
or mock ups of reality for practical reasons and so that we can make the
real-life accessible to the students’ perceptions and understanding.

30. 3. Dramatized experiences
- By dramatization, we can participate in a reconstructed
experience, even though the original event is far removed from us in
time. We relieve the outbreak of the Philippine revolution by acting
out the role of characters in a drama.
4. Demonstrations
- It is a visualized explanation of an important fact, idea or
process by the use of photographs, drawings, films, displays, or
guided motions. It is showing how things are done.
5. Study trips
- These are excursions, educational trips, and visits
conducted to observe an event that is unavailable within the
classroom.

31. 6. Exhibits
- These are displays o be seen by spectators. They may
consist of working models arranged meaningfully or
photographs with models, charts, and posters. Sometimes
exhibits are “for your eyes only”.
7. Television and motion pictures
- Television and motion pictures can reconstruct the
reality of the past so effectively that we are made to feel we are
there. The unique value of the messages communicated by film
and television lies in their feeling of realism, their emphasis on
persons and personality, their organized presentation, and their
ability to select, dramatize, highlight and clarify.

32. 8. Still pictures, Recordings, Radio- These are visual and
auditory devices which may be used by an individual or a group.
Still pictures lack the sound and motion of a sound film.
9. Visual symbols- These are no longer realistic reproduction of
physical things for these are highly abstract representations.
Examples are charts, graphs, maps and diagrams.
10. Verbal symbols- They are not like the objects or ideas for
which they stand. They usually do not contain visual clues to
their meaning. Written words fall under this category. It may be a
word for a concrete object (book), an idea (freedom of speech), a
scientific principle (the principle of balance), a formula
(e=mc^2).

33. 1. We use many instructional materials to help the learner
conceptualize his/her experience.
2. We avoid teaching directly at the symbolic level of thought
without adequate foundation of the concrete. Lerner’s concepts
will lack deep roots in direct experience. Dale cautions us when
he said: “These rootless experiences will not have the generative
power to produce additional concepts and will not enable the
learner to deal with the new situations that he faces” (Dale 1969).
3. When teaching, we don’t get stuck in the concrete. Let us
strive to bring our students to the symbolic or abstract level to
develop their higher order thinking skills.
Implication of the Cone of Experiences in the Teaching-
learning Process

34. The Roles of
Educational Technology
In
Learning
“Technology makes the world a new plane”
-Unknown

35. Technology can play a
TRADITIONAL ROLE as delivery
vehicles for instructional lessons, or in
a CONSTRUCTIVIST ROLE as
partners in the learning process.

36. TRADITIONAL ROLE
-In the Traditional Way, the learners from
technology and the technology serves as the teacher. In
other words, the learners learn the content presented by
the technology in the same way that the learners learn
knowledge presented by the teacher

37. CONTRUCTIVIST ROLE
-In Constructivist Way, Technology helps the
learners build more meaningful personal interpretations
of life and his/her world. Technology is learning to
learn with, not to learn from.

38. The following are Roles of Technology in Learning
(CONSTRUCTIVISM VIEW)
¤Technology are tools to support knowledge
construction
-For representing learners ideas understanding
and belief
-For producing and organized, multimedia
knowledge bases by learners
¤ Technology as information vehicles for exploring
knowledge to support by learning-by-constructing

39. -For accessing needed information
-For comparing perspective, beliefs and world
views
¤ Technology as context to support learning-by-doing
-For representing and simulating meaningful real-
world problem, situation and context
-For representing belief, perspectives, arguments,
and stories of others
-For defining a safe, controllable problem space
for student thinking.

40. ¤ Technology as a social medium to support leaning by
conversing:
-For collaborating with others
-For discussing, arguing, and building consensus
among members of a community
-For supporting discourse among knowledge-
building community
¤ Technology as intellectual partner (Jonassen 1996) to
support learning-by-reflecting:

41. -For helping learners to articulate and represent
what they know
-For reflecting on what they have learned and
how they came to know it
-For supporting learners ' internal negotiations
and meaning making
-For constructing personal representations of
meaning
-For supporting mindful thinking.

42. STUDENT
AFTER
EDUCATIONAL
TECHNOLOGY 2

43. In studying this subject, Educational
Technology 2, we are become more educated not
only in one aspect but also in other particularly by
using technology in our study. Since we’ve done to
study this we can now access and manipulate
technology and it is very useful in our daily lives
because through using technology everything is
become more artistic and creative. It will not
complicated for us now in using technology because
we already have a learning that can guide us and lead
us on how to use it in a proper way and in an
appropriate situation.
STUDENTS AFTER EDTECH 2

44. . We already know the full essence and
benefit of technology for us as a stusent, because
we are now in a modern time/period that
everything are manipulated by the technology
and we become more competetive student in this
modern time.
We had learn a lot from this subject and
help us to have a deeper knowledge about
technology in learning, especially if how are the
certain thing is to be done.

45. PRESENTED BY:
MARICAR M. VALENCIA & FREDDIE LAGUISMA
JR.
PRESENTED TO:
MS. JOVENGRACE F. CABAHUG