EDUCATIONAL TECHNOLOGY 2

2. The students
What is educational technology?
Technology isn’t Boon or Bane
Systematic Approach to Teaching
The New Bloom’s Taxonomy Thinking Skills
Conceptual Model of Learning
Cone of Experiences
The Roles of Educational
Technology in Learning
Learning through Educational
Technology
The students after Educational Technology 2

4. .

7. Educational technology is made to satisfy the
human needs and desires. It makes everyone’s life
easier.
In terms of education, it helps both teachers
and learners a lot. Like for an example the television,
overhead projector, lapel, computer/laptop
etc…which are very important in teaching-and-
learning process because it helps teachers to engage
the learners to the real world situation, motivate
learners to learn and discover learning on their own.

8. • Educational technology is “a
complex, integrated process
involving people, procedures, ideas,
devices and organization for
analyzing problems and devising,
implementing, evaluating and
managing solution to those
problems, involved in all aspects of
human learning.”

9. • Educational Technology “ consists of designs and
environments that engage learners…and reliable
technique and method for engaging learning such
as cognitive learning strategies and critical
thinking skills.”
• is a theory about how problems in human learning
are identified and solved.

10. • Is a field involved in applying a complex, integrated
process to analyze and solve problems in human
learning.
• Is a profession like teaching. It is made of organized
effort to implement the theory, intellectual
technique and practical application of educational
technology.

11. • Educational technology refers to how people use
their inventions and discoveries to satisfy their
educational needs and desires, i.e. learning.

12. • Educational Technology is a field study which is
concerned with the practice of using educational
methods and resources for the ultimate goal of
facilitating the learning process.

14. BOON OR BANE?
Technology isn’t boon or
bane, it will consider one once
the user is involve. Because
users used technology in two
ways: positive(boon) and
negative(bane), it is consider
boon when users utilize it
properly and bane when not.

15. Technology is Boon when:
Technology is a blessing for man. With technology, there is a lot that
we can do which we could not do then.
Technology contributes much to the improvement of the teaching-
learning progress and to the humanization of life.
With cellphones, webcam, you will be closer to someone miles and
miles away.
Many human lives saved because of speedy notifications via
cellphones.
Your teaching and learning have become more novel, stimulating,
exciting, fresh and engaging with the use of multimedia in the
classroom.
With your TV, you can watch events as they happen all over the
globe.

16. Technology is Bane when:
When not used properly, technology
becomes a detriment to learning and
development.
The learner 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.

17. The TV makes learner a mere spectator not an active participant in
the drama of life.
The learner gets glued to his computer for computer-assisted
instruction unmindful of the world and so fails to develop the ability
to relate to others.
We make use of the internet to do assassination of people whom we
hardly like.
Because of our cellphone, 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.
The abuse and misuse of the internet will have far reaching
unfavorable effects on his moral life

18. DO
CAM
CAE
SMEF
APR
ITI
EO
RP

19. • Instruction begins with the definition of
instructional objectives that consider
the students’ needs, interests and
readiness.
Define objectives
(DO)
• On the basis of these objectives the
teacher selects the appropriate
teaching methods to be utilized and
used.
Choose Appropriate
methods
(CAM)
• Base on the teaching method selected, the
appropriate learning experiences an
appropriate material, equipment, and
facilities will also be selected.
Choose Appropriate
experiences
(CAE)
• The use of learning materials,
equipment and facilities necessitates
assigning the personnel to assist the
teacher.
Select materials,
equipment and facilities
(SMEF)

20. • Defining the role and task of any personnel
involved in the preparation, setting and
returning f these learning resources would
also help in the learning process.
Assign personnel roles
(APR)
•Actual mode of instruction in which all plans are being utilized.
•With the instructional objectives 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.
Implement the
instruction
(ITI)
•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 define by the teacher.
•Examining if the instructional objective was attained or not.
Evaluate outcomes
(EO)
• If the instructional objective was attained, teachers proceed to the next
lesson going through the same cycle once more.
• If instructional objective was not attained, the 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.
• Getting the system fixed before entering other cycle.
Refine the process
(RP)

22. CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
NEW BLOOM’S TAXONOMY

23. LOWER THINKING SKILLS KEY WORDS (ILLUSTRATIVE VERBS)
Remembering
-Recall or retrieve previous learned information
Defines Labels Names Reproduces
Describes Lists Outlines Selects
Identifies Matches Recalls States
Understanding
-Comprehending the meaning, translation,
interpretation of instruction and problems , state a problem
in one’s own words
Converts Explains Interprets Rewrites
Defends Extends Translates Summaries
Distinguish Generates Paraphrases
Estimates Infers Predicts
Applying
-Use a concept in a new situation or unprompted use of an
obstruction. Applies what was learned in the classroom into
novel situations in the workplace
Applies Uses Predicts Solves
Changes Discovers Prepares Demonstrates
Computes Manipulates Produces Operates
Constructs Modifies Relates Shows
HIGHER THINKING SKILLS
Analyzing
-Separates material and concepts into component parts so
that its organizational structure may be understood.
Distinguishes between facts and inferences.
Analyzes Differentiate Outlines
Breaks down Discriminate Relates
Compares Distinguish Selects
Contrast Identifies Deconstruction
Diagrams Illustrate Inters
Evaluating
-Make a judgement about the value of ideas or materials
Separates Concludes Critiques Discriminates Supports
Interprets Justifies Relates Summaries
Appraises Contrast Defends Evaluates
Compares Criticize Describes Explains
Creating
-Builds a structure or pattern from diverse elements. Put
parts together to form a whole with emphasis on creating a
new meaning or structure
Categorizes Device Explains Modifies Rearranges
Combines Designs Generates Organizes Reconstruct
Complies Composes Creates Plans Relates
Reorganizes Revises Rewrites Summaries Tells
Writes

24. CONSTRUCTIVISM
GENERATIVE LEARNING
DISCOVERY LEARNING
MEANINGFUL LEARNING

25. refers to a way where the new
knowledge to acquire is related with
previous knowledge.
gives focus to new experience that
departs from the learning of a sequence
of words but gives discovery learning.

26.  is a technique of inquiry-based learning
and is considered a constructivist based
approach to education.
Students performs tasks to uncover what
is to be learned. New ideas and new
decisions are generated in the learning
process, regardless of the need to move n
and depart from the structured lesson
previously set.

27. Active listeners who
attend to learning events
and generate meaning
from this experience and
draw inferences thereby
creating personal model
of explanation to the new
experience in the context
of existing knowledge.

28. Learners build a
personal
understanding
through appropriate
learning activities and
a good learning
environment.

30. VERVAL
SYMBOLS
VISUAL
SYMBOLS
STILL PICTURES,
RECORDINGS, RADIO
TELEVISION AND MOTION
PICTURE
EXHIBITS
STUDY TRIPS
DEMONSTRATIONS
DRAMATIED EXPERIENCES
CONTRIVED EXPERIENCES
DIRECT PURPOSEFUL EXPERIENCES

31. These are first 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.

32. In here, we make use of a representative models or
mock ups of reality of practical reasons and so that
we can make the real-life accessible to the students‘
perceptions and understanding.

33. 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.

34. It is a visualized explanation of an important fact,
idea or process by the use of photographs,
drawings, films, displays, or guided motion. It is
showing how things are done.

35. These are excursions, educational trips, and visits
conducted t observe an event that is unavailable
within the
classroom.

36. These are displays o be seen by spectators. They
may be consist of working models arranged
meaningfully or photographs with models, charts,
and posters. Sometimes exhibits are “for your eyes
only.” There are some exhibits, however, that
include sensory experiences where spectators are
allowed to touch r manipulate models displayed.

37. 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 f 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.

38. These are visual and auditory devices which maybe
use by an individual or a group. Still pictures lack
the sound and motion of a sound film. The radio
broadcast of an actual event may often be likened
to a televised broadcast minus its visual dimension.

39. 0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Series 1
Series 2
Series 3
These are no longer realistic reproduction of
physical things for these are highly abstract
representation. Example are charts, graphs, maps
and diagrams.

40. 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).

41. ROLES OF
TECHNOLOGY IN
LEARNING

42. • For representing learner’s ideas, understanding and
beliefs
• For producing organized, multimedia knowledge
bases by learners

43. • For accessing needed information
• For comparing perspective, beliefs and world views

44. • For representing and simulating meaningful real-
world problem, situation and context
• For representing belief, perspective, arguments and
stories of others
• For a defining a safe, controllable problem space for
student thinking

45. • For collaborating with others
• For discussing, arguing, and building consensus
among members of a community
• For supporting discourse among knowledge-building
community

46. • 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

48. Educational technology is consider as the
effective way of engaging learners in real world
situation where the learners can easily
understand or catch up their lesson and the
teachers can easily taught their lesson without
consuming more time. That’s why it
is taught in schools to know the
importance of it and to be aware on
how to utilize technology
appropriately in teaching-and-
learning process.

49. THE STUDENTS AFTER
EDUCATIONAL TECHNOLOGY 2

50. Nowadays, learners are considered the
21st century generation of learners who
are living in a modernized world and
using technologies for better learning.
They learned faster and more
advance than the typical
students who are still using
traditional ways of learning.

51. After the Educational technology 2, we had
learned how important the technology is in the field
of education, it has a big help to both teachers and
learners which makes their works easily, it helps a lot
and supports the teachers to develop their learners’
skills. In this field we learned how to be competent
and knowledgeable about technology. And we do
believed that “technology can’t replace a teacher.”