The document provides information about three students pursuing education degrees at Palawan State University, including their names, birthdates, addresses and courses of study. It also discusses educational technology and concepts like the cone of experience and roles of technology in learning. Educational technology is defined as a field that applies processes to analyze and solve human learning problems. It can serve as a delivery method for instruction or as a partner in the learning process.

1. OUR PORTFOLIO
EDUCATIONAL TECHNOLOGY 2

2. LOS ALUMNOS DACTILARES

3. Name: Eunice Joy Yap Quindo
Date of Birth: June 15, 1998
Birth Place: Edwards Subdivision Brooke’s Point
Palawan
Gender: Female
Age: 19 years old
Civil Status: Single
Citizenship: Filipino
Address: Edwards Subdivision Brooke’s Point
Palawan
Course: Bachelor of Science in Secondary Education
Major in Filipino
School: Palawan State University- CCRD Brooke’s Point

4. Name: Monica Badango Macahilig
Date of Birth: January 08, 1994
Birth Place: Barangay Pangobilian, Brooke’s
Point, Palawan
Gender: Female
Age: 23 years old
Civil Status: Single
Citizenship: Filipino
Address: Barangay Pangobilian, Brooke’s
Point, Palawan
Course: Bachelor of Science in Elementary
Education
School: Palawan State University- CCRD
Brooke’s Point

5. Name: Diana Jane Vallejo
Date of Birth: August 23, 1993
Birth Place: Sandoval, Narra, Palawan
Gender: Female
Age: 24 years old
Civil Status: Single
Citizenship: Filipino
Address: Dolphin Alley, Buligay, Poblacion District
1, Brooke’s Point, Palawan
Course: Bachelor of Science in Elementary
Education
School: Palawan State University- CCRD Brooke’s
Point

6. What is Educational Technology?
(INSIGHTS)

7. “It is a field involved in applying
complex, integrated process to analyze and
solve problems in human learning.” (David H.
Jonassen, et al 1999)
“A field study which is concerned with
the practice of using educational methods
and resources for the ultimate goal of
facilitating the learning process.” (Lucido and
Borabo, 1997)

8. Educational Technology is a field and a
profession. It is a field involved in applying
complex integrated process to analyse and
solve problem in human learning. A field study
which is concerned with the practice of using
educational methods and resources for the
ultimate goal of facilitating the learning
process. And it is a profession because
Educational Technology is a profession like
teaching. It is made up of organized effort to
implement the theory, intellectual technique,
and practical application of Educational
Technology.

9. It is use of all human inventions for
teacher to realize their mission to teach in
order that students learn. And another thing,
the effect of educational technology, the effect
of Educational Technology and the way in
which it has altered the lives of people all over
the world has not stopped. Rapid technological
advancements continue enhance and
influence Educational activities business
activities, and general lifestyles on different
continents.
The various means of Educational
Technology has helped to bridge geographical
boundaries by transcending cultures,

10. TECHNOLOGY BOON OR BANE
It’s depends on how we use
technology. Technology is a blessing for
man. With technology there is a lot that
we can do which we could not do then.
With cellphones, webcam, you will be
closer to someone miles and miles away.

11. If we use it to help students and
teachers become caring relating,
thinking, reflecting and analysing and
feeling beings, then it is a boon.
Technology contributes much to the
improvements of the teaching learning
process and to the humanization of life.
It is indeed blessing.

12. But when we not used
technology properly and if we
abuse and misuse, it becomes a
detriment to learning and
development and it can destroy
relationship and our life.
Technology is made for a man and
not man for technology.

13. Technology is made for teacher and
not the teacher for technology. This means
that technology is meant to serve man in
all aspect of life including instruction. It is
man, and in context of the classroom, the
teacher, who determines how Technology
ought to be used in order to reap the
maximum benefits that come along with
technology.
(Educational Technology 1 Second Edition,©2012 by Brenda B. Corpuz, Ph. D., Paz I. Lucido, Ph. D. and
Lorimar Publishing, Inc.)

14. Systematic Approach to Teaching
-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

15. -The school, the teacher, the
students, the objectives, the media, the
materials, assessment tools and
procedure.
-Such an approach integrates the
older, more familiar methods and tools
of instruction with the new ones such
as the computer.

16. Purpose of a System Instructional Design
- To ensure orderly relationships and
interaction of human, technical
and environmental resources to fulfil
the goals which have been
established for instruction? (Brown, 1969)

17. Parts of Systematic Instruction
The focus of a systematic instructional planning is
the student.
1. Define Objectives
Instruction begins with the definition of
instructional objectives that consider the
students’ needs, interests and readiness.
2. Choose appropriate methods
On the basis of these objectives the teacher
selects the appropriate teaching methods to be
utilized and used.

18. 3. Choose appropriate experiences
Base on the teaching method selected,
the appropriate learning experiences an
appropriate material, equipment, and facilities
will also be selected.
4. Select materials, equipment and
facilities
The use of learning materials,
equipment and facilities necessitates
assigning the personnel to assist the teacher.

19. 5. 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.
6. 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

20. 7. Evaluate outcomes
-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.
-Examining if the instructional objective
was attained or not.
8. Refine the process
-If the instructional objective was attained,
teachers proceed to the next lesson going
through the same cycle once more.

21. - 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.
- Getting the system fixed before
entering other cycle.

22. Examples of Learning Activities:
(Depending on the instructional objective, nature
of the lesson content, readiness of the students)
- Reading - Thinking
- Writing - Reflecting
- Interviewing – Dramatizing
- Reporting or doing presentation – Visualizing
- Discussing - Evaluating

23. Examples of Learning Resources for Instructional Use:
- Textbooks – Charts
- Workbooks – cartoons
- Programmed materials - Posters
- Computer - models
- Television programs - mock ups
- Video clips - flannel board mat.
- Flat pictures - Chalkboard
- Slides and transparencies - maps

24. oAfter instructions, teacher
evaluates the outcome of
instruction. From the evaluation
results, teacher comes to know if
the instructional objective was
attained. If the instructional
objective was attained, teacher
proceeds to the next lesson going
through the same cycle once
more.

25. oIf 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
objectives.
(Educational Technology 1 Second Edition,©2012 by Brenda B. Corpuz, Ph. D., Paz I. Lucido, Ph. D. and Lorimar
Publishing, Inc.)

26. NEW BLOOM’S TAXONOMY OF SKILLS THINKING
CREATING
EVALUATION
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING

27. REMEMBERING- recall or retrieve
previous learned information.
UNDERSTANDING- comprehending
the meaning, translation, interpretation,
and interpretation at instructions and
problems. State a problem in one’s own
words.
APPLYING- use a concept in a new
situation or unprompted use of an
abstraction. Applies what was learned in
the classroom into novel situations in the
workplace.

28. ANALYZING- separates material and
concepts into component parts so that
its organizational structure may be
understood. Distinguishes between
facts and inferences.
EVALUATION- makes judgement about
the value of ideas or materials.
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.
(Educational Technology 1 Second Edition,©2012 by Brenda B. Corpuz, Ph. D., Paz I. Lucido, Ph. D.
and Lorimar Publishing, Inc.)

29. CONCEPTUAL MODEL OF LEARNING
There exist a number of models and theories about
learning that is ideal in achieving instructional goals
through preferred application of Ed Tech.
These are:
• MEANINGFUL LEARNING
• DISCOVERY LEARNING
• GENERATIVE LEARNING
• CONSTRUCTIVISM

30. Meaningful Learning
• If the traditional learning environment
gives stress to rote learning and simple
memorization, meaningful learning
gives focus to new experience that
departs from the learning of a sequence
of words but gives attention top
meaning.

31. • It assumes that students already have 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.
• In the learning process, the learner is
encouraged to recognize relevant
experiences. A reward structure is set so
that the learner will have both interest and
confidence. In the classroom, hands-on
activities are introduced so as to simulate
learning in everyday living.

32. Discovery Learning
• This is differentiated from reception
(meeting point of meaningful and
discovery learning) in which ideas are
presented to students in a well-
organized way, such as through
detailed set of instructions to
complete an experiment. Ever recalled
why you are so nervous, yet very
excited in doing experiment? It is
because of the idea that you are about
to discover something first hand

33. • In discovery learning, students
perform 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 on and depart from the
structured lesson previously set. In
here, it is important that students
become personally engaged and NOT
subjected by the teacher.

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

35. • Generative learning examples
are result driven; creativity and
resiliency. This gives emphasis
to what can be done with the
pieces of information not only on
access to them.

36. Constructivism
• Here, the learner builds personal
understanding through appropriate
learning activities and a good
learning environment.

37. The most accepted constructivism principles:
• 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.

38. 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.
(https://www.slideshare.net/herohernandez/lecture-4-conceptual-models-of-learning)

39. THE CONE OF EXPERIENCE
“The cone is a visual analogy,
and like all analogies, it does not bear
an exact and detailed relationship to
the complex elements it represents.” -
Edgar Dale
“The individual bands of the
Cone of Experience stand for
experiences that are fluid, extensive,
and continually interact” -(Dale, 1969)

40. -A visual model, a pictorial device
that presents bands of
experience arranged according
degree of abstraction and not a
degree of difficulty.

41. Bands of Experience in Dale’s Cone of
Experience
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.

42. In the context of the
teaching-learning process, it is
learning by doing. If I want my
student to learn how to focus a
compound light microscope, I
will let him focus one, of course,
after I showed him how.

43. Contrived Experiences
• In here, we make use of a
representative models or mock
ups o reality for practical
reasons and so that we can
make the real-life accessible to
the students’ perception and
understanding.

44. 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

45. Demonstrations
• It is a visualized explanation of
an 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.

46. Study Trips
• These are excursions,
educational trips, and visits
conducted to observe an event
that is unavailable within the
classroom.

47. Exhibits
• These are displays or 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”. There are some
exhibits, however, that include
sensory experiences where
spectators are allowed to touch or
manipulate models displayed.

48. Television and Motion Pictures
• Television and motion pictures can
reconstruct the reality of 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 or realism, their emphasis
on persons and personality, their
organized presentation, and their
ability to select, dramatize, highlight
and clarify.

49. 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. The radio broadcast of
an actual event may often be
likened to a televised broadcast
minus its visual dimension.

50. Visual Symbols
• There are no longer realistic
reproduction of physical things
for these are highly abstract
representations. Examples are
charts, graphs, , maps and
diagrams.

51. Verbal Symbols
• They are not like the objects or
ideas for which they stand. They
usually do not contain visual clues
to there 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.
(Educational Technology 1 Second Edition,©2012 by Brenda B. Corpuz, Ph. D., Paz I. Lucido, Ph. D. and
Lorimar Publishing, Inc.)

52. THE ROLES OF EDUCATIONAL TECHNOLOGY
IN LEARNING AND ROLES OF TECHNOLOGY IN
LEARNING

53. Technology can play a traditional role,
i.e. as delivery vehicles for instructional
lessons or in a constructivist way as
partners in the learning process.
In a traditional way, the learners learns
from the technology and the technology
serves as a teacher. The learners learns
the content presented by the teacher.

54. • In traditional point of view, technology
serves as a source and presenter
knowledge. It is assumed that
“knowledge” is embedded in the
technology and the technology
presents the knowledge to students
(David H. Jonassen, et al, 1999)

55. • In the constructivist way, technology helps
the learner build more meaningful personal
interpretations of life and his/her world. In
the constructivist approach, technology is
a learning tool to learn with, not from. It
makes the learner gather, think, analyze,
synthesize information and construct
meaning with what technology presents.
Technology serves as a medium in
representing what the learner knows and
what he/she is learning.

56. • From the constructivist point of view,
educational technology serves as a
learning tools that learners learn with.
It engages learners in active “active,
constructive, intentional, authentic, and
cooperative learning. It provides
opportunities for technology and
learner interaction for meaningful
learning.”

57. • From a constructivist
perspective, the following are
roles of technology in
learning:
(Jonassen, et al, 1999)

58. • Technology are tools to support knowledge
construction
• Technology as information vehicles for exploring
knowledge to support by learning-by-
constructing
• Technology as context to support learning-by-
doing
• Technology as a social medium to support
learning by conversing
• Technology as intellectual partner to support
learning-by-reflecting
(Educational Technology 1 Second Edition,©2012 by Brenda B. Corpuz, Ph. D., Paz I. Lucido, Ph. D.
and Lorimar Publishing, Inc.)

59. REFLECTION

60. As a Future Teacher we need to
use Technology. Because, Educational
Technology is not only increases students
learning, understanding and
achievements but also motivates the
learner to learn more, encourage
collaborative learning and supports the
development of critical thinking and
problem solving. Educational technology
serves as learning tools that learners
learn with. It engages learners in "active,
constructive, intentional, authentic, and
cooperative learning. It provides
opportunities for technology and learner
interaction for meaningful learning.
–E.J. Quindo

61. Educational Technology 2 is more about
exploration and application. For us to discover and
enjoy the beauty of it we need to explore and apply
what we’ve learned. It’s not about how we master a
certain task but we must know that in some
situation we need to work with others as well. I’ve
learned that learning without sharing is also
nothing. Ed Tech 2 taught us the essential of
cooperative and collaborative work. Because
exploring the world of technology is more enjoyable
when we’re sharing ideas for change. In this world
that technology grows rapidly, we must learn to help
each other to grow. Help each other to discover and
experience new things. So, at the end of the day no
one left behind. And let’s embrace the reality that
technology is part of life now.
–M.B. Macahilig

62. The students who undergo to this
course, which is educational technology
2, enhance their skills in using
technology. As a part of 21st century
generation it was really a big help for us
to undergo with this kind of course,
same goes with being a future
educators, this course helps us to
become a responsible user of
technology. We know now how to
maximize the strength of technology
and also we learn how to handle things
with regards in technology.
-D.Vallejo

63. Describe Yourself After Ed Tech 2

64. First of all I will going to
apply all the knowledge I’ve
learned from this subject, and I
will improve it more to become a
better person.
-E.J. Quindo

65. I see myself as improved and
productive individual in terms of
using technology and its theories in
my daily life basis. I’m no longer the
one who scared of using computers
and its applications. I am sure about
myself this time that I can able use
social media now with discipline and
manners. As a future educator, I can
say that the course really helped me a
lot. It’s not just in using technology
and its theories, but also I can make
more creative and good presentations
for my future students.
–M.B. Macahilig

66. After this course I can
proudly and confidently claim
that I am computer literate kind
of person, I can create a
presentation – presentation that
will surely caught my future
student’s interest. I can now
interact in the social media in
the most responsible way. I can
maximize technology to its
highest extent. I can now say
that I’ve improve a lot. I can
consider myself as a productive
and responsible user.
–D.J. Vallejo

67. THANK YOU!!!