EDUCATIONAL TECHNOLOGY 2

1. OUR PORTFOLIO
IN EDUCATIONAL
TECHNOLOGY 2
PREPARED BY: CHRISTINE MAE Z. TOMINES
MARY ROSE J. SAPPAY

18. • 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

23. The integration of Technology in
the instructional process must
be geared towards:
• Interactive and meaningful
learning
• the development of creative and
critical thinking
• the development and nurturing of
teamwork
• efficient and effective teaching.

25. -Charles West Churc

26. • Organize- relating to or
consisting of a system
• methodical in procedure or plan
(systematic approach)
• logical - presented or formulated as
a coherent body of ideas or principle
(systematic thought)
• efficient - effective in class that is
marked by thoroughness and

27. •The systematic or systems approach to teaching is Student
Centered Approach. It is not a spoon feeding process from
the teacher but considers the needs, interests, and readiness
of the student to learn.
•The effective use of learning resources is dependent on the
expertise of the teacher, the motivation level or
responsiveness and the involvement of the students in the
learning process.

31. 6. Implement the instruction
-Actual mode of instruction in which all plans are being utilized.
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.
8. Refine the process
- If the instructional objective was attained, teachers proceed to the
next lesson going through the same cycle once more.
- 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.

34. Definition Remembering Understanding Applying Analyzing Evaluating Creating
Bloom’s
Taxonomy
Exhibit memory
of previously
learned material
by recalling
facts, terms,
basic concepts,
and answers.
Demonstrate
understanding of
facts and idea by
organizing,
Comparing,
translating,
Interpreting,
giving
descriptions, and
Stating main
ideas.
Solve problem
to new
situations by
applying
acquired
knowledge,
facts,
technique and
rule in
different way.
Examine and
break
information
into parts by
identifying
motives or
causes. Make
inferences
and find
evidence to
support
generalization
.
Present and
defend
opinions by
making about
information,
Validity of
ideas, or
quality of
work based on
a set criteria.
Compile
information
together in
different way by
combining
elements in a new
pattern or
proposing
alternative
solutions.

35. Remembering Understanding Applying Analyzing Evaluating Creating
Verbs •Choose
•Define
•Find
•How
•Label
•List
•Match
•Name
•Omit
•Recall
•Relate
•Select
•Show
•Spell
•Tell
•What
•When
•Where
•Which
•Who
•Why
•Classify
•Compare
•Contrast
•Demonstrate
•Explain
•Extend
•Illustrate
•Infer
•Interpret
•Outline
•Relate
•Rephrase
•Show
•Summarize
•Translate
•Apply
•Build
•Choose
•Construct
•Develop
•Experiment
with
•Identify
•Interview
•Make Use of
•Model
•Organize
•Plan
•Select
•Solve
•Utilize
•Analyze
•Assume
•Categorize
•Classify
•Compare
•Conclusion
•Contrast
•Discover
•Dissect
•Distinguish
•Divide
•Examine
•Function
•Inference
•Inspect
•List
•Motive
•Relationships
•Simplify
•Survey
•Take Part in
•Test for
•Theme
•Agree
•Appraise
•Assess
•Award
•Choose
•Compare
•Conclude
•Criteria
•Criticize
•Decide
•Deduct
•Defend
•Determine
•Disprove
•Estimate
•Evaluate
•Explain
•Importance
•Influence
•Interpret
•Judge
•Justify
•Mark
•Adapt
•Build
•Change
•Choose
•Combine
•Compile
•Compose
•Construct
•Create
•Delete
•Design
•Develop
•Discuss
•Elaborate
•Estimate

39. •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 experiments?
It is because of the idea that you are about to discover something firsthand.
• In discovery learning, students performed tasks to uncover that is to be
learned. New ideas and new decisions are generated in the leaning process,
regardless of the need to move on and depart from the structured lesson
previously set.
•Here, it is important that the students become personally engaged and NOT
subjected by the teacher.

40. •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 content of existing
knowledge.
•This is viewed as different from the simple process of storing information.
Motivation and Responsibility are crucial to this domain.
• This gives emphasis to what can be done with the pieces of information not
only on access to them.
•Examples are result driven: creativity and resiliency

41. •The learner is directly responsible for learning. He
creates a personal understanding and transform it into
knowledge.
•The context of meaningful learning consists in the
learners “connecting” his school activities in the real
life situation
•The purpose of education is the acquiring of practical
and personal knowledge and not the abstract or trivial
truths.

42. •The learners build a personal understanding through
appropriate learning environment. The most accepted
constructivism principles are:
•learning consist 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.

58. -are experiences of other people that we observe, read or hear
about. They are not first-hand but rather vicarious experiences
-first-hand experiences, must not be the period or the end. We must
be brought the higher plane. The higher plane referred to here is to
level of generalization and abstraction

60. TRADITIONAL ROLE
•As delivery vehicles for instructional lessons.
•Technology serves as a source and presenter of knowledge.
•Technology as a teacher.
CONSTRUCTIVIST ROLE
•As partner in the learning process.
•It engages learner in active, constructive, intentional, authentic, and
cooperative learning.
•Provides opportunities for technology and learner interaction for
meaningful learning.

61. 1. Technology as tools to support knowledge constructions.
2. Technology as information vehicles for exploring knowledge to support
learning-by-constructing
-For accessing needed information.
-For representing beliefs, perspective, arguments, and stories of others.
3. Technology as context to support learning-by-doing
-For representing and simulating meaningful real-world problems, situations and contexts.
-For representing beliefs, perspective, arguments, and stories of others.
4. Technology as a social medium to support learning-by-conversing
-For collaborating with others.
-For discussing, arguing, and building consensus among members of community.
-For supporting discourse among knowledge-building communities.

62. 5. Technology as intellectual partner to support learning-by-
reflecting
•For helping learners to articulate and represent what they
know.
•For reflecting on what they have learned and how they
came on it.
•For supporting learners’ internal negotiations and meaning
making.
•For constructing personal representations of meaning.
•For supporting mindful thinking.