educational Technology

1. D e c e m b e r 1 7 , 2 0 1 7 ( S u n d a y )
9:00 am – 4:00 pm
Bangkok, Thailand
Mr. Frederick Pagalan Obniala,M.Ed.
(Subject Professor)

2. CLASS ORIENTATION
▪ FACE TO FACE CLASS
 Attendance
 Group work / presentation
▪ FORUM QUESTIONS
▪ PAPER REQUIREMENTS (only for those absent and doing online)
▪ FINAL EXAMINATION

3. “ E v e r y j o u r n e y
h a s i t s s t a r t
a n d e n d . ”

4. T e a c h e r s o f Y e s t e r y e a r s

5. T e a c h e r s o f t h e 2 1 s t C e n t u r y

6. TEACHERS
AND
STUDENTS IN
THE DIGITAL
AGE

7. T e a c h e r s o f t h e E a r l y
G e n e r a t i o n s V S T e a c h e r s
o f t h e 2 1 s t C e n t u r y

8. T e a c h e r s o f t h e E a r l y G e n e r a t i o n s V S
T e a c h e r s o f t h e 2 1 s t C e n t u r y
Teachers of Yesteryears Teachers of the 21st Century
 Disseminate information through lectures
 Require students memorize contents form
textbooks.
 Make use of textbooks and workbooks as their
reference.
 Give assessments through written examination
 Focus on their responsibility and relationship with
the students as receipts of knowledge.
 Followers of policies prescribed by the school.
 Use lecture as teaching method.
 Deliver the same lessons every year.
 Allow students to solve real world problems.
 Allow students to construct their own
understanding of the subject matter.
 Make use of manipulative materials; makes use of
multitude of prints and electronic sources.
 Give performance – based assessments
(Performance based)
 Widen their responsibility and their relationship
with colleagues, community and other
stakeholders.
 Participate in the decision – making in schools.
 Use of variety of teaching methods appropriate in
the student’s learning
 Spend time in researching new updates

9. T e a c h e r s o f t h e E a r l y G e n e r a t i o n s V S
T e a c h e r s o f t h e 2 1 s t C e n t u r y 8
Teachers of Yesteryears Teachers of the 21st Century
 Too focused on self – achievement.
 Target to finish the lesson within the period
 Autocratic in which teachers are in control of
everything in all events of the classroom
 Holder of knowledge/ Gatekeeper of information
 Technology illiterate
 Mentor new teachers
 Target the learners to be ready in the challenges
of today’s learning.
 Democratic in which teachers allow students to
take responsibility in their learning.
 Facilitator of learning
 Technology or digital literate

10. 21st
Century
Teacher
Channel
Communicator
Venture player
Learner
Collaborator
Exemplar Futurist
Leader

11. S t u d e n t s o f t h e E a r l y
G e n e r a t i o n s V S S t u d e n t s
o f t h e 2 1 s t C e n t u r y

12. S t u d e n t s o f t h e E a r l y G e n e r a t i o n s V S
S t u d e n t s o f t h e 2 1 s t C e n t u r y
Students of Yesteryears Students of the 21st Century
 Receiver of facts and information
 Learning is based on repetition
 Textbook users
 Passive recipients of information
 Competitive learners
 Factual thinkers
 Unilateral thinkers
 Inactive process of learning
 Dependent learners
 Single Taskers
 Single sensory input provider
 Active creators of knowledge
 Interactive knowledge constructor
 Internet users access a vast of information.
 Actively engaged in class activities
 Collaborative learners
 Reflective, critical and creative thinkers
 Divergent thinkers
 Dynamic processes of learning
 Self – managing learners
 Multi taskers
 Multisensory input provider

13. W i t h t h e e x i s t e n c e o f t e c h n o l o g y , t h e r e i s m u c h t h a t i s
e x p e c t e d f r o m t h e s t u d e n t s . T h e y h a v e t o g e t a w a y w i t h b e i n g
p a s s i v e l e a r n e r s . T h e y h a v e t o :
1. Learn to generate their own ideas and construct
their own understanding of the lesson;
2. Create works that are original
3. Communicate clearly with other students and with
their teachers
4. Collaborate with one another to achieve higher
standard of learning; and
5. Innovate learning and their outputs

14. I n s t r u c t i o n s i n t h e e a r l y
g e n e r a t i o n s V S
I n s t r u c t i o n s i n t h e 2 1 s t
C e n t u r y

15. I n s t r u c t i o n s o f t h e E a r l y G e n e r a t i o n s
V S I n s t r u c t i o n s o f t h e 2 1 s t C e n t u r y
Traditional Learning Environment New Learning Environment
 Teacher – centered instruction
 Single – sense stimulation
 Single – path progression
 Single medium
 Isolated work
 Information delivery
 Passive learning
 Factual, knowledge – based learning
 Reactive response
 Isolated, artificial context
 Student – centered learning
 Multisensory simulation
 Multipath progression
 Multimedia
 Collaborative work
 Information exchange
 Active/exploratory/ inquiry – based learning
 Critical thinking and informed decision making
 Proactive/planned action
 Authentic, real – world context
Adapted from Gunter, G. & Gunter R. (2015) Teachers Discovering Computers (8th Edition)

16. T h e 2 1 s t C e n t u r y S k i l l s

17. T e c h n o l o g y i n t e a c h i n g
a n d l e a r n i n g

18. I n t e r n a t i o n a l S o c i e t y f o r Te c h n o l o g y i n
E d u c a t i o n ( I S T E )
1.STANDARDS FOR ADMINISTRATORS
2.STANDARDS FOR TEACHERS
3.STANDARDS FOR STUDENTS

19. ISTE STANDARDS
FOR
ADMINISTRATORS
Visionary
Leadership
Digital are
learning
culture
Excellence
in
professional
practice
Systematic
improvement
Digital
Citizenship

22. Te c h n o l o g i c a l P e d a g o g i c a l
C o n t e n t K n o w l e d g e
( T PA C K ) a n d Te c h n o l o g y
I n t e g r a t i o n P l a n n i n g
( T I P )

23. According to Mishra, et.al
(2006), the TPACK
Framework which is shown
“emphasizes the connections,
interactions, affordances, and
constraints between and
among content, pedagogy, and
technology.

24. TIP gives teachers a
systematic way to identify and
address challenges involved in
integrating technology into
teaching practices (Roblyer
and Doering, 2013, p.52).
Further, TIP Model shows
teachers how to establish a
milieu in which technology
can effectually enrich
learning.

25. D i g i t a l t e a c h i n g a n d
M e d i a l i t e r a c y

26. S u c c e s s f u l L e a r n i n g T h r o u g h a T I M E P l a n
Students learn differently, some are visual learners, while others are auditory and tactile learners. No matter
what kind of learner you are, you engage yourself in the process of learning: planning, implementing,
inspecting, and evaluating your learning activities.
Target Implementation Monitor Evaluate
 What do I want to
achieve?
 What is my existing
knowledge about the
topic ?
 What else do I need to
know and learn about the
topic?
 What resources and tools
do I need to meet my
target?
 What actions will I take
to make my targets
happen?
 What strategies will I use
to meet my targets?
 Are my resources and
tools helping me to meet
my target?
 Do my actions work well
in making my targets
happen?
 Are my strategies
effective in meeting my
targets?
 Have I achieved my
targets?
 In what stage did I do
wrong?
 Do I need to revise my
actions and strategies on
how I implemented the
plan?
 What actions and
strategies will I take to
make my learning more
effective and efficient?

27. S u c c e s s f u l L e a r n i n g T h r o u g h a T I M E P l a n
This TIME plan can further assist both teachers and students whenever they want to learn by themselves
new hardware and software which can be integrated in teaching and learning.
Target Implementation Monitor Evaluate
 Determine the hardware
and software you want to
learn which could be of
help in teaching and
learning.
 Determine how these
hardware and software
can help you in
achieving your targets.
 Determine the process
and procedures you need
to take to accomplish
your targets.
 Determine how you will
learn the hardware and
software – using guide
books or peer tutoring.
 Determine whether your
actions are taking you
closer in meeting your
targets.
 Determine whether the
instructional aids (book,
online or peer tutorial)
are clear and effective in
achieving the end results
of your targets.
 Determine whether the
actions taken were
effective or not.
 Determine if the hardware
and software can be
integrated in your teaching
and learning.
 Determine if there is
something more you need
to learn which you did not
learn during the
implementation.
 Determine whether you
will take the same action
or think of different moves
in learning new hardware
and software apps.

28. T h e I C T a n d t h e
C o m p u t e r i t s r o l e s a n d
h i s t o r y

29. ICT are basically information – handling tools – a varied set of goods,
application and services that are used to produce, store, process,
distribute and exchange information.
- United Nations Development Programme (UNDP)

30. R o l e s o f I C T i n E d u c a t i o n
1. It can serve multiple teaching functions. ICT can be used as
drill and practice, to help solve problems, to access
information in different fields.
2. It can be used in different teaching and learning modes.
These learning modes (Spring, 2004) include : classroom
interactive learning, independent learning, networked
learning, organizational learning, and managed learning.
3. Information can be delivered in an instant. Because of the
Internet, you can deliver information in a wide coverage at
low cost.

31. S o f t w a r e f o r E d u c a t o r s
a n d S t u d e n t s

32. S y s t e m S o f t w a r e

33. T h e D i f f e r e n t O p e r a t i n g S y s t e m
1. Stand – Alone Operating System. This is a complete
operating system that works on a desktop computer,
notebook computer, or mobile computing device. Examples
of which are Microsoft Windows and Mac OS X.
2. Embedded operating systems – systems used on mobile
devices and other consumers electronics. (e.g. Apple’s iOS,
Google Android and Blackberry OS.
3. Emerging Operating Systems like that of Google’s Chrome
OS has the potential to revolutionize computing.

34. A p p l i c a t i o n S o f t w a r e
Or application programs allow users to perform specific tasks like
writing documents, making project presentations, video recording and
many others.
T y p e s o f S o f t w a r e A p p l i c a t i o n s U s e d i n S c h o o l s
Instructional Software are intended to teach skills or information
through demonstrations, example, explanations, or problem solving.
(e.g. tutorials, drill – and – practice programs, simulations, instructional
games, problem solving and special needs software.
Productivity Software is designed to help teachers and students in
creating their reports, computing of grades, communicating developing
of materials and keeping records effectively and efficiently. (e.g. Word
processing, spreadsheet, presentation graphics, graphics and multimedia
software, database, personal information management and software
suites

35. E v a l u a t i n g E d u c a t i o n a l
T e c h n o l o g y

36. E d T e c h : E v a l u a t i n g i t s
e f f e c t i v e n e s s i n c l a s s r o o m u s e
1. Be suitable for the teaching and learning situations.
2. Be motivational
3. Promote learning
4. Be at the right level or age of the learners
5. Address the needs of the curriculum
6. Help meet the learning outcomes

37. Evaluate and
Revise
After
Instruction
During
Instruction
Before
Instruction
E d u c a t i o n a l T e c h n o l o g y C y c l e

38. E v a l u a t i n g S o f t w a r e P r o g r a m
Content
Documentation and Technical support
Ability levels and Assessments
Technical Quality and Ease of Use

39. E d u c a t i o n a l Te c h n o l o g y
I n t e g r a t i o n : E v a l u a t i n g i t s
E f f e c t i v e n e s s
Assessment in the field of education, when defined, is
any method used to measure how much the students
learned – knowledge and performance of students.
( Vindollo, et.al, 2016)

40. E d u c a t i o n a l Te c h n o l o g y
I n t e g r a t i o n : E v a l u a t i n g i t s
E f f e c t i v e n e s s
1. TraditionalAssessment
2. Alternative Assessment or Authentic Assessment
(PBL, Portfolio, Checklists, Rating Scales, and
Rubrics)

41. L e g a l a n d E t h i c a l U s e o f
T e c h n o l o g y

42. E t h i c a l U s e o f S c h o o l Te c h n o l o g y
1. Use computer to help people and not to do harm.
2. Use own or assigned computer unit and not to
interfere with others’works.
3. Use the computer using own files and not to use
others’files.
4. Use computer to share information and no to do
steal others’information.
5. Use computer to spread truthful information and not
to do character assassination.

43. consideration for other people and not to
E t h i c a l U s e o f S c h o o l Te c h n o l o g y
6. Use software that are original and legal and not
pirated.
7. Use computer resources with permission
8. Use your own work and not the work of others.
9. Use the computer that show respect and
do
cyberbullying.
10. Create programs or software having in mind its
social impact and not for self – interest.

44. E t h i c a l I s s u e s i n Te c h n o l o g y a n d
S o f t w a r e
1. Unauthorized Access and Use of Hardware,
Software, Network, and Computer files.
2. Hardware Theft and Vandalism
3. Software Theft
4. Information Theft
5. Malicious Acts in Software

45. A c c e p t a b l e a n d U n a c c e p t a b l e U s e s
o f S c h o o l T e c h n o l o g y