edtech1

1. 1ST
TERM 2ND
SEM 2014-2015 PRELIM POINTERS ON EDUC 5A-EDUCATIONAL TECHNOLOGY
LESSON 1: THE MEANING OF EDUCATIONAL TECHNOLOGY
TECHNOLOGY:-COMES FROM THE GREEK WORD “TECHNE” WHICH MEANS CRAFT OR ART. • A PLANNED, SYSTEMATIC
METHOD OF WORKING TO ACHIEVE PLANNED OUTCOMES. • REFERS TO ANY VALID AND RELIABLE PROCESS
OF PROCEDURE THAT IS DERIVED FROM BASIC RESEARCH USING SCIENTIFIC METHOD. • REFERS TO ALL
THE WAY OF PEOPLE USE THEIR INVENTIONS AND DISCOVERIES TO SATISFY THEIR NEEDS AND DESIRES.
EDUCATIONAL TECHNOLOGY-
 REFERS TO HOW PEOPLE USE THEIR INVENTIONS AND DISCOVERIES TO SATISFY THEIR EDUCATIONAL
NEEDS AND DESIRES IN LEARNING
 A COMPLEX, INTEGRATED PROCESS INVOLVING PEOPLE, PROCEDURES, IDEAS, DEVICES, AND
ORGANIZATION FOR ANALYZING PROBLEMS
 CONSISTS OF THE DESIGNS AND ENVIRONMENT AND RELIABLE TECHNIQUE OR METHOD FOR ENGAGING
LEARNING. (DAVID H. JONASSEN, 1999.
 IS A THEORY ABOUT HOW PROBLEMS IN HUMAN LEARNING ARE IDENTIFIED AND SOLVED
(DAVID H. JONASSEN, KYLE L. PECK, BRENT G. WILSON, 1999.)
OTHER TERMS ASSOCIATED WITH EDUCATIONAL TECHNOLOGY
 TECHNOLOGY IN EDUCATION IS “THE APPLICATION OF TECHNOLOGY TO ANY OF THESE PROCESSES
INVOLVED IN OPERATING THE INSTITUTIONS WHICH HOUSE THE EDUCATIONAL ENTERPRISE.
 INSTRUCTIONAL TECHNOLOGY- REFERS TO THOSE ASPECTS OF EDUCATIONAL THAT ARE CONCERNED
WITH INSTRUCTION.
 TECHNOLOGY INTEGRATION -USING LEARNING TECHNOLOGIES TO INTRODUCE , REINFORCE ,
SUPPLEMENT AND EXTEND SKILLS
 EDUCATIONAL MEDIA – CHANNELS OR AVENUES OR INSTRUMENTS OF COMMUNICATION.
LESSON 2: Technology: Boon or Bane?
 Many human lives saved because of speedy notifications via cell phones. With cell phones, web
cams you will be closer to someone miles and miles away. With technology, there is a lot that we
can do which we could not do then.  Technology is a blessing for a man. Technology is a boon:
 With TV, you can watch events as they happen all over the globe.Your teaching and learning can
be more novel, stimulating, exciting engaging with the use of multimedia in the classroom. 
 The learner has crucial images floating on televisions and computers that represent modernity and
progress.The learner surfs the internet for pornography. The learner is made to accept the Gospel
truth information they get from the Internet. In Education, Technology is a Bane when:
 The learners get glued to the computer-assisted instruction unmindful of the world as so fails to
develop the ability to refuse to others. The TV makes the learner a mere spectator not an active
participant in drama life. 
 We over use and abuse TV as film viewing as a strategy to kill time.Because of our cell phones we
used most of our time in the classroom or in our working place texting. We make use the internet to
do character assassination of people whom we hardly like. 
 Technology is made for man and not man for technology.” “Technology is made for the teacher and
not the teacher for technology.”
 Efficient and effective teachingThe development and nurturing of teamwork The development of
creative and critical thinking Interactive and meaningful learning The integration of technology in
the instructional process must be geared towards:
LESSON 3: Roles of educational technology in learning
Traditional Role of Technology
 delivery vehicle for instructional lesson
 learners learn from technology and technology serves as a teacher learning from
 technology serves as source and presenter of knowledge
 assumed that knowledge is embedded in the technology
 technology presents that knowledge to the student
 Computers are seen as productivity tool.
Constructivist Role of Technology
 serves as a learning tools that learners learn with
 engage learners in "active, constructive, intentional, authentic, and cooperative learning
 Provides opportunities for technology and learner interaction for meaningful learning.
Technology as tools to support, knowledge construction
 for representing learner's ideas, understandings, and beliefs
 For producing organized, multimedia knowledge bases by learners.
Technology as information vehicles
 for exploring knowledge to support learning-by-constructing
 for accessing needed information
 For comparing perspectives, beliefs and world views.
Technology as context to support learning-by-doing
 for representing and stimulating real-world problems, situations, and context
 For representing beliefs, perspectives, arguments, and stories of others.
 For defining a safe, controllable problem space for student thinking.
 Technology as a social medium to support learning by conversing: –for collaborating with others –for
discussing, arguing, and building consensus among members of a community. –for supporting
discourse among knowledge-building communities.
 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 to
know it. – For supporting learners 'internal negotiations and meaning making. – For constructing
personal representations of meaning. – For supporting mindful thinking.
 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 to
know it. – For supporting learners 'internal negotiations and meaning making. – For constructing
personal representations of meaning. – For supporting mindful thinking.
LESSON 4: Systematic Approach to Teaching
“A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plain that
emphasizes the whole must pay the cost of failing get down to the real depth with respect to the parts." – C.
West Churchman
 The broad definition of educational technology encompasses systems or designs of instruction. In
this lesson, let’s discuss a symbol system or a systematic approach to instruction.
Systematic Approach to Teaching
 As depicted in the chart, the focus of systematic instructional planning is the student. Instruction
begins with the definition of instructional objectives that consider the students’ needs, interest, and
readiness. On the basis of this objective, the teacher selects the appropriate teaching methods to be

2. used and, in turn, based on the teaching method selected, the appropriate learning experiences and
appropriate materials, equipment and facilities will also be selected.
 The use of learning materials, equipment and facilities necessitates assigning the personnel to assist
the teacher and defining the role of any personnel involved in the preparation, setting and returning
of these learning resources. (In some school settings, there is a custodian/ librarian who take care of
the learning resources and / or technician who operate the equipment while teacher facilitates.) The
effective use of learning resources is dependent in the expertise of the teacher, motivation of level or
responsiveness, and the involvement of the students in the learning process. 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 defined by the teacher.
 Will the teacher use direct instruction or indirect instruction? Will he /she teach using the deductive
or inductive approach? It depends on his / her instructional objectives, nature of the subject matter,
and readiness of student and the expertise of the teacher himself or herself.
 Examples of learning activities that the teacher can choose from, depending on his/her instructional
objectives, nature of the lesson content, readiness of the student are reading ,writing ,interviewing
,reporting or doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating
judging and evaluating.
 Some examples of learning resources for instructional use are textbooks, workbooks, programmed
materials, computer, television programs, flat pictures, slides and transparencies, maps, charts,
cartoons, posters, models, mock ups, flannel, board materials, chalk boards, real objects and the
like.
 After 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. 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 objectives.
Guide Questions for Discussions
1. Who is at the center of the chart? What does the central location in the chart mean?
Answer: As depicted in the chart, the focus of systematic instructional planning is the student. To be able to
give the appropriate methods, experiences, materials etc. the students or the learner is what we based for.
Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and
readiness.
2. What are the steps of the instructional process or the parts of a systematic instruction?
Answer: The steps of the instructional process or the parts of a systematic instruction are the following:
a. Define objectives
b. Chose appropriate methods
c. Select materials, equipments and facilities
d. Assign personal roles
e. Implement the instruction
f. Evaluate outcomes
g. Refine the process
3. What does each step mean?
Answer: Each step means that:
a. Define objectives- Instruction begins with the definition of instructional objectives that consider the
students’ needs, interest, and readiness.
b. Chose appropriate methods- On the basis of this objective, the teacher selects the appropriate
teaching methods to be used.
c. Select materials, equipments and facilities- The use of learning materials, equipment and
facilities necessitates assigning the personnel to assist the teacher.
d. Assign personal roles- Defining the role of any personnel involved in the preparation, setting and
returning of this learning resources would also help in the learning process.
e. Implement the instruction- 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 defined by the teacher.
f. Evaluate outcomes- After instructions; teacher evaluates the outcome of instruction. From the
evaluation results, teacher comes to know if the instructional objective was attained.
g. Refine the process- If the instructional objective was attained, teacher proceeds 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 objectives.
4. In what way does the chart show the systematic or systems approach to instruction? Are the elements or
phases of instruction independent of one another or do they relate to one another?
Answer: The chart show that each step in the system approach to instruction are interrelated with each
Other. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole. As
a teacher, you must do each step in order to have a better learning process and the students or the
learner must be your main focus.
 The phases or elements are connected to one another. If one element or one phase of the
instructional process fails, the outcome which is the learning is adversely affected. The attainment of
the learning objectives is dependent on the synergy of all elements and all the factors involved in the
process.
LESSON 5: THE CONE OF EXPERIENCE
CONE EXPERIENCE – IS A MODEL THAT PRESENTS BANDS OF EXPERIENCE ARRANGED ACCORDING TO DEGREE OF
ABSTRACTION AND NOT DEGREE OF DIFFICULTY.
EDGAR DALE (APRIL 27 1900 IN BENSON, MINNESOTA)
 HE WAS AN AMERICAN EDUCATIONIST WHO DEVELOPED THE CONE OF EXPERIENCE. HE MADE SEVERAL
CONTRIBUTIONS TO AUDIO AND VISUAL INSTRUCTION, INCLUDING A METHODOLOGY FOR ANALYZING THE
CONTENT OF MOTION PICTURES
PARTS OF CONE EXPERIENCE
1. DIRECT PURPOSEFUL EXPERIENCE – WE BUILD UP OUR RESERVOIR OF MEANINGFUL
INFORMATION AND IDEAS THROUGH THE FIVE SENSES.
2. CONTRIVED EXPERIENCES – 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 PERCEPTION AND UNDERSTANDING.
3. DRAMATIZED EXPERIENCES –WE CAN PARTICIPATE IN A RECONSTRUCTED EXPERIENCE,
EVEN THOUGH THE ORIGINAL EVENT IS FAR REMOVED FROM US IN TIME.
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.

3. 5. STUDY TRIPS – ARE EXCURSIONS, EDUCATIONAL TRIPS AND VISITS CONDUCTED.
6. EXHIBITS – THESE ARE DISPLAYS TO BE SEEN BY SPECTATORS.
7. TELEVISION AND MOTION PICTURES – IT CAN RECONSTRUCT THE REALITY OF THE PAST SO
THAT WE ARE MADE TO FEEL WE ARE THERE.
8. STILL PICTURES, RECORDINGS, RADIO – THESE ARE VISUAL AND AUDITORY DEVICES WHICH
MAY BE USED BY AN INDIVIDUAL OR A GROUP.
9. VISUAL SYMBOLS – THESE ARE NO LONGER REALISTIC REPRODUCTION OF PHYSICAL
THINGS FOR THESE ARE HIGHLY ABSTRACT REPRESENTATIONS.
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.
HOW CAN INSTRUCTORS USETHE CONE OF EXPERIENCE?
According to Dale’s research, the least effective method at the top, involves learning from information
presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom,
involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful learning
experiences represent reality or the closet things to real, everyday life.
The cone charts the average retention rate for various methods of teaching. The further you progress
down the cone, the greater the learning and the more information is likely to be retained. It also suggests that
when choosing an instructional method it is important to remember that involving students in the process
strengthens knowledge retention.
It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they
use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels
possible in interacting with a resource, the better chance that many students can learn from it. According to Dale,
instructors should design instructional activities that build upon more real-life experiences.
LESSON 6: USINGAND EVALUATING INSTRUCTIONAL MATERIALS
 SELECTION OF MATERIALS
1. DOES THE MATERIAL GIVE A TRUE PICTURE OF THE IDEAS THE PRESENT? TO AVOID MISCONCEPTIONS, IT
IS ALWAYS GOOD TO ASK WHEN THE MATERIAL WAS PRODUCED.
2. DOES THE MATERIAL CONTRIBUTE MEANINGFUL CONTENT TO THE TOPIC UNDER STUDY? DOES THE
MATERIAL HELP YOU ACHIEVE THE INSTRUCTIONAL OBJECTIVE?
3. IS THE MATERIAL ALIGNED TO THE CURRICULUM STANDARDS AND COMPETENCES?
4. IS THE MATERIAL CULTURE-AND GRADES-SENSITIVE?
5. DOES THE MATERIAL HAVE CULTURE BIAS?
6. IS THE MATERIAL APPROPRIATE FOR THE AGE, INTELLIGENCE AND EXPERIENCE OF THE LEARNERS?
7. IS THE PHYSICAL CONDITION OF THE MATERIAL SATISFACTORY? AN EXAMPLE, IS A PHOTOGRAPH
PROPERLY MOUNTED?
8. IS THERE A TEACHER GUIDE TO GUIDE TO PROVIDE A BRIEFING FOR EFFECTIVE USE? THE CHANCE THAT
THE INSTRUCTIONAL MATERIAL WILL BE USED TO THE MAXIMUM AND TO THE OPTIMUM IS INCREASED WITH
A TEACHER’S GUIDE.
9. CAN THE MATERIAL IN QUESTION HELP TO MAKE STUDENTS BETTER THINKERS AND DEVELOP THEIR
CRITICAL FACULTIES? WITH EXPOSURE TO MASS MEDIA, IT IS HIGHLY IMPORTANT THAT WE MAINTAIN AND
STRENGTHEN OUR RATIONAL POWERS.
10. DOES THE USE OF MATERIAL MAKE LEARNERS COLLABORATE WITH ONE ANOTHER?
11. DOES THE MATERIALS PROMOTE SELF-STUDY?
12. IS THE MATERIAL WORTH THE TIME, EXPENSE AND EFFORT INVOLVED? A FIELD TRIP, FOR INSTANCE,
REQUIRES MUCH TIME, EFFORT AND MONEY. IS IT MORE EFFECTIVE THAN ANY OTHER LESS EXPENSIVE
AND LESS DEMANDING INSTRUCTIONAL MATERIAL THAT CAN TAKE ITS PLACE? OR IS THERE A BETTER
SUBSTITUTE?
 THE PROPER USE OF MATERIALS
YOU MAY HAVE SELECTED YOUR INSTRUCTIONS MATERIAL WELL. THIS IS NO GUARANTEE
THAT THE INSTRUCTIONAL MATERIAL WILL BE EFFECTIVELY UTILIZED. IT IS ONE THING TO
SELECT A GOOD INSTRUCTIONAL MATERIAL; IT IS ANOTHER THING TO USE IT WELL.
 P – prepare yourself
 P – prepare your student
 P – present the material
 F – follow up
1. PREPARE YOUR SELF – YOU KNOW YOUR LESSON OBJECTIVE AND WHAT YOU EXPECTED
FROM THE CLASS AFTER THE SESSION AND WHY YOU HAVE YOU EXPECTED FROM THE
CLASS AFTER THE SESSION AND WHY YOU HAVE SELECTED SUCH PARTICULAR
INSTRUCTIONAL MATERIAL.
2. PREPARE YOUR STUDENTS – SET REASONABLY HIGH CLASS EXPECTATIONS AND LEARNING
GOALS. IT IS SOUND PRACTICE TO GIVE THEM GUIDE QUESTIONS FOR THEM TO BE ABLE TO
ANSWER DURING THE DISCUSSION.
3. PRESENT THE MATERIAL – UNDER THE BEST POSSIBLE CONDITIONS. MANY TEACHERS ARE
GUILTY OF THE R.O.G. SYNDROME. THIS IS MEANS “RUNNING OUT OF GAS” WHICH USUALLY
RESULT FROM POOR PLANNING.
4. FOLLOW UP – REMEMBER THAT YOU USE INSTRUCTIONAL MATERIAL TO ACHIEVE AN
OBJECTIVE, neither TO KILL TIME NOR TO GIVE YOURSELF A BREAK, NEITHER TO MERELY
ENTERTAIN THE CLASS. YOU USE THE INSTRUCTIONAL FOR THE ATTAINMENT OF A LESSON
OBJECTIVE.
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