portfolio in educational technology 2

1. Portfolio

2. Republic of the Philippines
Palawan State University
BROOKE’S POINT CAMPUS
Education Department
Pangobilian, Brooke’s Point, Palawan
EDUCATIONAL
TECHNOLOGY
II
LOS ALUMNOS
DACTILARES
SEPTEMBER 2017

3. Student’s
Profile

4. STUDENT’S PROFILE
She is Gillen Zabalo, 18 years old. She
was born on 21st day of February year
1999 at Barongbarong Brooke’s Point,
Palawan. She spend her elementary days at
the Barongbarong Elementary School and
her high school days at the Gov.A.Abueg sr.
NTVMHS. She is currently studying at
Palawan State University as a 3rd year
student taking up bachelor of elementary
education.

5. STUDENT’S PROFILE
Her name is Maria Rizza Segovia,
19 years of age. She was born on
15th day of June year 1998 at
Pulot Center Sofronio Española, Palawan. She
spend her elementary days at Sofronio Española
central School and her high school years at
Pulot National high school. She is currently
studying at Palawan state university as a 3rd
year student taking up Bachelor of Elementary
Education.

6. STUDENT’S PROFILE
she is Krista Evasco, 19 years old.
She was born on 19th day of May
year 1998 at Ipilan Brooke’s Point,
Palawan. she graduated at Ipilan National
high school. She is currently studying at
Palawan state university as a 3rd year
student taking up Bachelor of Elementary
Education.

7. STUDENT’S PROFILE
Her name is Iacel N. Ostero,
18 years old. She was born on
26th day of June year 1999 at
Pangobilian Brooke’s Point, Palawan. She spend
her elementary days at Rafael R. Estiandan
Elementary School and her high school years at
Brooke’s Point National high school. She is
currently studying at Palawan state university as
a 3rd year student taking up Bachelor of
Secondary Education major in Filipino.

8. STUDENT’S PROFILE
Her name is Regine G. Lumbag,
18 years old. She was born on
17th day of October year 1998 at
Linao, Ipilan Brooke’s Point, Palawan. She
spend her elementary days at Linao Elementary
School and her high school years at Ipilan
National high school. She is currently studying
at Palawan state university as a 3rd year student
taking up Bachelor of Secondary Education
major in Filipino.

9. OUR INSIGHT ABOUT EDUCATIONAL
TECHNOLGY
Educational technology will be a great help
to foster the teaching-learning aspect inside
the classroom. This course will teach us how
to integrate technology in teaching and as a
future teachers it was wonderful opportunity
to undergo this kind of course in order for us
to maximize the useful use of technology to
its extent

10. The 21st century generation was
considered as computer aged
generation that’s why, as a future
educators we must be computer-
literate or beyond that. Integrating
technology to our lesson will surely
catch student’s attention. Educational
Technology will also teach us how to
become a responsible user.

11. What
is
Educational
Technology?

12. Educational technology,
sometimes shortened to
EduTech or EdTech, is a wide
field. Educational technology as
practice refers to any form of
teaching and learning that makes
use of technology. Educational
technology is the use of
technology to improve
education.

13. It is a systematic, iterative process for
designing instruction or training used to
improve performance. Educational
technology is sometimes also known as
instructional technology or learning
technology.
- Wikipedia:Educational_technology

14. TECHNOLOGY
BOON? BANE?

15. EVER since the world has turned into
a “global village”, the gap between
people or rather the classes has
been widened. Technology has
brought revolutionary changes in
our society. It has brought the entire
world to our finger tips

16. . Today, a person living in the US
or in any other country can easily
communicate with his family
members or friends. Yes,
communications is much faster
now and a time-saving process.
But, the emotions, the feelings
and the attachment linked with
writing a letter has all been lost
during the last couple of decades.

17. Social sites like Facebook and
tweeter are the modern ways of
sharing our feelings with our near
and dear ones. Almost every
technology has a bright and dark
side to it, its positive and negative
repercussions. About a couple of
decades back, communicating
with a relative or friend was not as
easy as it is today.

18. We were so excited while speaking
to our parents or friends while
calling them from abroad. But
today, such emotions can hardly be
witnessed. Inevitably, we are
technologically advanced but we
have been morally and spiritually
weakened. We are heading towards
cultural decadence ever since
technology has become a part of
lives

19. It seems as if we have sunk into
an ocean of nothingness. With
the help of the latest
technology, fake IDs can easily
be made. Besides, you can post
malicious content to defame a
relative or friend. You can also
do it out of jealousy or if you
want to take revenge for
something.

20. Determining whether
technology is a boon or
bane is not easy. But we
must remember that
“technology is in our
hands. We can use it to
build or destroy.” . We
must be a responsible
user.
-Waqar abro Karachi

21. Systematic Approach to Teaching
• The systematic approach to teaching
provides a method for the functional
organization and development of
instruction.
• This method applies to preparation of
materials for classroom use, as well as for
print and non-print media.

22. Systematic Approach in teaching is guided by
systematized instruction;
• Define objectives – we must consider first the
students interest, needs and readiness. We
should also discuss with them the objectives of
the lesson; crystal clear as possible.
• Choose appropriate method – methods must
be appropriate to the lesson in order to
achieve the objectives.

23. • Choose appropriate exercises - Learning
Activities that could spell out the
instructional objectives. Appropriate exercises
for better understanding of the lesson.
• Assigning personnel roles -
Assign persons involved in the instruction and
their tasks. Assigning roles will be effective for
children’s responsibility-building.

24. • Implement the instruction - Actual mode
of instruction in which all plans are being
utilized.
• Evaluate Outcomes - Examining if the
instructional objective was attained or
not.
• Refine the process - Getting the
system fixed before entering to other
cycle. Decide whether to revise or retain
the process.

25. NEW
BLOOMS
TAXONOMY
OF
THINKING
SKILLS

26. A group of cognitive psychologists,
curriculum theorists and instructional
researchers, and testing and assessment
specialists published in 2001 a revision
of Bloom’s Taxonomy with the title A
Taxonomy for Teaching, Learning, and
assessment. The authors of the revised
taxonomy underscore this dynamism,
using verbs and gerunds to label their
categories and subcategories.

28. In the revised taxonomy, knowledge is at the basis
of these six cognitive processes, but its authors
created a separate taxonomy of the types of
knowledge used in cognition:
 Factual Knowledge
• Knowledge of terminology
• Knowledge of specific details and
elements

29.  Conceptual Knowledge
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models, and
structures
 Procedural Knowledge
• Knowledge of subject-specific skills and
algorithms
• Knowledge of subject-specific techniques
and methods

30. • Knowledge of criteria for determining when to
use appropriate procedures
 Metacognitive Knowledge
• Strategic Knowledge
• Knowledge about cognitive tasks, including
appropriate contextual and conditional
knowledge
• Self-knowledge

31. CONCEPTUAL MODEL OF LEARNING
MEANINGFUL
LEARNING
DISCOVERY
LEARNING
GENERATIVE
LEARNING
CONSTRUCTIVISM

32. 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 to meaning.

33. MEANINGFUL LEARNING
It assumes that;
• Students already have the 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.

34. 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
instruction 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.”

35. DISCOVERY LEARNING
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 the students become
personally engaged and NOT subjected by the
teacher.

36. DIMENSIONS OF MEANINGFUL & DISCOVERY
LEARNING
Notice the increase in discovery from rote
learning.
Math drills
Trial and error puzzles
Applying science lab formulas
Lecture/textbook reading
Simulations
Adventure activities
Data probing/research
Art/music creation

37. 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 is viewed as different from the simple
process of storing information. Motivation and
responsibility are crucial to this domain of
learning.

38. CONSTRUCTIVISM
Here, a learner builds a personal understanding
through appropriate learning activities and a good
learning environment. The most accepted
constructivism principles are:
• 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.

39. 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 truth.

40. EDGAR DALE'S CONE OF EXPERIENCE

41. THE CONE OF EXPERIENCES
“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

42. Cone of experience
A visual model, a pictorial device that
presents bands of experience
arranged according to degree of
abstraction and not degree of
difficulty. 2M’s (media, material) are
the elements of the cone of
experiences.

43. BANDS OF EXPERIENCE IN DALE’S CONE OF
EXPERIENCE
Direct purposeful experience
- First hand experiences which serve
as the foundation of our learning.
Contrived experiences
- we make use of a representative
models or mock-ups of reality for practical
reasons.

44. Dramatized experiences
- by dramatization, we can
participate in a reconstructed experience
even though the original event is far
remove from us in time.
Demonstration
- it is a visualized explanation of an
important fact/idea or process by the use
of photographs, drawing, films, displays
or guided motion.

45. Study/filed trips
- these are the excursions educational
trips and visits conducted to observe an
event that is unavailable within the
classroom.
Exhibits
- these are displays to be seen by
spectators.
Television and motion pictures
- can reconstruct the reality of the past
so effectively that we can made to feel we
are there.

46.  Still picture, recordings, radio
- visual and auditory devices.
 Visual symbol
- these are no longer realistic reproduction
of physical things for these are highly abstract
representation.
 Verbal symbol
- the things involved in this level are words,
ideas, principles, formula, and the likes.

47. THE ROLES OF
TECHNOLOGY IN
LEARNING
“Technology makes
the world a new
place.”

48. TECHNOLOGY can play a traditional
role, as a delivery vehicles for
instructional lessons or in a
constructivist way as partners in the
learning process.

49. In the TRADITIONAL WAY:
 the learner learns from the
technology and the technology
serves as a teacher.
The learner learns the content
presented by the technology, in the
same way that the learner learns
knowledge presented by the
teacher.

50. In the CONSTRUCTIVIST WAY:
Technology helps the learner
build more meaningful personal
interpretation of life and his/her
world.
Technology is a learning tool to
learn with, not from.

51.  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.

52. THE ROLES OF
EDUCATIONAL
TECHNOLOGY IN
LEARNING

53. Methods used within the classroom
not only need to keep evolving, but
also harness the effects of the digital
revolution in a positive and
constructive manner. Creating a
curriculum that appreciates the power
of technology in the learning process
can serve to increase engagement in
the classroom and make learning
easier and more efficient.

54. LEARNING THROUGH
EDTECH 2

55. Educational technology 2 is
concerned with integrating
technology in teaching and
learning. specifically this is
focused on introducing,
reinforcing, supplementing, and
extending the knowledge and
skills to learners so that they can
become exemplary users of
educational technology.

56. STUDENTS AFTER
EDTECH 2

57. Educational technology 2
creates a new kind of
technology user – more
intelligent, responsible and
prolific user. We are the living
evidences of those users that
undergone to that course.

58. Educational technology not
only taught us how to create a
PowerPoint presentation, not
only to use hyperlinks and
etcetera but it taught us how
can technology can be a best
partner in every work.

59. After taking up this course, we
know now how can technology
plays a very large role in our future
profession and with the help of this
course we can confidently face the
world that we have such
knowledge to be a productive
teacher who will be able to
produce a globally competitive
students/graduates.