Basic concepts on_integrating_technology_in_instruction
•Download as PPTX, PDF•
3 likes•691 views
This document discusses key concepts for integrating technology into instruction. It defines integration as using technology to introduce, reinforce and extend skills, rather than just as a break for students. True integration requires planning how technology fits into and improves the teaching and learning process. It also describes three levels of integration - simple, where technology does not play a pivotal role; middle, where technology purposefully supports key areas; and higher, where technology is central to instruction.
Report
Share
Report
Share
Recommended
Basic concepts on integrating technology in instruction
This document discusses the integration of technology into instruction. It defines technology integration as using technology to introduce, reinforce, supplement and extend skills in the learning process. It outlines different phases and levels of integration, from introducing technology to more advanced uses where it is central to instruction. Examples are provided for each level. The document also discusses obstacles to technology integration like the perception it is time-consuming and may replace teachers, and suggests proper time management, training, and acquiring computer skills can help avoid these obstacles.
Lesson 4. Basic Concept of Integrating Technology in Instruction
The document discusses technology integration into classroom instruction. It notes that there is a change in how classes are traditionally conducted when technology is integrated. The quality of instruction is also improved to a higher level not possible without educational technology. There is planning by teachers on how and when technology fits into the teaching-learning process. Teachers set instructional strategies to address specific issues that technology can help solve. The document provides examples of how teachers can start with basic technology integration and advance over time to more complex uses that engage students in team-based learning.
Basic concepts on integrating technology in instruction
The document discusses exemplary technology integration in classrooms. It describes how technology should be woven into teaching patterns, not just used for rest periods or solely to teach computer skills. It also discusses helping teachers effectively integrate technology by learning the basics, using technology to support instruction, integrating new tools, and focusing on cooperative projects with technology as one of many tools. Technology integration takes time and progresses from basic to more complex uses as teachers advance in their skills.
L4 basic concepts on integrating technology in instruction
The document discusses the importance of integrating technology into the teaching and learning process. It provides definitions of technology integration, including that it occurs when technology is used to introduce, reinforce, supplement and extend skills. The document also lists several external manifestations of effective technology integration, such as changes in how classes are conducted, improved instruction, teachers planning how and when technology fits into lessons, and technology enabling teachers to address instructional issues. Overall, the document advocates for technology to have a clear role in the instructional process and emphasizes that becoming proficient in integration takes time and gradual mastery.
Basic concepts of integrating technology in instruction
The document discusses several topics related to technology integration in education, including spending time playing computer games in cafes, supplying one computer unit per public school, and technology in the third world. It also provides basic concepts on integrating technology in instruction, noting that technology integration means using learning technologies to introduce, reinforce, and extend skills in a way that improves instruction. Finally, it lists some external manifestations of effective technology integration, such as conducting classes differently and using technology to address specific instructional issues.
Basic Concept on Integrating Technology in Instruction
The document discusses several topics related to technology integration in education, including spending time playing computer games in cafes, supplying one computer unit per public school, and technology in the third world. It provides basic concepts on integrating technology in instruction, noting that merely using computers does not equal integration. True integration means using learning technologies to introduce, reinforce and extend skills in a way that changes how classes are conducted and improves instruction beyond what is possible without technology. It also lists some external signs of effective technology integration.
Basic concepts on integrating technology in instruction
One of the topics in Educational Technology which covers the different concepts and ideas on technology integration.
Basic concepts on integrating technology in instruction
This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
Recommended
Basic concepts on integrating technology in instruction
This document discusses the integration of technology into instruction. It defines technology integration as using technology to introduce, reinforce, supplement and extend skills in the learning process. It outlines different phases and levels of integration, from introducing technology to more advanced uses where it is central to instruction. Examples are provided for each level. The document also discusses obstacles to technology integration like the perception it is time-consuming and may replace teachers, and suggests proper time management, training, and acquiring computer skills can help avoid these obstacles.
Lesson 4. Basic Concept of Integrating Technology in Instruction
The document discusses technology integration into classroom instruction. It notes that there is a change in how classes are traditionally conducted when technology is integrated. The quality of instruction is also improved to a higher level not possible without educational technology. There is planning by teachers on how and when technology fits into the teaching-learning process. Teachers set instructional strategies to address specific issues that technology can help solve. The document provides examples of how teachers can start with basic technology integration and advance over time to more complex uses that engage students in team-based learning.
Basic concepts on integrating technology in instruction
The document discusses exemplary technology integration in classrooms. It describes how technology should be woven into teaching patterns, not just used for rest periods or solely to teach computer skills. It also discusses helping teachers effectively integrate technology by learning the basics, using technology to support instruction, integrating new tools, and focusing on cooperative projects with technology as one of many tools. Technology integration takes time and progresses from basic to more complex uses as teachers advance in their skills.
L4 basic concepts on integrating technology in instruction
The document discusses the importance of integrating technology into the teaching and learning process. It provides definitions of technology integration, including that it occurs when technology is used to introduce, reinforce, supplement and extend skills. The document also lists several external manifestations of effective technology integration, such as changes in how classes are conducted, improved instruction, teachers planning how and when technology fits into lessons, and technology enabling teachers to address instructional issues. Overall, the document advocates for technology to have a clear role in the instructional process and emphasizes that becoming proficient in integration takes time and gradual mastery.
Basic concepts of integrating technology in instruction
The document discusses several topics related to technology integration in education, including spending time playing computer games in cafes, supplying one computer unit per public school, and technology in the third world. It also provides basic concepts on integrating technology in instruction, noting that technology integration means using learning technologies to introduce, reinforce, and extend skills in a way that improves instruction. Finally, it lists some external manifestations of effective technology integration, such as conducting classes differently and using technology to address specific instructional issues.
Basic Concept on Integrating Technology in Instruction
The document discusses several topics related to technology integration in education, including spending time playing computer games in cafes, supplying one computer unit per public school, and technology in the third world. It provides basic concepts on integrating technology in instruction, noting that merely using computers does not equal integration. True integration means using learning technologies to introduce, reinforce and extend skills in a way that changes how classes are conducted and improves instruction beyond what is possible without technology. It also lists some external signs of effective technology integration.
Basic concepts on integrating technology in instruction
One of the topics in Educational Technology which covers the different concepts and ideas on technology integration.
Basic concepts on integrating technology in instruction
This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
Edtech 2
This document discusses how different teachers integrated technology into their classroom instruction in various ways. Ms. Cruz used a computer and projector to enlarge photos for her social studies class. Ms. Dela Cruz created spreadsheet worksheets for her students to complete and submit electronically. Mr. Obispado used instructional simulation software to motivate students learning about geography. The document provides several other examples of how teachers incorporated computers and software into their lessons across various subjects.
Lesson 4 Educational Technology 2
The document discusses integrating technology into teaching and learning. It defines integration as using technology to introduce, reinforce, supplement, and extend skills in a way that is woven into teaching patterns. Effective integration involves strategic planning and using technology to address specific instructional issues. Technology should play a pivotal role rather than just supplementing previous methods. Examples provided illustrate using technology as a central instructional tool versus just showing pictures or allowing games for breaks.
Educational Technology 2 Lesson 4
Integrating technology with teaching means using technological tools to introduce, reinforce, and expand upon skills being taught. Exemplary technology users conduct their classes differently - student computer use is seamlessly integrated into the teaching patterns, and software serves as a natural extension of students' tools. For example, a teacher may use a computer and projection software to display photos from a social studies class more clearly, leading to an enhanced class discussion. Another teacher may use trigonometry software projected in class to supplement a lecture, allowing for interactivity. A teacher also assigned group work to create newsletters about a region using computers, increasing students' social and computer skills through collaborative planning and creativity.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals, setting strategies to address issues, and using technology to respond to those issues so it occupies a meaningful role in the learning process. The document stresses that becoming skilled at integration takes time, and teachers will progress from basic to more advanced uses of technology over time.
LESSON 4
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
State of-the-art et
This document discusses trends in educational technology practices that teachers should adopt. It notes that teachers need computer literacy and competence, as older audiovisual aids have been replaced by modern computer hardware and software. Some older software is also no longer compatible with current systems. The document advocates for student-centered learning using computers for assignments, reports and presentations. While computers require time and costs, the document argues they should not replace teachers, but should be integrated into instruction in a balanced way to develop critical thinking skills.
Lecture 3 basic concepts on integrating technology in instruction
Integrating technology with instruction means using learning technologies to introduce, reinforce, or supplement ideas and extend skills. True integration occurs when student technology use is woven into teaching patterns and software extends student tools. There is no integration if technology is only used for rest periods or solely to teach computer skills. For integration to occur, technology must be planned to fit into the learning process and address specific instructional issues through changed instructional strategies.
Technology Integration
Technology integration is not simply using computers to deliver instruction or for drill-and-practice activities. True integration occurs when teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curriculum goals. While technology specialists can model integration, only classroom teachers can fully integrate technology with their subject-area content. Accepting change, like technological advances, is difficult but necessary for effective integration.
Educational Technology 2 Lesson 2
This document provides an overview of educational technology and its integration into teaching and learning. It discusses using technology to introduce, reinforce, supplement, and extend knowledge and skills, while promoting a deeper understanding of computers and hands-on application of computer skills. The primary goal is to enhance teaching and learning through technology integration, not just promote computer skills. Some objectives are to provide education on technology integration, impart instructional technology supported planning experiences, acquaint students with computer-based learning theories, and engage learners on practical technology integration issues.
Educational Technology 2 - An Introduction
The document discusses the objectives of an Educational Technology course. The course aims to: 1) orient learners to the role of technology in education; 2) teach skills for planning technology-enriched lessons; and 3) introduce learners to computer applications like word processing, spreadsheets, and the internet. Additionally, the course seeks to: 4) provide instruction on integrating technology into teaching; 5) impart experiences with instructional planning supported by technology; and 6) develop higher-order thinking and creativity among students using information technology.
Ruth ppt copy
Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level not possible without technology. It involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to these issues.
Principles of Effective Technology Integration
The document outlines four principles of effective technology integration in the classroom:
1. Effective technology integration involves students actively using technology, not just the teacher.
2. Technology should be essential, not peripheral, to the learning activity. It should not just be an add-on or used solely for motivation.
3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
4. Technology should enable activities that would be difficult or impossible without it. It should add value to the learning process.
Pd model presentation
The document outlines two models of professional development stages for teachers integrating new technologies:
1) A five stage model including entry, adoption, adaptation, appropriation, and invention stages.
2) A seven stage model including awareness, informational, personal, management, consequence, collaboration, and refocusing stages. Both models progress from initial uncertainty to skilled, integrated use focused on student learning.
Instructional tech best_practices
The document discusses instructional technology best practices. It defines instructional technology as using technology like multimedia and computers to improve learning. It also defines instructional best practices as effective teaching principles based on studying instruction and learning. The document recommends integrating technology into a three step process of planning, implementing, and assessing to ensure successful student learning. It provides guidance for each step, emphasizing the importance of planning technology use, using technology to achieve learning goals, and systematically assessing technology's impact on learning.
Educational Technology 2 Lesson 1
The Educational Technology 1 course provides learners with an awareness and appreciation of both traditional and modern educational tools. It also helps learners avoid the dehumanizing dangers technology can bring through propaganda, pornography, fraud, and other exploitative uses. The course follows four phases of applying educational technology in teaching and learning: setting learning objectives, designing learning experiences, evaluating learning objectives, and revising the process based on results. Its goals are to orient learners to technology's role in society, demonstrate how technology can enhance teaching and learning in schools, promote human learning through technology use, teach skills in planning technology-rich instruction, and introduce learners to computers and school media centers.
Planning For Technology Integration
The document provides guidance on planning for effective technology integration in the classroom. It recommends identifying essential learnings and assessments, designing engaging student-centered activities, and planning classroom management for technology use. Some key strategies include framing projects around essential questions to encourage higher-order thinking, designing authentic and collaborative activities that allow student choice and creativity, and ensuring proper management of technology resources.
Importance of educational technology
Educational technology is defined as the effective use of technological tools in learning and the use of technology to improve education through a systematic process. The goals of educational technology are to determine objectives, improve the teaching and learning process through development of materials and strategies, proper use of audiovisual aids and hardware/software, and provide feedback. When implemented correctly, educational technology can help meet students' individual learning styles and produce life-long learners.
THE STATE OF THE ART OF ET APPLICATION PRACTICES- CUASAY AND PANOPIO EDUC TEC...
Educators have become more aware of adopting educational technology in line with progressive state policies. Students are now more computer literate through computer courses, emailing, creating reports and presentations. Teachers have deemphasized rote learning and focused more on developing critical thinking through comprehension. Student assessments now measure higher-order thinking skills like creative and critical thinking beyond lower-level outcomes. Recent constructivist teaching models have students acquire information and build their own knowledge, relying less on teachers. Schools should foster student-centered learning using computer sources for assignments. All trends show teachers can no longer avoid integrating technology into instruction.
State of the art ET Application Practices
The document discusses state-of-the-art educational technology (ET) application practices. It notes that with supportive state policies, educators have become more aware and active in adopting the best ET practices. It also notes that students are now computer literate, able to send emails and create presentations, while teachers have emphasized comprehension over rote learning and include higher-order thinking in assessments. Recent teaching models have students acquire information themselves rather than relying on teachers. The document recommends schools acquire appropriate hardware and software through advice, and train teachers to integrate ET and serve as models to foster a student-centered, technology-enabled learning environment.
Educational technology in asia pacific region
The document discusses information and communication technology (ICT) initiatives in education from several countries. It provides details on ICT goals, strategies, and focus areas in New Zealand from 2001, as well as common features of ICT planning, funding, and implementation seen in Australia. Examples of ICT projects in Malaysia, Singapore, Hong Kong are also summarized, including infrastructure development and teacher training programs.
State of the art et application practices
This document discusses trends in educational technology that teachers should recognize. It notes that students are now computer literate and learning has shifted to higher-order skills. It also outlines obstacles to educational technology in developing countries, like the time and costs involved. The document recommends that teachers balance technology preparation with instructional time. It stresses the importance of training teachers to integrate technology and allowing students to use computer resources for assignments.
Edtech in th asia pacific region
The document discusses educational technology policies and initiatives in five Asia Pacific countries/regions: New Zealand, Australia, Malaysia, Singapore, and Hong Kong. All five places have implemented ICT policies and strategies in schools to improve learning outcomes through technology. They focus on providing infrastructure like computers and internet access; developing educational software; training teachers in technology integration; and establishing technology standards for "smart schools". The goal overall is to enhance education through strategic adoption of information and communication technologies.
More Related Content
What's hot
Edtech 2
This document discusses how different teachers integrated technology into their classroom instruction in various ways. Ms. Cruz used a computer and projector to enlarge photos for her social studies class. Ms. Dela Cruz created spreadsheet worksheets for her students to complete and submit electronically. Mr. Obispado used instructional simulation software to motivate students learning about geography. The document provides several other examples of how teachers incorporated computers and software into their lessons across various subjects.
Lesson 4 Educational Technology 2
The document discusses integrating technology into teaching and learning. It defines integration as using technology to introduce, reinforce, supplement, and extend skills in a way that is woven into teaching patterns. Effective integration involves strategic planning and using technology to address specific instructional issues. Technology should play a pivotal role rather than just supplementing previous methods. Examples provided illustrate using technology as a central instructional tool versus just showing pictures or allowing games for breaks.
Educational Technology 2 Lesson 4
Integrating technology with teaching means using technological tools to introduce, reinforce, and expand upon skills being taught. Exemplary technology users conduct their classes differently - student computer use is seamlessly integrated into the teaching patterns, and software serves as a natural extension of students' tools. For example, a teacher may use a computer and projection software to display photos from a social studies class more clearly, leading to an enhanced class discussion. Another teacher may use trigonometry software projected in class to supplement a lecture, allowing for interactivity. A teacher also assigned group work to create newsletters about a region using computers, increasing students' social and computer skills through collaborative planning and creativity.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals, setting strategies to address issues, and using technology to respond to those issues so it occupies a meaningful role in the learning process. The document stresses that becoming skilled at integration takes time, and teachers will progress from basic to more advanced uses of technology over time.
LESSON 4
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
State of-the-art et
This document discusses trends in educational technology practices that teachers should adopt. It notes that teachers need computer literacy and competence, as older audiovisual aids have been replaced by modern computer hardware and software. Some older software is also no longer compatible with current systems. The document advocates for student-centered learning using computers for assignments, reports and presentations. While computers require time and costs, the document argues they should not replace teachers, but should be integrated into instruction in a balanced way to develop critical thinking skills.
Lecture 3 basic concepts on integrating technology in instruction
Integrating technology with instruction means using learning technologies to introduce, reinforce, or supplement ideas and extend skills. True integration occurs when student technology use is woven into teaching patterns and software extends student tools. There is no integration if technology is only used for rest periods or solely to teach computer skills. For integration to occur, technology must be planned to fit into the learning process and address specific instructional issues through changed instructional strategies.
Technology Integration
Technology integration is not simply using computers to deliver instruction or for drill-and-practice activities. True integration occurs when teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curriculum goals. While technology specialists can model integration, only classroom teachers can fully integrate technology with their subject-area content. Accepting change, like technological advances, is difficult but necessary for effective integration.
Educational Technology 2 Lesson 2
This document provides an overview of educational technology and its integration into teaching and learning. It discusses using technology to introduce, reinforce, supplement, and extend knowledge and skills, while promoting a deeper understanding of computers and hands-on application of computer skills. The primary goal is to enhance teaching and learning through technology integration, not just promote computer skills. Some objectives are to provide education on technology integration, impart instructional technology supported planning experiences, acquaint students with computer-based learning theories, and engage learners on practical technology integration issues.
Educational Technology 2 - An Introduction
The document discusses the objectives of an Educational Technology course. The course aims to: 1) orient learners to the role of technology in education; 2) teach skills for planning technology-enriched lessons; and 3) introduce learners to computer applications like word processing, spreadsheets, and the internet. Additionally, the course seeks to: 4) provide instruction on integrating technology into teaching; 5) impart experiences with instructional planning supported by technology; and 6) develop higher-order thinking and creativity among students using information technology.
Ruth ppt copy
Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level not possible without technology. It involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to these issues.
Principles of Effective Technology Integration
The document outlines four principles of effective technology integration in the classroom:
1. Effective technology integration involves students actively using technology, not just the teacher.
2. Technology should be essential, not peripheral, to the learning activity. It should not just be an add-on or used solely for motivation.
3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
4. Technology should enable activities that would be difficult or impossible without it. It should add value to the learning process.
Pd model presentation
The document outlines two models of professional development stages for teachers integrating new technologies:
1) A five stage model including entry, adoption, adaptation, appropriation, and invention stages.
2) A seven stage model including awareness, informational, personal, management, consequence, collaboration, and refocusing stages. Both models progress from initial uncertainty to skilled, integrated use focused on student learning.
Instructional tech best_practices
The document discusses instructional technology best practices. It defines instructional technology as using technology like multimedia and computers to improve learning. It also defines instructional best practices as effective teaching principles based on studying instruction and learning. The document recommends integrating technology into a three step process of planning, implementing, and assessing to ensure successful student learning. It provides guidance for each step, emphasizing the importance of planning technology use, using technology to achieve learning goals, and systematically assessing technology's impact on learning.
Educational Technology 2 Lesson 1
The Educational Technology 1 course provides learners with an awareness and appreciation of both traditional and modern educational tools. It also helps learners avoid the dehumanizing dangers technology can bring through propaganda, pornography, fraud, and other exploitative uses. The course follows four phases of applying educational technology in teaching and learning: setting learning objectives, designing learning experiences, evaluating learning objectives, and revising the process based on results. Its goals are to orient learners to technology's role in society, demonstrate how technology can enhance teaching and learning in schools, promote human learning through technology use, teach skills in planning technology-rich instruction, and introduce learners to computers and school media centers.
Planning For Technology Integration
The document provides guidance on planning for effective technology integration in the classroom. It recommends identifying essential learnings and assessments, designing engaging student-centered activities, and planning classroom management for technology use. Some key strategies include framing projects around essential questions to encourage higher-order thinking, designing authentic and collaborative activities that allow student choice and creativity, and ensuring proper management of technology resources.
Importance of educational technology
Educational technology is defined as the effective use of technological tools in learning and the use of technology to improve education through a systematic process. The goals of educational technology are to determine objectives, improve the teaching and learning process through development of materials and strategies, proper use of audiovisual aids and hardware/software, and provide feedback. When implemented correctly, educational technology can help meet students' individual learning styles and produce life-long learners.
What's hot (17)
Lecture 3 basic concepts on integrating technology in instruction
Lecture 3 basic concepts on integrating technology in instruction
Viewers also liked
THE STATE OF THE ART OF ET APPLICATION PRACTICES- CUASAY AND PANOPIO EDUC TEC...
Educators have become more aware of adopting educational technology in line with progressive state policies. Students are now more computer literate through computer courses, emailing, creating reports and presentations. Teachers have deemphasized rote learning and focused more on developing critical thinking through comprehension. Student assessments now measure higher-order thinking skills like creative and critical thinking beyond lower-level outcomes. Recent constructivist teaching models have students acquire information and build their own knowledge, relying less on teachers. Schools should foster student-centered learning using computer sources for assignments. All trends show teachers can no longer avoid integrating technology into instruction.
State of the art ET Application Practices
The document discusses state-of-the-art educational technology (ET) application practices. It notes that with supportive state policies, educators have become more aware and active in adopting the best ET practices. It also notes that students are now computer literate, able to send emails and create presentations, while teachers have emphasized comprehension over rote learning and include higher-order thinking in assessments. Recent teaching models have students acquire information themselves rather than relying on teachers. The document recommends schools acquire appropriate hardware and software through advice, and train teachers to integrate ET and serve as models to foster a student-centered, technology-enabled learning environment.
Educational technology in asia pacific region
The document discusses information and communication technology (ICT) initiatives in education from several countries. It provides details on ICT goals, strategies, and focus areas in New Zealand from 2001, as well as common features of ICT planning, funding, and implementation seen in Australia. Examples of ICT projects in Malaysia, Singapore, Hong Kong are also summarized, including infrastructure development and teacher training programs.
State of the art et application practices
This document discusses trends in educational technology that teachers should recognize. It notes that students are now computer literate and learning has shifted to higher-order skills. It also outlines obstacles to educational technology in developing countries, like the time and costs involved. The document recommends that teachers balance technology preparation with instructional time. It stresses the importance of training teachers to integrate technology and allowing students to use computer resources for assignments.
Edtech in th asia pacific region
The document discusses educational technology policies and initiatives in five Asia Pacific countries/regions: New Zealand, Australia, Malaysia, Singapore, and Hong Kong. All five places have implemented ICT policies and strategies in schools to improve learning outcomes through technology. They focus on providing infrastructure like computers and internet access; developing educational software; training teachers in technology integration; and establishing technology standards for "smart schools". The goal overall is to enhance education through strategic adoption of information and communication technologies.
It enters a new learning environment
The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
Educational Technology in the Asia Pacific Region
The document discusses strategies and plans for integrating information and communication technologies (ICT) into education systems in several countries and regions, including:
- Singapore's "In2015" plan aims to create an enriching learner-centric environment and position Singapore as an innovation hub for education technologies.
- Hong Kong launched a 5-year ICT strategy in 1998 to provide IT infrastructure in schools and training for teachers in using technologies.
- Other places discussed include the goals of ICT plans in Australia, vision and infrastructure aspects of ICT strategies in the Philippines and India. Infrastructure requirements, teacher training, and curriculum integration are common themes.
IT enters a new Learning Environment
The document discusses four learning domains: meaningful learning, discovery learning, generative learning, and constructivism. For meaningful learning, students relate new knowledge to prior knowledge through hands-on activities and positive learning environments. Discovery learning involves students uncovering knowledge through inquiry and tasks. Generative learning focuses on students actively generating meaning from experiences by recalling, integrating, organizing, and elaborating on information. Constructivism posits that learning involves learners constructing understanding from new information and experiences based on existing knowledge.
The history of educational techonology laura rolando and marina marquez tp1
Educational technology refers to the use of technology in educational settings and has a general meaning of using computers, TVs and other electronics for instructional purposes. The history of educational technology shows that radios were one of the first technologies used in schools in the early 20th century, and during World War II audiovisual tools supported military training. In later decades, behaviorsim and constructivism influenced the development of computer-assisted instructional programs, and instructional television was a focus of the 1950s-1960s with the establishment of educational TV channels. By the 1980s, computers were widely used in schools for instruction.
History of education technology
The document discusses the history of educational technology. It describes how technologies like overhead projectors and slide projectors were used during World War II for military training and how these were later adopted for classroom instruction. It also outlines how television became a major focus of educational technology in the 1950s and 1960s with the establishment of educational television channels. Computers also began being used widely in schools during the 1980s as microcomputers became available. The document stresses that educators must continue integrating new technologies into instruction to enhance learning.
The history of educational techonology
This document summarizes the history of educational technology. It discusses early uses of films, radio, and television in classrooms in the 1900s and some reasons for their infrequent use. It also covers the emergence of computers in education starting in the 1980s and debates around optimal student-computer ratios. Both benefits and disadvantages of educational technology are outlined, concluding that technology should be a means to an end, not the end goal of classroom instruction.
Educ 118 outline
(1) This document provides an overview of 14 lessons related to educational technology and IT applications. (2) It discusses topics like instructional planning, four learning domains, using computers to develop higher thinking skills through projects, and computers as information and communication tools. (3) The document also covers using computers as tutors, the internet in education, cooperative learning with computers, educational software, hypermedia, and a practicum on basic Microsoft Word skills.
Lesson 10 the computer as a tutor
The computer can be used as an effective tutor by providing individualized instruction. It can relieve teachers of performing repetitive tasks and free them up to play a more active role in guiding learning. When integrated with lessons, computers can reinforce learning through drill and practice exercises, simulations, instructional games, and problem-solving software. They also allow students to access multimedia encyclopedias and electronic books to support learning.
It enters a new learning environment
This document discusses different conceptual models of learning: meaningful learning, discovery learning, and constructivism.
Meaningful learning focuses on relating new experiences to what the learner already knows. Discovery learning involves students performing tasks to uncover what is to be learned rather than having ideas presented directly. Constructivism posits that learners build understanding through learning activities and environment, with the learner directly responsible for learning by connecting school to real life. Common themes across the models are that learners are active, set personal goals to build understanding, and make learning meaningful by building on prior knowledge.
Rodessa marie canillas
Educational technology is being adopted in several Asia Pacific countries including New Zealand, Australia, Singapore, Malaysia, and Hong Kong. The document provides an overview of how each country is integrating educational technology in their classrooms and schools to enhance teaching and learning. Key initiatives and programs in each location aim to equip students and teachers with digital skills for 21st century learning.
Addie model
The document discusses the ADDIE model for systematic teaching design. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. In the analysis phase, teachers analyze students, the learning environment, teaching content and outcomes. In the design phase, teachers form objectives and choose teaching strategies. In the development phase, teachers prepare teaching materials. In the implementation phase, teaching takes place. In the evaluation phase, formative and summative evaluations are conducted to improve the teaching process.
Educational Technology 2 Lesson 5
This document discusses recent trends in educational technology practices. It notes that teachers must now acquire computer skills and skills for using computers in the classroom. Students have become more computer literate and can prepare reports and presentations using technology. Assessments now focus more on higher-level thinking skills like critical thinking. Recent teaching models emphasize students acquiring their own knowledge rather than relying on teachers. The document also discusses obstacles to educational technology like the time and costs involved, and the need for teachers to balance technology use with other instructional tools. It concludes that schools should foster a more student-centered learning environment where students can use technology for assignments.
The ADDIE Model
The document discusses the ADDIE model of instructional design, which consists of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. It describes each phase in detail. The Analysis phase involves identifying learning objectives, audience needs, and constraints. The Design phase develops instructional strategies and prototypes. In the Development phase, learning materials are created. The Implementation phase delivers the instruction. Formative and summative evaluations are conducted in the Evaluation phase to assess effectiveness and identify improvements. The ADDIE model provides a systematic approach to instructional design but can be improved by addressing weaknesses such as unrealistic upfront analysis and lack of accommodation for changes.
State-of-the-Art ET Application Pratices
The document discusses trends in adopting state-of-the-art educational technology practices. It notes that educators have become more aware of incorporating technology into education due to progressive policies. Some key trends highlighted include students becoming computer literate and using technologies like email and PowerPoint in their work, a shift away from rote learning toward developing critical thinking skills, and moving to more student-centered models of learning with students taking a more active role in acquiring information and solving problems. The document concludes that integrating educational technology into instruction is no longer optional for teachers and schools, especially as mobile technologies continue to evolve.
Computers as the Third Revolution In Education, Computer as Information and C...
Computers as the Third Revolution In Education, Computer as Information and Communication Technology, Computer as a Tutor
Viewers also liked (20)
THE STATE OF THE ART OF ET APPLICATION PRACTICES- CUASAY AND PANOPIO EDUC TEC...
THE STATE OF THE ART OF ET APPLICATION PRACTICES- CUASAY AND PANOPIO EDUC TEC...
The history of educational techonology laura rolando and marina marquez tp1
The history of educational techonology laura rolando and marina marquez tp1
Computers as the Third Revolution In Education, Computer as Information and C...
Computers as the Third Revolution In Education, Computer as Information and C...
Similar to Basic concepts on_integrating_technology_in_instruction
Ruth ppt copy
Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level than without the technologies. It also involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to those issues.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals, using strategies to address issues, and positioning technology appropriately in the instructional process. The document stresses that becoming proficient at integration takes time, and teachers should not feel worried as their skills develop gradually from basic to more complex uses of technology.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
Basic concepts on intergrating technology in instruction
This document discusses integrating technology into classroom instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It notes that merely using computers does not mean technology is integrated. It discusses different levels of integration, from basic to more advanced, and how integration improves over time. Teachers should learn technology basics, use it to support instruction, and focus on cooperative projects where technology is one of many tools. The goal is for technology to become a natural part of the teaching and learning process.
Slideshow Presentation
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integration
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
my portfolio in educational technology
The document discusses the experiences of a student in educational technology (EdTech) courses. It begins by explaining that the student did not initially want to become a teacher but is now inspired by a professor. It then covers basic concepts of integrating technology in instruction, including that technology should be woven into teaching patterns, not just used for breaks. It outlines three levels of technology integration from simple to central use. The student notes they have learned how technology makes work easier from EdTech courses and will apply this knowledge, seeing the value of technology while recognizing it cannot replace teachers.
Educational technology 2
The document discusses educational technology and the role of information technology in education. It covers several topics:
1. Integrating technology into teaching means using learning technologies to weave software and computer use naturally into classroom instruction.
2. Countries like New Zealand and Australia have developed strategies to improve ICT infrastructure in schools and provide teacher training to effectively integrate technology.
3. 21st century students and teachers require 21st century skills like collaboration, communication, and technology use. Instruction needs to focus on developing these skills along with core subjects.
4. As a future teacher, the author recognizes the importance of careful planning when integrating technology and using it to engage students while occupying a simple to complex role in the instruction
Educational technology 2
The document discusses educational technology and the role of information technology in education. It covers several topics:
1. Integrating technology into teaching means using learning technologies to weave software and computer use naturally into classroom instruction.
2. Countries like New Zealand and Australia have developed strategies to improve ICT infrastructure in schools and provide teacher training to effectively integrate technology.
3. 21st century students and teachers require 21st century skills like collaboration, communication, and technology use. Instruction needs to focus on developing these skills along with core subjects.
4. As a future teacher, the author recognizes the importance of careful planning when integrating technology and using it to engage students while occupying a simple to complex role in the instruction
Why Integrate Technology In Teaching
There are several benefits to integrating technology into teaching. It makes teaching easier and more engaging for students. Technology allows for active student participation, collaborative problem solving, and authentic learning experiences. When used seamlessly, technology supports curriculum goals and helps students learn effectively. However, successful integration requires teachers to learn how to incorporate technology into meaningful lesson plans and activities in a way that enhances instruction rather than just using technology for its own sake. It is an ongoing process that demands continual learning.
Lesson 4.
The document discusses technology integration into classroom instruction. It notes that there is a change in how classes are traditionally conducted when technology is integrated. The quality of instruction is also improved to a higher level not possible without educational technology. There is planning by teachers on how and when technology fits into the teaching-learning process. Teachers set instructional strategies to address specific issues that technology can help solve. The document provides examples of how teachers can start with basic technology integration and advance over time to more complex uses that engage students in team-based learning.
Lesson 4. Basic Concept of Integrating Technology in instruction
The document discusses technology integration into classroom instruction. It notes that there is a change in how classes are traditionally conducted when technology is integrated. The quality of instruction is also improved to a higher level not possible without educational technology. There is planning by teachers on how and when technology fits into the teaching-learning process. Teachers set instructional strategies to address specific issues that technology can help solve. The use of technology provides opportunities to address these instructional problems. Technology occupies a position in the instructional process.
My Portfolio in Educational Technology
This portfolio will help future educators to be aware of the capabilities of a teacher that must be present on themselves. In addition, this will also help the institution and the teachers to have proper implementation of technology in order for their students to learn better,actively and progressively.
My portfolio in educational technology
Sayoto Marielle, BSE Math 3-Irregular. This portfolio contains somefacts or information about myself and my understanding about Educational Technology.
My portfolio in EDTC
1) The document discusses the author's experience taking an Educational Technology 2 course as a college student studying to become an elementary school teacher.
2) The course covered topics like integrating technology into teaching and learning, computer skills, and using technology to engage and support students.
3) The author felt the course was very useful for their future career as a teacher and emphasized the importance of teachers having technology skills to teach 21st century learners.
My portfolio in EDTC
- Francis Vince E. Costelo introduces himself as a third year Bachelor of Secondary Education student majoring in Mathematics at Cavite State University.
- The document discusses key topics in educational technology including the role of technology in education, Dale's Cone of Experience, theories of educational technology (behaviorism, cognitivism, constructivism), the roles and uses of technology in learning, and levels of technology integration.
- It emphasizes that while technology helps facilitate learning and teaching, it cannot replace the role of teachers in providing meaningful learning experiences for students.
Chapter 1 final draft
This document discusses a project to implement new technologies like document cameras and projectors at Monte Gardens Elementary School in Concord, California. It notes that while the technologies were provided, teachers lacked training on how to effectively integrate them into lessons. The project aims to create a reference manual and provide workshops to educate teachers on best practices for using the technologies. The goals are for teachers to feel comfortable using the tools and incorporate them appropriately into student-centered, standards-aligned lessons.
Integrating Technology into a Classroom
This document discusses the benefits of integrating technology into the classroom from the perspectives of students, teachers, and its effects on learning and teaching. It outlines that students find technology makes learning more fun and engaging, and helps prepare them for future careers. Eight keys to successful technology integration are discussed, such as overcoming fears, training teachers, and supporting technology use. The effects of technology include improved student performance, increased opportunities for learning, and better preparation for college and careers. Teachers also benefit from increased productivity, collaboration, and interest in teaching.
Ict report with feedback
This document discusses the integration of ICT resources in education from 2012-2013. It describes how teachers are at different stages of adoption - from entrance to creation stages. It notes challenges teachers face at each stage and comparisons between stages. The document also discusses ICT apprehension, appropriate lesson planning, the changing role of teachers, motivating teachers, technical support provided, and feedback from administration on areas discussed. The overall summary is that the document examines the integration of ICT in education by analyzing teacher adoption stages and challenges, and seeking feedback to further support teachers.
Similar to Basic concepts on_integrating_technology_in_instruction (20)
Basic concepts on intergrating technology in instruction
Basic concepts on intergrating technology in instruction
Effective Professional Development for Successful Technology Integration
Effective Professional Development for Successful Technology Integration
Lesson 4. Basic Concept of Integrating Technology in instruction
Lesson 4. Basic Concept of Integrating Technology in instruction
Basic concepts on_integrating_technology_in_instruction
- 1. Basic Concepts on Integrating Technology in Instruction
- 2. Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and extend skills.
- 3. There is NO INTEGRTIVE PROCESS if for example the teacher makes students ply computer games to give them a rest period during classes. Neither is there integration, if the teacher merely teaches.
- 4. External Manifestations of Technology Integration into Instruction
- 5. There’s change in the way classes are traditionally conducted.
- 6. The quality of instruction is improved to a higher level in such a way that could not have been achieved without educational technology.
- 7. There is planning by the teachers on the process of determining how and when technology fits into the teaching learning process.
- 8. The teacher sets instructional strategies to address specific instructional issues/problems.
- 9. The use of technology provides the opening of opportunities to respond to these instructional issues/problems.
- 10. In sum, technology occupies a position in the instructional process.
- 12. Simple Integration There is no substantial in the teaching learning process from previous method. While technology helps it does not play a pivotal role.
- 13. Example 1. Showing pictures in the class 2. Scan the photos for a computer projector to the class
- 14. Middle Integration There is purposeful use of technology to support key learning ares.
- 15. Example Multimedia and Video presentation
- 16. Higher Integration Technology is the center instructional tool.
- 17. Example Create newsletter or have a video conferencing