The document discusses the role of technology in developing student-centered learning and higher-order thinking skills. It explains that technology can support constructivist and social constructivist learning frameworks by allowing students to discover and construct knowledge both individually and collaboratively. Examples of how technology facilitates student-centered learning include word processing, creating presentations, conducting online research, and enabling individualized and interactive instruction.

1. OO R T FP LIO
in
EDUCATIONAL
TECHNOLOGY II

2. LADERAS, BREN
SENDRIC A.
BSED-FILIPINO

3. EDUCATIONAL TECHNOLOGY II
The computer and its multi
or hypermedia capabilities
must still be used not simply
for direct instruction, but for
integration into the curricula
and its various courses or
subjects. Integration is the
present challenge.

4. At the end, we look
forward to further enrichment
of the lessons which can be
done by the Educational
Technology 2 teachers
themselves. This serves as a
basic manual, and the teacher
becomes final fashioner of
learning in this course as well

5. BRIDGING THE GENERATION GAP
The older generation often feels
there is a generation gap between
them and the younger generation. This
is apparent in simple things like the
manner of dressing, socializing, more
intimate relationships like friendship
and marrying, etc.
In the field of education, a huge
generation gap also exist and it will

6. TEX TS VISUALS
Our parents read book texts,
enriched by illustrations and
photos. In order to research,
they go to the school library,
use the card catalogue for
needed books, and sign up to
borrow books for home
reading.
The technology or digital
generation has greater affinity
to visuals (photos and videos)
compared with texts.
V
S.

7. LINEAR HYP ER M EDIA
The past-30 year old
generation has obtained
information in a linear, logical
and sequential manner.
The new generation follows a
personal random access to
hyperlinked digital
information, less superior to
elders in focus and reflection.
INDEP ENDENT SOCIAL LEARNERS
the traditional education
system gives priority to
independent learning, prior to
participative work.
New learners are already
acquainted with digital tools
that adopt to both personal and
participative work.
V
S.
V
S.

8. D E LAYE D R E W AR D S I N ST AN T
GR AT I F I C AT I O N
The traditional reward system
in education consists in the
grades, honor
certificates/medals, and
diplomas.
Digital learners on their own
experience more immediate
gratification through
immediate scores from games,
enjoyable conversation from
web-cam calls, excitement
from email chats, and inviting
comments from their Facebook
account.
V
S.
V
S.

9. ROTE M EM ORY FUN LEARNING
Teachers feel obliged to
delivering content-based
courses, the learning of which
is measurable by standards
tests. Teachers need to connect
with digital learners, and not
think of them as entering their
past-30 years old traditional
world. While there are apparent
setbacks or limitations to
digital learning.
Digital learners prefer fun
learning which is relevant and
instantaneously useful to them.
Learning is play to new
learners and not surprisingly
there is much fun in the digital
world outside the school. the
new learners’ digital fluency
with visual learning with the
use of audiovisual, media and
multimedia.
V
S.

10. THE SIX
DIGITAL
FLUEN
CIES

11. 1.SOLUTION
FREQUENCY
This refers to the
capacity and creativity
inn problem solving.
2.
INFORMATION
FLUENCY
The ability to
access
information, to
retrieve
information, and
to assess and
rewrite
information.
3.COLLABORATION
FLUENCY
It refers to
teamwork with virtual or
real partners in the
online environment.4.MEDIA FLUENCY
It refers to
channels of mass
communication or digital
sources.
5.CREATIVITY
FLUENCY
Artistic
proficiency adds
meaning by way
of design, art,
and story-telling
to package a
6.DIGITAL ETHICS
It is guided by
principles of leadership,
global responsibility,

12. THE ROLE OF TECHNOLOGY
in DEVELOPINGH-IGHER
O-RDER
T-HINGKING
S-KILL

13. 1.REMEMBERING
2.UNDERSTANDING
3.APPLYING
4.ANALYZING
5.EVALUATING
6.CREATING

14. By developing higher order
thinking skills, the schools today
can inculcate the digital
fluencies, while overcoming
limitations inherent in digital
technology, resulting in
superficial and mediocre
learning skills of new learners.
In the instructional process,
there is also an instructional

15. COMPUTER AS
INFORMATION
AND COMMUNICATION
TECHNOLOGY

16. Through computer
technology, educators saw the
amplification of learning along
computer literacy. Much like
reading, the modern students
can now interact with computer
messages, even respond
questions or to computer

17. THE
C OM P U T E R
As The
TEACHER’S

19. In this Lesson, we shall
again look at the computer,
but this time from another
perspective the computer
as the teacher’s handy-tool.
It can in fact support the
CONSTRUCTIVISM and
SOCIAL

20. CONSTRUCTIVI
SM- was introduced by
Piaget (1981) and Bruner
(1990). They gave stress
to KNOWLEDGE
DISCOVERY of new
meaning/concepts/princi
ples in the learning
process.

21. SOCIAL
CONSTRUCTIVISMVygotsky stressed
that learning is
affected by social
influences. He
therefore, suggested,
the interactive
process in learning.

22. In addition, DEWEY sees
language as a medium for social
coordination and adaptation. For
Dewey, human learning is really
human languaging
that occurs when
students socially
share, build and agree
upon meanings and
knowledge.

23. LEARNIN
G
FRAMEW
ORK
CONSTRUC
TIVISM
SOCIAL
CONSTRUC
TIVISM
Assumption Knowledge
is
constructed
by the
individual
Knowledge
is
constructed
within a
social
context

24. Learning
Strategies
Gather
unorganized
information to
create new
concept/principle
Exchange and
share form
ideas,
stimulates
thinking
General
Orientation
Personal
discovery of
knowledge
Students
discuss and
discover
meaning
Example 8*5 – 8 + 8 + 8
+ 8 + 8
Two alternative job
offers
Option 1 – 8 hrs./day for
6days/week
Option 2 – 9 hrs./day for

25. INFORMATION
TECHNOLOGY
In Support of
STUDENT-CENTERED
LEARNING

27. The idea of student-centered learning is
not a recent idea. In fact, as early as the
20th century, educational educators such
as John Dewey argued for a highly
active and individualized pedagogical
methods which place the student at the
center of the teaching-learning process.

28. THE TRADITIONAL
CLASSROOM
The Traditional Classroom
situation is necessitated by
the need to maintain
classroom discipline and also
to allow the teacher to control
classroom activities through

29. John Dewey has described
traditional learning as process
in which the teacher pours
information to student
learners, much like pouring
water from a jug into cups.
This is based on the long
accepted belief that the
teacher must perform his/her

30. THE SCL CLASSROOM
Desiring to gain
effectiveness, efficiency
and economy in
administration and
instruction, schools in
this developed economies

31. • PERFORMING
COMPUTER
WORD
PROCESSING
• PREPARING POWER-
POINT
PRESENTATION
• SEARCHI
NG
INFORM
ATION
ON THE
INTERNE
T
• FACILITATING
INSTRUCTION
• INDIVIDUALIZED
INSTRUCTION

32. • ACTIVE not PASSIVE LEARNERS
• INTERACT WITH OTHER
LEARNERS
• INTERACT WITH
OTHER LEARNERS
• DEMONSTRA
TING
INDEPENENC
E
• SELF-
AWARENE
SS IN THE
LEARNING
PROCESS

33. WHAT I LEARNED IN
EDUCATIONAL TECHNOLOGY II
As a future teacher,
Educational Technology helps
me to become more effective
and efficient for my future
students.

34. I’ve learned how to
prepare my lesson not just
using the traditional way like
using manila paper as visual
aids but rather using
technology such as power
points.