Ed. tech. 2 lesson 4 by toni, pau, and kent
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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.
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Basic concepts on_integrating_technology_in_instruction
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.
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.
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.
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.
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.
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.
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Basic concepts on_integrating_technology_in_instruction
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.
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.
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.
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.
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.
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.
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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
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.
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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.
Basic concepts on integrating technology in instruction
One of the topics in Educational Technology which covers the different concepts and ideas on technology integration.
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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.
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This document provides an overview of educational technology. It outlines several objectives related to teaching learners about technology integration in instruction and using computer-based educational resources. It discusses the role of information technology in educational models, shifting from traditional teacher-centered models to models where students take a more active role in acquiring information and solving problems. Various technologies that have been incorporated into education are reviewed, from film and television to computers, the internet, and mobile devices. The application of technology in the teaching and learning process is also addressed.
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Educational technology is the development, application, and evaluation of systems and aids to improve the process of human learning. It is a systematic way of designing, implementing, and evaluating the total learning and teaching process using human and non-human resources to make instruction more effective. Educational technology applies both the traditional aids that are the focus of the course as well as non-material results like theories, principles, methodologies, strategies, and techniques of teaching to improve teaching and learning. It must be viewed in relation to teaching and the learning process so teachers understand how to make intelligent use of technological aids.
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Teachers are key to successful technology integration but many face barriers to use. Internal barriers include beliefs about teaching roles, while external barriers include inadequate equipment. Experience matters - more experienced teachers in a school use technology more while new teachers focus on content. Elementary teachers face more challenges than secondary teachers. Ongoing, curriculum-focused professional development is needed but often training is too brief or not relevant. While comfortable with technology itself, teachers feel overwhelmed by resources and lack support integrating it into lessons.
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The document outlines four principles of effective technology integration in the classroom:
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Philippine schools have many talented teachers and successful students, but they also face financial challenges that hinder achieving high quality education. While computer availability is improving, there remains a lack of enough computers for all students. To better compete internationally, the document proposes ensuring equal computer access for students, requiring computer classes from an earlier age, and providing training so college students have basic computer literacy. While texting enables fast communication, it can also spread gossip and cause relationship issues if overused, as well as negatively impact spelling and studies for addicted users.
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This document discusses the selection and use of appropriate educational technology tools. It outlines how countries in the Asia-Pacific region are adopting policies to integrate technology into schools. Key strategies include improving learning outcomes with ICT, developing teacher skills, ensuring infrastructure support, and designing technology-enriched curricula and assessments. The goal is to transform teaching and learning through strategic technology integration.
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The document outlines two models of professional development stages for teachers integrating new technologies:
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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.
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This document provides an overview of educational technology. It outlines several objectives related to teaching learners about technology integration in instruction and using computer-based educational resources. It discusses the role of information technology in educational models, shifting from traditional teacher-centered models to models where students take a more active role in acquiring information and solving problems. Various technologies that have been incorporated into education are reviewed, from film and television to computers, the internet, and mobile devices. The application of technology in the teaching and learning process is also addressed.
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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.
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The document discusses three approaches to educational technology: hardware, software, and systems.
The hardware approach focuses on developing electro-mechanical equipment like films and computers to mechanize the teaching process. The software approach uses principles of psychology for behavior modification through programs and materials. The systems approach views education as an interacting system and focuses on specific objectives, appropriate media, learner characteristics, and continuous evaluation.
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This document provides an overview of the Educational Technology 2 course. The course aims to help student-teachers integrate technology into their teaching by providing knowledge and skills related to educational technology. Specifically, the course focuses on introducing, reinforcing, and extending learners' skills in using technology so they can become proficient users of educational technology. The objectives of the course are to teach students how to use technology in instruction, plan technology-integrated lessons, learn computer-based educational theories and resources, and address practical issues of managing technology in classrooms. The document emphasizes that learning in this course should be an enjoyable experience given its focus on technology.
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Position presentation revised
Teachers are key to successful technology integration but many face barriers to use. Internal barriers include beliefs about teaching roles, while external barriers include inadequate equipment. Experience matters - more experienced teachers in a school use technology more while new teachers focus on content. Elementary teachers face more challenges than secondary teachers. Ongoing, curriculum-focused professional development is needed but often training is too brief or not relevant. While comfortable with technology itself, teachers feel overwhelmed by resources and lack support integrating it into lessons.
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This document defines and discusses educational technology. It states that educational technology is the development, application, and evaluation of systems, techniques, and aids to improve the process of human learning. It involves using a combination of human and non-human resources to design, implement, and evaluate the total learning and teaching process based on research in human learning and communication. Educational technology applies the results of research studies and materials, both traditional and non-material aids, to improve teaching and learning.
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3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
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- The benefits of technology in education include
FOLYN-JOY L. MONTELIBANO
The document discusses the role of educational technology (EdTech) in teaching and learning. It notes that EdTech focuses on introducing, reinforcing, and extending students' knowledge and skills using technology. EdTech provides tools to improve instruction and make it more engaging for students. It also allows for more flexible and personalized learning. However, merely using technology in the classroom does not constitute integrating it effectively into the educational process, which requires planning from teachers on how and when technology fits with learning.
edtech2
The document discusses the role of educational technology (EdTech) in teaching and learning. It notes that EdTech focuses on introducing, reinforcing, and extending students' knowledge and skills using technology. EdTech provides tools to improve instruction and make it more engaging for students. It also allows for more flexible and personalized learning. However, merely using technology in the classroom does not constitute integrating it effectively into the educational process, which requires planning from teachers on how and when technology fits with learning.
English, englishing and englishes20052011
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
English, englishing and englishes20052011
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
Similar to Ed. tech. 2 lesson 4 by toni, pau, and kent (20)
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
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ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
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1- ู
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ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
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ูุฌูุฏุฉ ุจุงูู
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3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
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6- ุชุญุชูู ุงูู
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Ed. tech. 2 lesson 4 by toni, pau, and kent
- 3. It has been a long time issue as to how to integrate technology in the teaching-learning process. The mere use of computer does not mean that technology is already integrated in the instruction. A need to provide learning on how educational technology can be applied and integrated in the teaching-learning process is very crucial. According to Pisapia (1994) in her definition of integrating technology with teaching is that, there is integration if the learning technologies are use to introduce, reinforce, supplement, and extend skills.
- 4. The difference between the classrooms of exemplary users of technology and technology users is the way their classes are conducted. In exemplary classrooms, studentโs use of computers is woven integrally into the patterns of teaching. In other words, there is NO INTEGRATIVE PROCESS if a teacher would make his/her students play computer games as rest periods during classes, neither that there is integration if the teacher merely teaches students the computer skills.
- 5. Here are external manifestations of technology integration into instruction: -Thereโs a change in the way classes are traditionally conducted. -The quality of instruction is improved to a higher level in such a way that could not have been achieved without educational technology. -There is planning by the teacher on the process of determining how wand when technology fits into the teaching-learning process.
- 6. -The teacher sets instructional strategies to address specific instructional issues/problems. -The use of technology provides the opening of opportunities to respond to these instructional issues/problems. -In sum, technology occupies a position (is a simple or complex way) in the instructional process.
- 7. There is actually nothing to be worry about for teachers who are still novices in technology integration because learning how would really take time. Technology integration into instruction is developmental and takes a gradual road to mastery and expertise. In time, a teacher can advance from basic integration to more complicated integrations.
- 10. A Requirement in Educational Technology 2 Submitted to: Mrs. Cezan M. Singson Course Instructor Submitted by: Antonio A. Fernando Jr. Kent C. Galan Pauline Joy T. Paraiso B.S.Ed. III โ C (Filipino) Students