1. Lesson 5
State-of-the-Art ET APPLICATION
PRACTICES

2. Systematic Instructional Planning Process
• identify instructional goals
• Analyzed learners
• Identify objectives
• Plan instructional objectives
• Choose ET media
• Implement instruction
• Make assessment on learning outcomes and effective of ET application

3. Lesson 6
IT Enters A New Learning Environment

4. Four Learning Domains
• Meaningful Learning
• Students already have knowledge that is relevant
to new learning
• Students are willing to perform class work to find
connections between what they already know and
what they can learn.

5. • Discovery Learning
• Students perform tasks to uncover what is to be
learned
• The student personally engaged and not subjected
by the teacher.
• Generative Learning
• Gives emphasis to what can be done with pieces of
information, not only on access to them.
• More on problem based

6. • Constructivism
• Learner builds a personal understanding through
appropriate learning activities and a good learning
environment.
• reflection

7. Common themes to the four learning domains
• active, purposeful learners
• Set personal goals and strategies to achieve these
goals
• Make their learning experience meaningful and
relevant to their lives.
• Seek to build an understanding of their personal
worlds
• Build on what they already know in order to interpret
and respond to new experiences.

8. Lesson 7
Higher Thinking Skills Through IT-
Based Projects

9. The four IT-based projects
I. Resource-based Projects
• Let the student find their own information
• Go beyond the textbook and curriculum materials
• Students are encouraged to go to modern
extension of the modern library, the internet
• Inquiry-based or discovery approach is given
important

10. II. Simple Creations
Creativity is combine into three kinds of
skills/abilities
PROMOTINGSYNTHESIZINGANALYZING

11. The five tasks in developing creativity
Define the
task
brainstorm
Judge the
ideas
Act
Adopt
flexibility

12. III. Guided Hypermedia Projects
• Self-made multimedia projects can be
approached in two different ways:
• As an instructive tool – power-point presentation
• As a communication tool – do a multimedia
presentation (with text, graphs, interviews, video
clips to simulate a television news show

13. IV. Web-based projects
• Students will create and post webpages on a
given topic
• Creating single page webpages may too
sophisticated and time consuming for the average
student.

14. Lesson 9
Computers as Information and
Communication Technology

15. THE PERSONAL COMPUTER (PC) AS ICT
Instructional Media
• Consist of audio-visual
aids that served enhance
and enrich the teaching-
learning process.
• Blackboard, photo, film,
and video
Educational
Communication media
• Media of communication to
audiences using the print, film,
radio, television or satellite.
• Distance learning were
implemented using
correspondence, radio,
television or the computer
satellite system.

16. Programs Installed in an ordinary modern PC:
• Microsoft Office – program for composing text, graphics,
photos into letters, articles, reports.
• Power-point – for preparing lecture presentations
• Excel – for spreadsheets and similar graphic sheets
• Internet Explorer – access to the internet
• Yahoo or Google – websites; e-mail, chat rooms, Blog sites,
news service (print/video) educational softwares

17. • Adobe reader – grahps/photo composition and
editing
• MSN – mail/chat messaging
• Windows media player – CD, VCD player
• Cyberlink Power - DVD player
• Windows media player – editing film/video
• Gamehouse – video games

18. Lesson 10
The Computer as a Tutor

19. • Computer is one of the wonders of human
ingenuity.
• Computer-assisted instruction (CAI)
• Computer can be a tutor. It should be made clear,
however, that the computer cannot totally replace
the teacher since the teacher shall continue to play
the major roles of information deliverer and
learning environment controller

20. the teacher in CAI must:
• Ensure that students have needed knowledge and
skills for any computer activity.
• Decide learning activities.
• Plan the sequential and structured activities to
achieve objectives.
• Evaluate the students’ achievement by ways of tests
the specific expected outcomes.

21. The students in CAI play their own roles:
• Receive information
• Understand instructions for the computer activity
• Retain/keep in mind the information and rules for
the computer activity
• Apply the knowledge and rules during the process of
computer learning.

22. During the activity CAI plays its roles:
• Acts as a sort of tutor
• Provides a learning environment
• Delivers learning instruction
• Reinforces learning through drill-and-practice
• Provides feedback

23. CAI Integrated with Lessons
• When and how can teachers integrate drill and
practice programs with their lessons?
• Use drill and practice programs for basic skills and
knowledge that require rapid or automatic
response.
• Ensure that drill and practice activities conform to
the lesson plan/curriculum.

24. • Limit drill and practice to 20-30 minutes to avoid
boredom.
• Use drill and practice to assist students with
particular weakness in basic skills.
Tutorial Software should be able to:
• Teach new content/new information to students
• Provide comprehensive information on concepts in
addition to practice exercises.

25. • Can be effectively used for remediation,
reviewing, or enrichment.
• Allow the teacher to introduce follow-up
questions to stimulate students learning.
• Permits group activity for cooperative learning.

26. Simulation Programs
another kind of software that is constructivist
in nature
• Teaches strategies and rules applied to real-life
problems/situations.
• Asks students to make decision on models or
scenarios.
• Allows students to manipulate elements of a
model and the experience of the effects of their
decisions.
• E.g. SimCity

27. Instructional Games
• Instructional computer games add the elements
of competition and challenge.
• E.g. GeoSafari
• Learning outcomes are simple memorization of
information, keyboarding skills, cooperation and
social interaction.

28. Problem Solving Software
• Thinking Things 1- an example of a problem
solving software in which the team learners must
help each other by observing and comparing.

29. Multimedia Encyclopedia and Electronic Books
Multimedia
Encyclopedia
• Huge database with texts,
animation, audio and
video
• E.g. eyewitness Children’s
Encyclopedia.
Electronic books
• Provide textual information
for reading, supplemented
by other types of multimedia
information (sounds, words,
pictures, animation)
• E.g. Just Grandma and Me
animated storybook

30. Lesson 11
The Computer as the Teacher’s Tool

31. Computer as the teacher’s handy-tool. It can in
fact support the constructivist and social
constructivist paradigms of constructivist learning
• Constructivism – introduced by Piaget (1981) and
Bruner (1990). Students build their own learning.
• Social Constructivism - students build knowledge
influenced by the social context.
• Learning is affected by social influences
(Vygotsky)

32. Computer as the teacher’s handy-tool. It can
in fact support the constructivist and social
constructivist paradigms of constructivist
learning.
Constructivism
• Knowledge is constructed by
the individual
• Students build their own
learning
• Gather unorganized to create
new concept/principle
• Personal discovery of
knowledge
Social constructivism
• Knowledge is constructed
within a social context
• Students build knowledge
influenced by the social
context
• Exchange and share ideas,
stimulates thinking
• Students discuss and discover

33. Based on the theories, the teacher can employ the
computer as an:

34. Lesson 12
Information Technology in Support of
Student-Centered Learning

35. Traditional classroom
Student-centered classroom

36. Lesson 13
Cooperative Learning with Computer

37. Cooperative or Collaborative learning
a learning by small groups of students who
work together in a common a common learning
task.
5 elements
A common
goal
Individual
accountabili
ty
interaction
Social skills
interdependen
ce

38. Advantages of cooperative learning
Encourages active learning, while motivating
learners
Increases academic performance
Promotes literacy and language skills
Improves teacher effectiveness
Cooperative learning and the computer
the computer is a fairly natural learning
vehicle for cooperative(at times called promotive)

39. Components of cooperative learning
 Assigning students to mixed-ability teams
 Establishing positive interdependence
 Teaching cooperative social skills
Insuring individual accountability,
 Helping groups process information
• Limit learning group clusters (six the ideal
number in a group) for closer involvement of
thinking and learning

40. Lesson 14
The Software as an Educational
Resources

41. Software – the programs, routines and symbolic
languages that control the functioning of hardware
and direct its operation.
Two kinds of
software
Systems
software
The
operating
system
Applications
software
System that
commands
the particular
tasks

43. Microsoft Windows
 a program Microsoft windows or windows
 an operating environment between the user and
the user and the computer operating system
Uses colorful graphic interface

44. Windows is a self-contained operating system which
provides:
User convenience
A new look
Information center
Plug and play

45. Instructional software
can be visited on the Internet or can be
bought from software shops or dealer.
Guidelines in evaluating computer-based educational
materials:
o Be extremely cautious in using CBIs and ‘free’
Internet materials
o Don’t be caught up by attractive graphics, sounds,
animation, pictures. Video clips and music forgetting
their instructional worth

46. o Don’t be caught up by attractive graphics,
sounds, animation, pictures. Video clips and
music forgetting their instructional worth
oTeachers must evaluate these resources using
sound pedagogical principles
o Among design and content elements to evaluate
are: the text legibility, effective use of color
schemes, attractive lay-out and design, and easy
navigation from section to section

47. o Clarity in the explanations and illustrations of
concepts and principles
oAccuracy, coherence, logic of information
o Their being current since data/statistics
continually change
o Relevance/effectiveness in attaining learning
objectives
o Absence of biased materials (e.g. gender bias or
racial bias)

48. Lesson 15
Understanding Hypermedia

49. Most educational IT applications are hypermedia
and these includes:
Tutorial software packages
Knowledge webpages
Simulation instructional games
Learning project management

50. Characteristics of hypermedia applications
Learner control
Learner wide range of
navigation routes

51. In the use of hypermedia the following
instructional events will prove useful to the
teacher:
o Get the learner attention
o Recall prior learning
o Inform learners of lesson objectives
o Introduce the software and its distinctive features
oGuide learning feedback
oProvide learning feedback
o Assess performance
o Enhance retention and learning transfer

52. Lesson 16
The Internet and Education

53. • Internet
Simply called the Net
The largest and far-flung network system-of-
all-systems
Transmission Control Protocol/Internet (TCP/IP)
set of rules for exchange data
Server – special software (program) that uses the
Internet protocol

54. Getting around the Net
Browsing - to move around the Internet
Browser – using a program, the user can use a
mouse to point and click on screen icons to surf
the Internet
World Wide Web (Web) an Internet’s subset of text,
images, and sounds are linked together to allow
users to access data information needed

55. Lesson 17
Educational Technology 2 Practicum

56. Essential requirements for ET 2 practicum phase
will be:
 a computer laboratory/special computer
classroom
 Participation of computer lab tutor/assistants
 Assigned number of hours in conformity with
the course requirement

57. Basic Microsoft Word
• Microsoft word menus and toolbars
• Creating, formatting, editing and saving
documents
• Assigning page layouts
• Inserting tabs and tables
• Templates and wizards
• Printing

58. Upon successful completion the learner shall able
to:
• Create, open and save word documents and files
• Insert graphics, tables and charts in documents
• Manage files and folder
• Apply format on the text, sentences and
paragraphs
• Interlink documents
• Create standard documents using template

59. Prepared by:
Hayne Jane R. Pelingon
Submitted to:
Dr. Maria Gloria Lugo