EDUC TECH 2 : Lesson 18: TABLETS FOR TEXTBOOKS IN SCHOOL
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The document discusses the potential use of tablets in schools as an alternative to traditional textbooks. It notes that while tablets are still considered futuristic in most Philippine schools, the impact of technology in education means the future use of tablets may not be too far away. It provides examples from De La Salle school, which has begun replacing textbooks with customized tablets designed to support higher-order thinking and participative learning. Potential advantages discussed include tablets being less physically burdensome than heavy textbooks and reducing the expense of publishing and distributing millions of print textbooks.
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educational technology 2 lesson 18 Tablets for textbooks in schools
This document discusses the potential for using tablets instead of textbooks in Philippine schools. It notes that while tablets are still futuristic for many private schools, technology is increasingly impacting education. The disadvantages of textbooks are that they are heavy and expensive to produce and distribute on a large scale. Tablets are seen as a potential solution that could ease the physical and financial burden while also developing students' digital literacy skills. Some schools are working with technology companies to design customized tablet solutions tailored for education.
Lesson 18: Tablets for textbooks in Schools
Tablets are not yet widely used in Philippine schools, even private schools, as they are still considered futuristic. However, as technology impacts education, tablets may become more common in the future. Currently, books are the primary teaching material in most schools, though tablets may eventually replace printed textbooks. For students, carrying heavy books and workbooks for multiple subjects can be backbreaking. In developing countries, providing one textbook for every student is challenging due to the high cost of publishing and printing millions of books. Tablets could help address these issues and serve as an engaging educational medium, especially as students already spend time playing computer games at home. However, tablets may be difficult to implement in Philippine public schools due to the high cost of
Lesson 18- Tablets for Textbooks in Scools
The document discusses using tablets instead of textbooks in schools. It notes that while tablet-based learning is still futuristic for many Philippine schools, the impact of technology in education means the future is approaching. The disadvantages of heavy textbooks are discussed, such as the physical burden they place on students, as well as the high costs of publishing and printing textbooks for public schools. De La Salle school is highlighted as embracing the future now by replacing textbooks with customized tablet designs to support collaborative and active learning.
Educational Technology 2: The computer as a tutor
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
Lesson 17: Educational Technology 2 Practicum
The document discusses the Educational Technology 2 practicum at Bicol University which offers students experiential learning to promote technology integration. The practicum consists of hands-on computer tutorials, access to an adequate computer lab, and lab assistants. Students learn basics of Microsoft Word, PowerPoint, and how to conduct research online. The practicum prepares students and educators to incorporate technology into teaching and learning and aligns with 21st century education needs.
Cooperative Learning with the Computer
The document discusses how cooperative learning can help address the lack of sufficient computers in classrooms. It defines cooperative learning as students working in small groups on a common task, and identifies five key elements: common goal, interdependence, interaction, individual accountability, and social skills. Cooperative learning has benefits like improved academic performance, literacy, language skills, and teacher effectiveness. When using computers, students generally prefer working together rather than alone, as the shared display screen fosters positive social interactions. However, teachers must structure cooperative computer activities effectively by grouping students strategically and ensuring tasks support collaboration.
Lesson 3 understanding technology learners
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's students are very dependent on technology for their activities and assignments. It also notes that most students are visual learners and teachers should use pictures and videos to engage them. Finally, it discusses the importance of teachers understanding technology learners in order to explore new instructional materials and make learning more enjoyable and interactive for students.
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The document discusses teaching strategies using technology, focusing on Just-in-Time Teaching (JiTT). It describes JiTT as a pedagogical approach developed by Gregor Novak that uses web exercises called "warm-ups" to prepare students for class. Students complete warm-ups outside of class and faculty use student responses to adjust their lessons. The goal is to improve learning through increased student-teacher and student-student interaction. JiTT promotes self-checking of knowledge using interactive lessons that can be accessed anywhere via mobile devices.
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educational technology 2 lesson 18 Tablets for textbooks in schools
This document discusses the potential for using tablets instead of textbooks in Philippine schools. It notes that while tablets are still futuristic for many private schools, technology is increasingly impacting education. The disadvantages of textbooks are that they are heavy and expensive to produce and distribute on a large scale. Tablets are seen as a potential solution that could ease the physical and financial burden while also developing students' digital literacy skills. Some schools are working with technology companies to design customized tablet solutions tailored for education.
Lesson 18: Tablets for textbooks in Schools
Tablets are not yet widely used in Philippine schools, even private schools, as they are still considered futuristic. However, as technology impacts education, tablets may become more common in the future. Currently, books are the primary teaching material in most schools, though tablets may eventually replace printed textbooks. For students, carrying heavy books and workbooks for multiple subjects can be backbreaking. In developing countries, providing one textbook for every student is challenging due to the high cost of publishing and printing millions of books. Tablets could help address these issues and serve as an engaging educational medium, especially as students already spend time playing computer games at home. However, tablets may be difficult to implement in Philippine public schools due to the high cost of
Lesson 18- Tablets for Textbooks in Scools
The document discusses using tablets instead of textbooks in schools. It notes that while tablet-based learning is still futuristic for many Philippine schools, the impact of technology in education means the future is approaching. The disadvantages of heavy textbooks are discussed, such as the physical burden they place on students, as well as the high costs of publishing and printing textbooks for public schools. De La Salle school is highlighted as embracing the future now by replacing textbooks with customized tablet designs to support collaborative and active learning.
Educational Technology 2: The computer as a tutor
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
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The document discusses the Educational Technology 2 practicum at Bicol University which offers students experiential learning to promote technology integration. The practicum consists of hands-on computer tutorials, access to an adequate computer lab, and lab assistants. Students learn basics of Microsoft Word, PowerPoint, and how to conduct research online. The practicum prepares students and educators to incorporate technology into teaching and learning and aligns with 21st century education needs.
Cooperative Learning with the Computer
The document discusses how cooperative learning can help address the lack of sufficient computers in classrooms. It defines cooperative learning as students working in small groups on a common task, and identifies five key elements: common goal, interdependence, interaction, individual accountability, and social skills. Cooperative learning has benefits like improved academic performance, literacy, language skills, and teacher effectiveness. When using computers, students generally prefer working together rather than alone, as the shared display screen fosters positive social interactions. However, teachers must structure cooperative computer activities effectively by grouping students strategically and ensuring tasks support collaboration.
Lesson 3 understanding technology learners
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's students are very dependent on technology for their activities and assignments. It also notes that most students are visual learners and teachers should use pictures and videos to engage them. Finally, it discusses the importance of teachers understanding technology learners in order to explore new instructional materials and make learning more enjoyable and interactive for students.
Teaching strategies using technology
The document discusses teaching strategies using technology, focusing on Just-in-Time Teaching (JiTT). It describes JiTT as a pedagogical approach developed by Gregor Novak that uses web exercises called "warm-ups" to prepare students for class. Students complete warm-ups outside of class and faculty use student responses to adjust their lessons. The goal is to improve learning through increased student-teacher and student-student interaction. JiTT promotes self-checking of knowledge using interactive lessons that can be accessed anywhere via mobile devices.
The Computer as the Teacher’s Tool
This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
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The document discusses computer-assisted instruction (CAI) and its uses in education. It describes how CAI can be used as a tutor to provide individualized instruction to students. While CAI can take over some teaching roles, the teacher still plays an important part in planning lessons, evaluating students, and controlling the learning environment. CAI software typically includes drill and practice, tutorials, games, simulations, discovery activities, and problem solving. The document outlines advantages like interactivity and feedback, but also limitations such as development costs and addressing a limited scope of learning outcomes.
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As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
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-Creating
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-Analyzing
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-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
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Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
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2. Various questions are provided to assess understanding of how language facilitates learning abstract concepts, how constructivism is used in 21st century classrooms, and the importance of applying constructivism in implementing the K-12 curriculum to develop critical thinking skills.
3. A chapter assessment with multiple choice questions is given to identify concepts from different learning theories like Gestalt, subsumption, experiential learning, cooperative learning, and cognitive development stages.
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.
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Understanding technology learners
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's learners spend more time on technology like phones, social media, games, and the internet. Using technology in teaching can stimulate brain development and allow for unique knowledge construction. It also notes teachers need to understand digital learners and use technology to improve teaching and learning, as most student activities now require computer skills. Teachers must monitor technology use but also apply diverse instructional materials and strategies to engage different learners.
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Educational Technology 2 focuses on integrating technology into teaching and learning. It aims to introduce student teachers to technological changes and help them adapt to the thriving global ICT environment. The course objectives are to provide knowledge and skills on technology integration in instruction, impart learning experiences in instructional technology supported instructional planning, and acquaint students with IT-related learning theories using computers as tutors. It also aims to teach students how to use and evaluate computer-based educational resources, engage learners on practical technology integration issues, and inculcate higher-level thinking while providing knowledge of IT-related learning theories. The course is intended for student teachers but can also benefit professional teachers, administrators, and anyone interested in using IT to improve instruction and school
Ict and assessment of learning
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
Role of ICT in Teaching Learning
The document discusses the role of information and communication technology (ICT) in teaching and learning. It states that ICT allows teachers to create more learner-centric environments by supporting moves from traditional teacher-centric styles to more student-focused methods. ICT can be used to reinforce existing teaching practices as well as change how teachers and students interact. The document provides examples of how teachers can use technologies like overhead projectors, electronic whiteboards, language labs, online lectures, and learning management systems to support administrative tasks, deliver lessons, and promote understanding of difficult concepts.
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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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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iTtT Lithuania'17 FACI APPLICATION
AIESEC Lithuania presents its annual International Train the Trainers Conference! If you wish to be a part of the greatest summer adventure here, in Lithuania, and be the facilitator - check this out!
This year, the date of the conference is June 29th - July 2nd, therefore, take this into consideration before applying.
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The computer as a tutor
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The document discusses how the Internet has become an important part of education. It notes that the Internet has no central ownership or services and uses standardized TCP/IP protocols to transmit data. It allows vast amounts of old and new information to be accessed through browsing programs. The number of Internet users is growing rapidly as more people and organizations require its services. The future of the Internet seems limitless as it continues to spawn new websites and demand for business, science, and other services. Education software is also becoming more sophisticated and appealing. Schools are now able to take advantage of Internet access to connect to resources like libraries and museums from their classrooms.
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Educational Technology 2 focuses on integrating technology into teaching and learning to introduce, reinforce, and supplement students' knowledge and skills so they can become proficient users of educational technology. The course objectives are to provide education on technology integration, impart experiences in instructional technology-supported lesson planning, and acquaint students with IT-related learning theories using computers as tutors. The goal is to enhance teaching and learning through technology integration in a way that makes learning fun, rather than solely promoting computer skills.
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As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
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Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
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2. Various questions are provided to assess understanding of how language facilitates learning abstract concepts, how constructivism is used in 21st century classrooms, and the importance of applying constructivism in implementing the K-12 curriculum to develop critical thinking skills.
3. A chapter assessment with multiple choice questions is given to identify concepts from different learning theories like Gestalt, subsumption, experiential learning, cooperative learning, and cognitive development stages.
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.
Understanding technology learners
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's learners spend more time on technology like phones, social media, games, and the internet. Using technology in teaching can stimulate brain development and allow for unique knowledge construction. It also notes teachers need to understand digital learners and use technology to improve teaching and learning, as most student activities now require computer skills. Teachers must monitor technology use but also apply diverse instructional materials and strategies to engage different learners.
Lesson 2 An Overview: Educational Technology 2
Educational Technology 2 focuses on integrating technology into teaching and learning. It aims to introduce student teachers to technological changes and help them adapt to the thriving global ICT environment. The course objectives are to provide knowledge and skills on technology integration in instruction, impart learning experiences in instructional technology supported instructional planning, and acquaint students with IT-related learning theories using computers as tutors. It also aims to teach students how to use and evaluate computer-based educational resources, engage learners on practical technology integration issues, and inculcate higher-level thinking while providing knowledge of IT-related learning theories. The course is intended for student teachers but can also benefit professional teachers, administrators, and anyone interested in using IT to improve instruction and school
Ict and assessment of learning
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
Role of ICT in Teaching Learning
The document discusses the role of information and communication technology (ICT) in teaching and learning. It states that ICT allows teachers to create more learner-centric environments by supporting moves from traditional teacher-centric styles to more student-focused methods. ICT can be used to reinforce existing teaching practices as well as change how teachers and students interact. The document provides examples of how teachers can use technologies like overhead projectors, electronic whiteboards, language labs, online lectures, and learning management systems to support administrative tasks, deliver lessons, and promote understanding of difficult concepts.
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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This document outlines four IT-based project types for developing higher-order thinking skills: 1) Resource-based projects where students research topics independently, 2) Simple creations where students design software or multimedia materials, 3) Guided hypermedia projects where students create presentations or multimedia reports, and 4) Web-based projects where students design webpages. The document also discusses constructivist teaching approaches and compares traditional versus resource-based learning models.
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This year, the date of the conference is June 29th - July 2nd, therefore, take this into consideration before applying.
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Self Directed Support for All Kate Fulton Avivo Nov 16
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Tablets for textbooks in schools is still seen as futuristic, especially for public schools in the Philippines, but the use of technology in education is growing. While books are still the primary medium of instruction, digital tools may eventually replace print textbooks. Tablets could help alleviate the heavy book loads carried by students and correct errors in public school textbooks. Tablets may engage students accustomed to computer games and videos in the same way gaming enhances learning. However, several factors make widespread tablet adoption difficult for Philippine schools, including cost, durability concerns, lack of technical expertise, and inadequate basic school infrastructure. Technology could still help address educational challenges with proper management.
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This document discusses the potential use of tablets in schools as a replacement for textbooks. It notes that while tablets are still seen as futuristic in most Philippine schools, the recognized impact of technology in education means the future adoption of tablets may not be too far away. It outlines some of the debates around replacing books with digital tools for learning. The document also compares features of laptops and tablets, and notes that while tablets are smaller and more portable, laptops have full keyboards and screens. It acknowledges challenges with using tablets in public schools in the Philippines, such as cost and durability issues compared to textbooks.
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Schools are struggling to engage students who have grown up immersed in technology and multi-task across various digital devices. This "I Generation" of digital learners processes information differently than previous generations but schools have not fully adapted to their needs. While technology is increasingly present in schools, it is often used more for administrative tasks than innovative instruction that could excite and challenge students. Educators must figure out how to develop 21st century skills in students and cater to their learning needs to prepare them for a rapidly changing world dominated by information and communication technologies.
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EDUC TECH 2 : Lesson 18: TABLETS FOR TEXTBOOKS IN SCHOOL
- 1. Bicol University College of Agriculture and Forestry Guinobatan, Albay Lesson 18: Tablets for Textbooks in Schools• Prepared by: • Aris N. De Castro • III-BAT-ATE1
- 2. TABLETS IN SCHOOL For the Philippine schools, even in private ones catering to children of the well-to-do families, the so-called Tablet-for-learning is still futuristic . Given, however, the recognized impact of technology in education, the future may not be too far away.
- 3. Today.. Books are still the primary medium of instruction in most schools. But there are now perception that virtual literacy may very well ease out textual print literacy. Boo ks
- 5. The disadvantage of using books for learning are debated upon. The load of books and workbooks for every subject is backbreaking due to their weight and size.
- 6. In developing countries, one-book for every student is still a goal, not a reality. Publishing and printing millions of books for millions of public school children are too expensive for the public purse. I cannot afford to buy books because it’s too expensive.
- 7. Today, technology is being viewed as a savior.
- 8. Computer games have been adopted in developed countries as a learning technology along with other audio-visual aids to teaching- and-learning.
- 9. FROM STUDIES…. Educational video gaming has been shown to inculcate competencies that relate to learning concentration, lasting memory recall and higher visual literacy.
- 11. De La Salle Experience
- 12. In De la Salle School, the future is now. Administrators, teachers, parents and other stakeholders have met to discuss the use of Tablets as a primary learning tool to replace the textbook. It was argued that young students carry many heavy books to school, which can be physically burdensome.
- 14. Information technology product manufacturers have given the De La Salle school support by way of customized tablet designs that re conducive to higher thinking, constructive and participative teaching- and-learning.
- 16. vs
- 18. vs
- 21. REFERENCES: BOOK Educational Technology 2 , Paz Lucido INTERNET https://www.google.com.ph/search?q=De+La+Salle+Experie nce&espv=2&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjF- OGT6- nSAhVGk5QKHVApCxkQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=De+La+Salle+Experience+talet&*&imgrc=Ictxk3YvOnUdA M: