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Educational Technology
- 1. Educational Technology By: Ina S. Tuando, LPT
- 2. Technology collection of techniques, skills, methods
- 3. Educational Technology the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources
- 4. Technology in Education 1.Students demand it. 2.New teachers are demanding it. 3.Kids are the digital native. 4.Kids can learn at their own pace. 5.With technology, there are no limitations.
- 5. 6. Technology has the ability to enhance relationships between teachers and students. 7. Testing has gone online 8. Multitude of resources 9. Technology keeps kids engaged. 10. Technology is necessary to succeed outside of primary and secondary education
- 6. Instructional Technology includes practical techniques of instructional delivery that systematically aim for effective learning
- 7. AUDIOVISUAL FORMS AUDIOVISUAL MEDIA AUDIOVISUAL AIDS AUDIOVISUAL TECHNOLOGY
- 8. DIMENSIONS OF EDUCATIONAL TECHNOLOGY
- 10. Analysis Phase 1. Who is the audience? 2. Identify new behavioral outcome. 3. What are delivery options?
- 11. Step used for Design phase 1. Documentation 2. Apply instructional strategies 3. Design user interface and user experience 4. Prototype creation 5. Apply visual design
- 14. Types of Instructional Materials 1. Non-projected Displays 2. Printed and Duplicated Materials 3. Projected Displays 4. Audio Materials 5. Audio-video presentations 6. Film and Video Materials 7. Computer-Mediated Materials
- 15. MOCKUPS replica of a machine or structure, used for instructional or experimental purposes. It is also detachable
- 16. REALIA objects and material from everyday life, especially when used as teaching aids. •Post Card •Restaurant Menu •Newspaper/Tabloids
- 17. MODELS a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original.
- 18. SPECIMENS an individual animal, plant, piece of a mineral, etc., used as an example of its species or type for scientific study or display
- 20. CLASSICAL CONDITIONING • Developed by Ivan Pavlov • Also called as the Pavlovian conditioning STAGES OF CLASSICAL CONDITIONING 1.Before Conditioning 2.During Conditioning 3.After Conditioning
- 22. Connectionism Theory •Law of Readiness •Law of Exercise •Law of Effect Principles 1. Learning requires both practice and rewards (laws of effect /exercise) 2. A series of S-R connections can be chained together if they belong to the same action sequence (law of readiness). 3. Transfer of learning occurs because of previously encountered situations. 4. Intelligence is a function of the number of connections learned.
- 23. Meaningful Learning • Developed by David Ausubel • Differentiated Meaningful Learning vs. Rote Learning
- 24. 1.Meaningful Learning: Non-arbitrary, non-verbatim, substantive incorporation of new knowledge into cognitive structure. Deliberate effort to link new knowledge with higher order concepts in cognitive structure Learning related to experiences with events or objects. Affective commitment to relate new knowledge to prior learning.
- 25. 2.Rote Learning: Arbitrary, verbatim, non-substantive incorporation of new knowledge into cognitive structure. No effort to integrate new knowledge with existing concepts in cognitive structure. Learning not related to experience with events or objects. No affective commitment to relate new knowledge to prior learning.
- 26. PHASES OF MEANINGFUL LEARNING Phase One: Advanced Organizer Phase Two: Presentation of Learning Task Phase Three: Strengthening Cognitive Organization
- 27. Gestalt Theory Gestalt is a decisive trend in psychology history. It was born in Germany at the beginning of the 20th century. It was Christian von Ehrenfels, an Austrian philosopher, who gave this movement its name in The Attributes of Form, his most important work. There is no perfect English translation of the term “gestalt”. But we can interpret it as “totality”,”figure”,”structure”,”configuration” or “organized unity”.
- 28. Gestalt Theory Laws 1. Law of Prägnanz “simplify what we perceive and prefer simplicity”
- 29. 2. Figure-ground law “we can only see one figure at a time”
- 30. 3. Law of proximity “elements closest to each other tend to form a group”
- 31. 4. Law of similarity “things with similar appearance will be group together”
- 32. 5. Common Fate law “elements that seem to move together towards a certain orientation are perceived as a whole”
- 33. 6: Law of Closure “our minds craves for completion”
- 34. 7. Law of Good Continuity “even if two or more objects intersect, our minds will still see them as uninterrupted and different objects that do not share stimulus”
- 35. Cumulative Learning Theory • Developed by Robert Gagne • Different instructional approaches are used to achieve maximum learning
- 36. NINE ESSENTIAL STEPS OF INSTRUCTION • Gain attention - Present stimulus to ensure reception of instruction. • State the learning objective - What will the pupil gain from the instruction? • Stimulate recall of prior learning - Ask for recall of existing relevant knowledge. • Present the stimulus - Display the content. • Provide learning guidance • Elicit performance - Learners respond to demonstrate knowledge. • Provide feedback - Give informative feedback on the learner's performance. • Assess performance - More performance and more feedback, to reinforce information. • Enhance retention and transfer to other contexts
- 37. The Zone of Proximal Development An important concept in sociocultural theory is known as the zone of proximal development. According to Vygotsky, the zone of proximal development "is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."
- 40. PRINCIPLES IN THE SELECTION AND UTILIZATION OF ED TECH. 1.Encourages contact between students and faculty 2.Develops reciprocity and cooperation among students 3.Encourages active learning 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations 7.Respects diverse talents and ways of learning
- 46. Information Technology the study or use of systems for storing, retrieving, and sending information.
- 47. Information Retrieval is understood as a fully automatic process that responds to a user query by examining a collection of documents and returning a sorted document list
- 48. Information Science the study of processes for storing and retrieving information, especially scientific or technical information.
- 49. Key Terms in ICT 1.Computer: an electronic device for storing and processing data, typically in binary form 2.Document: a piece of written, printed, or electronic matter that provides information or evidence or that serves as an official record. 3.File: a collection of data stored in one unit, identified by a filename. 4.Data: information processed or stored by a computer. 5.Email: Electronic Mail
- 51. Local Area Network (LAN) – covers a small area Metropolitan Area Network (MAN) – whole city Wide Area Network (WAN) – nationwide Personal Area Network (PAN) – private connection
- 52. MOTHERBOARD Also called as mainboard, is the printed circuit board (PCB) found in computers. It holds many of the essential electronic components of the system such as the CPU, memory, video cards, network cards, and hard drives.
- 53. CPU (Central Processing Unit) Is the brain of the computer that performs calculations. It is comprised of millions of logic gates that is used for variety of operations.
- 54. Common Computer Acronyms •BIOS – Basic Input Output System •MAC - Macintosh •OS – Operating System •PC – Personal Computer •PDF - Portable Document Format •RAM - Random Access Memory. •ROM - Read Only Memory •VGA - Video Graphics Array •FTP - File Transport Protocol •HTML - HyperText Markup Language. •HTTP - Hypertext Transfer Protocol. •IP - Internet Protocol •ISP - Internet Service •URL - Uniform Resource Locator. •USB - Universal Serial Bus
- 55. Generations of Computer First Generation: Vacuum Tubes (1940-1956) Second Generation: Transistors (1956-1963) Third Generation: Integrated Circuits (1964-1971) Fourth Generation: Microprocessors (1971-Present) Fifth Generation: Artificial Intelligence (Present and Beyond)
- 58. Mini Computers
- 59. Micro Computers
- 61. Roles of Computer Informative Tool Communicative Tool Productivity Tool
- 63. Venn Diagram Semantic Webbing A CB TechnologyAdvantage Dis- Advantage
- 64. Series of event chain Flowchart
- 65. Cycle Timeline I. II. III.IV. V. 0 2 4 6 8 10 12 14 Category 1 Category 2 Category 3 Category 4 Series 3 Series 2 Series 1
- 66. Continuum Scale Fishbone Diagram
Editor's Notes
- 1. Kids like to be interactive, and learning through technology has now become a part of their lifestyle. For new teachers, technology is considered a necessity for the learning environment. Engaging with technology in the classroom has not only helped them learn better, but they also acquire multi-tasking skills. At this day in age, they hardly know how to learn without it. With the integration of technology in education, children have the ability to slow down and go back over lessons and concepts, and more advanced kids can go ahead. Having access to other information outside of the book gives students many different ways to learn a concept.
- 6. When teachers effectively integrate technology into subject areas, teachers grow into roles of adviser, content expert, and coach. 7. Testing online is the way of the future, but it has a lot of advantages. Assessing students’ performance can be done instantly with technology. Beyond seeing test scores in real-time, teachers can better track and understand students’ grasp of the subject. 8. Computers, tablets, and other forms of technology bring multiple resources for the teacher that’s not in the book. 9. The students of this generation are considered technological learners. They learn best being more interactive, and technology is what helps them do that. 10. These days, technology means more than just learning basic computing skills. Technology has made itself part of every aspect of our lives today, and the students who understand it are the ones who succeed in the business world.
- Design is the process of specifying conditions for learning. The purpose of design is to create strategies and products at the macro level, such as programs and curricula, and at the micro level, such as lessons and modules. Development is the process of translating the design specifications into physical form. It includes hardware, software, visual and auditory materials, as well as the programs or packages which integrate the various parts. Those engaged in utilization are responsible for matching learners with specific materials and activities, preparing learners for interacting with the selected materials and activities, providing guidance during interaction, providing for assessment of the results, and incorporating this usage into the continuing procedures of the organization. These skills include planning and organizing programs, supervising personnel, planning and administering budget and facilities, coordinating policies and procedures, and providing leadership. Within this domain, evaluation is the process of determining the merit, worth or value of an instructional program, project or product for the purpose of making a judgment.
- A – Analyze Learners S – State Standards and Objectives S – Select Strategies, Technology, Media, and Materials U – Utilize Technology, Media, and Materials R – Require Learner Participation E – Evaluate and Revise (student, teacher, IM)
- Pavlov’s Dog Experiment Food is naturally the UCS and the drooling of the dog is the UCR. The bell (NS) is rang before the food is served Every bell sound (NSCS) makes the dog drool (CR)
- Edward Thorndike 2. interest in math good in math engineering course contiguity - the sequential occurrence or proximity of stimulus and response, causing their association in the mind.
- Clarify the aims of the lesson, present organizer Logical order of learning task Clarify ideas, apply ideas actively
- Perception tends to organize the elements in the simplest possible way. Our brain prefers harmonious compositions. Therefore, we simplify what we perceive and prefer simplicity.
- We will have realized that it is impossible to perceive the faces and the cup at the same time. We can only see one figure at a time
- The elements closest to each other tend to form a group as if they were one set. If you look at three piles of candy, you’ll notice three groups instead of seeing all the candy separately.
- Similar figures seem to have the same shape. Their similarity may be due to the fact that they have a similar color, shape or any other characteristic that allows us to draw a parallel between them. We know that each tree has its own characteristics; not all trees have exactly the same height and color. However, from this point of view, they seem to us to be practically the same because of their similarity.
- Elements that seem to move together towards a certain orientation are perceived as a whole. If we see some children running to an ice cream stand, we will look at them as a whole. However, we can also look at them one by one if we are interested. In this case, we perceive the group in a homogeneous way.
- We tend to mentally close the contours to simplify reality. If we see a slightly curved curve that is practically closed, we will notice a circumference. This photograph leads us to imagine a closed line that unites all people. We see that they are separate, but our brain reduces the information.
- We prefer to ignore the abrupt changes in an image we are seeing. Generally speaking, we pay more attention to the characteristics of a stimulus that allow us to perceive a smooth continuity.
- Gain State Stimulate Present Provide Guidance
- Gain State Stimulate Present Provide Guidance
- Scaffolding: the process in which teachers model or demonstrate to the students
- Interaction between the student and teacher (or tutor, or other expert) Student-student interaction Active learning Rich, rapid feedback Time on task High expectations of the student's ability to learn Respect for different talents, ways of learning
- Coherence- logical and consistent Repetition – pwedeng gamitin ulit 8. Encourage questioning
- Subs-For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Aug-a student might augment a presentation on, say, the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation. Mod-A student presenting research on the 14th Amendment, to continue our example, might create his or her own unique graphic organizer for the class that not only includes the usual multimedia resources but represents a new product or synthesis of existing material. Red-students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution.
- Query – request for data or information
- Turnaround document – other people can search for your research and classify it as a source document
- IP Address- is a digital code specific to each computer that is hooked up to the Internet. - Uniform Resource Locator which is a path to a certain file on the World Wide Web.