This document provides an outline and overview of the author's educational technology portfolio. It includes: 1) An introduction to the author and their background. 2) A brief overview of educational technology, including its goals and four main perspectives. 3) A reflection on the author's learning in two educational technology courses, highlighting how it has helped them understand digital literacy and the needs of 21st century students. 4) A concluding statement about the importance of technology skills for today's students and their role as responsible citizens.

1. My Portfolio
in
Educational
Technology

2. Outline
a. The Student
~ This contains a brief introduction of myself
b. Educational Technology in a Nutshell
~ This contains facts about Educational Technology
1 and 2
c. Learning Through EdTech 1 and EdTech 2
~ This contains my significant learnings about
EdTech 1 and EdTech 2 in a form of reflection
d. The Students after EdTech
~ This contains final statement/concluding statement of my
portfolio

3. a. The Student

4. Krystal May T. Sevilla
19 years old
#360 Phase 1A Javalera,
General Trias, Cavite

5. *Studying in Cavite State University taking up Bachelor in
Secondary Education major in English
*Working student at McDonald’s
* Officer in Education Circle s.y. 2015-2016

6. b. Educational
Technology in a
Nutshell

7. Educational Technology
Educational technology is a wide field. Therefore,
one can find many definitions, some of which are
conflicting. Educational technology can be considered
either as a design science or as a collection of
different research interests addressing fundamental
issues of learning, teaching and social organization.

8. Goals of Educational Technology
"Technology provides us with powerful tools to try out different designs,
so that instead of theories of education, we may begin to develop a
science of education. But it cannot be an analytic science like physics or
psychology; rather it must be a design science more like aeronautics or
artificial intelligence. For example, in aeronautics the goal is to elucidate
how different designs contribute to lift, drag maneuverability, etc.
Similarly, a design science of education must determine how different
designs of learning environments contribute to learning, cooperation,
motivation, etc." (Collins, 1992:24).

9. Educational technology research always had an
ambitious agenda. Sometimes it only aims at increased
efficiency or effectiveness of current practice, but
frequently it aims at pedagogical change. While it can
be considered as a design science it also addresses
fundamental issues of learning, teaching and social
organization and therefore makes use of the full range
of modern social science and life sciences methodology.

10. Four Perspectives That Define Educational
Technology
1. Educational technology as media and audiovisual
communications —This movement produced audiovisual
communications or the "branch of educational theory and
practice concerned primarily with the design and use of
messages that control the learning process“. The view of
educational technology as media to deliver information
continues to dominate areas of education and the
communications industry

11. 2. Educational technology as instructional systems and
instructional design- Based on efficiency studies and learning
theories from educational psychology, they advocated using
more planned, systematic approaches to developing uniform,
effective materials and training procedures. Their view was
based on the belief that both human (teachers) and nonhuman
(media) resources could be part of an efficient system for
addressing any instructional need. Therefore, they equated
"educational technology" with "educational problem
solutions."

12. 3. Educational technology as vocational training- Also known
as technology education, this perspective originated with
industry trainers and vocational educators in the 1980s. They
believed that an important function of school learning is to
prepare students for the world of work in which they will use
technology and that vocational training can be a practical
means of teaching all content areas such as math, science, and
language.

13. 4. Educational technology as computer systems- As computers
began to transform business and industry practices, both
trainers and teachers began to see that computers also had the
potential to aid instruction. From the time computers came into
classrooms in the 1960s until about 1990, this perspective was
known as educational computing and encompassed both
instructional and administrative support applications.

17. c. Learning
Through EdTech 1
and EdTech 2

18. Some say that the computer technology is a barrier or destruction in learning.
They say that it is really a baneful invention that it interfere really in that process.
But they should know that computer technology is not only about entertainment
purposes, neither Facebook nor Twitter - not to any social networking sites. Hence,
computer technology plays a very important and vital part in the process of learning.
Imagine, in just one click, there will be a millions of data and facts instantly.
In just a browse in the World Wide Web, you can meet lots of information and
knowledge you need. Computer technology and Internet is a very important tool in
transforming the traditional classroom into one that is learner-centered. We cannot
deny the fact that the modern students are into the technology and gadgets, so the
best way to learn all the stuff inside the classroom is the integration of technology in
learning.

19. The art of teaching has several skills attached to it. These are not skills
that we gain over night, but teachers have to develop these skills through
extensive practice and analysis of the 21st century learner. In light of this the
words of (Prensky, 2001) are holding true that “Our students have changed
radically. Today’s students are no longer the people our educational system was
designed to teach.” As I willingly accepted the opportunity to explore
educational technology, my darkened state was lit as it was brought to my
attention how technology savvy the 21st century learners are. As a result the
educators have to keep in tuned to effectively teach the students we have today.
The educational technology course has really helped me to get an
understanding of what digital literacy really is and adjustments that teachers
will have to make in order to effectively teach the 21stcentury students.

20. Adjustments which include the implementation of electronic
books dispensing students work via social Medias and itunes and
including simulations in the teaching learning process. Therefore,
new strategies and stringent policies have to be implemented in ordered
to satisfy the needs of the learners. The course has lend me to
understand that the technological advancement of the 21st century
learner has a positive implication for the teaching and learning process
while the changes in behavior has resulted in rigid policies being
implemented to curtail the behavior of the students. This has lead
teachers to join the educational revolution that is taking place in our
environment.

21. d. The Students
after EdTech

22. Technology undeniably plays a central role in modern life. Personal,
domestic, and international interactions, including commerce, occur via technology.
The increasing tide of globalization and widespread communications accentuate the
importance of our students’ learning to effectively use the tools available. The
internet is not designed to be merely a social networking venue, but provides
bountiful information, and can offer a portal into other cultures. As a Social Studies
teacher, part of my role is to make my students responsible citizens. In this era,
technology savvy plays a significant role in shaping citizens who will be able to
contribute more to the greater good. Basic literacy is now frequently insufficient for
employers; they want new employees to be able to use computers for a variety of
tasks, not limited to office applications.

23. This is a real issue. How we talk about our schools can act
to define the reality of the school. Communication scholars
refer to this as socially constructed reality through
communication. As I have written before, ultimately the
symbolic meanings placed on spaces, texts or mission is in the
mind of those receiving the message. Beauty is in the eye of the
beholder and all that …

24. In cases where mission and identity is seemingly
overshadowed by contradictory messages, feelings of hurt,
anger and confusion can arise. In the story above, as the only
words being offered to socially construct the meaning of
“school” were technology, 1:1, iPads… the teacher felt the
entire focus of the school was shifting from the 450 year old
tradition of Ignatian education. The teacher felt threatened
which led to a feeling of isolation which led to anger and
eventually a relationship out of balance.

25. Thank you 