The document discusses the progression of educational technology courses, specifically focusing on the transition from Educational Technology 1, which lays foundational knowledge of technology in education, to Educational Technology 2, which emphasizes the integration of technology in teaching and learning. It highlights the importance of preparing educators for effective technology use in classrooms and the policies implemented by progressive countries to support this goal. Furthermore, it addresses the levels of technology integration in teaching, obstacles to its implementation, and pedagogical models that enhance meaningful learning through technology.

1. Educational Technology 2
Lesson 1: A Review of Educational Technology 1
The Educational Technology 1 (ET-1) course has truly paved the way for the learner to become
aware, appreciative and equipped to use educational technology tools ranging from traditional to
modern educational media.
Truly, the foundation for a truly satisfying exposure to educational technology has been firmly
laid down by the ET-1 course, starting with thorough treatment of the history of educational
technology, quality education, and the roles of ET in the 21st millennium.
In ET-1, the learner was also oriented towards averting the dangers of dehumanization which
technology brings into societies, such as through ideological propaganda, pornography, financial
fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect
peoples and cultures while widening the gap between rich and poor countries.
On the application of educational technology to instruction. Educational Technology 1 showed the
4 phases of application of educational technology in teaching-and-learning, namely; (a) setting of
learning objectives (b) designing specific learning experiences (c)evaluating the effectiveness of
the learning experiences vis-a-vis the learning objectives, and (d) revision as needed of the whole
teaching-learning process, or elements of it, for further improving future instructional activities.
Adding to the technology sophistication of the learners, Educational Technology 1 fittingly
refined the distinction between educational technology and other concepts, such as instructional
technology ( which is the use of technology in instruction, different from school
management), audiovisual aids (or learning media to stir the senses for more effective learning).
In sum, Educational Technology 1 served:

2. * To orient the learner to the pervasiveness of educational technology in society.
* To lend familiarization on how educational technology can be utilized as media for the avenu es
teaching-learning process in the school.
* To uplift the learner to human learning through the use of learning technology.
* To impact skills in planning, designing, using and evaluating the technology-enriched teaching-
learning process.
* To acquaint learners on basic aspects of community education, functions of the school media
center, and finally
* To introduce the learner to what is recognized as the third revolution in education, the computer.
Lesson 2: An Overview: Educational Technology 2
Educational Technology 2 is concerned with " Integrating Technology into Teaching and Learning".
Specifically this is focused on introducing, reinforcing, supplementing and extending the knowledge
and skills to learners so that they can become exemplary users of educational technology. Mainly
directed to student teachers, also professional teachers who may wish to update their knowledge of
educational technology, it is our goal that this course can help our target learners to weave
technology, with software (computer programmed learning materials) becoming a natural extension
of their learning tools.

3. Necessarily, Educational Technology 2 will involve a deeper understanding of the computer as
well as hands-on application of computer skills. But this is not say that the goal of the course is to
promote computer skills. But this is not to say that the goal of the course is to promote computer
skills. Rather, the course is primarily directed at enhancing teaching-and-learning through
technology integration.
In essence, the course aims to infuse technology technology in the student-teachers training,
helping them to adapt and meet rapid and continuing technology changes, particularly in the thriving
global information and communication technology (ICT) environment.
More specifically, the course objectives are:
* To provide education in the use of technology in instruction by providing knowledge and skills on
technology integration-in-instruction to learners.
* To impart learning experiences in instructional technology-supported instructional planning.

4. * To acquaint students on Information Technology or IT- related learning theories with the
computer as a tutor.
* To learn to use and evaluate computer-based educational resources.
* To engage learners on practical technology integration issues including managing IT classrooms,
use of the Internet for learning, cooperative learning through the use of information technology,
etc.
* To inculcate higher-level thinking and creativity among students while providing them knowledge
of IT-related learning theories.
While the course is primarily intended for the use of student-teachers, it can also be of great
to use to professional teachers, school administrators, teacher educators, and in fact anyone who is
interested on how Information Technology can be used to improve not only instruction but the
school management program and curriculum.
It may be said, too, that the study of this course on integrating Information Technology in
instruction should not be considered as a formidable task, but rather as a refreshing and exciting
study given the idea that all learning should be fun.
Lesson 3:
To provide confidence to educators that they are taking the right steps in adopting
technology in education, it is good to know that during the last few years, progressive countries in
the Asia Pacific region have formulated state policies and strategies to infuse technology in
schools. The reason for this move is not difficultto understand since there is now a pervasive
awareness that a nation’s socio-economic success in the 21st century is linked to how well it can

5. complete in a global information and communication technology (ICT) region. This imperative among
nations has therefore given tremendous responsibilities on educators to create an educational
technology environment in schools.
And since it is understood that the state policies will continue to change, it is helpful to
examine prevailing ICT policies and strategies of five progressive states/city, namely New Zealand,
Australia, Malaysia, Singapore and Hong Kong.
New Zealand 2001 ICT Goals and Strategy
( Web link for more a detailed document)
http;//www.tki.org.nz.ict/
GOAL
Government with the education and technology sectors, community groups, and industry
evisions to support to the development of the capability of schools to use information and
communication technologies in the teaching and learning and in administration.
STRATEGY
It forces schools to be:
· Improving learning outcomes for students using ICT to support the curriculum.
· Using ICT to improve the efficiency and effectiveness of educational administration.
· Developing patnerships with communities to enhance access to learning through ICT.
Focus Areas
· Infrastructure for increasing schools’ access to ICTs to enhance education.
· Professional development so that school managers and teachers can increase their capacities
to use ICT.
Initiatives
· An online esource center with a centrally managed website for the delivery of multimedia
resources to schools.
· A computer recycling scheme
· A planning and implantation guide for schools
· ICT professional development schools/clusters
Australia IT initiatives
(http.//www.deet.gov.au/schools/adelaide/text/htm)
In the adelaide declaration and national Goals for schools, information technology is one of
the eight national goals/learning areas students should achieve. Students should be confident,
creative and productive users of new teachnologies, particularly ICTs, and understand the impact of
these technologies on society.
The plans for achieving the and national goal fo IT are left to individual states and
territories with the Educational Network Australia (EdNA) as the as the coordinating and advisory
body. Across the states and territories, the common features to planning, funding and
implementation strategies are:

6. · Fast local and wide area netwoks linking schools across the state and territory
· Substantial number of computers in schools, ensuring adequate access
· Continuing teacher training in the use of teachnology for instruction
· Technical support to each school
· Sufficient hardware and software
· Digital library resources
· Technology demonstrations as models for schools
Malaysia Smart School-Level Technology Project
(http://www.ppk.kmp.my/smartschool/)
Technology plays many roles in a Smart School from facilitating teaching-and-learning
activities to assisting with school management. Fully equipting a school includes;
· Classrooms with multimedia, presentation facilities, e-mail, and groupware for collaborative
work.
· Library media center with database for multimedia coursew are and network access to
internet
· Computer laboratory for teaching, readily accessible multimedia and audiovisual equipment
· Multimedia development cente with tools creating multimedia materials. Computer studies as
a subject
· Studio/theatette with control room for centralized audio-visual equipment, teleconferencing
studio, audio, room, video and laser disc video room.
· Teachers’ oom with on-line acess to courseware catalogues and databases, information and
resource management systems and professional networking tools, such as e-mail and gruopware.
· Server room equipped to handle applications, management databases and web server
· Administration offers capable of managing databases of students and facilities, tracking
students and teacher performance and resources, ditributing notices and other information
electronically
Singapore Masterplan for IT in Education
(http;//www.moe.edu.sg/education/masterplan/welcome.htm)
The masterplan has four key dimensions;
Curriculum and assessment
· A balance between acquisition of factual knowledge and mastery of concepts and skills
· Students in more active and independent learning

7. · Assessment to measure abilities in applying infomation
Learning resources
· Development of a wide range of educational software for instruction
· Use of relevant internet resources for teaching-and-learning
· Convenient and timely procurement of software materials
Teaching Development
· Training on purposeful use of IT for teaching
· Equipping each trainee teache with core skills in teaching with IT
· Tie-ups with institutions for higher learning and industy partners
Physical and technological infrastucture
· Pupil computer ratio of 2;1
· Access to IT in all learning areas in the school
· School-wide network, and school linkages whough wide area network (WAN), eventually
connected to Singapore One ( a broadband access service for high-speedy delivey of multimedia
services on island-wide basis
Hong Kong Education Program Highlights
(http//.www.info.gov.hk/emb/eng/prog_high/schoolprog.html)
Government raise the quality of school education by promoting the use of IT in teaching and
learning. The IT initiative are;
· On average, 40 computers for each primary school and 82 computers fo each secondary
school
· About 85,000 IT training places for each teachers at four levels
· Technical support for all schools
· An Information Education Resource Center for all schools and teachers
· An IT coordinator for each of 250 schools which should have sound IT plans
· Computer rooms for use by students for normal school hours
· An It Pilot Scheme to povide schools with additional resources
· Review of school curiculum to incorporate IT elements
· Development of appopriate software in collaboration with gvernment, the private sector,
tertiary institutions and schools
· Exploring the feasibility of setting up an education-specific intranet

8. Lesson 4:
Levels of integration
Now to provide moe specificexamples of levels of integration.
Ms. Cruz wants to show photos in her Social
Studies class, but the icture are so small. She
decides to use the computer scan the photos fo
a computer projection to the class( a
presentation softawae package)
Result: good class presentation followed by a
discussion
Mr. Alonzo thinks it is tedious to do paper and
pen match worksheets. He decides to use the
computer to put the woksheets into a
spreadsheet form. He then asked students to
submit thei completed worksheet to him by e-
mail.
Result: more active student activity
Geography teacher, Mr. Sioson finds it difficult
to motivate her students to learn about other
countries. Her supervisor suggested an
instructional simulation software in which
students play detectives to solve mysteries
related to Geography. Ms. Sioson use the
computer-based material, also designed
worksheets and question-answer sheets to find
out the students’ experience in the learning
process.
Result: an exciting group learning activity

9. Mr. Roxas uses a computer-bases Trigonometry
softwae, projected to the class using a pojector
to supplement his teacher centered class
presentation.
Result: an interactive class using a software
English teacher Ms. Santos, used computer-
based activities (software) which students can
go through duing library time
Result: enrichment activity; recording- keeping
features of softwae allows checking of progress
of student learning.
Ms. Yu asks her students to find information on
H-fever in the internet. Students are to create
an information leaflet giving a family health tips
on H-fever.
Result: creative skills employed by students
In these examples, Technology is the central instructional tool

10. To reflect in may need time fo teachers who are novices in technology integration to
become adept technology instructional integrators. There is no need to worry since technology
integration is developmental and takes a gradual route to amstery and expertise. In time, teachers
can advance from basic to morecomplicated levels of technology use in instuction
Lesson 5: Obstacles to IT pedagogical practice
Especially for educators living in developing or peasant economies, objections are likely to be
heard such as that the use of the computer is time-consuming and expensive. Besides there is also
the danger of a technology-centered classroom along the fear that computers may soon replace
teachers.
Virtue is in moderation and so, there is truly a need for teachers to balance their time for
the preparation and application of instructional tools. Through wise technical advice, schools can
also acquire the most appropriate computer hardware and software. At the same time, training
should ensure that the use of ET is fitted to learning objectives. In addition, teachers should
acquire computer skills for so that they can serve as models in integrating educational technology in
the teaching-learning process.
To dish out infomation on the Asean Region, Mr. Lopez assigned newsletter computer production by
group
Result:
increased
social skills to
group wok:
planning,
creativity,
computer
skills
The Rizal school has a partner school in the US. A joint Science project allows the Phillipines and U.S
schools to exchange information on indigeneous herbal plants in both countries. Video conferencing is
held involving students of both schools.
Result: a more
sophisticated
Technology-
supported
project
demonstrating
global
communication
and socially
relevant
research.

11. Lesson 6: IT enters a New Learning Environment
It is helpful to see useful models of school learning that is ideal in achieving instructional
goals through preferred application of educational technology. These are the models
of Meaningful Learning, Discovery learning, Generative learning and Constructivism.
In these conceptual models, we shall see how effective teachers’ best interact with
students in innovating learning activities, while integrating technology to the teaching learning
process.
Meaningful learning
If the traditional learning environment gives stress to rote learning and simple
memorization, meaningful learning gives focus to new experience that is related to what the
learners already know. New experience departs from the learning of a sequence of words but
gives attention to its meaning. It assumes that.
Students already have some knowledge that is relevant to new learning
Students are willing to perform class work to find connections between what they know and
what they can learn.
In the learning process, the learners are encouraged to recognize relevant personal

12. experiences. A reward structure is set so that the learner will have both interest and confidence,
and his incentive system sets a positive environment to learning. Facts that are subsequently
assimilated are subjected to the learner’s understanding and application. In the classroom, hands-
on activities are introduced so as to simulate learning in everyday living.
Discovery learning
Discovery learning is differentiated from reception learning in which ideas are presented
directly to students in a well organized way, such as through detailed set of instructions to
complete an experiment or task. To make a contrast, in discovery learning students perform tasks
to uncover what to be learned. New ideas and new decisions are generated in the learning process,
regardless of the need to move on or depart from organized setoff activities previously set. In
discovery learning, iti s important that the students become personally engaged and not subjected
by the teacher to procedures he/she is not allowed to depart from.
Generative Learning
In generative learning we have learners who attend to learning events and generate to
learning events and generate to learning events and generate meaning from this experience and
draw inference s thereby creating a personal model or explanations to the new experience in the
context of the existing knowledge.
Generative learning is viewed as different from the simple process of storing information.
Motivation and responsibility are seen to be crucial to this domain of learning. The area of
language comprehension offers examples of this type of generative learning activities, such as in
writing paragraph summaries, developing answers and questions, drawing pictures, creating
paragraph titles, organizing ideas/concepts, and others. In sum, generative learning gives emphasis
to what can be done with a piece of information, not only on access to them.
Constructivism
In constructivism, the learner builds a personal understanding through appropriate learning
activities and a good learning environment. The most accepted principles of constructivism are
- Learning consist in what a person can actively assemble for himself and not what he can
received
passively.
- The role of learning is to help the individual live/adapt to his personal world.

13. FIGURE 1- SYSTEMATIC INSTRUCTIONAL PLANNING PROCESS
Following modern trends in technology-related education, schools should now foster a
student-centered learning environment, wherein students are given leeway to use computer
information sources in their assignments, reports and presentation in written, visual, or dramatic
forms.
All these suggestions show that teachers and schools can no longer avoid the integration of
educational technology in instruction. Especially in the coming years, when portable and mobile
computing will make computing activities easier to perform, the approaches to classroom pedagogy
These two principles in turn lead to three practical implications:
- The learner is directly responsible for learning. He creates his personal understanding and
transforms information into knowledge. The teacher plays an indirect role by modeling effective
learning, assisting, facilitating, and encouraging learners.
- The context of meaningful learning consists in the learner connecting school activity with
real life.
- The purpose of education is the acquisition of practical knowledge, not abstract or universal
truth.

14. must change. And with continuing change in high-speed communication, mass storage libraries,
educators should be open for more drastic changes in the years ahead.
Lesson 7: IT for Higher Thinking Skills and Creativity Higher Level Learning Outcomes
Complex Thinking Skills Sub-Skills
Focusing defining the problem, goal/objective setting,
brainstorming
Information Gathering selection, recording of data of information
Remembering associating, relating new data with old
Analyzing identifying idea constructs patterns
Generating deducing,
inducting, elaborating
Organizing classifying, relating
Imagining visualizing, predicting
Designing planning formulating
Integration summarizing, abstracting
Evaluating setting criteria, testing idea, verifying
outcome, revising
Process
The act of proceeding; continued forward movement; procedure; progress; advance.
For example: “to learn is to change. Education is a process that changes the learner.”
Product
Anything that is produced, whether as the result of generation, growth, labor, or thought, or by the
operation of involuntary causes; as, the products of the season, or of the farm; the products of
manufactures; the products of the brain.
For example: “I like to tell people that all of our products and business will go through three phases.
There's vision, patience, and execution.”
Lesson 8: Higher Thinking Skills through IT-Based Projects
In this lesson, we shall discuss four types of IT-based projects which can effectively be
used in order to engage students in activities of a higher plane of thinking. To be noted id the fact
that these projects differ in the specific process and skills employed, also in the ultimate activity
or platform used to communicate completed products to others.
It is to be understood that these projects do not address all of the thinking skills shown
previously in the Thinking Skills Framework. But these projects represent constructivist project.
Key Elements of a constructivist approach:
a) The teacher creating the learning environment.

15. b) The teacher giving students the tool
c) The teacher facilitating learning.
Now let us see four IT-based projects conducive to develop higher thinking skills and creativity
among learners.
I. RESOURCE-BASED PROJECTS
The teacher steps out of the traditional role of being an context expert and information provider,
and instead lets the students find their own facts and information.
The general flows of events in resource-based projects are:
1. The teacher determines the topic for the examination of class.
2. The teacher presents the problem to the class.
3. The students find information on the problem/questions.
4. Students organize their information in response to the problem/questions.
TRADITIONAL AND RESOURCE-BASED LEARNING
Traditional learning model Resource-based learning model
Teacher is expert and information provides Teacher is a guide and facilitator
Textbook is key source of information Sources are varied(print, video. Internet,
etc.)
Focus on facts
Information is packaged
In neat parcels
Focus on learning inquiry, quest, or discovery
The product is the be-all and end-all of
learning
Emphasis on process
Assessment is quantitative Assessment is quantitative and qualitative.
II. SIMPLE CREATIONS
In developing software, creativity as an outcome should not be equated with ingenuity or high
intelligence. Creating is more consonant with planning, making, assembling, designing or building.
Three kinds of skills/abilities:
· Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be
solved.
· Synthesizing- making spontaneous connections among ideas, does generating interesting or
new ideas.
· Promoting- selling of a new ideas to allow the public to test the ideas themselves.
The five key task to develop creativity:
1. Define the task- clarify the goal of the completed project to the student.

16. 2. Brainstorm- the students themselves will be allowed to generate their own ideas on
the project. Rather than shoot down ideas, the teacher encourages ideas exchange.
3. Judge the ideas- the students themselves make an appraisal for or against any idea.
Only when students are completely off check should the teacher intervene.
4. Act- the students do their work with the teacher a facilitator.
5. Adopt flexibility- the students should be allowed to shift gears and not follow an
action path rigidly.
III. GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approached into different ways:
1. Instructive tools- such as in the production by students of a power point
presentation of a selective topic.
2. Constructive tools- such as when students do a multi-media presentation (with text,
graphs, photos, audio narration, interviews, video clips, etc. to simulate a television news
show.
IV. WEB-BASED PROJECTS
Students can be made to create and post web pages on a given topic. But creating new pages, even
single page web pages, maybe tool sophisticated and time consuming fort the average student.
It should be said, however, that posting of web pages in the Internet allows the students
(now the web page creator) a wider audience. They can also be linked with other related sites in the
Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-
learning process.
Lesson 9: Computer as Information and communication technology
In educational technology course 1 the role of computer in education was well discussed. It
was pointed out that the advent of the computer is recognized as the third revolution in education.
The first was the invention of the printing press; the second, the introduction of libraries and the
third the invention of the computer, especially so with the advent of the microcomputer in 1975.
Thus emerged computer technology in education
Through the technology, educators saw the amplification of learning literacy. Much like
reading, the modern student can now interact with computer messages; even respond to question or
to computer commands. Again like writing, the learner can form messages using computer language
or programs.
Soon computer assisted instruction (CAI) was introduced using the principle of individualized
learning through a positive climate that includes realism and appeal with drill exercise that uses
color, music and animation. The novelty of CAI has not waned to this offered by computer-equipped
private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that
within the first decade of the 21st
century, computer technology in education has matured to
transform into an educative information and communication technology (ICT) in education.

17. THE PC
Communication media Audiovisual media
(Internet) (Multimedia)
Email (text and video) Text, sound,
graphics
Chat rooms chart, photos
Blog sites Power-point
presentation
News services (print, video clip) CD, VCD, DVD
player
Music/movie/television room CDVCD, DVD player
Educational
software
(Internet)
Educational
websites
Software’s ,
courseware’s
School
registration/ records
Accounting
FIGURE 6 – USES OF THE COMPUTER AS ICT IN EDUCATION
THE PERSONAL COMPUTER (PC) AS ICT
Until the nineties, it was still possible to distinguish between instructional media and the
educational communication media.

18. Instructional media consist of audio-visual aids that served to enhance and enrich the
teaching-learning process. Examples are the blackboard, photo, film, and video
On the other hand, educational communication media comprise the media communication
to audiences including learners using the print, film radio, and television or satellite means of
communication. For example, distance learning were implemented using correspondence, radio,
television or the computer satellite system
Close to the turn of the 21st
century, however, such as distinction merged owing to the
advent of the microprocessor also known as the personal computer (PC). This is due to the fact that
the PC user at home, office and school has before him a tool for both audio-visual creations and
media communication.
To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary
modern PC:
v Microsoft Office- program for composing text, graphics, photos into letters, articles, reports
etc.
v Power-point- for preparing lecture presentations

19. v Excel- for spreadsheet and similar graphic sheets
v Internet – access to the internet

20. v Yahoo or Google- websites; email, chat rooms, Blog sites, news service (print/video) educational
software etc.
v Adobe reader- Graph/photo composition and editing

21. v MSN- mail/chat messaging
v Cyber link power- DVD player

22. v Windows media player- Editing film/video

23. v Game house- video games
Lesson 10: The computer as a tutor
The computer is one of the wonders of human ingenuity, even in its original design in the
1950s to carry out complicated mathematical and logical operations. With the invention of the
microcomputer (now commonly referred to PCs or personal computers), the PC has become the tool
for programmed instruction.
Educators saw much use of the PC. It has become affordable to small business, industries
and homes. They saw its potential for individualization in learning, especially as individualized
learning is a problem since teachers usually with a class of forty or more learners. They therefore
devised strategies to use the computer to the break the barriers to individualized instruction
Computer-assisted instruction (CAI)
The computer can be a tutor in effect relieving teacher of many activities in his personal
role as classroom 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. Even with the available computer and CAI software, the teacher
must;
· Insure that students have the needed knowledge and skills for any computer activity
· Decide the appropriate learning objectives

24. · Plan the sequential and structured activities to achieve objectives
· Evaluate the students’ achievements by ways of tests the specific expected outcomes.
On the other hand, the student in CAI play their own roles as learners as they;
· Receive information
· Understand instruction 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
During the computer activity proper in CAI the computer too plays its roles as it:
· Act as a sort of tutor (the role traditional played by the teacher)
· Provides a learning environment
· Delivers learning instruction
· Reinforces learning through drill and practice
· Provides feedback
Today, educators accept the fact that the computer has indeed succeeded in providing an
individualized learning environment so difficult for a teacher handling whole classes. This is so,
since the computer able to allow individual student to learn out their own pace, motivate learning
through a challenging virtual learning environment, assist student through information needed
during the learning process, evaluate student responses through immediate feedback during the
learning process also give the total score to evaluate the student’s total performance.
CAI Integrated with Lesson
CAI computer learning should not stop with the drill and practice activities of students
in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can
practice basic skills or knowledge in various subject areas. Common types of drill and practice
programs include vocabulary building, math facts, and basic science, and history or geography facts.
In these programs, the computer presents a question/ problem the first and the student is asked
to answer the question/problem. Immediate feedback is given to the student’s answer. After the
number of practice problems and at the end of the exercise, the students get a summary of his
overall performance.
The question arises: When and how can teacher integrate drill and practice programs
with their lessons? The following suggestion can be made:
· Use drill and practice programs for basic skills and knowledge that require rapid or automatic
response by students (e.g. multiplication table, letter and word recognition, identification of
geometric shapes, etc.)
· Ensure that drill and practice activities conform to the lesson plan/curriculum.
· Limit drill and practice to 20-30 minutes to avoid boredom.
· Use drill and practice to assist students with particular weakness in basic skills.
In integrating computer programs in instruction, use tutorial soft ware associated with
cognitive learning. While practice exercise or learning by doing is still the heart of each tutorial,
the tutorial software should be able to:

25. · Teach new content /new information to students (in as much as CAI provides practice on old
or already learned content)
· Provide comprehensive information on concepts in addition to practice exercise
· Can be effectively used for remediation, reviewing or enrichment
· Allow the teacher to introduce follow-up question to stimulate student learning.
· Permits group activity for cooperative learning
SIMULATION PROGRAMS
Simulation software materials are another kind of software that is constructivist in
nature. This simulation software:
· Teacher strategies and rules applied to real-life problems/situation
· Ask students to make decision on models or scenarios
· Allow students to manipulate elements of a model and get the experience of the effect of
their decisions
An example of such software is SimCity in which students are allowed to artificially manage
a city environment. Decision-making involve such factors as budget, crime, education,
transportation, energy resources, waste disposal, business/ industries available. (Note: soft ware
may not be available on local computer shops. Still concept-learning is helpful).
INSTRUCTIONAL GAMES
While relating to low level learning objectives (e.g. basic spelling or math skills),
instructional computer games add the elements of competition and challenge.

26. An example is GeoSafari which introduces adventure activities for Geography History and
Science. The program can be played by up to four players to form teams. Learning outcomes can be
achieved along simple memorization of information, keyboarding skills, cooperation and social
interaction, etc.
PROBLEM SOLVING SOFTWARE
These are more sophisticated than the drill and practice exercises and allow students to
learn and improve on their own problem solving ability. Since problems cannot be solved simply by
memorizing facts, the students have to employ higher thinking skills such as logic, recognition,
reflection, and strategy-making
The Thinking Things 1 is an example of a problem solving software in which the team
learners must help each other by observing comparing.

27. MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS
The Multimedia Encyclopedia can score a huge database with text, images, animation,
audio and video. Students can access any desired information, search it vast contents and even
download/print relevant portions of the data for their composition or presentation. An example is
the eyewitness children’s encyclopedia.

28. Electronic books provide textual information for reading supplemented by other types of
multimedia information (sounds, spoken words, pictures, animation). These are useful for learning
reading, spelling and word skills. Examples are Just Grandma and Me animated storybook which
offer surprises for the young learner’s curiosity.
Lesson 11: The Computer as the Teacher’s Tool
In the previous lesson, we saw how the computer can act as a tutor, particularly along a
behaviorist and cognitive approach to learning. But we also saw how certain computer software
programs have been developed to foster higher thinking skills and creativity.
In this lesson, we shall again look at the computer, but this time from another perspective,
the computer as the teacher’s handy-tool. It can in fact support the constructivist and social
constructivist paradigms of constructivist learning.
Constructivist was introduced by Piaget (1981) and Bruner (1990). They gave stress to
knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies
have been suggested to foster knowledge discovery, among these, is making students engaged in
gathering unorganized information from which they can induce ideas and principles. Students are
also asked to apply discovered knowledge to new situations, a process for making their knowledge
applicable to real life situations.
While knowledge is constructed by the individual learner in constructivism, knowledge can
also be socially constructed. Social constructivism. This is an effort to show that the construction
of knowledge is governed by social, historical and cultural contexts. In effect, this is to ay that the

29. learner who interprets knowledge has a predetermined point of view according to the social
perspectives of the community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences. He
therefore suggested the interactive process in learning. The more capable adult (teacher or parent)
or classmate can aid or complement what the learner sees in a given class project. In addition,
Dewey sees language as a medium for social coordination and adaptation. For Dewey human learning
is really human languaging that occurs when students socially share, build and agree upon meanings
and knowledge.
Learning Framework Constructivism Social Constructivism
Assumption Knowledge is constructed
by the individual.
Knowledge is constructed
within a social context.
Definition of Learning Students build their own
learning.
Students build knowledge
influenced by the social
context.
Learning Strategies Gather unorganized
information to create new
concept/principle
Exchange and share from
ideas, stimulates thinking.
General Orientation Personal discovery of
knowledge.
Students discuss and
discover meanings
Example 8*5-8+8+8+8+8 Two alternative job offers
option 1-8 hrs/day for
6days/week
Option 2-9 hrs/day for 5
days/week
FIGURE 7 SUMMARY OF THE TWO LEARNING PERSPECTIVE

30. The Computer’s Capabilities
Given its present-day speed, flexibility and sophistication, the computer can provide
access to information, foster creative social knowledge building, and enhance the communication of
the achieved project package. Without the computer, today’s learners may still be assuming the
tedious task of low-level information gathering, building and new knew knowledge packaging. But this
is not so, since the modern computer can help teacher-and-students to focus on more high level
cognitive tasks.
Based on the two learning theories, the teacher can employ the computer as a/an:
· As an information tool
· A communication tool
· A constructive tool
· As co-constructive tool
· A situating tool
Informative tool
The computer can provide vast amounts of information in various forms, such as text,
graphics, sound and video. Even multimedia encyclopedias are today available on the internet.
The internet itself provides and enormous database from which user can access global
information resources that includes the latest news, weather forecasts, airline schedule, sports
development, entertainment news and features, as well as educational information directly useful to
learners. The internet on education can be sourced for kinds of educational resources on the
internet.
Along the constructivist point of view, it is not enough for learners to download relevant
information using the computer as an information tool. Students can use gathered information for
composition or presentation projects as may be assigned by the teacher. Given the fact that the
internet can serve as a channel for global communication, the computer can very well be the key tool
for video teleconferencing sessions.
Constructive Tool
The computer itself can be used for manipulating information, visualizing one’s
understanding and building new knowledge. The Microsoft Word computer program itself is a
desktop publishing software that allows uses to organize and present their ideas in attractive
formats.
Co-constructive Tools

31. Students can use constructive tools to work cooperatively and construct a shared
understanding of new knowledge. On ways of co-constructive is the use of the electronic
whiteboard where students may post notices to a shared document/whiteboard. Students may also
co-edit the same document from their homes.
The Computer-Supported International Learning Environments (CSILE) is an example of an
integrated environment developed by the Ontario Institute for studied in Education. Within CSILE,
students can enter their ideas in notes and respond to each other’s ideas. Manifest in the student-
generated database are higher level thinking processes-explaining, problem solving/finding,
expertise and development, literacy improvement.
Situating Tool
By means of virtual reality (RS) extension systems, the computer can create 3-D images on
display to give the user the feeling that are situated in a virtual environment. A flight simulation
program is an example of situating tool which places the user in a simulated flying environment.
Multi-User domains or Dungeons (MUDs) MUD Object Oriented (MOOs), and Multi-User
Shared hallucination (MUSHs) are example of situating systems MUDs and MOOs are text-based
virtual reality environments on the Internet. When users log on to a MOO environment, they may
interact with the virtual reality (such as by writing on a notice board) through simple text based
commands. A school-to-school or classroom-to-classroom environment is possible whereby the user
can choose to talk around the campus, talk with other users who are logged to the same site.
To caution users, the computer as a situating tool is news and still undergoing further
research and development.
Lesson 12: Information Technology in Support of Student-Centered Learning Classroom
The Traditional Classroom
It may be observed that classroom are usually arranged with neat columns and rows of
student chairs, while the teacher stands in front of the classroom or sits behind his desks. This
situations is necessitated by the need to maintain classroom discipline, also they allow the teachers
to control classroom activities through lecture presentation and teacher-led discussion.
Noticeably, however, after spending so many minutes in lesson presentation and class management,
students can get restless and fidgety. Often enough, the teacher has to also mange misbehavior in
class as students start to talk among themselves or simply stare away in lack attention. To prevent
this situation, teachers often make students take time to work individually on worksheets can help
the situation.
Another option is now presented and this is adopting the idea of developing students to be
independent learners with the end of making them critical and creative thinkers.

32. The SCL classroom
John Dewey described the traditional learning process in which the teacher pours
information to students learners, much like pouring water from a jug into cups. This is based on the
long accepted belief that the teacher must perform his role of teaching so that learning can occur.
This learning approach is generally known as direct instruction, and it has worked well for obtaining
many kind of learning outcomes.
The problem with the direct instruction approach to learning, however, is the fact that the
world’s societies have began to change. Of course, this change may not be strongly felt in many
countries in which the economy longer depends primarily on factory workers who do repetitive work
without thinking on the job. The traditional classroom and direct instruction approach to learning
conform to this kind of economies.
In contrast, industrialized societies we find knowledge based economies in which workers
depends on information that can be accessed through information and communication technologies
(ICTs). Desiring to gain effectiveness, efficiency and economy in administration and instructions,
schools in these developed economies have also adopted the support of ICTs. Their students have

33. now become active not passive learners, who can interact with other learners, demonstrating
independence and self-awareness in the learning process.
Generally the new school classroom environment is characterized by student individually or in group:
· Performing computer word processing for text or graph presentation
· Preparing power-point presentation
· Searching for information on the internet
· Brainstorming on ideas, problems and project plans
· As needed, the teacher facilitating instruction, also giving individual instruction to serve
individual needs.
Observably, there is departure from traditional worksheet, read-and-answer, and drill-and-
practice activities. Students also no longer need to mark the test of peers since the computer has
programs for test evaluation and computerized scoring of results.
Given this trend in teaching-and-learning, it must be pointed out, however, that traditional
classroom activities-especially in less developed countries-will continue to have a strong place in the
classroom. In spite of this setback experienced in some countries, the option has now been opened
for the modern teacher to shift gears to students centered learning.
Lesson 13: Cooperative Learning with the Computer
Singapore has set the global pace for student-centered learning with a 2:1 (2 pupils with one
computer) ratio in its masterplan for IT in Education. This shows that even in other progressive
countries, the 1:1 :pupil-computer ratio is still an ideal to be achieved. Reality therefore dictates
that schools face the fact that each classroom, especially in public or government schools, may not
be equipped with the appropriate number of computers.
The creativity of the teacher will have to respond to the situation, and so cooperative
learning will likely be the answer to the implementation of IT supported learning in our schools. But
the situation may not be that bad since there are motivational and social benefits to cooperative
learning and these can compensate for lack of hardware that educators face.
Defining cooperative learning
Cooperative or collaborative learning is learning by small groups of students who work
together in a common learning task. It is often also called group learning but to be truly cooperative
learning, 5 elements are needed:
1. A common goal
2. Interdependence
3. Interaction
4. Individual accountability
5. Social skills
Therefore not every group work is cooperative learning since students working on their work
sheets physically sat around a table may be working together without these features of cooperative
learning.
From several studies made on cooperative learning, it is manifested that cooperative learning in its
true sense is advantageous since it:

34. (a) Encourage active learning, while motivating students
(b) Increases academic performance
(c) Promotes literacy and language skills
(d) Improves teacher effectiveness
In addition, there are studies show that cooperative learning enhances personal and social
development among students of all ages, while enhancing self-esteem and improving social relations
between racially and culturally different students.
Cooperative learning and the computer
Researchers have made studies on the learning interaction between the student and the
computer. The studies have great value since it has been a long standing fear that the computer
may foster student learning in isolation that hinders the development of the student’s social skills.
Now this mythical fear has been contradicted by the studies which show that when
students work with computers in groups, they cluster and interact with each other for advice and
mutual help. And given the option to work individually or in a group, the students generally wish to
work together in computer-based and non-computer-based activities. Reflecting on this
phenomenon, psychologists think the computer fosters this positive social behavior due to the fact
that it has a display monitor – just like a television set – that is looked upon as something communal.
Therefore researchers agree that the computer is a fairly natural learning vehicle for
cooperative (at times called promotive) learning.
Components of cooperative learning
Educators are still wary about the computer’s role in cooperative learning. Thus they pose
the position that the use of computers do not automatically result in cooperative learning. There
therefore assign the teacher several tasks in order to ensure collaborative learning. These are:
· Assigning students to mixed-ability teams
· Establishing positive interdependence
· Teaching cooperative social skills
· Insuring individual accountability, and
· Helping groups process information
These are in addition to assigning a common work goal in which each member of the group will
realize that their group will not succeed unless everyone contributes to the groups’ success. It is
also important for the teacher limits learning group clusters (six is the ideal number in a group) so
there can be closer involvement in thinking and learning.
esson 14: The Software as an Educational Resource
Whenever people think about computers, they are most likely thinking about the computer
machine such as the television-like monitor screen, the keyboard to type on, the printer which
produces copies of text-and-graphics material, and the computer housing called “the box” which
contains the electronic parts and circuits (the central processing unit) that receives/ stores data

35. and direct computer operations. The computer machine or hardware is naturally an attention-
getter.
It’s more difficult to realize, however, that the computer hardware can hardly be useful
without the program or system that tells what the computer machine should do. This is called
software.
There are two kinds of software:
1. The system software. This is the operating system that is found or bundled inside all computer
machines.
2. The application software. This contains the system that commands the particular task or solves
a particular problem.
In turn the applications software may be:
(a) A custom software that is made for specific tasks often by large corporations, or
(b) A commercial software packaged for personal computers that helps with a variety of tasks such
as writing papers, calculating numbers, drawing graphs, playing games, and so much more.
Microsoft Windows
Also referred to as program, Microsoft Windows or Windows for short is an operating
environment between the user and the computer operating system. Also called a shell, it is a layer
that creates the way the computer should work. Windows uses a colorful graphics interface (called
GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the
computer is turned on.
The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired
software. Windows 95 (now improved with Windows 2003 and 2007) is software designed for
Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides
· User convenience – just click a file name to retrieve data or click from program to program as easy
as changing channels in your TV screen
· A new look – fancy borders, smooth and streamlined text fonts
· Information center – Windows puts all communications activities (e-mail, downloads etc. in a single
screen icon); adapts/configures the computer for the Internet.
· Plug and play – configures the computer with added components, such as for sound and video.
Instructional Software
Instructional software can be visited on the Internet or can be bought from software shops or
dealers. The teacher through his school should decide on the best computer-based instructional
(CBI) materials for the school resource collection. But beware since CBIs need much improvement,
while web-based educational resources are either extremely good or what is complete garbage. In
evaluating computer-based educational materials, the following can serve as guidelines:

36. · Be extremely cautious in using CBIs and “free” Internet materials
· Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music
forgetting their instructional worth
· Teachers must evaluate these resources using sound pedagogical principles.
· Among design and content elements to evaluate are: the text legibility, effective use of color
schemes, attractive layout and design, and easy navigation from section-to-section (such as from
game to tutorial to drill-and-practice section)
· Clarity in the explanations and illustrations of concepts and principles
· Accuracy, coherence, logic of information
· Their being current since data/statistics continually change
· Relevance/effectiveness in attaining learning objectives
· Absence of biased materials (e.g. gender bias or racial bias)
Lesson 15: The Internet and Education
The Internet ,also simply called the Net ,is the largest and far-firing network system-of-all-
system.How is everything coordinated through the Internet?This is done through a standardized
protocol(or set of rules for exchanging data) called Transmission Control Protocol/Internet
Protocol(TCP/IP).To gain access to the internet,the computer must be equipped with what is called
a Server which has a special software (program) that uses the Internet protocol.Originally
developed and still subsidized by the United State government, the Internet connect not only
commercial,industrial,scientific establishments but all other sectors including education and its
libraries,campuses and computer centers.
Getting around the Net
The vast sea of information now in the Internet,including news and trivia,is an overwhelming
challenge to those who wish to navigate it.Everyday,the Net user-population and the available
information continue to grow,and new ways are continuously being developed to tour the Internet.
The most attractive way to move around the Internet is called browsing.Using a program called a
browser,the user can use a mouse to point and click on screen icons to surf the
Internet,particularly the World Wide Web (the web), an Internet' s subset of text,images,and
sounds are linked together to allow users to access data or information need.
The future of the Internet seems limitless.Already its complexity has spawned and continue to
spawn Net sites including new demand for services to business,industries,science,government and
even homes.Many experts predict that the Internet is destined to become the centerpiece of all
online communications on the planet and in some future time in the solar system using interplanetary
satellite communication stations.
A view of educational uses of the Internet
Today,even elementary school graders in progressive countries like the United States are
corresponding via e-mail with pen pals in all 50 states.They ask probing question like,"What is your
state's most serious problems,"or how much does a pizza cost in your state?This educational
activity prodded by their schools are paying dividends from increasing the pupil's interest in

37. Geography to a greater understanding of how people live in large cities and other places in the
United States or the world.
Educational software materials have also developed both in sophisticated and appeal.There is
now a wider choice from rote arithmetic or grammar lesson to discovery and innovation
projects.But the real possibility today is connecting with the world outside homes,classrooms,and
Internet cafes.And today schools are gearing up to take advantage of Internet access,where they
can plug into the Library of Congress,make virtual visits to famous museums in the world,write to
celebrities and even send questions to heads of states.
Lesson 16: Understanding Hypermedia
From the educational Technology 1 course the student has already become aware of
multimedia or an audiovisual package that includes more than the instructional media(means of
knowing)such as text,graphics,audio animation and video clip.
Hypermedia is nothing but multimedia,but this time packaged as an educational computer
software where information is presented and student activities are integrated in a virtual learning
environment.Most educational IT applications are hypermedia and these include:
 Tutorial software packages
 Knowledge web pages
 Simulation instructional games
 Learning project management and others
The presentation of information-learning in hypermediais said to be sequenced in a non
linear manner,meaning that the learner may follow his path of activities thus providing an
environment of learner autonomy and thinking skills
Characteristics of hypermedia applications
There are two important features that are outstanding among other features---that characterize
the hypermedia software:
1.)Learner control - This means the learner makes his own decisions on the path,flow or events of
instruction.The learner
has control on such aspects sequence,page content,media,feedback,etc. that he/she may encounter
in the hypermedia learning program.
2.)Learner wide range of navigation routes - the learners controls the sequence and pace of his
path depending on his ability and motivation.He has the option to repeat and change speed,if
desired. The learner also has a wide range of navigation routes such as by working on concepts he is
already familiar with.
In the use of hypermedia the following instructional events will prove useful to the teacher:

38.  Get the learner's attention
 Recall prior learning
 Inform learners of lesson objectives
 Introduce the software and its distinctive features
 Guide learning,eliciting performance
 Provide learning feedback
 Asses performance
 Enhance retention and learning transfer