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1. Utilization of Appropriate Technology in Teaching
Educational Technology 2

2. The Educational Technology 1 has paved
the way for the learners to
• be aware,
• appreciate and
• be equipped
In using tools ranging from traditional to
modern educational media.
Recapitulation (Ed Tech 1)

3. 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.
These dangers continue to affect people
and cultures while widening the gap
between rich and poor countries.
Recapitulation (Ed Tech 1)

4. In sum, Educational Technology 1 served:
• 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 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.

5. Utilization of Appropriate Technology in Teaching
Educational Technology 2
Brief History of the application of technology in education.

6. • EdTech 2 is concerned with the
integration of technology in the Teaching
and Learning process.
• It is focused on introducing, reinforcing,
supplementing and extending the
knowledge and skills to learners so that
they can become exemplary users of
educational technology.
Educational Technology 2

7. • It is mainly directed to student teachers,
also professional teachers, who may
wish to update their knowledge of
educational technology.
• EdTech 2 aims to teach learners to
weave technology, with software
(computer programmed learning
materials) becoming a natural extension
of their learning tools.
Educational Technology 2

8. • EdTech 2 will involve a deeper
understanding of the computer as well
as hands-on application of computer
skills as part of the enhancement of the
teaching-and-learning through
technology integration.
Educational Technology 2

9. • In essence, EdTech 2 aims to infuse
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.
Educational Technology 2

10. In sum, Educational Technology 2 will serve:
• to provide education in the use of technology in instruction
by providing knowledge and skills on technology
integration-in-instruction to learners.
• to acquaint students on Information Technology or IT-
related learning.
• 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 based
learning techniques.

11. Is there really a need to
integrate technology to
education?

12. Fact or Opinion

13. • Progressive countries in the Asia Pacific
Region have formulated state policies
and strategies to infuse technology in
schools. The five progressive states/city
imposing ICT policies and strategies in
schools are:
• New Zealand,
• Australia,
• Malaysia,
• Singapore and
• Hong Kong.
EdTech in Asia Pacific Region

14. Goal
• Government with the education and technology sectors,
community groups, and industry envisions supporting to
the development of the capability of schools to use
information and communication technologies in teaching-
and-learning and in administration.
Strategy
• Improving learning outcomes for students using ICT to
support curriculum
• Using ICT to improve the efficiency and effectiveness of
educational administration
• Developing partnerships with communities to enhance
access to learning through ICT
EdTech in New Zealand

15. Focus areas
• Infrastructure for increasing schools' access to ICTs to
enhance education
• Professional development so that school managers and
teachers can increase their capacity to use ICT
Initiatives
• ICT professional development schools
• An on-line resource center with centrally managed
website
• A computer recycling scheme
• A planning and implementation guide for schools
• Media resources to schools
EdTech in New Zealand

16. Planning, funding and implementation strategies:
• Fast local and wide area networks linking schools across
the state and territory
• Substantial number of computers in schools, ensuring
adequate access
• Continuing teacher training in the use of technology for
instruction
• Technical support to each school
• Sufficient hardware and software
• Digital library resources
• Technology demonstrations as models for schools
EdTech in Australia

17. Teaching-and-Learning includes:
• Classroom with multi-media, presentation facilities, e-mail
and groupware for collaborative work
• Library media center with database for multimedia
courseware and network access to the internet
• Computer laboratory for teaching, readily accessible
multimedia and audiovisual equipment
• Multimedia development center
• Studio/theatre with control room
• Teachers' room with on-line access to courseware
catalogues and databases, information and resource
management systems and professional networking tools,
such as e-mail and groupware
• Administration offices capable of accessing the network
EdTech in Malaysia

18. Strategies
• Development of a wide range of educational software for
instruction
• Use relevant internet resources for teaching- and-learning
• Convenient and timely procurement of software materials
Teacher development
• Training on purposeful use of IT for teaching
• Equipping each trainee teacher with core skills in teaching
with IT
• Tie-ups with institutions for higher learning and industry
partners
EdTech in Singapore

19. Physical and technological infrastructure
• Pupil computer ratio 2:1
• Access to IT in all learning areas in the school
• School wide network and school linkages through wide
area network (WAN), eventually connected to Singapore
ONE - Universal Access to Broadband (Singapore)
EdTech in Singapore

20. Initiatives
• 40 computers for every primary school and 82 computers
for every secondary school
• About 85,000 IT training places for teachers at four levels
• Technical support for all schools
• Information Education Resource Center
• IT coordinator for each of 250 schools
EdTech in Hong Kong

21. Initiatives
• Computer rooms for the use of students after normal
school hours
• Review of school curriculum to incorporate IT elements
• Development of appropriate software in collaboration with
government, the private sector, tertiary institutions and
schools
• Exploring feasibility of setting up an education- specific
Intranet
EdTech in Hong Kong

22. DepEd is committed to integrate ICT in public schools. The
DepED ICT4E Strategic Plan:
It identifies the following as the role of ICT in Philippine
education:
• revitalize our schools to make them into dynamic,
collaborative and innovative learning institutions where
students can become more motivated, inquisitive and
creative learners.
• link up our students with the vast networked world of
knowledge and information to enable them to acquire a
broad knowledge base and a global outlook and provide
them with the resources for the development of a creative
mind;
EdTech in the Philippines

23. Initiatives
• develop in our students skills and capabilities to critically
and intelligently seek, absorb, analyse, manage and
present information;
• create new knowledge and products; and
• develop in our students habits of self-learning to nurture
the attitude and capability for lifelong learning.
EdTech in the Philippines

24. Initiatives
Achieving the vision of ICT in Philippine education in the next
five years, DepEd commits to:
• completely integrate ICT into the curriculum, which
includes the development of multimedia instructional
materials, and ICT enabled assessment;
• intensify competency based professional development
programs;
• establish the necessary ICT infrastructure and
applications.
• develop processes and systems that ensure efficient,
transparent and effective governance
EdTech in the Philippines

25. Current Trend in Educational Technology
Noli MeTangere
Text2Teach
Smart
EpolApple

26. MOBILE PHONES
Mobile learning is hardly a new trend, but we have now reached the point
with near ubiquitous cellphone ownership among adults, and growing
ownership among children. More than three-quarters of teens own a
cellphone, and about 40% own a smartphone. As such, these mobile devices
will help unlock some of the promise of “anytime, anywhere” learning
opportunities.
BYOD (BRING YOUR OWN DEVICE)
A related trend to mobile learning. More schools will grapple with their policies
surrounding students bringing their own devices to school. They do so
already, of course, although cellphones in particular are often required to be
turned off or stowed in backpacks or lockers. It isn’t just cellphones that are
brought from home now either. There are iPod Touches, tablets, laptops, e-
readers, and netbooks, and schools will weigh whether or not students will be
permitted or even encouraged to bring their own devices to school.
Current Trends in EdTech

27. BANDWIDTH ISSUES
The FCC has made broadband access the focus of some of its efforts over
the last few years, arguing for its importance to the U.S. economy and
education. It’s pushing for better access across the board, but also
recognizing the importance of high-speed Internet specifically at schools and
libraries. Even those schools with broadband access may find theirresources
strained in coming months — with the increasing number of mobile devices
brought to schools, tapping into the local network as well as with growing
demands for streaming video content.
NATURAL USER INTERFACES:
The last few year have brought about a number of important innovations in
the ways in which we interact and interface with technology: motion-sensing
as with the Microsoft Kinect, the touchscreen of the iPhone, the voice-
activation of Siri. Just as the graphical user interface, the GUI, opened
computer technologies to new populations (specifically non-programmers),
these natural user interfaces will likely push those things further forward,
increasing accessibility.
Current Trends in EdTech

28. DATA
“Data-driven” has been a buzz phrase in education for a number of years
now, but much of the emphasis has been on standardized testing. With more
“data exhaust” from our usage of technology and the Web, there’s a trove of
information we aren’t really fully tracking when it comes to teaching and
learning. 2012 will likely bring about a search for new analytical tools to
account for just this (many sidestepping the question of whether or not
teaching and learning can be quantified and analyzed this way).
ADAPTIVE LEARNING
Adaptive learning companies had an interesting year: Knewton and Grockit
raised substantial investment, for example, while Carnegie Learning found
itself critiqued in a New York Times story. With the promise of personalized
learning — that is, instruction and quizzes aimed at a student’s specific needs
and skills — adaptive learning is poised for widespread adoption, both at the
K-12 and higher ed levels.
Current Trends in EdTech

29. PRIVACY/SECURITY:
There was an increasing realization in 2011 that many of the pieces of
legislation that govern children and students’ online interactions are woefully
out of date. As such, there will be increased scrutiny in 2012 to COPPA (the
Children’s Online Privacy Protection Act), CIPA (the Children’s Internet
Protection Act), and FERPA (the Family Educational Rights and Privacy Act).
Whether or not the government’s legislation and kids’ usage actually match
up will be another thing entirely. Another major trend of the year, particularly
in light of an increasing importance of data: user (student) control of their own
educational data — that means both privacy protections and data portability.
OPEN LICENSING:
“Open” may well be one of the big marketing terms we’ll hear in the coming
months, and it’ll take some scrutiny to really evaluate what many companies
mean when they adopt the label. That said, openly licensed content and
openly licensed code is likely to be one of the most important trends in 2012:
open source technology, open source textbooks, open educational resources,
and open data.
Current Trends in EdTech

30. PEER TO PEER:
“Social learning” has gained a lot of attention in recent years as new technologies have
offered ways for students to communicate and collaborate — whether they’re side-by-
side in the classroom or thousands of miles away. The ability for learners to connect with
one another will be one of the most important trends of the coming year. This isn’t just a
matter of connecting learners with online resources or with online instruction. Rather, one
of the big opportunities will be to create a space in which learners can help and teach
each other.
THE MAKER MOVEMENT:
The Maker Movement — encouraging people to make things by hand — may be one of
the most important keys to improving STEM education in this country. That’s because it
works outside the realm of standardized testing and all the associated hand-wringing.
The movement, which includes efforts like Maker Faire and MAKE Magazine, may be
the key to helping new demographics (or at the very least, “kids”) discover science,
technology, engineering and math (STEM) in an exciting and hands-on way. Building and
tinkering and playing all offer powerful ways to learn and experiment. We need more of
this — lots more.
Current Trends in EdTech

31. GAMING
Game-based learning has been on the cusp of being “the next
big thing” for a while now. Perhaps 2012 will be the year. With
the flourishing of mobile technologies, with the promise of
data and analytics, and with a realization that we can create
new and engaging ways to move through lessons, we are
likely to see an explosion of educational gaming apps this
year. The big question, of course — with this as with every
new ed-tech development: does this actually improve
learning? When is a educational game fun? What makes it
engaging? What makes it actually educational?
Current Trends in EdTech