This document discusses recent trends in educational technology practices. It notes that teachers must now acquire computer skills and skills for using computers in the classroom. Students have become more computer literate and can prepare reports and presentations using technology. Assessments now focus more on higher-level thinking skills like critical thinking. Recent teaching models emphasize students acquiring their own knowledge rather than relying on teachers. The document also discusses obstacles to educational technology like the time and costs involved, and the need for teachers to balance technology use with other instructional tools. It concludes that schools should foster a more student-centered learning environment where students can use technology for assignments.

1. Lesson 5
State-of-the-Art
ET
Application
Practices

2. More recent ET education
practice
Recent changes have also occurred
in the area of pedagogical theory and
practice. It is now accepted that the
contribution of the computer to pedagogy
makes up for “good instruction.” Owing
to the development, teachers must
therefore acquire or improve on their
computer skills, as well as their
“computers-in-the-classroom” skills. The
following trends should also be
recognized by educators:

3. Through school or training center computer courses,
present-day students have become computer literate. They
send e-mail, prepare computer encoded class reports,
even make power-point presentation sometimes to the
surprise of their media tradition-bound teachers.
Following the call for developing critical thinking among
students, teachers have deemphasized rote learning and
have spent more time in methods to allow students to
comprehend/internalize lessons.
Shifting focus from lower-level traditional learning
outcomes, student assessment/examinations have
included measurement of higher level learning outcomes
such as creative and critical thinking skills.
Recent teaching-learning models (such as constructivism
and social constructivism) have paved the way for
instructional approaches in which students rely less on
teachers as information-givers, and instead more on their
efforts to acquire information, build their own knowledge,
and solve problems.

4. 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 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.

5. Figure 1 – SYSTEMATIC INSTRUCTIONAL PLANNING
PROCESS

6. 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, repots and presentations in
written, visual or dramatic forms.

7. END
Prepared by:
MAGADAN, JOHN MARCO O.
BSEd P.E.- 3B