This document contains profiles of 5 students who are all third year students studying education degrees at Palawan State University. The profiles provide each student's name, date and place of birth, parents names, secondary education details, and current degree program. One additional student profile is included that provides similar biographical information. The document also contains several sections on educational technology topics including definitions, principles, taxonomies, learning models and theories, and various media and their applications in education.
This document discusses educational technology and its roles in learning. It covers topics such as what educational technology is, how technology can be used as a tool or partner in the learning process, and examples of its roles in supporting knowledge construction, acting as an information vehicle, providing social learning opportunities, and serving as an intellectual partner. The document also discusses models of learning like meaningful learning, discovery learning, and constructivism. It provides examples of how educational technology was discussed and applied in an Ed Tech 2 course to enhance computer skills and integrate technology into the teaching and learning process.
The document contains biographies of two 18-year-old students from Palawan, Philippines who are studying elementary education. It also discusses Dale's Cone of Experience, which visually arranges teaching methods from most to least concrete. The cone ranges from direct experiences to verbal symbols as the most abstract method. Finally, the document contrasts traditional and constructivist uses of technology in education, describing how technology can either deliver instruction or serve as a partner in the learning process.
The document outlines key topics from an educational technology course including students' biographies, definitions of educational technology, its roles in learning, conceptual models of learning, Bloom's taxonomy of thinking skills, Dale's cone of experience, and students' reflections on learning through educational technology.
A presentation to show some strategies for developing inclusive practice in teaching. It should be noted that interactive hyperlinks will now work here.
AAEEBL presentation, Boston July 19-22 2010juliehughes
The document summarizes the experiences of teachers who have adopted e-portfolios in their teaching. It discusses how e-portfolios have changed pedagogical practices by encouraging more dialogic and collaborative learning. Teachers found that e-portfolios created a shared space for students to reflect together that deepened their learning. While challenging conventions of control, e-portfolios offered teachers new ways of understanding learning through student engagement outside of lessons.
This document provides a summary of Abdelghani Toumache's professional profile as an educational supervisor in Algeria. It outlines his educational background which includes degrees in English teaching and supervision. It also lists his qualifications and experience as a middle school teacher and supervisor since 1985, where he has focused on learner-centered strategies and integrating technology. His areas of expertise include instructional design, online learning, and using technology to support educational communities.
Learning theories for technology integrationcorpuznestor
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
This document discusses the relationship between educational theory and classroom practice in teaching English to speakers of other languages (TESOL). It provides an overview of several learning theories (e.g. behaviorism, constructivism, socioconstructivism) and how they can inform practical teaching approaches and activities. The document also examines concepts related to language acquisition, such as comprehensible input/output, the zone of proximal development, and reducing foreign language anxiety. Overall, it aims to bridge the gap between theory and practice in TESOL by offering specific classroom applications and examples based on established learning theories.
This document discusses educational technology and its roles in learning. It covers topics such as what educational technology is, how technology can be used as a tool or partner in the learning process, and examples of its roles in supporting knowledge construction, acting as an information vehicle, providing social learning opportunities, and serving as an intellectual partner. The document also discusses models of learning like meaningful learning, discovery learning, and constructivism. It provides examples of how educational technology was discussed and applied in an Ed Tech 2 course to enhance computer skills and integrate technology into the teaching and learning process.
The document contains biographies of two 18-year-old students from Palawan, Philippines who are studying elementary education. It also discusses Dale's Cone of Experience, which visually arranges teaching methods from most to least concrete. The cone ranges from direct experiences to verbal symbols as the most abstract method. Finally, the document contrasts traditional and constructivist uses of technology in education, describing how technology can either deliver instruction or serve as a partner in the learning process.
The document outlines key topics from an educational technology course including students' biographies, definitions of educational technology, its roles in learning, conceptual models of learning, Bloom's taxonomy of thinking skills, Dale's cone of experience, and students' reflections on learning through educational technology.
A presentation to show some strategies for developing inclusive practice in teaching. It should be noted that interactive hyperlinks will now work here.
AAEEBL presentation, Boston July 19-22 2010juliehughes
The document summarizes the experiences of teachers who have adopted e-portfolios in their teaching. It discusses how e-portfolios have changed pedagogical practices by encouraging more dialogic and collaborative learning. Teachers found that e-portfolios created a shared space for students to reflect together that deepened their learning. While challenging conventions of control, e-portfolios offered teachers new ways of understanding learning through student engagement outside of lessons.
This document provides a summary of Abdelghani Toumache's professional profile as an educational supervisor in Algeria. It outlines his educational background which includes degrees in English teaching and supervision. It also lists his qualifications and experience as a middle school teacher and supervisor since 1985, where he has focused on learner-centered strategies and integrating technology. His areas of expertise include instructional design, online learning, and using technology to support educational communities.
Learning theories for technology integrationcorpuznestor
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
This document discusses the relationship between educational theory and classroom practice in teaching English to speakers of other languages (TESOL). It provides an overview of several learning theories (e.g. behaviorism, constructivism, socioconstructivism) and how they can inform practical teaching approaches and activities. The document also examines concepts related to language acquisition, such as comprehensible input/output, the zone of proximal development, and reducing foreign language anxiety. Overall, it aims to bridge the gap between theory and practice in TESOL by offering specific classroom applications and examples based on established learning theories.
Jerome Bruner was an American psychologist who was one of the first proponents of constructivism. According to Bruner, learning is an active process where learners construct new ideas based on their existing knowledge. Bruner proposed three main concepts: representation - how knowledge is represented in the mind; spiral curriculum - revisiting topics at increasing levels of difficulty; and discovery learning - allowing students to explore and discover concepts for themselves. Bruner believed instruction should consider students' predisposition to learn, the structure of knowledge, effective sequencing of content, and reinforcement of learning.
This document discusses various learning style theories and models. It describes sensory learning styles including visual, auditory and kinesthetic styles. It also covers perceptual styles of left/right brain dominance. Cognitive information processing styles are explored using Kolb's model of diverging, assimilating, converging and accommodating styles. Personality types are examined through the Myers-Briggs Type Indicator of extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Gardner's theory of multiple intelligences including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist and existential intelligences is summarized
Jerome Bruner was an influential American psychologist known for his work on education. Some of his major contributions include discovering that learning is an active process where students construct new ideas based on prior knowledge, proposing three modes of representing knowledge (enactive, iconic, symbolic), and advocating for spiral curriculum. Bruner believed the goal of education is not just transmitting knowledge but helping students learn how to learn.
This document outlines key aspects of constructivism theory. It discusses prominent constructivist theorists including John Dewey, David Kolb, and Jean Piaget. Dewey believed knowledge emerges from meaningful experiences, while Kolb emphasized integrating concrete experiences with reflection. Piaget's principles of adaptation and organization suggest the mind assimilates events and converts them to existing mental structures. Constructivists believe learning depends on the learner's prior knowledge and experiences, and that students should construct their own understandings rather than simply memorizing facts. The implications for classroom teaching are that teachers provide experiences for student-led exploration and experimentation.
New technologies can both positively and negatively impact teaching and learning in various ways:
- Studies show students using computer-assisted instruction often perform better than those receiving traditional teaching, though results are mixed across subjects and age groups.
- Technology may help struggling readers acquire skills but has more mixed results helping reading-disabled students.
- How information is presented on screens can impact learning, with printed texts sometimes better for those with low prior knowledge.
- Technologies like interactive whiteboards may improve math learning but their effects vary based on implementation and other factors.
1) The document discusses the importance of having a separate social science room in schools. It outlines features like providing space for hands-on activities, safekeeping expensive equipment, and creating a conducive learning environment.
2) An ideal social science room is furnished with various audio-visual aids, models, maps, textbooks and other learning materials. Proper storage facilities like cabinets and files are also required.
3) Having a dedicated social science room helps make teaching more effective, develops a sense of pride in students, and allows the subject matter to be organized and classified properly. It facilitates both theoretical and practical learning.
Jerome Bruner is an influential American psychologist known for his work on cognitive development and learning theory. Bruner's ideas were greatly influenced by Piaget's theory of developmental stages, and he emphasized the importance of language for cognitive growth. Some of Bruner's key concepts included scaffolding, whereby adults provide support to help children learn; formats and routines, which create predictable contexts for language learning; and a spiral curriculum where concepts are revisited at increasing levels of complexity. These ideas have been highly influential in education and language teaching.
The document discusses learning theories and concepts. It provides information on different learning theories associated with objectivism (behaviorism, information processing theory, systematic instructional design) and constructivism (social constructivism, scaffolding theory, discovery learning, multiple intelligences). It also discusses learner motivation using Keller's ARCS model and differentiates between andragogy and pedagogy as approaches to learning.
This document contains biographies of two students, Maricar Valencia and Freddie Laguisma Jr. It also discusses educational technology, including definitions of educational technology, how technology can be either a boon or bane, systematic approaches to teaching, conceptual models of learning, Dale's Cone of Experiences, and the roles of educational technology in learning. After discussing these topics, it describes how studying educational technology has benefited students by making them more educated, able to access and use technology creatively and appropriately, and competitive in the modern world that relies heavily on technology.
This document contains biographies of two students, Maricar Valencia and Freddie Laguisma Jr. It also discusses educational technology, including definitions of educational technology, its roles in learning from both traditional and constructivist perspectives, Dale's Cone of Experiences model, and how students may benefit from studying educational technology. Key points covered include how technology can be used as a tool to support knowledge construction, information access, simulating real-world problems, and collaborating with others. The document emphasizes that educational technology helps students become more educated, competent in a modern world, and able to access and use technology creatively in their daily lives and studies.
This document presents a portfolio for an Educational Technology 2 course. It includes profiles of 3 students taking the course and outlines the course content. The content outline covers definitions of educational technology, the roles of technology in learning, and conceptual models of learning. It also discusses Bloom's taxonomy, systematic instruction approaches, and the students' reflections on learning through educational technology. The summary emphasizes that the document presents an educational technology portfolio outlining key course concepts and student profiles.
This document provides biographies of three students - Faith Buscano, Amy Rose Samma, and Christian Mark Cinco. It then covers various topics related to educational technology including definitions, whether technology is a boon or bane, conceptual models of learning, Bloom's taxonomy, Dale's Cone of Experiences, and the roles of educational technology in learning. At the end, the students provide personal reflections on learning educational technology and how it will help them as future teachers.
This document contains biographies of several students studying at Palawan State University. It includes their names, ages, hometowns, educational backgrounds, and brief personal details. One student, Daryl Boy Badua, is 20 years old and from Mate Pangobilian Brookes Point Palawan. He is studying Bachelor of Elementary Education. Another student, Divine Grace M. Bunda, is 19 years old and from Pangobilian, Brooke's Point Palawan. She is currently enrolled in the Bachelor of Elementary Education program. The document provides similar brief biographies of several other students at Palawan State University.
This document contains lesson plans submitted by students for a class on instructional materials and Dale's Cone of Experience. It includes:
1) An explanation of Dale's Cone of Experience which arranges learning experiences from most hands-on to most abstract.
2) Descriptions of the different bands or types of experiences in the Cone, including direct experiences, demonstrations, exhibits, and verbal symbols.
3) Guidance on selecting and properly using instructional materials based on standards of accuracy, relevance, and helping students learn.
4) A schedule assigning topics related to the Cone of Experience and instructional materials to different student presenters over two class days.
The document describes Edgar Dale's Cone of Experience model of instructional materials. It discusses the different bands of experience in the model from most concrete to abstract: direct experiences, demonstrations, exhibits, films, still pictures, and verbal symbols. It also provides guidance for selecting, preparing, presenting, and following up on instructional materials to maximize student learning based on Dale's research showing retention rates are highest for hands-on experiences.
This document discusses educational technology and its roles in learning. It begins with defining educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It then discusses technology as both a boon and bane to learning. When used properly, technology can enhance learning by making it more engaging, but it can also be detrimental when it distracts from or replaces learning. The document outlines a systematic approach to instructional planning that is learner-centered. It also discusses different roles of technology from both traditional and constructivist perspectives, including as a delivery tool, learning tool, information source, and social medium. Finally, it introduces Dale's Cone of Experience and how it relates educational experiences to real life through varying use of
Portfolio in edtech (LOS ALUMNOS DACTILARES)gillen Zabalo
The document profiles 5 students studying at Palawan State University. It provides details about each student such as their name, age, birthplace, elementary and high school education, and current course of study. It also includes sections about the students' insights on educational technology, definitions of educational technology, Bloom's taxonomy of thinking skills, conceptual models of learning, Edgar Dale's Cone of Experience, the roles of technology in learning, and how students benefit from taking an educational technology course.
Educational Technology 2: Integrating Technology into Teaching and LearningPrincess Rhumay Fernandez
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.
This document outlines the course content for an Educational Technology portfolio. It includes sections on student profiles, definitions of educational technology, the roles of technology in teaching and learning, and conceptual models of learning. Specific topics covered are the systematic approach to teaching, Bloom's taxonomy, constructivism, Dale's Cone of Experiences, and the roles of educational technology in supporting both traditional instruction and constructivist learning. The document emphasizes that technology should be used to enhance the learning process and not dictate it, and that students benefit from hands-on experience using educational technology to develop skills for both education and the modern world.
This document outlines an educational technology portfolio that includes profiles of two students, Remie Joy L. Alilano and Mariana A. Jaafar. It then provides definitions and explanations of key concepts in educational technology, including how technology can be used as both a "boom" and "bane." It discusses systematic approaches to teaching and the roles of technology in learning. The document also explains Edgar Dale's Cone of Experience and models of learning, such as meaningful learning. It reflects on how a course in Educational Technology 2 helped students learn to use technology effectively in their education and future teaching careers.
The document provides information about three students pursuing education degrees at Palawan State University, including their names, birthdates, addresses and courses of study. It also discusses educational technology and concepts like the cone of experience and roles of technology in learning. Educational technology is defined as a field that applies processes to analyze and solve human learning problems. It can serve as a delivery method for instruction or as a partner in the learning process.
Read A. Charles Muller's translation of The Great Learning
Analects
Written during the Spring and Autumn period through the Warring States period, the Analects is a collection of Kongzi's teachings and discussions with disciples. Just as The Great Learning emphasized learning, so did the Analects. According to the Analects, the first step in knowing the Way is to devote oneself to learning. In addition to learning, the Analects emphasize the importance of good governance, filial piety, virtue, and ritual.
Read James Legge's English translation of the Analects
Mencius
Mencius is a collection of conversations Mencius had with Kongzi. Mencius places a strong emphasis on the responsibility of the emperor to practice good governance through following the Way. Additionally, Mencius believes that all human beings are inherently good. One of the most popular passages from Mencius notes that all humans instinctively respond with alarm and compassion when we see a child teetering on the edge of a well, suggesting that everyone is innately good and moral. Yet, he notes that not everyone actually rushes to save the child and emphasizes the idea that though we are all born with the seeds of righteousness and goodness, but must learn how to nurture and cultivate those seeds.
Read James Legge's English translation of the Mencius with commentary
The Doctrine of the Mean
The Doctrine of the Mean has been translated in many ways, including The Constant Mean (Legge) and Maintaining Perfect Balance (Gardener). The Doctrine of the Mean is attributed to Zisi, Kongzi's grandson, and deals with how to maintain perfect balance and harmony in one's life. The Doctrine of the Mean focuses on following the Way and acting in accordance with what is right and natural, but acknowledges that people often do not act properly. To rectify the situation, people are encouraged to engage in moral self-cultivation to act properly. In addition, the Doctrine of the Mean emphasizes the fact that the good governance rests with men and that rulers who maintain balance are not only more effective, but also encourage the Way in others.
Read A. Charles Muller's translation of the Doctrine of the Mean with commentary
Five Classics
Book of Documents
The Book of Documents is a compilation of 58 chapters detailing the events of ancient China. The Book of Documents tells the deeds of the early sage-kings Yao and Shun. These narratives are influential in the development of the understanding of a sage. The compilation also includes the history of the Xia, Shang, and Zhou dynasties. The Book of Documents is often considered the first narrative history of ancient China.
Book of Odes
The Book of Odes is also translated as the Book of Songs or Book of Poetry. The Book of Odes is comprised of 305 poems dealing with a range of issues, including love and marriage, agricultural concerns, daily lives, and war. The Book of Odes contains different categories of poems, including folk songs and hymns
Jerome Bruner was an American psychologist who was one of the first proponents of constructivism. According to Bruner, learning is an active process where learners construct new ideas based on their existing knowledge. Bruner proposed three main concepts: representation - how knowledge is represented in the mind; spiral curriculum - revisiting topics at increasing levels of difficulty; and discovery learning - allowing students to explore and discover concepts for themselves. Bruner believed instruction should consider students' predisposition to learn, the structure of knowledge, effective sequencing of content, and reinforcement of learning.
This document discusses various learning style theories and models. It describes sensory learning styles including visual, auditory and kinesthetic styles. It also covers perceptual styles of left/right brain dominance. Cognitive information processing styles are explored using Kolb's model of diverging, assimilating, converging and accommodating styles. Personality types are examined through the Myers-Briggs Type Indicator of extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Gardner's theory of multiple intelligences including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist and existential intelligences is summarized
Jerome Bruner was an influential American psychologist known for his work on education. Some of his major contributions include discovering that learning is an active process where students construct new ideas based on prior knowledge, proposing three modes of representing knowledge (enactive, iconic, symbolic), and advocating for spiral curriculum. Bruner believed the goal of education is not just transmitting knowledge but helping students learn how to learn.
This document outlines key aspects of constructivism theory. It discusses prominent constructivist theorists including John Dewey, David Kolb, and Jean Piaget. Dewey believed knowledge emerges from meaningful experiences, while Kolb emphasized integrating concrete experiences with reflection. Piaget's principles of adaptation and organization suggest the mind assimilates events and converts them to existing mental structures. Constructivists believe learning depends on the learner's prior knowledge and experiences, and that students should construct their own understandings rather than simply memorizing facts. The implications for classroom teaching are that teachers provide experiences for student-led exploration and experimentation.
New technologies can both positively and negatively impact teaching and learning in various ways:
- Studies show students using computer-assisted instruction often perform better than those receiving traditional teaching, though results are mixed across subjects and age groups.
- Technology may help struggling readers acquire skills but has more mixed results helping reading-disabled students.
- How information is presented on screens can impact learning, with printed texts sometimes better for those with low prior knowledge.
- Technologies like interactive whiteboards may improve math learning but their effects vary based on implementation and other factors.
1) The document discusses the importance of having a separate social science room in schools. It outlines features like providing space for hands-on activities, safekeeping expensive equipment, and creating a conducive learning environment.
2) An ideal social science room is furnished with various audio-visual aids, models, maps, textbooks and other learning materials. Proper storage facilities like cabinets and files are also required.
3) Having a dedicated social science room helps make teaching more effective, develops a sense of pride in students, and allows the subject matter to be organized and classified properly. It facilitates both theoretical and practical learning.
Jerome Bruner is an influential American psychologist known for his work on cognitive development and learning theory. Bruner's ideas were greatly influenced by Piaget's theory of developmental stages, and he emphasized the importance of language for cognitive growth. Some of Bruner's key concepts included scaffolding, whereby adults provide support to help children learn; formats and routines, which create predictable contexts for language learning; and a spiral curriculum where concepts are revisited at increasing levels of complexity. These ideas have been highly influential in education and language teaching.
The document discusses learning theories and concepts. It provides information on different learning theories associated with objectivism (behaviorism, information processing theory, systematic instructional design) and constructivism (social constructivism, scaffolding theory, discovery learning, multiple intelligences). It also discusses learner motivation using Keller's ARCS model and differentiates between andragogy and pedagogy as approaches to learning.
This document contains biographies of two students, Maricar Valencia and Freddie Laguisma Jr. It also discusses educational technology, including definitions of educational technology, how technology can be either a boon or bane, systematic approaches to teaching, conceptual models of learning, Dale's Cone of Experiences, and the roles of educational technology in learning. After discussing these topics, it describes how studying educational technology has benefited students by making them more educated, able to access and use technology creatively and appropriately, and competitive in the modern world that relies heavily on technology.
This document contains biographies of two students, Maricar Valencia and Freddie Laguisma Jr. It also discusses educational technology, including definitions of educational technology, its roles in learning from both traditional and constructivist perspectives, Dale's Cone of Experiences model, and how students may benefit from studying educational technology. Key points covered include how technology can be used as a tool to support knowledge construction, information access, simulating real-world problems, and collaborating with others. The document emphasizes that educational technology helps students become more educated, competent in a modern world, and able to access and use technology creatively in their daily lives and studies.
This document presents a portfolio for an Educational Technology 2 course. It includes profiles of 3 students taking the course and outlines the course content. The content outline covers definitions of educational technology, the roles of technology in learning, and conceptual models of learning. It also discusses Bloom's taxonomy, systematic instruction approaches, and the students' reflections on learning through educational technology. The summary emphasizes that the document presents an educational technology portfolio outlining key course concepts and student profiles.
This document provides biographies of three students - Faith Buscano, Amy Rose Samma, and Christian Mark Cinco. It then covers various topics related to educational technology including definitions, whether technology is a boon or bane, conceptual models of learning, Bloom's taxonomy, Dale's Cone of Experiences, and the roles of educational technology in learning. At the end, the students provide personal reflections on learning educational technology and how it will help them as future teachers.
This document contains biographies of several students studying at Palawan State University. It includes their names, ages, hometowns, educational backgrounds, and brief personal details. One student, Daryl Boy Badua, is 20 years old and from Mate Pangobilian Brookes Point Palawan. He is studying Bachelor of Elementary Education. Another student, Divine Grace M. Bunda, is 19 years old and from Pangobilian, Brooke's Point Palawan. She is currently enrolled in the Bachelor of Elementary Education program. The document provides similar brief biographies of several other students at Palawan State University.
This document contains lesson plans submitted by students for a class on instructional materials and Dale's Cone of Experience. It includes:
1) An explanation of Dale's Cone of Experience which arranges learning experiences from most hands-on to most abstract.
2) Descriptions of the different bands or types of experiences in the Cone, including direct experiences, demonstrations, exhibits, and verbal symbols.
3) Guidance on selecting and properly using instructional materials based on standards of accuracy, relevance, and helping students learn.
4) A schedule assigning topics related to the Cone of Experience and instructional materials to different student presenters over two class days.
The document describes Edgar Dale's Cone of Experience model of instructional materials. It discusses the different bands of experience in the model from most concrete to abstract: direct experiences, demonstrations, exhibits, films, still pictures, and verbal symbols. It also provides guidance for selecting, preparing, presenting, and following up on instructional materials to maximize student learning based on Dale's research showing retention rates are highest for hands-on experiences.
This document discusses educational technology and its roles in learning. It begins with defining educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It then discusses technology as both a boon and bane to learning. When used properly, technology can enhance learning by making it more engaging, but it can also be detrimental when it distracts from or replaces learning. The document outlines a systematic approach to instructional planning that is learner-centered. It also discusses different roles of technology from both traditional and constructivist perspectives, including as a delivery tool, learning tool, information source, and social medium. Finally, it introduces Dale's Cone of Experience and how it relates educational experiences to real life through varying use of
Portfolio in edtech (LOS ALUMNOS DACTILARES)gillen Zabalo
The document profiles 5 students studying at Palawan State University. It provides details about each student such as their name, age, birthplace, elementary and high school education, and current course of study. It also includes sections about the students' insights on educational technology, definitions of educational technology, Bloom's taxonomy of thinking skills, conceptual models of learning, Edgar Dale's Cone of Experience, the roles of technology in learning, and how students benefit from taking an educational technology course.
Educational Technology 2: Integrating Technology into Teaching and LearningPrincess Rhumay Fernandez
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.
This document outlines the course content for an Educational Technology portfolio. It includes sections on student profiles, definitions of educational technology, the roles of technology in teaching and learning, and conceptual models of learning. Specific topics covered are the systematic approach to teaching, Bloom's taxonomy, constructivism, Dale's Cone of Experiences, and the roles of educational technology in supporting both traditional instruction and constructivist learning. The document emphasizes that technology should be used to enhance the learning process and not dictate it, and that students benefit from hands-on experience using educational technology to develop skills for both education and the modern world.
This document outlines an educational technology portfolio that includes profiles of two students, Remie Joy L. Alilano and Mariana A. Jaafar. It then provides definitions and explanations of key concepts in educational technology, including how technology can be used as both a "boom" and "bane." It discusses systematic approaches to teaching and the roles of technology in learning. The document also explains Edgar Dale's Cone of Experience and models of learning, such as meaningful learning. It reflects on how a course in Educational Technology 2 helped students learn to use technology effectively in their education and future teaching careers.
The document provides information about three students pursuing education degrees at Palawan State University, including their names, birthdates, addresses and courses of study. It also discusses educational technology and concepts like the cone of experience and roles of technology in learning. Educational technology is defined as a field that applies processes to analyze and solve human learning problems. It can serve as a delivery method for instruction or as a partner in the learning process.
Read A. Charles Muller's translation of The Great Learning
Analects
Written during the Spring and Autumn period through the Warring States period, the Analects is a collection of Kongzi's teachings and discussions with disciples. Just as The Great Learning emphasized learning, so did the Analects. According to the Analects, the first step in knowing the Way is to devote oneself to learning. In addition to learning, the Analects emphasize the importance of good governance, filial piety, virtue, and ritual.
Read James Legge's English translation of the Analects
Mencius
Mencius is a collection of conversations Mencius had with Kongzi. Mencius places a strong emphasis on the responsibility of the emperor to practice good governance through following the Way. Additionally, Mencius believes that all human beings are inherently good. One of the most popular passages from Mencius notes that all humans instinctively respond with alarm and compassion when we see a child teetering on the edge of a well, suggesting that everyone is innately good and moral. Yet, he notes that not everyone actually rushes to save the child and emphasizes the idea that though we are all born with the seeds of righteousness and goodness, but must learn how to nurture and cultivate those seeds.
Read James Legge's English translation of the Mencius with commentary
The Doctrine of the Mean
The Doctrine of the Mean has been translated in many ways, including The Constant Mean (Legge) and Maintaining Perfect Balance (Gardener). The Doctrine of the Mean is attributed to Zisi, Kongzi's grandson, and deals with how to maintain perfect balance and harmony in one's life. The Doctrine of the Mean focuses on following the Way and acting in accordance with what is right and natural, but acknowledges that people often do not act properly. To rectify the situation, people are encouraged to engage in moral self-cultivation to act properly. In addition, the Doctrine of the Mean emphasizes the fact that the good governance rests with men and that rulers who maintain balance are not only more effective, but also encourage the Way in others.
Read A. Charles Muller's translation of the Doctrine of the Mean with commentary
Five Classics
Book of Documents
The Book of Documents is a compilation of 58 chapters detailing the events of ancient China. The Book of Documents tells the deeds of the early sage-kings Yao and Shun. These narratives are influential in the development of the understanding of a sage. The compilation also includes the history of the Xia, Shang, and Zhou dynasties. The Book of Documents is often considered the first narrative history of ancient China.
Book of Odes
The Book of Odes is also translated as the Book of Songs or Book of Poetry. The Book of Odes is comprised of 305 poems dealing with a range of issues, including love and marriage, agricultural concerns, daily lives, and war. The Book of Odes contains different categories of poems, including folk songs and hymns
1. The document provides guidance on localizing and contextualizing the curriculum through various activities. It defines localization and contextualization and explains their importance in making learning relevant.
2. Teachers are instructed to help students identify topics from the curriculum that can be localized using local materials and contextualized by relating to the students' lives and settings.
3. Effective localization and contextualization of the curriculum is important for addressing cultural diversity and geography while ensuring a quality, equitable and complete basic education for all students.
This document contains profiles of 4 students taking courses at Palawan State University – Brooke's Point Campus. It provides details about each student such as their name, age, place of birth, family details, course of study, and in some cases hobbies or religion. The profiles give basic background information about the personal lives and educational pursuits of these 4 individuals.
This document discusses various teaching methods and techniques that can be used in the classroom beyond traditional lecturing. It defines teaching methods as general principles and strategies for classroom instruction that depend on factors like educational philosophy and subject area. Teaching techniques are specific steps or procedures used to accomplish learning tasks. Some other methods described include interactive learning through guided group activities, simulations and mock teaching using role-playing, using games to make learning entertaining while developing skills, workshops and seminars where students take responsibility for their own learning, multimedia instruction using words and pictures, problem-solving using the scientific method, and film showing to bring realism into the classroom.
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distractions. Studies show students who receive lectures learn more than those exposed to other methods. The document provides tips for preparing and delivering effective lectures, such as structuring the content, timing delivery, and using examples. Overall, it advocates that lectures be maintained as a traditional teaching method rather than discarded due to newer approaches.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distraction. They capitalize on human nature by providing verbal instruction from an authority figure. Studies show students who receive lectures learn more than those exposed to other methods. While new technologies bring opportunities, certain tried-and-true methods like lectures will always have value in education.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. RONNA MIE VILLAROSA
QUERONShe was born on September 07,
1998 at Sitio Lada, Brgy. Pangobilian,
Brooke’s Point Palawan. A daughter of
Mr. Aurillio Queron and Mrs. Lorna V.
Queron.
She graduated her Secondary
Education at Brooke’s Point National
High School. She is now a Third Year
Student of Palawan State University
(Brooke’s Point), taking up Bachelor of
Secondary Education Major in
Filipino.
4. MARY ANNE SUGPON
ADAN
She was born on April 21,
1996 at Sta. Ana, Manila.
Currently living in Brgy. Saraza,
Brooke’s Point Palawan.
She finished her high school
at Brooke’s Point National High
School. Currently studying at
Palawan State University CCRD
Brooke’s Point, taking up Bachelor
of elementary Education, she is
now Third Year.
5. PRINCESS JOY SINGUEO CACA
She was born on October 7,
1998 at Brgy. Aribungos, Brooke’s
Point Palawan. She is a daughter of
Mr. Nemrod M. Caca and Mrs. Venus
S. Caca.
She finished her High School at
Maasin National High School.
Currently studying at Palawan State
University CCRD Brooke’s Point,
taking up Bachelor of Elementary
Education, and she is now Third Year.
6. RIZZA MAE JARDIN
SUAREZShe was born on October 20,
1998 at Brgy. Ipilan Brooke’s Point
Palawan. She is a daughter of Mr.
Rolante Suarez and Mrs. Maribeth
Suarez.
She finished her secondary
education at Ipilan National High
School. She is now a Third Year
Student of Palawan State
University taking up Bachelor of
Secondary Education Major in
Filipino.
7. KEN RICO OMAR
ABOABO
He was taking up a Bachelor
of Elementary Education 3rd year .
He was born on July 12, 1998 in
Brooke’s Point Palawan. Now he
was 19 year old. He was
graduated from Ipilan Central
School (Primary) and Ipilan
National High School (Secondary
) and taking now in Tertiary
Palawan State University Brookes
Point Palawan.
8.
9.
10. Educational technology is a theory about how
problems in human learning are identifies and
solve. It has an “integrated principles that
explain and predict observed events.” - (David
H. Jonassen, Kyle L. Peck, Brent G. Wilson)
Educational technology is
a field study, which is
concerned with the practice
of using educational method
and resources for the
ultimate goal of facilitating
learning process. (Lucido and
Borabo)
11.
12. TECHNOLOGY is BOON
It is a blessing for a man. With technology, there
is a lot that we can do which we could not do
then. With cellphones, webcam, you will be closer
to someone miles and miles away.
Contributes much to the improvement of the
teaching-learning process and to the
humanization of life.
Can be fascinating and mind-boggling, in what
can do. It can bring distant places and people
together establishing invisible but powerful
connections.
13. TECHNOLOGY is BANE
When not used properly, technology
becomes a destriment to learning and
development
The learners is made to accept as gospel
truth information they get from the
internet.
The learners surfs the internet for
pornography.
We use overuse and abuse tv or film
viewing as a strategy to kill me.
14. 1. Define
Objective
2. Choose
appropriate
methods
3. Select materials,
equipment and
facilities
4.Assign
personnel
roles
5.Implement
the Instruction
6. Evaluate
outcomes
7. Refine the
process
SYSTEMATIC APPROACH TO TEACHING
STUDENT
S
15. DEFINE OBJECTIVES
-Instruction begins with the
definition of instructional objectives that
consider the students’ needs, interest, and
readiness.
CHOSE APPROPRIATE METHODS
-On the basis of this objective, the
teacher selects the appropriate teaching
methods to be used.
17. ASSIGN PERSONAL ROLES
-Defining the role of any
personnel involved in the
preparation, setting and returning
of this learning resources would
also help in the learning process.
18. IMPLEMENT THE INSTRUCTION
-With the instructional objectives in
mind, the teacher implements planned
instructions with the use of the selective
teaching method, learning activities, and
learning materials with the help of other
personnel whose role has been defined by
the teacher.
19. REFINE THE PROCESS
-If the instructional objective was
attained, teacher proceeds to the next
lesson going through the same cycle,
but if the objectives was not attained,
then teacher diagnoses was not learned
and finds out why it was not learned in
order to introduced a remedial measure
for improved student performance and
attainment of instructional objectives.
20. NEW BLOOM’S TAXONOMY
OF THINKING SKILLS
-Bloom’s Taxonomy was created in
1956 under the leadership of educational
psychologist Dr. Benjamin Bloom in
order to promote higher forms of
thinking in education. It is most often
used when designing educational,
training, and learning processes.
24. 1. MEANINGFUL LEARNING
It gives focus to new experience
that departs from the learning of a
sequence of words but gives attention
to meaning.
It assumes that:
• Students already have prior knowledge that
is relevant to new learning.
• Students are willing to perform class work
to find connection between that they
already know and what they can learn.
25. 2. DISCOVERY LEARNING
Students perform tasks to uncover
what is to be learned. New ideas and
new decisions are generated in the
learning process
In here, it is important
that the students become
personally engaged and
NOT subjected by the
teacher
26. 3. GENERATIVE LEARNING
There are active listeners who
attend to learning events and
generate meaning from this
experience and draw inferences
thereby creating a personal model
of explanation to the new
experience in the context of existing
knowledge.
27. The most accepted constructivism
principles are:
• Learning consist in what a person
can actively assemble for himself
and not what he can just ask from
someone else.
• Role of learning is to help the
individual live to his personal
world.
28. • Verbal symbols
• Visual symbols
• Recordings, radio, still pictures
•Television and Motion pictures
• Exhibits
• Study trips
• Demonstrations
• Dramatized experienced
• Contrived experienced
• Direct purposeful
experiences
HIGH
LOW
EDGAR DALE’S CONE OF
EXPERIENCE
30. 2. CONTRIVED EXPERIENCES
-These are "edited" copies of
reality and are used as substitutes for
real things when it is
not practical or not possible
to bring or do the real thing.
31. Model- reproduction of a real thing in a small scale,
or exact size but made of synthetic materials.
Specimen- any individual or item considered
typical of a group , class or whole.
Object- (may also include artifacts) displayed
in museums or objects displayed in exhibits or
preserved insects specimen in science
32. Games-
similar to
simulations
but is played
to win
Simulation-
representation of a
manageable real event
in which the learner is
an active participant
engaged in learning a
behavior or in
applying previously
acquired skills or
knowledge.
Mock-up- is
arrangement
of a real
device or
associated
devices,
displayed in
such a way
that
representation
of reality is
created.
34. Plays- depict life, character or culture or
a combination of all three.
Puppets- can present ideas with extreme
simplicity without elaborate scenery or
costume yet effective..
Tableau- a picture-like scene composed
of people against a background.
35. Pageants- usually community dramas
that are based on local history, presented
by local actors.
Pantomimes- art of conveying a story
through bodily movements only.
Role-playing- unprepared, spontaneous
dramatization of a “let’s pretend”
situation
36. 4. DEMONSTRATIONS
- These are a great mixture of
concrete hands-on application
and more
abstract
explanation.
39. 5. STUDY TRIPS
-these are the excursions, educational
trips to observe an event that is unavailable
within the classroom.
.
- It offers an excellent bridge
between the work of school
and the work of the world
outside
40. ADVANTAGES DISADVANTAGES
- opportunities for rich and
memorable experiences
- bring us to the world
beyond classroom
- has a wide range of
application
- can bring about a lot of
realizations
- Costly
- involves logistics
- extravagant with time
- contains an element of
uncertainty
41. 6. EXHIBITS
- these are the displays to be seen
by spectators. It may consists of
working models arranged
meaningfully.
(e.g. Photographs
with Model, charts,
and Posters)
42. 7. TELEVISION AND MOTION
PICTURES
It can reconstruct the reality of the
past so effectively that we are made to be
feel we are there.
The unique value of message
communicated by film and televisions lies in
their feeling of realism, their emphasis on
persons and personality, their organized
presentation and their ability to select,
dramatize, highlight, and clarify
43. 8. RECORDINGS, RADIO, STILL
PICTURES
These are the visual and auditory
devices which may be used by an
individual or group
It is helpful to those
who cannot deal with the
motion pictures or pace
of a real event or
television.
44. 9. VISUAL SYMBOLS
These are no longer realistic
reproduction of physical things for these
are highly abstract representations.
Drawings- may
not be real thing
but better to have
a concrete visual
aid than nothing
Strip Drawings-
commonly
known as comics
or comic strips
Cartoons- can
bring novelty to
teaching
45. Diagrams- any
line drawing that
shows
arrangement and
relations as of
parts of the
whole, relative
values, origins,
development,
etc.
Affinity Diagram- clusters complex
apparently related data into natural and
meaningful groups.
Fishbone Diagram- also called cause-and-
effect diagram.
Tree Diagram- charts out increasing
detail, the various tasks that must be
accomplished to complete a project,
achieve a specific objective
46. Charts- diagrammatic representation of relationships among individuals
within an organization.
Flow
Chart-
visual way
of charting
or showing
process
from
beginning
to end
Tree or
Stream Chart-
depicts
development,
growth and
change by
beginning with a
single course
(trunk) which
spreads out into
many branches
Compar
e and
Contras
t Chart
Pareto
Chart-
a type
of bar
chart
Gann
t
Chart
- an
activit
y time
chart
Organizati
onal
Chart-
shows how
one part of
the
organization
relates to
other parts of
the
organization
47. G
R
A
P
H
S
Pie/circle Graph- recommended for showing
parts of a whole
Bar Graph- used in comparing the
magnitude of similar items at different ties
Pictorial Graph- makes use of picture
symbols
Graphic Organizers
48. Map- representation of the
surface of the earth or some
part of it.
Physical Map-
combines in a
single projection
data
Relief Map- has
three-
dimensional
representation
Commercial or
Economic Map-
shows land areas
in relation to
economy
Political Map-
gives detailed
information about
country, provinces'
cities and towns,
roads and
highways. Oceans,
rivers and lakes
are its main
features.
49. 10. VERBAL SYMBOLS
It do not contain visual clues to
their meaning. Written words fall
under this category.
It may be a word for
concrete object (book), an
idea(freedom of speech), a
scientific principle(the
principle of balance), a
formula(e=mc2)
50.
51. Educational Technology as the theory
and practice of educational
approaches to learning
Educational Technology as
technological tools and media that
assist in the communication of
knowledge, and its development and
exchange
54. “Technology makes the
world a better place”
Technology as a teacher
Technilogy as partner in
the learning process
55.
56. For me, Educational Technology are not just a
simple subject to learn how we as students become a
successful educators, because it is also about getting
away beyond your skills and personality. I know we
have more hands on activities before, but those task
and project are part of our life, whether we like or not
we have to comply it. Projects are not only
requirement that we must do. It is also a teachers way
to explore beyond and make learning comes from our
experience. Thanks to these project , I got the most
out of me. And I gained new experience, experience
that I will treasure forever. (ANN-BEED)
57. I’ve learned a lot of things in our
Educational Technology. Before, if I hear the
word “technology” the first thing comes in my
mind is that, it is all about the computer and other
gadgets, but now I realized that technology is
more than those things. I also realized how
important the technology is, and how useful it is
in our everyday lives.
The Educational Technology as a subject, is
very important for me as a future educator, it can
help me to make my task easier and to become a
better person in the near future.(JOY-BEED)
58. In our EDUCATIONAL TECHNOLOGY II,
I learned the importance of technology for the
teacher, it makes easier to work unlike we do not
have technology yet. For example, when it comes
in computing the grades of the students using
MICROSOFT EXEL it made faster and easier than
before when technology doesn’t exist. So, that’s
why Technology is so very important to us
although we do not use it in a good way
sometimes. And MICROSOFT POWERPOINT
replace the visual aid when it comes in reporting.
And I learned how to proper decorate the
classroom. (RIZZA-BSED)
59. At the end of lesson in EdTech II, I was shock
and amazed. Because, I realize technology it’s not
simple thing to make us understand. Technology help
us to make our work make faster just like to make
PowerPoint presentation.
In EdTech II, I learned a lot like if how to use
gmail and so forth, and also I learned if how to decorate
proper classroom. In this subject I learned because if
how to communicate in others in front of classmate, at
first I was so shy and scared because when I saw them
they looks like a terror but it’s wrong because they’re
so kind persons. They cooperate with us to make us
happy. (RIZZA)
60. Every one of us is so dependent on technology that we
cannot do without it. From all the experiences I had with this
subject I had say that it is really worth it. As a future teacher I
hope so, computer help us to make the teaching easier. I learned
that by taking this subject it could help to enhance my
knowledge about modern technology that we had nowadays. I
would say that my skills in manipulating computer was
improving yes there’s improvement with it.
Technology is not only used for recreation and playing
but technology is one important tool that would further enhance
the way of teaching and the acquiring of learning for a teacher
and a student.
We are lucky that we have technology that help in
teaching and learning process I’ll be thankful for this subject.
(RHONNA-BSED)
61. After Edtech II, by using technology in
our demonstration. A lot of things that I
learned. Specially in making video presentation
using own my experiences. Educational
technology are important to us in our career. its
personal choice, its worth considering
knowledge and experience are important. That
can help us. learn more and achieve great
things. EDTECH open a lot of professional
doors for us.
It can help you learn new
technology its can change our life to make easy
and can make a new experiences. (KEN-BEED)