Educational Technology 2

2. On me!
(BIOGRAPHY)

3. Hi! My name is
Mary Jane L. Opinaldo.
I’m 18 years old. I was born on November 26,
1998. I live in Suring, Pangobilian, Brooke’s Point,
Palawan.I am now a third year student with the
degree of Bachelor of Elementary Education at
Palawan State University-Brooke’s Point Campus

4. Hello! My name is
Jonella-ezra M. Pangan. I’m 18 years old. I was
born on June 02, 1999. I live in Tamlang, Samariña,
Brooke’s Point, Palawan. I’m a third year student
taking up Bachelor of Elementary Education at
Palawan State University-Brooke’s Point Campus.

6. (David H. Jonassen, et al 1999).

7.  A field study which is concerned with the
practice of using educational methods
and resources for the ultimate goal of
facilitating the learning process.
(Lucido and Borabo,1997)

9. Educational technology also refers to how the
human uses their knowledge in controlling and
operating a variety of technologies with regard to
their wants and needs. It indicates the human
progress and improvement at a given work that
capable them to do something.

10. In short, It is the product of the
human research, discoveries,
experiments and investigations
together with their satisfactions.

11. or

12. o the learners is made to accept as Gospel truth
information they get from the internet
o the learner surfs the Internet for pornography
o the learner has an uncritical mind on images
floating on televisions and computers that
represent modernity and progress

13. o the learners gets glued
to his computer-assisted
instruction unmindful of
the world and so fail to
develop the ability to
relate to others.
o we make use of the
internet to do character
assassination of people
whom we hardly like.

14. o because of our cell phone, we spend most of our
time in the classroom or in our workplace texting.

16. Technology contributes much to the
improvement of the teaching-learning
process and to the humanization of life.it is
indeed blessing. But when not used properly,
it becomes a detriment to instruction and
human progress and development.

18. Systematic
Approach
In Teaching

19. Definition
- It is a network of
elements or parts
different from each
other but each one is
special in the sense that
each performs a unique
function for the life and
effectiveness of the
instructional system.

20. The system approach views the
entire educational program as a
system of closely interrelated
parts. It is an orchestrated
learning pattern with all parts
harmoniously integrated into the
whole:
-The school, the teacher, the
students, the objectives, the
media, the materials, assessment
tools and procedure.

21. - To ensure orderly
relationships and
interaction of human,
technical and
environmental resources
to fulfill the goals which
have been established for
instruction? (Brown, 1969)

22. The focus of a systematic
instructional planning is the
student.
1. Define Objectives
- Instruction begins with the definition of instructional
objectives that consider the students’ needs, interests
and readiness.

23. 2. Choose Appropriate methods
- On the basis of these
objectives the teacher
selects the appropriate
teaching methods to be
utilized and used.

24. 5. Assign personnel roles
- Defining the role and task of any personnel involved in the
preparation, setting and returning of these learning resources
would also help in the learning process.
4. Select materials,
equipment and facilities
- The use of learning
materials, equipment
and facilities
necessitates assigning
the personnel to assist
the teacher.

25. 6. Implement the instruction
-Actual mode of instruction in which all plans are
being utilized.
-With the instructional objective in mind, the
teacher implements planned instruction 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.

26. 7. Evaluate outcomes
- 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 define by the teacher.
- Examining if the instructional objective was attained or not.

27. - If the instructional objective was attained, teachers
proceed to the next lesson going through the same
cycle once more.
- If instructional 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 objective.
-Getting the system fixed before entering
other cycle.

28. OF
5
BLOOM’S TAXONOMY
NEW
THINKING
SKILLS

32. If the traditional learning environment gives stress to
rote learning and simple memorization, meaningful
learning gives focus new experience that departs from
the learning of a sequence of words but gives
attention to meaning.

33. This is differentiated from reception (meeting
point of meaningful and discovery learning) in
which ideas are presented to students in a well-
organized way, such as through detailed set of
instructions to complete an experiment.

34. Here, we have 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.
This is viewed as different from the simple process of
storing information. Motivation and responsibility are crucial
to this domain of learning.

35. Here, the learner builds a personal
understanding through appropriate learning
activities and a good learning environment.

36. THE

37. A visual model, a pictorial
device that presents bands of
experience arranged
according to degree of
abstraction and not degree of
difficulty.
- 2 M’s (media, material) are the
elements of the Cone of
Experience.

38. Dale (1969) asserts that:
the pattern of arrangement of the
bands of experience is not difficulty but
degree of abstraction- the amount of
immediate sensory participation that is
involved. A still photograph of a tree is
not more difficult to understand than a
dramatization of Hamlet. It is simply in
itself a less concrete teaching material
than the Dramatization (Dale, 1969).
Dale further explains that “the individual bands of the Cone of
Experience stand for experiences that are fluid, extensive, and
continually interact” (Dale, 1969).

39. Bands of Experience in Dale’s
Cone of Experience

41. -These are first hand experiences which serve as the foundation of our
learning. We build up our reservoir of meaningful information and
ideas through seeing, hearing, touching, tasting and smelling. In the
context of the teaching-learning process, it is learning by doing. If I
want my student to learn how to focus a compound light microscope,
I will let him focus one, of course, after I showed him how.
1. Direct purposeful experiences

42. 2. Contrived experiences- In here, we make use of a
representative models or mock ups of reality for practical
reasons and so that we can make the real-life accessible
to the students’ perceptions and understanding.

43. By dramatization, we can participate in a reconstructed
experience, even though the original event is far removed
from us in time. We relieve the outbreak of the Philippine
revolution by acting out the role of characters in a drama.

44. It is a visualized explanation of an
important fact, idea or process by the use of
photographs, drawings, films, displays, or guided motions.
It is showing how things are done.

45. These are excursions,
educational trips, and visits conducted to
observe an event that is unavailable within
the classroom.

46. -These are displays or be seen by spectators. They may consist
of working models arranged meaningfully or photographs
with models, charts, and posters. Sometimes exhibits are “for
your eyes only”. There are some exhibits, however, that
include sensory experiences where spectators are allowed to
touch or manipulate models displayed.

47. -Television and motion pictures can reconstruct the reality of the past
so effectively that we are made to feel we are there. The unique
value of the messages communicated by film and television lies in
their feeling of realism, their emphasis on persons and personality,
their organized presentation, and their ability to select, dramatize,
highlight and clarify.
7. Television and motion pictures

48. -These are visual and auditory
devices which may be used by an
individual or a group. Still pictures
lack the sound and motion of a
sound film. The radio broadcast of
an actual event may often be
likened to a televised broadcast
minus its visual dimension.
8. Still pictures, Recordings, Radio

49. 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
These are no longer realistic reproduction of physical things
for these are highly abstract representations.
Examples are charts, graphs, maps and diagrams.

50. -They are not like the objects or ideas for
which they stand. They usually do not
contain visual clues to their meaning.
Written words fall under this category. It
may be a word for a concrete object
(book), an idea (freedom of speech), a
scientific principle (the principle of
balance), a formula (e=mc^2).
10. Verbal symbols

52. Technology can play a traditional role, i.e., as delivery
vehicles for instructional lessons or in a constructivist way
as partners in the learning process. In the traditional way,
the learner learns from the technology and the
technology serves as a teacher.
In other words, the learners learns the content presented
by the technology in the same way that the learner
learns knowledge presented by the teacher.

53. In the constructivist way, technology helps
the learner build more meaningful personal
interpretations of life and his/her world. In the
constructivist approach, technology is a
learning tool to learn with, not from. It makes
the learner gather, think, analyze, synthesize
information and construct meaning with what
technology presents. Technology serves as a
medium in representing what the learner knows
and what he/she is learning.

56. From a constructivist perspective, the following are roles of
technology in learning: (Jonassen, et al 1999)
¤Technology are tools to support knowledge construction
-for representing learners ideas understanding and belief
-for producing and organized, multimedia knowledge
bases by learners

57. Technology as information
vehicles for exploring
knowledge to support by
learning-by-constructing
-for accessing needed
information
-for comparing perspective,
beliefs and world views

59. Technology as a social medium to support leaning by conversing:
-for collaborating with others
-for discussing, arguing, and building consensus among members
of a community
-for supporting discourse among knowledge-building community
¤ Technology as intellectual partner (Jonassen 1996) to support
learning-by-reflecting:
-for helping learners to articulate and represent what they know
-for reflecting on what they have learned and how they came to
know it
-for supporting learners ' internal
negotiations and meaning making
-for constructing personal representations of meaning
-for supporting mindful thinking.

61. It is a big opportunity to take and study Educational Technology 2.
Unlike the past generations, we are blessed to learn this subject
especially we are future educators. In this subject, I learned how to
manipulate properly the different product of technology. I learned
at least the basic use of computer, Microsoft excel and Microsoft
Word. I learned how to prepare and make PowerPoint
presentations. I learned the “do’s and don’ts of technology and it’s
boon and bane. I also learned the importance of technology in
classroom and how it affects every students’ learning. Also, the
different strategies and techniques that will use inside the classroom
for students’ better learning. Taking this subject help me to see the
significance of social media and be expose by creating accounts
in Gmail, Facebook and Slideshare.
This knowledge that we gain will apply in future and a big help in
our teaching. J.e.M.P

62. Educational Technology contributes a guiding
principles. It helps me to be a good and responsible
student. Student with boundaries and limitations.
With my educational needs, It helps me to have a
wider and broader knowledge in doing a specific
task. It brings me a strong implications in life that
serve as sources of communication and information,
to be updated and informed. I learned that
educational technology is the best way to assess
the students’ learning, to improve creativity to
provide a quality work or experiences.
M.J.L.O

64. After taking this subject, I am now a better future
educator who have better knowledge about
technology. I learned so much in this subject and I
make sure to apply whatever I learned in my teaching
in the future.
J.e.M.P.

65. With the ideas and experiences that I have, I
challenge myself to strive harder. When It
comes in learning and understanding, I just
want to put all my skills in order to have a
progress. Progress that leads me to go
forward and achieve my dream or aspiration
in life.
M.J.L.O

66. References: Google
Educational Technology 1

67. Thank You!