1. The document is Mary Clare C. Crespo's portfolio in educational technology. She is a third year student studying to become an elementary school teacher. 2. It discusses key concepts in educational technology including how technology can benefit learning but also present disadvantages if overused. Traditional and constructivist views on the role of technology in learning are examined. 3. Various learning theories and their implications for how technology supports meaningful learning are explored, including meaningful learning, discovery learning, generative learning, and constructivism. Dale's Cone of Experience model and its principles are also summarized.

1. MY PORTFOLIO IN
EDUCATIONAL
TECHNOLOGY

2. Educational Technology in a Nut Shell

3. THE STUDENT
I am Mary Clare C. Crespo,
a third year student taking
up Bachelor of Elementary
Education at Palawan State
University-Brooke’s Point.

4. What is Educational Technology?

5. Educational Technology 1 is about presenting
new technology to the learners, Educational
Technology 2 is more on the application of the
different modern educational media presented
from the previous subject. This is wherein
learners can be more aware, appreciate more, and
be fully equipped to use different technology
tools ranging from traditional to modern
educational media.

6. Technology- Boon or Bane?

7. In our generation for today, technology is
important in everyday life. Because technology
gives more benefits for us this is attempt to solve
the problem of survival, capturing enough energy
and converting it into human needs and also to
make life easier. That are some benefits of
technology.
BOON

8. Educators used it for:
 Assignments
 Activities
 We used it to communicate
BOON

9. The disadvantages of technology is we will
become a lazy person and we will become
dependent.
For example…
BANE

10. We have a library we have a lot of books, but
most of the students they do not the books for
research they research in the internet.
BANE

11. Systematic Approach In Teaching

12. 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.
DEFINITION

13. 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, and assessment tools and procedures.
Such an approach integrates the older, more familiar
methods and tools of instruction with the new ones
such as the computer
DEFINITION

14. Roles of Technology In Learning

15.  Delivery vehicles for instructional lessons
TRADITIONAL ROLE OF
TECHNOLOGY

16.  Technology serves as a teacher
TRADITIONAL WAY

17.  Partners in the learning process
CONSTRUCTIVIST ROLE

18.  Technology is a learning tool to learn with, not
from.
CONSTRUCTIVIST WAY

19. From a constructivist perspective, the following
are the roles of technology in learning: Jonassen,
et at 1990

20. Technology as tools to support knowledge
construction:
 For representing learners’ ideas,
understandings and beliefs
 For producing organized, multimedia
knowledge bases by learners

21. Technology as information vehicles for
exploring knowledge to support learning-
by-constructing:
 For accessing needed information
 For comparing perspectives, beliefs and
world views.

22. Technology as context to support learning-
by-doing:
 For representing and stimulating
meaningful real-world problems,
situations and context
 For representing beliefs, perspectives,
arguments and stories of others

23. Technology as context to support learning-
by-doing:
 For defining a safe, controllable problem
space for student thinking

24. Technology as a social medium to support
learning by conversing:
 For collaborating with others
 For discussing, arguing, and building
consensus among members of a
communities.

25. Technology as a social medium to support
learning by conversing:
 For supporting discourse among
knowledge-building communities

26. Technology as intellectual partner (Jonassen
1996) to support learning-by-reflecting:
 For helping others to articulate and
represent what they know
 For reflecting on what they have learned
and how they came to know it

27. Technology as intellectual partner (Jonassen
1996) to support learning-by-reflecting:
 For supporting learners internal
negotiations and meaning making
 For constructing personal
representations of meaning for
supporting mindful thinking

28. Roles of Technology in Education

29. Learning with technology has become essential in
today’s schools. Worldwide, governments,
education systems, researchers, school leaders,
teachers and parents consider technology to be a
critical part of a child’s education.

30. The important role that technology plays in
education gives teachers the opportunity to
design meaningful learning experiences that
embed technology.

31. The “Cone of Experience”

32. What is Dale’s cone of experience?
The cone of experience is a pictorial device use
to explain the interrelationships of the various
types of audio-visual media, as well as their
individual “positions” in the learning process.

33. What is Dale’s cone of experience?
The cone’s utility in selecting instructional
resources and activities is as practical today as
when Dale created it.

34. Dale’s cone of
experience

35. Principles on the cone of experience:
 The cone is based on the relationships of
various educational experiences to reality (real
life), and the bottom level of the cone, “direct
purposeful experiences,” represents reality or
the closest things to real, everyday life.

36. Principles on the cone of experience:
 The opportunity for a learner to use a variety
or several senses (sight, smell, hearing,
touching, movements) is considered in the
cone.
 Direct experience allows us to use all senses.
 Verbal symbols involve only hearing.

37. Principles on the cone of experience:
 The more sensory channels possible in
interacting with a resource, the better the
chance that many students can learn from it.
 Each level of the cone above its base moves a
learner a step further away from real-life
experiences, so experiences focusing only on
the use of verbal symbols are the furthest
removed from real life.

38. Principles on the cone of experience:
 Motion pictures (also television) is where it is
on the cone because it is an observational
experience with little or no opportunity to
participate or use senses other seeing and
hearing.
 Contrived experiences are ones that are highly
participatory and stimulate real life situations
or activities.

39. Principles on the cone of experience:
 Dramatized experiences are defined as
experiences in which the learner acts out a role
or activity.

40. Verbal Symbols
 Principal medium of communication
 Bear no physical resemblance to the objects or
ideas for which they stand
 May be a word for concretion, idea, scientific
principle, formula or philosophic aphorism
 Disadvantage: highly abstract

41. Visual Symbols
 Chalkboard/whiteboard, flat maps, diagrams,
charts
 Fits the tempo of presentation of idea, topic
or situation
 Very easy to procure and prepare
 Limitations: lack of ability to use the media
size of visuals simplification of visual
materials leads to misconceptions.

42. Conceptual Models of Learning

43. There are a lot of number of models and
theories about learning that is ideal in achieving
instructional goals through preferred application
of EdTech.
These are:
Meaningful Learning
Discovery Learning
Generative Learning
Constructive Learning

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

45. 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 what they already
know and what they can learn.
MEANINGFUL LEARNING

46. In discovery learning, students perform tasks to
uncover what is to be learned. New ideas and
new decisions are generated in the learning
process, regardless of the need to move on and
depart from the structured lesson previously set.
It is important that the students become
personally engaged and not subjected by the
teacher.
DISCOVERY LEARNING

47. Here, we have active listeners who attend to learning
events and generate meaning from this experience
and draw inferences thereby creating 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.
GENERATIVE LEARNING

48. It gives emphasis to what can be done with the
pieces of information not only on access to
them.
GENERATIVE LEARNING

49. The learner builds a personal understanding through
appropriate learning activities and a good learning
environment. 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.
CONSTRUCTIVISM

50. Implications of Constructivism
 The learner is directly responsible for learning.
He creates personal understanding and
transforms it into knowledge.
 The context of meaningful learning consists in
the learner “connecting” his school with real
life.
CONSTRUCTIVISM

51. Implications of Constructivism
 The purpose of education is the acquiring of
practical and personal knowledge and not the
abstract or trivial truths.
CONSTRUCTIVISM

52. Learning Through Ed Tech 2

53. As future teacher Ed Tech 2 is a great help
especially in our world today. We must be willing
to adapt and adjust in our teaching strategy and
we must be willing to learn these new
technologies.
Most of the classrooms today, teachers are using
computers, laptops, projectors in teaching. And
that is why we need to be computer-literate or
computer expert.
LEARNING THROUGH ED TECH 2

54. The Student After Ed Tech 2

55. I definitely learn a lot and also enjoy the
Educational Technology 2. I am thankful that we
have this kind of subject that helps and prepares
the future teachers. Truly integrating technology
into teaching and learning is a great help both to
the teachers and students but technology should
never replace the teacher.
THE STUDENT AFTER ED TECH 2