This document discusses the author's experience studying educational technology. It begins with an introduction and background on the author. It then provides definitions of educational technology, discussing how it utilizes tools and media for learning. It also outlines goals of educational technology like being both a tool and catalyst for pedagogical change. The document examines instructional design models and theories like ADDIE and Dale's Cone of Experience. It discusses how technology can develop higher-order thinking skills and creativity in students. Finally, it notes the importance of selecting educational technologies appropriately to meet objectives and support learning.

2. OUTLINE:
I. The Student
This includes a short introduction of myself.
II. Educational Technology in a Nutshell
A short summary about educational technology.
III. Learning through EdTech1 and EdTech2
My significant learnings in EdTech1 and EdTech2.
IV. The Student After EdTech
Me after studying EdTech.

4. Hi! I’m Jahzeel B. Barredo. I am from
Barangay San Roque, Dasmariñas City,
Cavite. I was born on the 15th day of March
1997 and I am already 18 years old. I am
from a family of seven, with my mother and
father, two sisters, one brother, and a niece. I
am the second daughter.
I studied Kinder at Atis Day Care
Center from 2002-2003 and spent my
elementary days at Sta. Cristina Elementary
School from 2003-2009. I continued my
secondary education at Dasmariñas East
National High School from 2009-2013 and
graduated as Second Honorable Mention.

5. I am now studying Bachelor of
Secondary Education at Cavite State
University with English as major. I am
now at third year and prayerfully, in
three more semesters, I will graduate
together with my classmates. Looking
forward for it   

7. EDUCATIONAL
TECHNOLOGY DEFINED
•Educational technology is the effective use
of technological tools in learning.
As a concept, it concerns an array of tools,
such as media, machines and networking hardware,
as well as considering underlying theoretical
perspectives for their effective application.

8. EDUCATIONAL
TECHNOLOGY DEFINED
•Educational technology is not restricted
to high technology.
Nonetheless, electronic educational
technology, also called e-learning, has become
an important part of society today.

9. EDUCATIONAL
TECHNOLOGY DEFINED
•Educational technology includes numerous types
of media that deliver text, audio, images,
animation, and streaming video.
It may also include technology applications
and processes such as audio or video tape, satellite
TV, CD-ROM, and computer-based learning, as well
as local intranet/extranet and web-based learning.

10. GOALS OF EDUCATIONAL
TECHNOLOGY
PEDAGOGICAL CHANGE
While educational technology can be
considered as a design science, it also
addresses fundamental issues of learning,
teaching and social organization and therefore
makes use of the full range of modern social
science and life sciences methodology.

11. "Technology provides us with powerful tools
to try out different designs, so that instead of
theories of education, we may begin to develop a
science of education. But it cannot be an analytic
science like physics or psychology; rather it must
be a design science more like aeronautics or
artificial intelligence. For example, in aeronautics
the goal is to elucidate how different designs
contribute to lift, drag maneuverability, etc.
Similarly, a design science of education must
determine how different designs of learning
environments contribute to learning, cooperation,
motivation, etc." (Collins, 1992:24).

12. GOALS OF EDUCATIONAL
TECHNOLOGY
TOOL AND CATALYZER
Technology, in education, is therefore
both a tool and a catalyzer and it can
become a medium through which
change can happen.

13. “Educational technologists would not
therefore consider the computer as just
another piece of equipment. If educational
technology is concerned with thinking
carefully about teaching and learning, then a
computer has a contribution to make
irrespective of its use as a means of
implementation, for the design of computer-
based learning environments gives us a new
perspective on the nature of teaching and
learning and indeed on general educational
objectives.” (O'Shea and Self: 1983: 59).

14. INSTRUCTIONAL SYSTEM
DESIGNS
ADDIE ASSURE
A-nalysis
D-esign
D-evelopment
I-mplementation
E-valuation
A — Analyze learners
S — State standards & objectives
S— Select strategies, technology,
media & materials
U — Utilize technology, media &
materials
R — Require learner participation
E — Evaluate & revise

17. DALE’S CONE OF
EXPERIENCE
•Dale’s Cone of Experience is a visual model
that is composed of eleven (11) stages arranged
in the cone not based on its difficulty but rather
based on abstraction and on the number of
senses involved.
•The experiences in each stages can
be mixed and are interrelated that
fosters more meaningful learning.

18. DALE’S CONE OF
EXPERIENCE
•It is in accordance with one of the
principles in the selection and use
of teaching strategies which states
that the more senses that are
involved in learning, the more and
the better the learning.

20. I.T. FOR HIGHER THINKING
SKILLS AND CREATIVITY
A new challenge has arisen for today’s
learners: the development of students who can
DO MORE than receive, recite and apply the
knowledge they have acquired.
Today students are expected not only to be
mentally excellent, but also flexible,
analytical and creative.

21. COMPLEX THINKING
SKILLS
SUB-SKILLS
Focusing Defining the problem, goal/objective-setting,
brainstorming
Information gathering Selection, recording of data of information
Remembering Associating, relating new data with old
Analyzing Identifying idea constructs, patterns
Generating Deducing, inducting, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting
Evaluating Setting criteria, testing idea, verifying outcomes,
revising
THINKING SKILLS FRAMEWORK

22. sI.T. FOR HIGHER THINKING
SKILLS AND CREATIVITY
With these upgraded project method,
students work on their project with:
Depth complexity
Longer duration
Greater relevance to the real
world

24. Educational technology does not only
pertains to the highly modernized technology
that we are utilizing today but also to all the
tools that the teachers may use in instructing
his students. Yet changes is gradually
happening in our society (and is very evident)
today that we are already on the track of these
changes. In line with this is the integration of
a more improved technology in the process of
instruction and learning inside the classroom..

25. However, this idea of using and maximizing
the use of technology can also be harmful if not used
appropriately. As a teacher, you should keep in mind
that one of the principles in the selection and use of
instructional materials states that, the instructional
materials chosen must suit the instructional
objectives, the demands of the chosen teaching
strategies as well as the needs of the learners. That is
why the materials must be carefully chosen based on
its relevance to the instructional objectives and
based on the benefits that it could contribute in the
teaching-learning process. Yet, integrating
technology to education means providing variation
to the students.

26. Through the help of technology, varied
materials can be provided but those materials
must not sacrifice the content of the lesson.
The technology is very helpful if it doesn’t
defeat the purpose of teaching and learning
nor replace the teacher but rather it extends
learning and supplements the other
instructional materials. The technology inside
the classroom should only be a support and
not be the sole teacher inside the classroom. .