This document discusses the importance of educational technology for 21st century teachers. It notes that today's students have greater affinity for visuals compared to text, and engage with information in a nonlinear rather than linear way. It emphasizes developing students' digital skills, including solution fluency, creativity fluency, information fluency, collaboration fluency, and media fluency. Technology can help amplify learning when used as an information tool, communication tool, constructive tool, and co-constructive tool by teachers.

1. Importance of
Educational Technology
in
21st Century Teachers

2. Omaña, Emmanuel S.
• December 18, 1995
• 21 yrs.old
• #0167 Bantayan 1st , Bulihan City of Malolos Bulacan
• 3rd to the youngest among 4 siblings of Manuel Omaña and Editha Omaña.
• Currently taking Bachelor in Secondary Education- Major in Filipino

3. An Overview:
Educational Technology 2

4. Objectives:
The course aims to infuse technology the
student-teachers training, helping them to meet
and adapt to rapid and continuing technological
changes, particularly in thriving global
information and communication technology
(ICT) environment.

5. More specifically, the course objectives are as
follows:
• To provide education in the use of technology in instruction by
providing knowledge and skills on technology integration-in-
instruction to learners;
• To impart learning experiences in instructional technology-
supported instructional planning;
• To acquaint students on Information technology or IT-related
learning theories with the computer as a tutor;

6. (continuation…)
• To learn to use and evaluate computer-based educational
resources;
• To engage learners on practical technology integration issues
including managing IT classrooms, use of the Internet for
learning, cooperative learning through the use of information
technology; and
• To inculcate higher-level thinking and creativity among students
while providing them knowledge of IT-related learning theories.

7. Texts versus Visuals
• Read book texts enriched by illustrations and photos.
• Using catalogue card for needed books and sign up to borrow
books.
• The technology or digital generation has greater affinity to visuals
(photos and video) compared with texts.

8. • The technology or digital generation has greater affinity to visuals
(photos and video) compared with texts.
• They have been exposed since childhood to cable television and
video images.
• To computer, their visual fluency or abilities have been sharpened
and enhanced.

9. Linear versus Hyper Media
• Past-30 year old generation has obtained generation in a linear,
logical and sequential manner.
• Logical, focused and reflective thinkers.
• New generation, however, follows a personal random access to
hyperlinked digital information , less superior to elders and
reflection.
• Thus, they appear to be more easily bored and distracted during
class lecture.

10. Delayed Rewards and Instant Gratification
• The traditional reward system in education consists in the grades, honor,
certificates/medals, and diplomas.
• Traditional school’s reward system consists of unclear rewards for
performance.
• Digital learners on their own experience more immediate gratification
through immediate scores from games, enjoyable conversation from web cam
calls, excitement from email chats, and inviting comments from their
Facebook account.

11. • While there are apparent setbacks or limitations to digital
learning , there are opportunities to tap through:
a. The new learners’ digital fluency with visual learning with the
use of audiovisuals, media and multimedia;
b. Using hyperlinked multimedia for projects that enhance work
focus and reflection; and
c. Problem-solving activities to suit the new generation’s style and
performance for fun and relevant learning.

12. Developing
Basic Digital
Skills

13. Developing Basic Digital Skills
• As teachers adjust their teaching to effectively match the
new digital world of information and communication
technology.
• Basic knowledge , skills and values (or literacies) need to
be developed by digital learner.

14. There are 6 fluency skills conveying
the ease and facility in acquiring
and using Digital Technology.

15. 1. Solution Fluency
• Refers to the capacity and creativity in
problem solving.
• Requires whole brain thinking.

16. 2. CREATIVITY FLUENCY
• Artistic proficiency adds meaning by way of design, art, and story-
telling to package a message. Font, color, patterns, layout are elements
to creative fluency.

17. 3. Information Fluency
This involves 3 subsets of skills, namely
a. An ability to access information not only internet but other sources like CD-ROM
software.
b. An ability to retrieve information, it may include not only text but images, sound and
video.
c. An ability to reflect on, assess and rewrite for instructive information packages.

18. 4. Collaboration Fluency
• Refers to teamwork with virtual or real partners in the online environment.

19. 5. MEDIA FLUENCY
• Media refer to channels of mass communication (radio, television, magazine,
advertising, graphic arts) or digital sources. There is a need for an analytical
mind to evaluate the message in a chosen media, as well a creative ability to
publish digital messages.

20. 6. CREATIVITY FLUENCY
• Artistic proficiency adds meaning by way of design, art, and story-
telling to package a message. Font, color, patterns, layout are elements
to creative fluency.

21. 7. DIGITAL ETHICS
• The digital citizen is guided by principles of leadership, global responsibility,
environmental awareness, global citizenship, and personal accountability.

22. Higher Thinking Skills

23. Bloom's Taxonomy of Thinking Skills

25. Brain

28. Computer Technology Amplifies
Learning Along Computer Literacy

29. • Computer technology does not of itself produce
learning; it simply amplifies and extends instructional
strategies.
• Educators have seen the augmentation of learning along
computer literacy through computer technology, 21st
century learners interact with computer messages and can
even respond to questions or to computer commands.

30. Computer as the Teacher’s Tools

31. • Computer can perform different tasks, and one of these is that it can
act as a tutor specifically along a behaviorist and cognitivist approach
to learning., and certain computer software programs have been
developed to foster higher thinking skills and creativity.
• The teacher can employ the computer as a/an;
a. information tool
b. communication tool
c. constructive tool
d. co-constructive tool
e. situating tool

32. The Impact of Technology to
Teaching Learning Process

33. • John Dewey has described traditional learning as a
process which the teacher pours information student
learners, at present, the classroom setting way back then
is now far different from the set-up today, 21st century
learners prefer to discover and learn things on their own
the only role of the teacher is to facilitate. Technology
plays an important role in the learning-process, with the
appropriate use of technology, learners will be engaged in
the class discussions/activities. Technology makes it
easier for teachers to implement and deliver the lessons.

34. What I have Learned in Educational
Technology II

35. I have learned that, since we are dealing with 21st
century learners we can not do away from using
technology in our teaching methods, it is important
that teachers should embrace change and try to
integrate technology in our instructions to be able to
cater the needs of our students, as mentioned in the
previous slides, technology amplifies and extends
instructional strategies.