This document outlines learning theories and principles related to educational technology. It discusses behaviorism, cognitivism, and constructivism as learning theories. It also covers principles of effective instruction, technology utilization, media utilization, and text utilization. Specific examples are provided for how educational technology can be applied based on each learning theory and utilization principle.

1. Learning theories
related to EdTech
PED 310. 6-Apr 2021

2. Outline
• Principles of Learning and their
application in the classroom
• Learning theories
• Technology utilization

3. Principles of
Learning and their
application in the
classroom

4. Principle 1. Learning by doing is more effective
than sitting and listening
• Intended Learning Outcome
• Show aesthetic sense through
finger painting
• Classroom episode
• Encourage the students to move
freely like a wind blowing. Let the
students move their hands like
blowing wind. Students apply
finger painting on a cardboard
imitating how the wind blows.

5. Principle 2. Presents concepts in various ways.
• Intended Learning Outcome
• Explore the reaction of metal to acid
• Classroom episode
• Have the students pour ½ cup of
vinegar in an aluminum pot and let it
stand for 30 minutes to 1 hour and
heat it. Pour the vinegar in a glass and
see what happened. There’s
discoloration to the portion of the pot
where the vinegar was heated. There’s
also a change in the color of the
vinegar.

6. Principle 3. Learning is aided by formulating
and asking questions.
• Intended Learning Outcome
• Explain how colors are produced using
primary colors
• Classroom episode
• The teacher asks the students how colors
are produced?
• The teacher asks the following questions:
• What are the primary colors?
• Which color is produced if you mixed red
and yellow?
• Which color is produced when you mix red
and blue?

7. Principle 4. More effort is put forth when
tasks are challenging.
• Intended Learning Outcome
• Compare and contrast a cellphone and a
computer
• Classroom episode
• Some students hold on to their cellphones
and look at what they can do with it.
Other students are seated in front of a
computer and list what they can do with
it.
• Students with cellphones report their list
of can be done with the cellphone and
what service can be obtained from it.
• The same will be done by those in front of
the computer.

8. Principle 5. Readiness is related to the learner’s
stage of development and their previous learning.
• Intended Learning Outcome
• Describe the events that will
happen when there is a typhoon
• Classroom episode
• Illustrate the effects of a strong
typhoon.
• Write a story about what happens
to crops and plants when there is a
typhoon.

9. Learning Theories

10. Behaviorism

11. Key Concepts
• Behaviorism is a theory of animal
and human learning that focuses on
objectively observable behaviors
and discounts mental activities.
Behavior theorists define learning as
nothing more than the acquisition
of new behavior.
• Experiments of behaviorists identify
conditioning as a universal learning
process.

12. Types of Conditioning
• Classic conditioning
• Occurs when a natural reflex responds
to a stimulus. The most popular
example is Pavlov’s observation that
dogs salivate when they eat or even
see a food. Essentially, animals and
people are biologically “wired” so that
a certain stimulus will produce a
specific response.

13. Types of Conditioning
• Behavioral operant conditioning
• Occurs when a response to a stimulus
is reinforced. Basically operant
conditioning is a simple feedback
system. If a reward or reinforcement
follows the response to a stimulus,
then the response becomes more
probable in the future. For example,
leading behaviorist B.F. Skinner used
reinforcement techniques to teach
pigeons to dance and bowl a ball in a
mini-alley.

14. In behaviorism, the learners are
passive and just responding to
stimuli. The teachers design the
learning environment. They shape
the learners’ behavior by positive
and negative reinforcement. The
teacher presents the information,
then the students demonstrate
their understanding from the
teachers’ presentation. Student’s
assessment is in the form of tests.

15. Behaviorism to EdTech
1. Observation of learners are bases for
identifying materials for reinforcing
learning. (e.g. cards, pictures, and charts)
2. Selecting stimulus. (e.g. real objects or
actual experiences)
3. Educational technology used by the
teacher can help elicit the outcomes
which are easily observed. (e.g. use &
production of proper words in writing a
story, throwing and catching ball correctly)

16. Behaviorism to EdTech
4. Educational technology to be utilized in
developing mastery learning can be used in
behavioral approaches. (e.g. repeated
exposure to technology until mastery of a skill,
knowledge and attitude will be manifested by
students)
5. Technlogy to promote motivation,
classroom management, and special
education needs are also used in
behaviorism. (e.g. technology or art story telling
to motivate students to imbibe values)

17. Possible learning activities in Behaviorism
1. Instructional cues to elicit correct
response. (e.g. hand signals, signages, speak
softly, speak louder, forming circles or lines
and direction)
2. Practice paired with target stimuli.
(e.g. standards for reading properly, joining a
field trip for students to follow for proper
action and behavior)

18. Possible learning activities in Behaviorism
3. Reinforcement for correct responses
(e.g. praises, tap on the shoulder)
4. Building proficiency. (e.g. being proficient in
Math skills, communication skills)

19. Cognitivism

20. Key Concepts
• Cognitivism focuses on the “brain”. It
involves processing and storing
information which are very important
in the process of learning. Cognitive
structure which is called schema
constitutes the internal knowledge
structure. Schema maybe combined,
extended, or altered to show new
information.

21. Key Concepts
• Learners process, store, and
retrieve information for later use –
creating associations and creating
a knowledge set useful for living.
The learner uses the information
processing approach to transfer
and assimilate new information.

22. Key Concepts
• The teacher manages problem
solvinig and structured search
activities, especially with group
learning activities. The teacher
provides opportunities for students to
connect new information to schema.

23. Cognitivism to EdTech
Cognitivists believe that learning
develops through receiving, storing, and
retrieving information. Instructional
designers must analyze thoroughly and
consider appropriate tasks needed to
allow learners to effectively and
efficiently process the information they
received.

24. Cognitivism to EdTech
Instructional material designers must
consider the relevant learner characteristics
that will promote or impede cognitive
processing of information such as the
following:
* conduct task analysis and learner
analysis
* create tests
* create learning materials according
to any of the instructional design
models

25. Constructivism

26. Key Concepts
• Learning is an active process in which
learners construct new ideas or
concepts based upon their
current/past knowledge, social
interactions, and motivation which
affect the construction of knowledge,
social interactions, and motivation.

27. Key Concepts
• Educators focus on making
connections between facts and
fostering new understanding in
students. Instructors tailor their
teaching strategies to student
responses and encourage students to
analyze, interpret, and predict
information.

28. Key Concepts
• Teachers also rely heavily in open-
ended questions and promote
extensive dialogue among students,
• Coonstructivism calls for the
elimination of a standardized
curriculum. Instead, it promotes using
curricula customized to the students’
prior knowledge. Also, it emphasizes
hands-on problem solving.

29. Constructivism to EdTech
Constructivism is characterized by open-
ended expectation where results and
methods of learning themselves are
easily measured and may not be
consistent with each learner.

30. Technology Utilization

31. Principles of Effective Instruction
1. Assess prior knowledge
2. Consider individual differences
3. State objectives
4. Develop metacognitive skills
5. Provide social interaction
6. Incorporate realistic contexts
7. Engage students in relevant practice
8. Offer frequent, timely, and constructive
feedback

32. Principles of Effective
Technology Utilization
The National Education Technology Standards
for Students (NETS-S), noted in the following list
specifically outline expectations for students use
of technology to guide their learning (ISTE,
2007).
* Creativity and Innovation
* Communication and Collaboration
* Research and Information Literacy
* Critical thinking, problem solving, and
decision making
* Digital citizenship
* Technology operations and concepts

33. Principles of Effective
Technology Utilization
Many of these standards address the essential
elements for success in acquiring 21st century
knowledge and skills. Teachers also have
standards for acquiring these skills. These are
also provided by the ISTE namely:
* Student learning and creativity
* Digital-age learning experiences and
assessments
* Digital-age work and learning
* Digital citizenship and responsibility
* Professional growth and leadership

34. Principles of Effective
Media Utilization
• Text, television, video, and a host of other
media sources must be valid and vital
sources of information
• Teachers role is to guide students on the use
of these media as sources for their learning
in ways that are wise, safe, and productive
• Teaching approach should provide students
with opportunities to explore how to use
these media resources to communicate their
knowledge.

35. Principles of Effective
Text Utilization
• Text is everywhere in students’ learning
experiences. Text materials include textbooks,
fiction and nonfiction books, newspapers,
booklets, computer screens, magazines, study
guides, manuals, and worksheets, as well as
word-processed documents prepared by
students and teachers.
• The 21st century learner encounters text as part
of daily interactions with technology and media.
• The ability to use text as a means to gather
information or to communicate is known as text
literacy.

36. Principles of Effective
Text Utilization
Advantages
1. Availability
2. Flexibility
3. Portability
4. Use friendly
Limitations
1. Reading level
2. Memorization
3. Vocabulary
4. One way presentation
5. Curriculum determination
6. Cursory appraisal

37. Principles of Effective
Text Utilization
Integration
The most common applications of text
materials is presenting information.
Students are given reading
assignments and held accountable for
the material during class discussions
and on tests. Teacher-made hand-outs
can also complement a teacher’s
presentation, or students may use
them to study independently.

38. Principles of Effective
Text Utilization
Integration
Best ways to use text to facilitate
learning (few basic elements):
1. Font choice
2. Background and patterns
3. Arrangement
4. Check and revise

39. Principles of Effective
Text Utilization
Evaluation
• Address students’ literacy levels by
assessing their reading ability and
putting them in appropriate learning
groups to develop reading and
litereacy skills
• Address materials by taking the time
to evaluate all reading materials in
your classroom.

40. Principles of Effective
Text Utilization
When to use text-based materials?
Use when student learning will be
enhanced by:
Reading text information for which they will
be held accountable
Supplementing teacher-presented material
Using hand-outs that guide them through
learning activities
Implementing the Survey, Question, Read,
Recite, and Review method (SQ3R)

41. SQ3R method
Survey stage requires students to skim through the
text material and read the overview and/or
summary
Question stage requires students to write a list of
questions to answer while reading
Read stage, students are led to look for the
organization of the material, put brackets around the
main ideas, underline supporting details, and answer
the questions written in the previous step
Recite requires them to test themselves while reading
and to put the content into their own words
Review suggests that the students look over the
material immediately after reading it, the next day, a
week later, and so on (Robinson, 1946)

42. SQ3R method
Direct student reading with objectives
or questions, and provide a worksheet if
one is not included with the materials.
Emphasize the use of visuals in text
materials and teach students to study
visuals in an effort to increase their
comprehension of the content.

43. Contents are lifted from
Tabbada & Buendia 2015
authors of Educational Technology 1

44. Thank You!

45. www.PresentationGO.com
The free PowerPoint and Google Slides
template library
Designed with by