This document discusses educational technology and its roles in learning. It begins with defining educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It then discusses technology as both a boon and bane to learning. When used properly, technology can enhance learning by making it more engaging, but it can also be detrimental when it distracts from or replaces learning. The document outlines a systematic approach to instructional planning that is learner-centered. It also discusses different roles of technology from both traditional and constructivist perspectives, including as a delivery tool, learning tool, information source, and social medium. Finally, it introduces Dale's Cone of Experience and how it relates educational experiences to real life through varying use of

2. • What is educational Technology?
• Technology: Boon or Bane?
• Systematic Approach to learning.
• The Roles of Educational Technology in learning.
• Roles of technology in learning.
• Cone of Experiences.
• Learning through Educational Technology II.
• Conceptual Model of learning.
• The Student after Educational Technology II.

3. STUDENT PROFILE
• Name: Alpha Belnas
o Age: 19
o B-day: May 02, 1997
o Yr. & Course: BSED III-Filipino major
o Address: Brooke’s Point Palawan

4. STUDENT PROFILE
• Name: Karen Joy Romano
o Age: 18
o B-day: Dec. 16 1997
o Yr. & course: BSED-III Major in Filipino
o Address: Brooke’s Point Palawan

5. What is educational
technology?

6. RICHEY DEFINED EDUCATIONAL TECHNOLOGY AS "THE STUDY
AND ETHICAL PRACTICE OF FACILITATING LEARNING AND
IMPROVING PERFORMANCE BY CREATING, USING AND MANAGING
APPROPRIATE TECHNOLOGICAL PROCESSES AND
RESOURCES." THE ASSOCIATION FOR EDUCATIONAL
COMMUNICATIONS AND TECHNOLOGY (AECT) DENOTED
INSTRUCTIONAL TECHNOLOGY AS "THE THEORY AND PRACTICE
OF DESIGN, DEVELOPMENT, UTILIZATION, MANAGEMENT, AND
EVALUATION OF PROCESSES AND RESOURCES FOR LEARNING." AS
SUCH, EDUCATIONAL TECHNOLOGY REFERS TO ALL VALID AND
RELIABLE APPLIED EDUCATION SCIENCES, SUCH AS EQUIPMENT,
AS WELL AS PROCESSES AND PROCEDURES THAT ARE DERIVED
FROM SCIENTIFIC RESEARCH, AND IN A GIVEN CONTEXT MAY
REFER TO THEORETICAL, ALGORITHMIC OR HEURISTIC
PROCESSES: IT DOES NOT NECESSARILY IMPLY PHYSICAL
TECHNOLOGY.

7. TECHNOLOGY BOON
OR BANE?

9. “EDUCATION TECHNOLOGY AND SCHOOL CONSTRUCTION GO TOGETHER.
MODERNIZATION, UPDATING EDUCATION FACILITIES, AND MAKING A
CAPITAL INVESMENT IN EDUCATION ARE ALL INCLUDED.”
-MAJOR OWENS

10. Technology is a
blessing for a man.
With technology
there is a lot that
we can do which
we could not do
then.
Technology
contributes much to
the improvement of
the teaching- learning
process and to the
humanization of life.

11. With TV, you can watch
events as they happen all
over the globe.
With cellphones, web cams
you will be closer to
someone miles and miles a
way.
 YOUR TEACHING AND
LEARNING CAN BE
MORE NOVEL,
STIMULATING,
EXCITING ENGAGING
WITH THE USE OF
MULTIMEDIA IN THE
CLASSROOM

12. TECHNOLOGY
IS
BANE

13. When not used properly, technology becomes
a detriment to learning and development.
Examples:
• It can divert the students attention in study.
• It can cause of addiction not just in students but also in
parents who are using social media account with no
limitation.

14. The learner is made to accept as Gospel truth
information they get from the Internet
The learner surfs the Internet for pornography
The learner has a uncritical mind on images floating
on televisions and computers that represent
modernity and progress

15.  The TV makes the learner a mere spectator not an
active participant in the drama of life.
 The learner gets glued to his computer for computer
assisted instruction unmindful of the world and so
fails to develop the ability to relate to others.
 We make use of the Internet to do character
assassination of people whom we hardly like.

17. The systems 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.

18. SYSTEMATIC APPROACH
TO TEACHING
As depicted in the chart, the focus of the
systematic instructional planning is the
STUDENT.
1. Define Objectives - Instruction begins with
the definition of instructional objectives that
consider the students’ needs, interest, and
readiness.

19. 2. Chose appropriate methods
3. Chose appropriate experiences
4. Select materials, equipment, and facilities
On the basis of the objectives, the teacher selects the
appropriate teaching methods to be used and, in turn,
based on the teaching method selected, the appropriate
learning experiences and appropriate materials,
equipment and facilities will also be selected.

20. 5. Assign personal roles – The use of learning materials,
equipment and facilities necessitates assigning the appropriate
personnel to assist the teacher and defining the role of any
personnel involved in the preparation, setting and returning of
this learning resources.
6.Implement the instruction - 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 defined by the teacher.

21. 7. Evaluate outcomes - After instructions, teacher evaluates
the outcome of instruction. From the evaluation results,
teacher comes to know if the instructional objective was
attained.
8. Refine the process - If the instructional objective was
attained, teacher proceeds 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 objectives.

22. THE ROLES OF
EDUCATIONAL
TECNOLOGY IN
LEARNING

23. Traditional role of Technology:
• delivery vehicles for
instructional
lessons
• Technology serves
as a teacher.
Constructivist role of
technology:
• delivery vehicles for
instructional lessons
• Technology is a
learning tool to learn
with, not from.

24. From a constructivist
perspective,
the following are the roles of
technology in learning:
(Jonassen, et al 1990)

25. Technology as tools to support
knowledge construction:
For representing learners’ ideas,
understandings and beliefs
For producing organized, multimedia
knowledge bases by learners
Technology as information vehicles for
exploring knowledge to support learning-
by-constructing:
For accessing needed information
For comparing perspectives, beliefs and
world views

26. 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
For defining a safe, controllable
problem space for student
thinking
Technology as a social medium
to support learning by
conversing:
For collaborating with others
For discussing, arguing, and
building consensus among
members of a community
For supporting discourse
among knowledge-building
communities

27. 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 ho w they came to
know it
For supporting learners internal negotiations and meaning
making
For constructing personal representations of meaning for
supporting mindful thinking

28. Roles of technology
in
learning

29. ROLES OF TECHNOLOGY IN EDUCATION
Technology makes learning interesting,
enjoyable, wide and easier. With the help of
technology learning are creative since teaching
today engage in the creativity that technology bring,
like making presentations. Movies are now one of
the way of teaching that makes learning enjoyable.
In searching in internet in just a few minutes and
just clicking makes learning easier and wide.
Technology brings a lot of ideas in learning it makes
us easier in exploring idea.

30. We have now the MOOCs (Massive Open
Online Courses), that offer different courses for
every one, they don’t need to go to school to learn
the only thing they must do is to enroll in that
particular MOOCs, and experience online tutorial
(teaching/learning)

31. Cone of Experiences

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.
•The cone's utility in selecting instructional
resources and activities is as practical today
as when Dale created it

34. 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.
The opportunity for a learner to use a variety or
several senses (sight, smell, hearing, touching,
movement) is considered in the cone.

35. Direct experience allows us to use all senses.
 Verbal symbols involve only hearing.
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.

36. 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 than seeing
and hearing.
Contrived experiences are ones that are highly
participatory and simulate real life situations or activities.
Dramatized experiences are defined as experiences in
which the learner acts out a
role or activity.

38. LEARNING THROUGH EDUCATIONAL
TECHNOLOGY
• Alvin Toffler’s “Future Shock”
Educational Technology II engage students in the
positive ideas and learning of technology
Alvin Toffler’s future shock is one of the interesting
topic that we discussed in this subject, even we didn’t read
the whole book of it we found a lot of ideas of Alvin Toffler
about the rapid changes in too short period of time. It
brings awareness from the changes from past to future,
about the changes in culture, ways of living of people, the
way the people think, the way of education and the world
from past to future.

39. LEARNING THROUGH EDUCATIONAL
TECHNOLOGY
• The generation Gap
Educational Technology II help us become aware
on the term “The generation Gap” which made us to
understand the situation of the older people ( As older
generation). As a millennial generation we must not let
the gap become longer or higher between the older
generation and the present generation, we must learn to
create a bridge in order to reach each generation. We, as a
present generation must teach older slowly but effectively
and calmly help them in reaching us, we must also respect
their old ways since it is important our new ways comes
the old ways.

40. Don’t expect older people to adjust in order
to reach the present generation it is a
responsibilities since when we are aware on how
use things and they are not, unless we let our self as
a instrument to teach them. Take an action, adjust
for every situation they will give you, just become
calm and respect what they already have, to make a
bridge in the so called “Generation gap” that’s the
materials and action you may have and take.

41. • The social media
We also learned how to make social media
effective in learning, by using it as a medium of
learning, we transfer ideas, we also use it as a way
of survey, we also made an account in different sites
to explore a lot of ideas.

43. There exists a 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
Constructivism

44. MEANINGFUL LEARNING
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.

45. MEANINGFUL LEARNING
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.

46. In the learning process, the learner is encouraged
to recognize relevant experiences. A reward
structure is set so that the learner will have both
interest and confidence.
In the classroom, hands-on activities are
introduced so as to simulate learning in everyday
living.

47. DISCOVERY LEARNING
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.
Ever recalled why you are so nervous, yet very
excited in doing experiments? It is because of the idea
that you are about to discover something first hand.

48. 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.
In here, it is important that the students
become personally engaged and NOT subjected by the
teacher.

49. GENERATIVE LEARNING
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.
Examples are result driven; creativity and resiliency.
This gives emphasis to what can be done with the
pieces of information not only on access to them.

50. CONSTRUCTIVISM
Here, the learner builds a personal understanding through
appropriate learning activities and a good learning
environment. The most accepted constructivism principles
are:
Learning consists 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.

51. 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 activity with real life.
The purpose of education is the acquiring of practical and personal
knowledge and not the abstract or trivial truths.
Through this new conceptual models of learning, we now know that :
There are better ways to learn other than rote learning or memorization
Learning is for use not only in school but in real life.
Now we are prepared to see how these theories of learning can be more specifically
applied through the integration of EdTech.

53. Students after Educational Technology II will
realized the importance of technology to the
teaching/ learning process, they also learned how
to integrate the technology to education. They also
became aware in the changes that bring by
technology to the world. The student after
Educational Technology II became literate in using
technology, they can apply it to their studies.

54. The changes
Changes comes in two sides, the positive and
negative. Technology is just a term, technology is just a
thing, it can’t decide if it will go to the positive or to the
negative one, but we, we are human! We can think, love
and act! We can decide for the technology to be in a
positive side or to the negative side ( but unfortunately we
must be in the positive side) We as a human we can act
with mind and heart for the technology to be good and be
in the positive side. As a human we must be the mind,
heart and action of the technology and don’t the
technology be our mind, heart and action, if you let that
happen that comes a negative side of the changes.
-student

55. References:
• http://www.slideshare.net/day2x/cone-of-experience-24668244
• http://www.slideshare.net/jannetranis/systematic-38764808
• http://www.slideshare.net/bbmadzky/systematic-approach-to-teaching-
report
• https://en.wikipedia.org/wiki/Educational_technology#Definition
• http://www.slideshare.net/herohernandez/lecture-4-conceptual-models-
of-learning
• http://www.slideshare.net/cinnacabactulan/education-technology-boon-
or-bane