Sharlyne Tandoc's Portfolio In Educational Technology 2
This serves a final requirement for Ed Tech 2 in Cebu Technological University - Moalboal Campus, Bachelor in Elementary Education.
Sharlyne Tandoc's Portfolio In Educational Technology 2
This serves a final requirement for Ed Tech 2 in Cebu Technological University - Moalboal Campus, Bachelor in Elementary Education.
Educational Technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.
The Students Profile
What is Educational Technology?
Technology Boon or Bane?
Systematic Approach to Teaching
What is Systematic or Systems Approach to Teaching?
Elements of Systematic Approach to Teaching
Roles of Educational Technology in Learning
Traditional Role
Constructivist Role
Roles of Technology in learning
Roles of Technology in learning (Constructivist View)
Cone of Experience
What is Cone of Experience?
What are the sensory aids in the Cone of Experiences?
Direct, Purposeful Experiences and Beyond
Dale’s Cone of Experiences
Learning through Educational Technology 2
Conceptual model of learning
Meaningful learning
Discovery learning
Generative learning
Constructivism
Student after Educational Technology 2
This is our portfolio as a compilition to what we've learned in Edtech.This is the real world purpose,effect of the Technology in terms of education,individual and also in terms of learning.
Educational Technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.
The Students Profile
What is Educational Technology?
Technology Boon or Bane?
Systematic Approach to Teaching
What is Systematic or Systems Approach to Teaching?
Elements of Systematic Approach to Teaching
Roles of Educational Technology in Learning
Traditional Role
Constructivist Role
Roles of Technology in learning
Roles of Technology in learning (Constructivist View)
Cone of Experience
What is Cone of Experience?
What are the sensory aids in the Cone of Experiences?
Direct, Purposeful Experiences and Beyond
Dale’s Cone of Experiences
Learning through Educational Technology 2
Conceptual model of learning
Meaningful learning
Discovery learning
Generative learning
Constructivism
Student after Educational Technology 2
This is our portfolio as a compilition to what we've learned in Edtech.This is the real world purpose,effect of the Technology in terms of education,individual and also in terms of learning.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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.
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
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.
16.
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.
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.
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
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)
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
33.
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.
37.
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.
42.
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.
52.
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