Prepared to: Ms. Jovengrace Cabahug

1. Portfolio in
Educational
Technology
2
Presentedto:Ms.
JovenGracef.Cabahug

2. Content Outline
Thestudent
What is Ed-Tech
Technology Boon or Bane?
Systematic approach to teaching
TheRole of Educational Technology in Learning
Roles of educational technology in learning
Cone of Experience
Learning through Ed- Tech
Conceptual model of Learning
Thestudent after Educational Technology 2

3. THESTUDENTs

4. Name: JullieAnn Yara Bañadera
Birthday: January 8, 1996
Age: 20
Address: M. Gamo Street, Poblacion
District II, BROOKE’S POINT,PALAWAN
Course: Bachelor of Secondary Education-
Mathematics

5. NAME: GUIEA CABANDAY
AGE: 19
ADDRESS: BRGY.
PANGOBILIAN,BROOKE’S POINT,
PALAWAN
COURSE: BACHELOR OF SECONDARY
EDUCATION- MATHEMATICS

6. What is Ed- Tech?

7. Educational Technology is define by the
Association for Education
Communications and Technology as
“the study and ethical practice of
facilitating Learning and improving
performance by creating, using and
managing appropriate technological
process and resources.

10.  there is a lot that we can do that we
could not do then.
Contributes much to the improvement
of the teaching- learning process and to
the humanization of life.
Teaching and learning can be more
novel, stimulating, exciting engaging
with the use of multimedia in the
classroom.

11. Bane

12.  When not used properly, technology
becomes
a detriment to learning and development
 The learner surfs the internet for
pornography
 The learner gets glued to his/her computer
for
computer assisted instruction unmindful of
the world
And so fails to develop the ability to relate to
others.
 Because of our cell phone, we spend most of
time
in the classroom texting

13. The system approach views the entire educational
program as a system of interrelated parts. It is an
orchestrated learning pattern with all parts
harmoniously integrated in to 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.

15. Parts of Systematic Instruction
As depicted in the chart, the focus of the systematic instructional
planning are the LEARNERS
Define objectives
Considers the student’s need, interest and readiness
Choose appropriate method
To be utilized and used by the teacher
Choose appropriate exercises/ experiences
Learning Activities that could spell out the instructional objectives.
Choose appropriate materials
The use of learning materials, equipments and facilities necessitates
assigning the personnel to assist the teacher.

16. Assigning personnel roles
Who are the persons involved in the instruction and
their tasks.
Implement the instruction
Actual mode of instruction in which all plans are being
utilized.
Evaluate Outcomes
Examining if the instructional objective was attained or
not
Refine the process
Getting the system fixed before entering to other cycle.

17. Technology
-refers to all possible ways that people use their
invention to satisfy their needs and desire

18. -it gives the teacher the opportunity to
create a new and meaningful learning
experiences.
It can play as:
Traditional Role
Constructivist Role

19. Traditional Role
-The learner learn from technology serves as the
teacher and source of knowledge. They learn from
what the technology is presented to them.
Constructivist Role
-In this point of view, technology serves as the
learners learning tools.
-It gives opportunity for technology and learner’s
interaction for meaningful learning.

21. Levels of Cone of Experience
Enactive- Direct experience
Direct, purposeful
Contrived
Dramatized
Iconic- pictorial experiences
Demonstrations
Study trips
Exhibits
Educational Television
Motion Pictures
Recordings, radio, still pictures
Symbolic- highly abstract experience
Visual symbols
Verbal symbols

22. Cone of experience
-is a pictorial device use to explain the
interrelationship of various types of
audio- visual media, as well as their
individual “position” in the learning
process.

23. Principles on the cone of
Experiences
 The cone is based on the relationships of
various educational experiences to reality,
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.

24. 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, 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.

25. DIRECT PURPOSEFUL EXPERIENCES -are first hand
experiences which serve as the foundation of learning . In this
level, more senses are used in order to build up the knowledge.
In this level, the learner also learned by doing things by
himherself . Learning happens through actual hands-on
experiences.
CONTRIVED EXPERIENCES-In this level representative
models and mock-ups of reality are being used in order to
provide an experience that as close as reality. This level is very
practical and it makes learning experience more accessible to
the learner.
DRAMATIZED EXPERIENCES-The learners can participate in
a reconstructed experiences that could give them better
understanding of the event or a concept.

26. DEMONSTRATIONS-It is visualize explanation of
important fact , idea or process through the use of
pictures , drawings, films, and other types of media in
order to facilitate clear and effective learning.
STUDY TRIPS- this level extends the learning
experience through excursions and visits on the different
places that are not available inside the classrooms.
EXHIBITS- It is a somewhat a combination of some of
the first levels in the cone. Actually , exhibits are
combination of several mock ups and models. Most of
the time, exhibits are experiences that is "for your eyes"
only but some exhibits includes sensory experiences
which could be related to direct purposeful experiences.

27. TELEVISION , MOTION PICTURES,RECORDINGS and
RADIO- they are related to one each other. Because of the
rapid development of the modern technology, a lot of people
believe that educational technology is not aware that these
stages are only a small portion of Ed-Tech. For television and
motion pictures, it implies values and messages through
television and films.
VISUAL and VERBAL SYMBOLIC- they are both used
hand-in-hand. These two levels are the most complex and
abstract among all the exponents of the cone of experience.
In the visual symbolic level, charts, maps, graphs, and
diagrams are used for abstract representations. On the other
hand, the verbal symbolic level does not involve visual
representation or clues to their meanings. Mostly the things
involved in this level are words, ideas, principles, formula,
and the likes.

28. LEARNING THROUGH
EDUCATIONAL
TECHNOLOGYTECHNOLOGY
The increasing complexity of work and social life
demands that people possess conceptual understanding and
intellectual skills in order to gain the desired level of city
competence. The development of high level city genitive
soils is a complex task that has not been sufficiently
addressed in education.

30. 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.

31. It assumes that:
oStudents already have a prior knowledge
that is relevant to new learning.
oStudents are willing to perform class work
to find connection between what they
already know and what they can learn.

32. Discovery learning
- This is differentiated from reception
(meeting pint 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.

33. Dimensions of meaningful and discovery learning
Notice the increase in discovery from rote learning
Math drills
Trial and error puzzles
 Applying science lab formulas
Lecture/ textbook reading
Simulations
Adventure activities
Data proving / Research
Art / music creation

34. Generative learning
In here, we have active listeners who attend to learning
events and generate meaning from this experience and
draw inferences thereby creating 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.

35. Constructivism
Here, the learner builds a personal understanding
through appropriate learning activities and a good
learning environment. The most accepted constructivism
principles are:
Learning consist in what a person can actively assemble
or himself and not what he can just ask from someone
else.
Role of learning is to help the individual live to his
personal world.

36. STUDENTS AFTER EDUCATIONAL
TECHNOLOGY
Educational technology is a systematic and organized process of
applying modern technology to improve the quality of education. After
studying this subject, we, the student, are more motivated to return to
learning and working because modern technical equipment is widely
available at any given movement. we can now work independently with our
own prior to our knowledge and learning about technology. We are also much
more interested and have a better reception of information because we receive
knowledge, visual, and kinesthetic way. Another is, we can now also developed
valuable research skills at a young age because technology gives immediate
access to an abundance of quality information which leads to learning at much
quicker rates than before. And lastly, we, the students and our teachers have
access to an expanse of material. There are plenty of resourceful, credible
websites available on the internet that both teachers and the students can
utilize. The internet also provides a variety of knowledge and doesn't limit
students to one persons opinion.