This document provides biographical information about two presenters, Rachelle Ann Gabinete Sendito and Novelyn Teodosio Nalica. Both are 19 years old, single, and third year students pursuing a Bachelor of Elementary Education degree at Palawan State University-Brooke's Point Campus. It also includes their motivational quotes and addresses in Brooke's Point, Palawan, Philippines. The document discusses educational technology and provides definitions from different sources. It explains the systematic approach to teaching, including defining objectives, choosing appropriate methods and exercises, assigning roles, implementing instruction, and evaluating outcomes. The ASSURE model for instructional design is also summarized.

4. The Presenters

5. Name: Rachelle Ann Gabinete
Sendito
Age: 19 years old
Birth-date: May 16, 1997
Civil Status: Single
Address: Brgy. Maasin, Brooke’s Point,
Palawan
School: Palawan State University-
Brooke’s Point Campus
Course and year: Bachelor of
Elementary Education,
3rd year
Motto in life: “The only person who is
educated is the one who has learned
how to learn and change.”

6. Name: Novelyn Teodosio Nalica
Age: 19 years old
Birth-date: November 25, 1996
Civil Status: Single
Address: Brgy. Mainit, Brooke’s Point,
Palawan
School: Palawan State University-
Brooke’s Point Campus
Course and year: Bachelor of
Elementary Education,
3rd year
Motto in life: “Education is the most
powerful weapon that you can use to
change the world.”

8. 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.

9. According to other sources:
Educational technology is
defined by the Association for
Educational Communications and
Technology as "the study and
ethical practice of facilitating
learning and improving performance
by creating, using, and managing
appropriate technological processes
and resources. Educational
technology refers to the use of both
physical hardware and educational

10. theoretics. It encompasses several
domains, including learning theory,
computer-based training, online
learning, and, where mobile
technologies are used, m-learning.
Accordingly, there are several
discrete aspects to describing the
intellectual and technical
development of educational
technology:
• educational technology as the
theory and practice of educational
approaches to learning;

11. •educational technology as
technological tools and media that
•assist in the communication of
knowledge, and its development and
exchange;
•educational technology for learning
management systems (LMS), such
as tools for student and curriculum
management, and education
management information systems
(EMIS);
•educational technology itself as an
educational subject; such courses

12. may be called "Computer Studies" or
"Information and communications
technology (ICT)".
Other meaning of Educational
Technology:
 Educational technology is the
considered implementation of
appropriate tools, techniques, or
processes that facilitate the
application of senses, memory and
cognition to enhance teaching

13. practices and improve learning
outcomes.
 Educational technology is the
area of technology that deals with
facilitating e-learning, which is the
learning and improving performance
by creating, using and managing
appropriate technological processes
and resources.

14. Is technology

15. Technology is one of the greatest invention
of mankind. It is so powerful that it shapes our
thinking and our way of life within no time. It is
ever evolving. Technology is a tool invented and
sharpened by humans to make their life easier.
Those who know the correct application of
technology, be it any sphere of activity, have
managed to make lives easier for themselves and
to some extent also for others.
I feel the best technological breakthrough
was the invention of computers which basically led
to further advancement in technology viz the
creation of many software and hardware.
Source: https://storieswithasoul.wordpress.com/2011/08/25/technology-boon-or-bane/

16. Technology has gifted mankind with various boons
but look closely and you will realise
that technology have blessed mankind with two
very important aspects – facility of communication
and creation of time.
Creation of phone, fax, paging services,
mobile services, video conferencing etc are few of
the facilities that the human mind has been able to
conceive with the aid of technology. All have
played a very important part in making the world a
‘Global Village’. Technology has ensured that one
can easily communicate with anyone on land, in
air(aeroplanes) or even when the person is under
the calm waves of dark deep-sea (submarines).

17. But the Time Creation aspect of technology
has now posed a challenge and threat which very
few had ever thought of. Computers – They have
evolved rapidly at the rate of knots. A few decades
ago, a single computer was so big that it required a
big room to fit in and it used to be surrounded with
many fans and other cooling equipments to keep
the temperatures down at functional level. Now that
same computer can be carried in a pocket with an
inbuilt capacity to sustain itself against any threats
internal ( Disk Crash) and external (Virus Attack).

18. One of the main advertisement pointers for
computers in the decades of 80’s and 90’s was its
ability to save time and human efforts. Such a
machine was welcomed with open arms.The ability
of a computer to work on data and to enable a
person to reach the logical end of a particular task
is priceless.This activity helps a person to save
time and valuable human effort. But also at the
same time such an ability of computer provides a
person with the cushion to challenge more tasks
than what he would have attempted in the absence
of computers.It is an ability that many take for
granted and fall for the false assumption that they

19. can manage many tasks at the same time. In comes
the element of multi tasking. Whether you do it
once or twice or regularly, always remember that it
is a feat best performed by a machine and not by a
human. Multi Tasking deprives a human being from
enjoying his task because he no longer focuses on
the task at hand but rather focuses on the process
of juggling many tasks at the same time. Such an
activity also leads to unnecessary stress. Stress is
the bane of modern world. Also, since computers
can manage and complete a task usually taken by
many people to complete, it also promotes
unemployment in the society to some extent.

20. Yes, technology has helped man take a small
step which in time has become a giant leap for man
kind, but does anyone really know where this small
step is leading us to? Technology was invented and
developed to make progress and life easier and
simpler. But due to the ill capacity of a human
being to completely understand the marvel it has
created, life for everyone is slowly changing into a
Frankenstein movie wherein the creation is behind
the creator’s life.
Technology is important but it is time
humans decided where to draw the line. Mother
Nature has blessed us with many gifts which we so

21. eagerly neglect because of our over
dependence on technology. Try to remember those
gifts and master them. A human mind can solve
complex mathematical problems even faster than
a computer (Please refer Vedic Mathematics). The
ancient scholars of India used the gifts of Mother
Nature to solve the mysteries of the world
(Invention of Zero, Calculus, Encryption – Refer
Katapayadi System of Sanskrit Language
etc.).Their discoveries were never dependent upon
the functioning of machinery.
Technology and machines were created to
aid us and not to be our masters. Think wisely as
to where technology is leading you to?

22. We believe that everything has its positive
and negative sides. It depends upon us if how we
use them. If you are saying that technology is
boon, it means that you see its positive side/s
only, but when you are saying that it is bane,
maybe you see only its negative side/s.

23. Systematic Approach to
Teaching

24. The systematic approach to teaching provides
a method for the functional organization and
development of instruction. This method applies to
preparation of materials for classroom use, as well
as for print and non-print media. Inputs to the
systems approach include well defined objectives,
analysis of the intended audience, special criteria
desired by the customer, analysis and use of existing
resources, and a team of instructional system
specialists, subject matter experts, writers, and
visual specialists. Outputs are functional relations
trees, functional block diagrams, a teaching and
visual sequence chart, and frames (a combination of
words is on a specific topic from the teaching

25. sequence chart). The three step production flow
consists of content requirements, content
development, and use. Material is divided into levels
of detail, so that the student studies only until he
has reached the level he needs. At each level of
detail, the material is treated as a whole, then in its
parts, and finally recombined into a functional
whole. Visuals illustrating the concepts are
included.
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

26. 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.
SYSTEMATIZED INSTRUCTION
·Define objectives
Considers the student’s need, interest and
readiness.
·Choose appropriate method
To be utilized and used by the teacher
·Choose appropriate exercises
Learning Activities that could spell out the
instructional objectives.

27. •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.

28. The ASSURE Model
To become skilled in today's classrooms it is
crucial to know when to use a wide range of
instructional strategies and passive and interactive
media. Heinich, R., Molenda, M., Russell, D. J., &
Smaldino, E. S., (2002) stated to use media and
technologies effectively a systematic plan for their
use is necessary. They suggest utilizing the ASSURE
model as a guide, which identifies six major steps
in an instructional planning process.

29. The Assure Model is:
Ø A procedural guide for planning and delivering
instruction that integrates technology and media
into the teaching process.
Ø A systematic approach to writing lesson
plans.
Ø A plan used to help teachers organize
instructional procedures.
Ø A plan used to help teachers do an authentic
assessment of student learning.
Ø A model that can be used by all presenters.

30. Analyze learners:
General Characteristics
This is a description of the class as a whole.
This includes such information as the number of
students, grade or age level, gender, socioeconomic
factors, exceptionalities, and cultural/ethnic/or other
types of diversity.
Entry Competencies
This is a description of the types of
knowledge expected of the learners. Ask questions
such as: Do the learners have the knowledge base
required to

31. enter the lesson? Do the learners have the entry
competencies and technical vocabulary for this
lesson? Have the learners already mastered the
skills you are planning to teach? Do the learners
have biases or misconceptions about the subject?
Learning Style:
This is a description of the learning stylistic
preferences of the individual members of the
class. First of all the instructor will want to find the
learners perceptual preferences and strengths. The
main choices are auditory, visual, and tactile/
kinaesthetic. Slower learners tend to prefer

32. kinesthetic experiences. The instructor will then
determine the information processing habits of the
learners. This category includes a broad range of
variables related to how individuals tend to approach
the cognitive processing of information. Finally the
instructor will determine the motivational and
physiological factors of the learners. When it comes
to motivational factors the instructor needs to
consider things such as anxiety, degree of structure,
achievement motivation, social motivation,
cautiousness, and competitiveness. The most
prominent influences in physiological factors are
sexual differences, health, and environmental
conditions.

33. State Objectives
Statements describing what the learner will do as a
result of instruction. Things to keep in mind as you
write your objectives are:
Ø Focus on the learner, not the teacher
Ø Use behaviors that reflect real world concerns
Ø Objectives are descriptions of the learning
outcomes and are written using the ABCD format.
Audience:
Who is the audience? Specifies the learner(s) for
whom the objective is intended.

34. Behavior:
What do you want them to do? The behavior or
capability needs to be demonstrated as learner
performance, an observable, measurable behavior, or
a real-world skill. Use an action verb from the
helpful verbs list if you have difficulty doing this.
Condition:
Under what circumstances or conditions are the
learners to demonstrate the skill being taught? Be
sure to include equipment, tools, aids, or references
the learner may or may not use, and/or special
environmental conditions in which the learner has to
perform.

35. Degree:
How well do you want them to demonstrate their
mastery? Degree to which the new skill must be
mastered or the criterion for acceptable
performance (include time limit, range of accuracy,
proportion of correct responses required, and/or
qualitative standards.)
Examples of Objective Statements:
The Drama I class will be able to identify and draw
stage directions using pencils and rulers with 100%
accuracy. (Or) The kindergarten class will identify

36. the colours, red, green, and blue using blocks 9 out
of 10 tries. (Or) The Tenth grade English class will
identify and discuss the effects of symbolism in the
short story "Young Goodman Brown" using their
text, Paper, and Pen in one hour.
Use as many objective statements needed in order
to meet the different objectives for the lesson. Use
the following questions to assess objectives.
Does the objective allow you to do the following with
your lesson?
1. Identify what the expectations are for the
learner

37. 2. Identify the necessary requirements for the
learning environment
3. Assess learning
4. Determine needs for appropriate media or
materials
How would you classify your objective? Is the
learning outcome primarily:
1. Cognitive?
2. Affective?
3. Psychomotor / Motor Skill?
4. Interpersonal?
5. Intrapersonal?

38. Select, modify, design Methods, Media, &
Materials
This is the step where the Instructor will
build a bridge between the audience and the
objectives. You need to decide what method you
will primarily use: a lecture, group work, a field trip,
etc. What media you will use: photos, multimedia,
video, a computer? Are you using store bought
materials, getting an outside resource to provide
materials, modifying something you already have, or
making something from scratch?

39. Selection Criteria
Media Selection
Ø Media should be selected on the basis of
student need.
Ø We must consider the total learning situation.
Ø Should follow learning objectives.
Ø Must be appropriate for the teaching format.
Ø Should be consistent with the students'
capabilities and learning styles.
Ø Should be chosen objectively.
Ø Should be selected in order to best meet the
learning outcomes.
Ø No single medium is the total solution.
Ø Does it match the curriculum?

40. Ø Is it accurate and current?
Ø Does it contain clear and concise language?
Ø Will it motivate and maintain interest?
Ø Does it provide for learner participation?
Ø Is it of good technical quality?
Ø Is there evidence of its effectiveness (e.g.,
field-test results)?
Ø Is it free from objectionable bias and
advertising
Ø Is a user guide or other documentation
included?

41. Utilize Methods, Media, & Materials
Plan of how you are going to implement
your media and materials. For each type of
media and/or materials listed under Select,
modify, and design describe in detail how
you are going to implement them into your
lesson to help your learners meet the
lesson's objective. Please write in full
sentences; do this for each item.

42. In order to utilize materials correctly there are
several steps to creating good student-centered
instruction.
1.Preview the material- Never use anything in
class you haven’t thoroughly checked out.
2.Prepare the material- Make sure you have
everything you need and that it all works.
3.Prepare the environment- Set up the
classroom so that whatever you’re doing will work in
the space you have.
4.Prepare the learners- Give the students an
overview, explain how they can take this information
and use it and how they will be evaluated up front.

43. 5.Provide the learning experience- Teaching
is simply high theatre. Showmanship is part of the
facilitators job. Teaching and learning should be an
experience not an ordeal.
Require Learner Participation
Describe how you are going to get each learner
"actively and individually involved in the
lesson. Ex: games, group work, presentations, skit,
etc.
Remember that the days of sage on the stage are
gone. Our role in the classroom today is one of a

44. guide on the side and students, especially with
technology connected lessons, need to experience
learning. All activities should provide opportunities
to manipulate the information and allow time for
practice during the demonstration of the skill.
Evaluate and Revise
Describe how you will, in the future, measure
whether or not the lesson objectives were
met. Were the media and the instruction effective?

45. Evaluate student performance:
How will you determine whether or not they met the
lesson's objective?
The evaluation should match the objective. Some
objectives can be adequately assessed with a pen
and paper test. If the objectives call for
demonstrating a process, creating a product, or
developing an attitude, the evaluation will frequently
require observing the behaviour in action.
Evaluate media components:
How will you determine the media effectiveness?

47. TECHNOLOGY can play a traditional role, as
delivery vehicles for instructional lessons or in a
constructivist way as partners in the learning process.
In the TRADITIONAL WAY:
•The learner learns from the technology and the
technology serves as a teacher.
•In other words, the learner learns the CONTENT
presented by the TECHNOLOGY in the same way that the
learner learns knowledge presented by the teacher.

48. In the CONSTRUCTIVIST WAY:
•TECHNOLOGY helps the learner build more meaningful
personal interpretations of life and his/her world.
•Technology is a learning TOOL to learn with, not from.
•It makes the learner gather, think, analyze, synthesize
information and construct meaning with what technology
presents. Technology serves as a medium in representing
what the learner knows and what he/she is learning.

49. ABSTRACTION
•From the traditional point of view, technology
serves as source and presenter of knowledge. It is
assumed that “knowledge is embedded in the technology
(such as content presented by films and TV programs or
the teaching sequence in programmed instruction) and the
technology presents that knowledge to the student. (David
H. Jonassen, et al, 1999)
•Technology like computers is seen as a
productivity tool. The popularity of word processing,
databases, spreadsheets, graphic programs and desktop
publishing in the 1980s to this productive role of
educational technology.

50. •With the eruption of the INTERNET in the mid 90s,
communications and multimedia have dominated the role
of technology in the classroom for the past few years.
•From the CONSTRUCTIVIST POINT OF VIEW,
educational technology serves as learning tools that
learners learn with. It engages learners in “active,
constructive, intentional, authentic, and cooperative
learning. It provides opportunities for technology and
learner interaction for meaningful learning.

51. •In this case, technology will not be mere delivery
vehicle for content. Rather it is used as facilitator of
thinking and knowledge construction.
•From a constructivist perspective, the following are
roles of technology in learning:
1. TECHNOLOGY AS TOOLS TO SUPPORT KNOWLEDGE
CONSTRUCTION:
–For representing learners’ ideas, understandings and
beliefs
–For producing organized, multimedia knowledge bases
by learners

52. 2. TECHNOLOGY AS INFORMATION VEHICLES FOR
EXPLORING KNOWLEDGE TO SUPPORT LEARNING-BY-
CONSTRUCTING
–For accessing needed information
–For comparing perspective, beliefs and world views
3. TECHNOLOGY AS CONTEXT TO SUPPORT LEARNING-
BY-DOING
–for representing and simulating meaningful real-world
problems, situations and contexts
–For representing beliefs, perspectives, arguments,

53. and stories of others
–For defining a safe, controllable problem space for
student thinking
4. TECHNOLOGY AS SOCIAL MEDIUM TO SUPPORT
LEARNING BY CONVERSING
–For collaborating with others
–For discussing, arguing, and building consensus
among members of community
–For supporting discourse among knowledge-building
communities

54. 5. TECHNOLOGY AS INTELLECTUAL PARTNER TO
SUPPORT LEARNING BY REFLECTING
–For helping learners to articulate and represent what
they know
–For reflecting on what they have learned and how they
came to know it
–For supporting learners’ internal negotiations and
meaning making
–For constructing personal representations of meaning
for supporting mindful thinking

55. Whether used from the traditional or constructivist
point of view, when used effectively, research indicates
that technology “ increases students’ learning,
understanding and achievement but also augments
motivation to learn, encourages collaborative learning and
supports the development of critical thinking and problem
solving skills”.
•Russel and Sorge (1999) also claims that the proper
implementation of technology in the classroom gives
students more “control of their own learning and... Tends
to move classroom from teacher-dominated environments
to ones that are more learner- centered. The use of

56. technology in the classroom enables the teacher to do
differentiated instruction considering the divergence of
students’ readiness levels, interests, multiple
intelligences and learning styles. Technology also helps
students become lifelong learners.

57. SUMMING UP :
•Educational technology plays a various roles. From the
traditional point of view, it serves as presenter of
knowledge just like teachers. It also serves as a
productivity tool. With internet, technology has
facilitated communication among people. From the
constructivist perspective, educational technology is a
meaningful learning tool by serving as a learning partner.

58. Role of

59. Today’s generation of students are
growing up in a digital world. Using digital
devices is a huge part of their everyday
experience out of school. Through Google they
have access to a wide wealth of digital
information, content and resources.
With all of this so intrinsic to their
‘outside school’ experience, the challenge for
the teaching profession is how to harness all
this for learning within the classroom and at
home. This generation of ‘digital natives’ has
much lower need for libraries of physical

60. content for example, the traditional resource
used by students half a generation ago.
Learning styles are changing and teachers need
to adapt their teaching styles accordingly.
One crucial question is will this new technology
actually improve education? The impact of ICT
on learning outcomes has been inconclusive,
billions of pounds/Euros spent – but is generally
difficult to evaluate effectiveness in terms of
improved results. Nonetheless there are
outcomes that are conclusive, and which
indirectly impact on learning outcomes. These

61. include improvements in:
Engagement
Motivation
Independent learning
Parental engagement
Student and staff attendance and punctuality
Extending the children’s learning time
With the change in learning styles, the
role of the teacher is changing too; as well as
being a presenter of lesson material; they also
assume the role of facilitator/coach in an
increasingly

62. collaborative learning environment.
These two key styles of learning;
presenting and collaborating; link directly to
some of the different types of technology
employed in the classroom. Interactive White
Boards have been the bastion of the presenting
style of learning, where the teacher is at front
of class, and all students are involved in
interactive learning.
For the more personalized learning,
laptops, netbooks and tablets are increasingly

63. pervasive in the classroom. Globally 2% of
students have a mobile computing device
supplied by the school, forecast to increase to
7% by 2016.
The crucial point is that the teacher will
still want and need to be in charge of the
classroom, they may decide to let students use
technology for some parts of a lesson but they
will still want to be the centre-point of attention
and control. This may be at the front of the
classroom or, as is becoming more relevant, to
be able to move around the classroom and still

64. remain in control. In these styles of classroom
environment clearly the ability of devices to
talk to each other is the seamless connectivity
between student tablets and front-of-class
display, becomes increasingly key.
Different teachers and schools will
certainly want to use technology at different
paces; in some schools the teachers will be
working directly with the IWB all day whereas
others will turn it on to highlight a key message
and then turn it off. The same will happen with
1:1 computer learning.

65. Individual 1:1 teaching equipment is not
new, in its most basic format many schools use
small simple hand-held whiteboards for children
to write on, allowing each to write an answer or
create a picture which can be held up for the
teacher or class to see.
The first individual student
communication technology was the voting
system, allowing each student to answer
questions which could then be automatically
collated and attributed to them. Teachers would
often start the lesson with a couple of short

66. questions to assess understanding of the
previous lesson and if they needed to go back
and recap – much more precise then just a show
of hands. However mobile PCs (laptops,
netbooks, tablets) truly unleash the full
potential of 1:1 learning, allowing a fully
personalised learning experience for each
student.
The concept of the “Flipped Classroom”
is a method of teaching which is turning the
traditional classroom on its head. Students do
not need a teacher there when they are just
viewing a lecture which can be done at home,

67. perhaps by watching a video created by the
teacher, or when they are completing an
assignment.
Teachers do need to be present to help
understand issues and work through problems
and answer questions. The teacher then
becomes a facilitator, tutor or guide and can
spend more time one on one with the students.
Teachers are finding that they can start to
introduce this concept and slowly build on it
and does not need to start as a complete
radical change

68. Summary
The transition to digital within education
is leading to a raft of new exciting opportunities
for education. The key factors for schools when
considering technology investments are:
• Carefully consider technology
investments in the context of their impact on
pedagogy;
• A need for a clear vision as to how the
devices would be utilised and add value to the
learning experience.

69. • Some concepts can be introduced, and
slowly built on, without having to start with a
complete radical change e.g. the flipped
classroom.
• Take a broad approach to investment,
considering both presentation style and
collaborative style learning, and how the
relevant devices communicate and
interconnect.
• Consider the student’s holistic learning
experience, both in-class and at home and how

70. these can feed into each other.
• Recognise the impact on teachers and
the amount of training that will be needed to
maximise the benefit of the technology.

71. Cone of Experience

72. The Cone was originally developed by Edgar
Dale in 1946. It was intended as a way to describe
various learning experiences. Essentially, the
Cone shows the progression of experiences from
the most concrete (at the bottom of the cone) to
the most abstract (at the top of the cone). It is
important to note that Dale never intended the
Cone to depict a value judgment of experiences; in
other words, his argument was not that more
concrete experiences were better than more
abstract ones. Dale believed that any and all of the
approaches could and should be used, depending
on the needs of the learner.

74. The Cone of Experience is a visual model meant to
summarize Dale’s classification system for the
varied types of mediated learning experiences.
The original labels for Dale’s ten categories in
the Cone of Experience were:
1. Direct, Purposeful Experiences
2. Contrived Experiences
3. Dramatic Participation
4. Demonstrations
5. Field Trips
6. Exhibits
7. Motion Pictures
8. Radio, Recordings, Still Pictures
9. Visual Symbols and
10. Verbal Symbols

75. When Dale researched learning and teaching
methods he found that much of what we found to
be true of direct and indirect (and of concrete and
abstract) experience could be summarized in a
pyramid or ‘pictorial device’ Dales called ‘the Cone
of Experience’. In his book ‘Audio visual methods in
teaching’ – 1957, he stated that the cone was not
offered as a perfect or mechanically flawless
picture to be taken absolutely literally. It was
merely designed as a visual aid to help explain the
interrelationships of the various types of audio-
visual materials, as well as their individual
‘positions’ in the learning process.
Dale points out that it would be a dangerous
mistake to regard the bands on the cone as rigid,

76. inflexible divisions.
He said “The cone device is a visual metaphor of
learning experiences, in which the various types of
audio-visual materials are arranged in the order of
increasing abstractness as one proceeds from direct
experiences”
People Remember
It is said that people remember:
§ 10% of what they read
§ 20% of what they hear
§ 30% of what they see
§ 50% of what they see and hear
§ 70% of what they write and say
§ 90% of what they say as they do

77. The percentages –> 10% of what they read 20% of
what they hear 30% of what they see 50% of what
they hear and see 70% of what they say or write
90% of what they say as they do a thing are not
from Dale. The bogus percentages appear to have
been first published by an employee of Mobil Oil
Company in 1967, writing in the magazine “Film
and Audio-Visual Communications”.
These percentages have since been discredited.
THEY ARE FICTION! This is one of the great
training/ people development myths.

78. Old Chinese proverb
“What I hear, I forget;
What I see, I remember;
What I do, I understand.”
Stands true – but only again as a saying, and NOT as
statistical fact.

79. Conceptual
Model of
Learning

80. The four conceptual models
namely Meaning Learning, Discovery
Learning, Generative Learning and
Constructivism are useful in
achieving instructional goals through
preferred application of educational
technology. With these conceptual
models, we shall see how effective
teachers best interact with their
students in innovative learning
activities while integrating
technology to the teaching-learning
process.

81. Meaningful Learning
This gives focus to new
experience that is related to what the
learner already knows. A new
experience departs from the learning
of a sequence of words or
memorization through rote memory
but gives attention to meaning. It
assumes that:
Ø Students already have some
knowledge that is relevant to new
learning;

82. Ø Students are willing to perform
class work to find connections
between what they already know and
what they can learn.
In the learning process, the
learner is encouraged to recognize
relevant personal experiences. A
reward structure is set so that the
learner will have both interest and
confidence, and this incentive system
gives positive reinforcement to
learning.

83. Discovery Learning
This kind of learning is
differentiated from reception learning
in which ideas are presented directly
to students in a well-organized way,
such as through a detailed set of
instructions to complete an
experiment or task. To make a
contrast, 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

84. need to move on and depart from
organized set-off activities. In
discovery learning, it is important
that the student become personally
involved and not subjected by the
teacher to procedures he/she is not
allowed to depart from.
In applying technology, the
computer can present a tutorial
process by which the learner is given
key concepts and the rules learning
are directly presented for receptive

85. type of learning. But aside from that,
the computer has other uses. In a
computer simulation process, for
example, the learner himself is made
to identify key concepts by
interacting with a responsive virtual
environment. The learner thus
discovers the concepts from the
experience the virtual environment
provides.

86. Generative Learning
In generative learning we have
active learners who attend to
learning events and generate drawing
from this experience and draw
inferences thereby creating a
personal model or explanation to the
new experience in the context of
existing knowledge. Generative
learning is viewed as different from
the simple process of storing
information for motivation and
responsibility is said to be crucial to

87. this domain of learning. Examples of
this in the area of language
comprehension are activities such as
writing paragraph, summaries,
developing answers and questions,
drawing pictures, creating paragraph
titles, organizing ideas/concepts, and
others. In sum, generative learning
gives emphasis to what can be done
with the pieces of information not
only just an access to them.

88. Constructivism
In constructivism, the learner
builds a personal understanding
through appropriate learning
activities and a good learning
environment. The two accepted
principles are:
• Learning consists of what a
person can actively assemble for
himself and not what he can receive
passively.
• The role of learning is to help
the individual live/adapt to his

89. personal world.
With these two principles in turn lead
to three practical implications:
• The learner is directly
responsible for learning. He creates
personal understanding and
transforms information into
knowledge. The teacher plays an
indirect role by modelling effective
learning, assisting, facilitating, and
encouraging learners.

90. • The context of meaningful
learning consists in the learner
“connecting” his school activity with
real life.
• The purpose of education is
acquisition of practical and personal
knowledge, not abstract or universal
truths.

91. LearningthroughEducational
Technology2

92. Lesson: IT FOR HIGHER THINKING SKILLS AND
CREATIVITY
Learning: A new challenge has arisen for
today’s learners and this is not simply to
achieve learning objectives but to encourage
the development of students who can do
more than receive, recall, recite and apply
the knowledge they have acquired. Today,
students are expected to be not only
cognitive, but also flexible, analytically and
creative. In this lesson, there are methods

93. proposed by the use of computer-based as
an integral support to higher thinking skills
and creativity.
Lesson: THE COMPUTER AS A TUTOR
Learning: Today, educators accept the fact
that the computer has indeed succeeded in
providing an individualized learning
environment so difficult for a teacher
handling whole classes. This is so, since the
computer is able to allow individual students

94. to learn at their own pace, motivate learning
through a challenging virtual learning
environment, assist students through
information needed during the learning
process, evaluate students responses
through immediate feedback during the
learning process, and also give the total
score to evaluate the student’s total
performance

95. Lesson: Difference between the new
millennial generation and parents 30 years
ago
Learning: There is a lot of differences
between the new millennial generation and
parents 30 years ago. We, as part of the new
millennial generation should use the
technology according to its function. We
should use it properly so that we can have its
benefits.

96. The Student after Educational
Technology2

97. I learned in this subject on
how to use technology in different
ways in terms of education. It help
me to explore any social
networking sites like Instagram, e-
mail and Twitter, because of social
networking sites we became aware
and updated of the different news
and we can easily communicate in
friends, family and loved ones.
Lastly, I know what the available
technology in old generation unlike
in our present so that the old
generation didn't adapt what the
technology that we have now.

98. So we need to fill in the gap
between 30 parents years ago and
new millennial because now they
more on technology users .As a
future educator I have the
knowledge for using technology in
teaching students and it can help
me to improve my teaching style
and to fasten learning process.
-NALICA

99. After this Educational
Technology 2, the students are:
• now more knowledgeable in
making online accounts like
Instagram, tweeter, and the like;
• surely engaged in social
networking sites which help in
learning;
• more creative in making
powerpoint presentations;
• more independent in manipulating
computers for learning;

100. • love making presentations which
help in learning; and
• more innovative
As a future teacher, these
implications will help me a lot on
how to become an effective
teacher someday. These will make
my instruction more effective,
active, and student- centered.
-SENDITO