Educational technology 2

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The course that deals with the study of the different information and communications technology (ICT) tools and application in the teaching and learning process. Special emphasis is placed on the development of ICT skills as used in the different subjects.

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  • When you turn on a computer, the operating system is usually the first piece of software you see. It lets you install software, organize your files, and tell your hardware what to do. The operating system keeps all your software and hardware (such as your mouse or printer) working together.
  • Word-processing software lets you fix mistakes in your writing or rearrange text. You can check your spelling or count how many words you have entered. You can decorate your text by making it bold, changing its size, or using a different font.
  • Spreadsheets have rows and columns, like an accountant’s ledger. Calculations such as totals or averages can be done automatically.
  • Presentations feature short notes, pictures, and charts for an audience to see. You can add sounds or animation to make presentations more interesting.
  • A database contains information about groups of things, such as people or books or sales. The information is broken down into categories. For example, a table of books might have categories like title, author, publication date, and number of pages.A database management system helps you search all the tables in a database to locate specific data, summarize this data, or find trends.
  • Photo editors allow you to make your pictures brighter, emphasize a particular colour, or add artistic effects, such as blurs. You can fix common photography problems, such as overexposure or red-eye. You can also combine two or more photos or erase unwanted parts of photos.
  • With the different games available you can take the role of a race-car driver, starship pilot, or army commander, or you can play electronic versions of old favourites, such as chess or solitaire.
  • Desktop publishing software lets you arrange words and photos together, making layouts that are ready for professional printing.
  • With CAD software you can draw plans for bridges, buildings, gardens, engines, bicycles, or other objects and see what your design might look like in the real world.
  • You need a Web browser to visit Web pages like the Amazon.com bookstore or the CBC.ca news site. Web browsers store the addresses of your favourite pages so you can visit them again.
  • E-mail clients also keep and organize the messages you have sent or received. They store the e-mail addresses of your friends and colleagues.
  • Educational technology 2

    1. 1. LEARNING WITH TRADITIONAL TECHNOLOGY
    2. 2. Learning with Traditional Technologyoverhead projector Film Liquid Crystal Display Projector (LCD) Slide Projector
    3. 3. Educational TechnologyO Educational technology, which is also known as e-learning, instructional technology and learning technology, is the use of technology in support of the learning process. It can refer to all kinds of analogue technologies, such as photographs, video, audio recordings and film, but it is generally used specifically in relation to digital computer technology.
    4. 4. ICT (Information andCommunications Technology) O ICT in education means implementing of its equipment in teaching and learning process as a media. The purpose of ICT in education is to generally make students familiar with its use and how it works.
    5. 5. Overhead ProjectorO Overhead projectors are commonly used for showing visual aids during a presentation. The visual aids are prepared on transparent sheets, which are then placed on the lower light box portion of the projector. The upper mechanism of the projector, containing reflective mirrors and lenses, then reflects the images onto a screen or wall.
    6. 6. ADVANTAGESO The teacher can maintain eye contact while using the overhead.O Transparencies are easy to prepare.O Simple to operate.O Can be used with both large and small groups of audience.
    7. 7. DISADVANTAGESO Bulky and difficult to transport.O Too expensive to have one.O It can irritate your eyes because of the light and radiation.O Only use in a dim light room.
    8. 8. Learning with Traditional TechnologyO is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
    9. 9. FILMO Also called a movie or a motion of pictures, series of a still images which when they are passed to a projector it gives the viewer impression of movement..O Film is produced with a photographic images with a camera.
    10. 10. AdvantageO It can project color, depicts movements ,animations ,and it is very colorful that will make our eyes amazed.
    11. 11. DisadvantageO This equipment is expensive and it breaks easily ,it may consume time to fix it .
    12. 12. DVDO Stands for digital versatile /video disc.O DVD was chosen for its superior ability to reproduce moving pictures and sound, for its superior durability, and for its interactivity.
    13. 13. AdvantageO It has a quality video and sound ,it is easy to jump at the different segments,we can use computer projector to show videos.
    14. 14. DisadvantageO There are times that if the technology was really indemand it may not be available everytime.
    15. 15. VideoO Is the technology electronically capturing , recording, processing, storing and transmitting .O It also reconstracting a sequence of still images representing scenes in motion.
    16. 16. AdvantageO Easy to operate ,easily to move forward backward with just a click for the specific segment of film that we want to see.
    17. 17. DisadvantageO The scale video projector should fit to the television that you are going to use because there are times that if the video or the television is not suitable with each other the video may not be project.
    18. 18. Liquid Crystal Display Projector (LCD)
    19. 19. O LCD ( liquid Crystal Display) is a type of video projector for displaying video, images or computer data on a screen or other flat surface. It is a modern equivalent of the slide projector or overhead projector.
    20. 20. Advantages:O Is capable of enabling classroom teacher to communicate easily with large group and be more creative with their information material.O Allow for quick and easy set-up.O Can make the presentation more polished and professional product.O Enhance learning experience.O Using the presentation software “live”.O Captivate the attention of the students.
    21. 21. Limitations:O Longer to produceO More expensiveO Time-consumingO Clarity on the some models is a prior.
    22. 22. Slide Projector
    23. 23. O Slide projector is a specialized projector which has been designed to be use with slides. One example of slides projector is a Carousel slide projector. A carousel slide projector is a common form of slide projector, used to project slides photographs and to create slideshows.Slides – are small transparencies mounted in sturdy frames .
    24. 24. Advantages:Vivid colorsCan be run automaticallyInexpensive
    25. 25. Disadvantages:Can easily misalignedTrays spill easilyMust be shown in a dark roomCannot easily change the order of the slides.
    26. 26. O Late 1970’s- early 1980’sO Late 1980’s- early 1990’sO Early 1990’sO Late 1990’s- early 2000
    27. 27. ICT IN EDUCATION (INFORMATION COMMUNICATION TECHNOLOGY IN EDUCATION)
    28. 28. ICT in Education Deal with the use of ICT in Educational technology, the implementation of equipment in teaching and learning process as a media. The purpose of ICT in Education is to generally make students familiar with its use and how it work.
    29. 29. LATE 1970’S—EARLY 1980’SPROGRAMMING, DRILL ANDPRACTICE;In this year there were no muchsoftware yet, but there were theMS Basic for programming andnaturally the lesson of ATK about.ATK means ―Automated DataProcessing‖.
    30. 30. MS BasicWas the foundation product ofthe Microsoft company. It first appeared in 1975as Altair BASIC, which was the first BASIC andthe first high level programming language. The pedagogical reason why they teach programming was not to train programmers, but they believe that it will develop students’ logics and math skills as most it does.
    31. 31. Nokia Mikro Mikko Is a software that is very simple to drill and practice exercise for math and language learning. Nokia Datas attempt to enter the business computer market. They were especially designed for good ergonomic.
    32. 32. NOKIAMikro Mikko 1 Picture
    33. 33. Late 1980’s – early 1990’s: Computer BasedTraining (CBT) with Multimedia
    34. 34. Same point when the multimediacomputers, with advanced graphicsand sound came to the mass marketsit was presented a claim that the drilland practice exercises failed to teachmuch because they didn’t containmultimedia.Students would learn if they couldwatch animations in colors, smallvideo clips and then do the exercises.
    35. 35. This was the golden era of CD-ROMs and multimedia computers.Have a huge impact on the wayswe learn. The times were good forCD-ROM producers and ofmultimedia PC manufacturers.
    36. 36. CD-ROM(Compact Disc-Read OnlyMemory)CD-ROM Drive- a drive that isconnected to acomputer and onwhich a CD-ROMcan be `played
    37. 37. The pedagogical mantra behind this phase was that human are different and some students learn better by watching movies / animations and listening audios whereas some learn better by reading or watching still images.Example of CD-ROM Learning through the CD-ROM
    38. 38. The drill and practice component (now in colors) was kept in there, too, but now it’s role was more to control yourself if you learned what the multimedia was trying to teach you.But the multimedia CD-ROMs didn’t eitherget people to deep learning andunderstanding. They failed to be useful almostin all other study subjects than languagelearning where part of the study work of manypeople really requires hard practicing andrepetition (vocabulary, grammar etc.)
    39. 39. Early 1990’s: Internet-based training (IBT);
    40. 40. The third wave or hype of using computerin education came with the raise of theWorld Wide Web. The failure of CD-ROMswere claimed to be related to the challengesto update the content in the CD-ROMs. Thepromoters of the new paradigm claimed thatinformation changes so fast that one shouldupdate it almost every day. The solution ishere: the Internet and the Internet-basedtraining.
    41. 41. At this point computer-based trainingwas brought to Internet, but again withoutthe multimedia. All you could do onInternet, that time, was text and picturesand some early experiments withanimations, video and audio. Pretty fast itwas noticed that clicking and reading e-learning course materials online didn’tmake people very smart. And again somepeople claimed that the problem was thelack of multimedia.
    42. 42. The educational ideas behind Internet-based training were not pedagogical at all.The purpose and reason to promote it wasthe believe that it is cost-efficient as therewere no more travelling to training orabsence from workplace. Finally it was notthat cost-efficient at all. In the end of theday there was very little under the bottomline – people didn’t learn much.
    43. 43. Late 1990’s – early 2000: e-Learning
    44. 44. The Internet-based training got mature in late1990’s and early 2000 in a form of e-learning. Thehype around e-learning is a kind of classical exampleof creating needs. Thousands of websites, articlesand companies made it clear for all somehow relatedto education that this is something you must beinvolved it. Computer-Based Training (CBT) is an interactivemethod of learning that provides a series of self-paced, hands-on, web-based courses. CBT offerstechnology, managerial, and supervisory curricula.Technology curricula contain courses for IT beginnersand IT professionals.
    45. 45. Technology courses include Microsoft Office(Word, Excel, Outlooketc.), Macromedia, Adobe, Security, Internet(Internet basics, How to create a Webpage, etc.), and more advanced topics such asJavaScript, C , LINUX, Servers, and opensystems. Managerial and Supervisory curriculacontain courses for Business Skills, HumanResource, and Workplace Compliance. Someof these courses includeCommunication, Diversity, Leadership, andTeam Building.
    46. 46. The pedagogical thinking around the e-learning is closely related to the computer-based training. The point is to delivercourses for students. Later on the learningplatform developers has become moreaware that learning requires social activitiesamong the learners themselves and thelearner and the teacher(s). Still the userinterfaces of the LMS systems are at leastimplicitly telling you that you should firstread the content and if there is somethingyou do not understand you may ask yourpeers or your teacher.
    47. 47. On the other hand the e-learning field isnowadays so wide that it is hard to saywhat is the pedagogical thinking behind it.E-learning is no more one. It could be saidthat all the earlier paradigms live inside thee-leaning plus some clues of the future:social software and open content.
    48. 48. What is eLearning? E-Learning is so broad andencompassing that its hard to articulate abrief definition that actually does the termjustice. There may be other slightly differentdefinitions, but we define eLearning as:"The use of any electronic technology toaid in the acquisition and developmentof knowledge and understanding inorder to demonstrable and positivelyinfluence behaviors."
    49. 49. The term eLearning is really just an umbrellaterm which covers a wide set of electroniceducational applications and processes such as Web-based learning, computer-based learning, virtualclassrooms, and digital collaboration. It includes thedelivery of content via network, audio and videorecordings, satellite broadcast, interactive TV, andCD-ROM as well as many, many others. eLearning is naturally suited to distance learningand flexible learning situations so it is primarily usedfor these types of training. However, it can also beused in conjunction with face-to-face teaching, inwhich case the term blended learning is commonlyused.
    50. 50. Advantages of e-learning Convenience is one of the major advantages of e-learning. It allows students to work and learn at their ownpace without the unyielding time restrictions of traditionallearning. Because e-learning provides access to learningmaterials at any time, students have the flexibility toschedule around families, jobs and other activities.Another major benefit of e-learning is the accessibility itprovides. Students can learn from anywhere in the world.This is an especially important consideration for studentswho wish to study in a different country. In addition,because e-learning can be done from home, students haveless clothing and driving expenses than with traditionallearning.
    51. 51. Disadvantages of e-learning A major disadvantage to e-learning is the self-discipline it requires. While being able to work at yourown pace can be an advantage, it can also be adisadvantage. This is especially true for students whohave difficulty with time management andprocrastination. These students tend to be moresuccessful with the structure of traditional learning.Another disadvantage to e-learning is the technologyinvolved. Some people do not have ready access to acomputer and Internet connection. And some who dohave the required equipment feel ill-equipped to use it.Lack of interaction between teacher and student isanother drawback to e-learning. Some students needthe immediate feedback that interaction provides.
    52. 52. It is commonly thought that newtechnologies can make a big difference ineducation. In particular, children caninteract with new media, and develop theirskills, knowledge, perception of the world,under their parents monitoring, of course.Many proponents of e-learning believe thateveryone must be equipped with basicknowledge in technology, as well as use itas a medium to reach a particular goal.
    53. 53. UNDERSTANDING NATURE OFINSTRUCTIONAL SOFTWARE
    54. 54. Different Types of Software Group 3 Joy Marie B. Pamada
    55. 55. Different Types of Software
    56. 56. Operating System
    57. 57. Operating SystemO Purpose  To Control your computer.● Example  Microsoft Windows  Linux  Macintosh OS
    58. 58. Word Processors
    59. 59. Word ProcessorsO Purpose  Write essays, novels, reports, or other types of text.● Example  Word  Corel WordPerfect  AbiWord
    60. 60. Spreadsheets
    61. 61. SpreadsheetsO Purpose  Track budgets or investments, or make other calculations.● Example  Excel  Lotus 1-2-3  VisiCalc.
    62. 62. Presentation Software
    63. 63. Presentation SoftwareO Purpose  Create slideshows or Presentation for meetings.● Example  PowerPoint
    64. 64. Database Management Systems
    65. 65. Database Management SystemsO Purpose  Organize and filter lists of data, such as addresses or inventories.● Example  Access  Oracle  Sybase
    66. 66. Photo editors
    67. 67. Photo editorsO Purpose  To Change or Edit digital photos and other images.● Example  Photoshop  Photo Paint  Gimp
    68. 68. Games
    69. 69. GamesO Purpose  To Have fun playing or experiencing challenges.● Example  The Sims  PacMan  Minesweeper.
    70. 70. Desktop publishing
    71. 71. Desktop publishingO Purpose  Make a magazine, a poster, or an advertisement.● Example  PageMaker  InDesign  QuarkXPress
    72. 72. Computer-Aided Design (CAD) Software
    73. 73. Computer-Aided Design (CAD) SoftwareO Purpose  Create blueprints or designs.● Example  AutoCAD  SolidWorks  MicroStation
    74. 74. Web Browsers
    75. 75. Web BrowsersO Purpose  View pages on the World Wide Web.● Example  Internet Explorer  Mozilla Firefox  Opera
    76. 76. E-mail Clients
    77. 77. E-mail ClientsO Purpose  Send letters and files to other people.● Example  Mozilla Thunderbird  ClawMail  SpiceBird
    78. 78. Educational Multimedia Application Group 7Kalagayan, Ruby Lark A. Abante, Aileen D.Marquez, Ma. Angelica M. Loloy, Mae D.
    79. 79. Educational Multimedia ApplicationO Definition and Elements of MultimediaO Interactive MultimediaO Interface DesignO Benefits of Multimedia
    80. 80. Multimedia in Education"People only retain 20% of what they see and 30% of what they hear,but they remember 50% of what they hear and see, and as much as 80% of what they see, hear and do simultaneously." - Computer Technology Research 1993
    81. 81. Multimedia- Comes from the word "Multi" and "Media",wherein "multi" means various and "media"refers to any hardware or software used forcommunicating and transmitting information.- Represents the convergence of text, pictures,video, animation and sound into a single form.- Uses computers to present text, audio, video,animation, and images in various ways andcombinations made possible through theadvancement of technology.
    82. 82. Elements of MultimediaO TextO SoundO VideoO AnimationO Graphics
    83. 83. TextText is the basic element of multimedia.Generally, it provides the importantinformation. It acts as the keystone tying all ofthe other media elements together.In using text as an element, you shouldconsider how to present it in acceptable wayand supplementing it with other media.
    84. 84. SoundSound can be described as the vibrations thattravel through air that can be heard byhumans. It is used to provide emphasis orhighlight a transition from one page toanother. It also paired with a complex image orvisual display with a spoken explanation.
    85. 85. VideoReal-life situations can be better understoodvia video. the use of video is appropriate toconvey information about environment thatcan be either dangerous or expensive toconsider or recreate. It can be used also togive example of phenomena or issues referredin the text.
    86. 86. AnimationIt is used to show changes in state over timeor to present information slowly to students sothat they have to assimilate it in smallerchunks. It is primarily used to demonstrate anidea or illustrate a concept.
    87. 87. GraphicsGraphics provide the most creativepossibilities for a learning session. They canbe photographs, drawings, graphs from spreadsheet, pictures from CD-ROM or somethingpulled from the internet.
    88. 88. Interactive – the user has a control over the program.Multimedia – is the integration of text, sound, graphics, animations and video into a single unit.
    89. 89. Interactive Multimedia – ismultimedia which gives theuser some navigationalcontrols.
    90. 90. INTERACTIVE MULTIMEDIA iswhere you can interact with it.Examples: Personal Computer DVD menu Television Cell Phone
    91. 91. Assist in Creating an Interactive MultimediaInteractive  Mouse InputMultimedia  Touch Screen Application  Voice Tutorials Commands Games ElectronicEncyclopaedias Travel Guides
    92. 92. Interface Design of Multi-media it aims to enhance the visual,usability and technological qualities ofan interface. It adds to the satisfactionof the person using a product or aservice.
    93. 93. Role of Interface DesignDesign is a very powerful and influential part of media.It can;•Convey and reinforce the message,•Affect the mood and attitude of the viewer.•People absorb and retain more from visuals; (pictures,diagrams, etc.) than other information sources such astext and sound.
    94. 94. Characteristics of Interface DesignGood interface design is the key to good interactivemultimedia, it will captivate the user and guide theireyes and interaction the way the designer intended.An interface design should be:•Appealing•Easy to understand•Intuitive to interact with
    95. 95. In making your interface design you should consider the basic principles and elements of design:The Three Basic Principals of Design.Although Design is a very complex field there arethree basic sets of guidelines or Principals thatalways apply to good design.They are:•Unity,•Balance,•Contrast.
    96. 96. The Basic Elements of Design.The elements are the nuts and bolts of design. They are theingredients we use to achieve the principles. (Unity, balanceand contrast.) Elements are made up of the bits and piecesthat we put into our designs.(Pictures, text, diagrams, backgrounds, panels etc.) There are seven basic elements of design, they are: •Line, •Shape, •Color, •Value, •Texture, •Form, •Space.
    97. 97. Examples of interfaces design in multi-media
    98. 98. The beniFIts of multimedia in education
    99. 99. The use of multimedia increases efficiency
    100. 100. OUsing multimedia and thereby reducing the amount of teacher student contact time appears to offer the scope for significant savings.
    101. 101. For example: A one hour lecture which is replaced by a poorly designed multimedia product which requires four hours of work per student to achieve an equivalent level of understanding should not be regarded as efficient learning. In other words, efficient teaching is not necessarily efficient learning
    102. 102. The use of multimedia increases student’s motivation
    103. 103. OIt is often claimed that multimedia technology offersmore stimulating and motivatinglearning with traditional teaching environment than associated
    104. 104. Multimedia facilitates active learning
    105. 105. O Active learning embraces the view that effective learning occurs when students actively engage in the subject matter concerned. This can be achieved using a variety of activities, such as question, exercises, and discussions which are introduced into the teaching process.
    106. 106. Multimedia facilitates experiential learning.
    107. 107. ORelated to active learning is the notion that students learn well by doing for themselves.
    108. 108. The use of multimedia is consistent with student centered learning.
    109. 109. O Student centered learning recognize that students learn well when they take responsibility for their own learning, and also that different students have different learning styles and different learning needs.

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