Educational Technology 2: Integrating Technology into Teaching and Learning

  • Published on
    23-Jan-2018

  • View
    111

  • Download
    0

Embed Size (px)

Transcript

  • PORTFOLIO INEDUCATIONAL TECHNOLOGY 2

    Prepared by:

    Arlene A. Alih

    Jenny Lyn C. Badua

    Sisnalyn M. Beret

    Princess Rhumay Fernandez

  • LOS ALUMINUS DACTILLARES

  • I am Arlene A. Alih, I was born on September 30, 1998 at Barangay Pangobilian, Brookes Point, Palawan. I am the second child in the family. I graduated my elementary at Paratungon Elementary School and secondary years at Brookes Point National High School year 2015. Currently, I am a third year college student taking up Bachelor of Secondary Education major in Filipino at Palawan State University- Brookes Point Campus.

  • I am Sisnalyn M. Beret, 18 years old. The youngest daughter of Mr.and Mrs. Dondong D. Beret and taking up Bachelorof Secondary Education major in Filipino at Palawan State University-Brookes Point Campus. I was born on November 30, 1998.

    I graduated my elementary at Lada Elementary School and my secondary year at Brookes Point National High School.

  • Im Princess Rhumay M. Fernandez, 18 years of age. I was born on November 27, 1998. I lived in Poblacion District I, Brookes Point, Palawan. Im a 3rd year student at Palawan State University Brookes Point Campus taking Bachelor of Elementary Education.

  • I am Jenny Lyn Caabay Badua, 23 years of age and born on July 28,1994 at Barongbarong Brookes Point, Palawan. I am third year student at Palawan State University- Brookes Point Campus taking up Bachelor in Elementary Education.

  • What is Educational Technology?

    The Association for Educational Communications and Technology (AECT) denoted 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.

  • Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignment that can conceptually be associated virtually with classroom teaching, which means that people not have to go to the physical classroom to learn.

  • TECHNOLOGY: BOON OR BANE?

    Technology is a blessing for man. There is a lot that we can do which we could not do then. With cell phones, webcam, you will be closer to someone miles and miles away. However, when not used properly, technology becomes a detriment to learning and development. It can destroy relationships. Think of the husband who is glued to television unmindful of his wife seeking attention. Think of the students who surfs the internet for pornographic scenes. He will have trouble with his development.

  • TECHNOLOGY: BOON OR BANE?The abuse and misuse of the internet

    will have far reaching unfavorable effects on his moral life. The teacher who schedules tv viewing for the whole hour to free herself from one-hour teaching and so can engage in tsismis or open his/her social media accounts, likewise will not benefit from technology. Neither will her class truly benefit from the whole period of television viewing.

  • TECHNOLOGY: BOON OR BANE?

    Technology contributes much to the improvement of the teaching-learning process and to humanization of life. But when not used properly, it becomes detriment to instruction and human progress and development.

  • SYSTEMATIC APPROACH

    Systematic Approach to teaching provides a method for the functional organization and development of instruction. The system approach views the entire educational program as a system of interrelated parts.

  • It is 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 tool and the 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 students need, interest

    and readiness.

    Choose appropriate method-To be utilized and used by teacher

  • Choose appropriate exercise-Learning Activities that could spell

    out the instructional objectives.

    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.

  • NEW BLOOMS TAXONOMY OF THINKING SKILLS

  • Remember

    -this refers to concrete information, straight from the story. No guess work!

    Understand -this is the ability to grasp meaning

    from the text and understand it will enough so that you can explain it in your own words.

  • Apply

    this is the ability to use or apply what youve learned in a concrete way such as predicting, dramatizing, sequencing, solving problems, and applying the situation in your own life.

  • Analyze

    -this is the ability to break down the different parts of the material and distinguish between them. It includes compare and contrast, classify and categorize, cause and effect, infer, and draw conclusions and experiment or postulate.

  • Evaluate

    -this is the ability to judge, rate, or form an opinion on material for a given purpose and explain why you think so.

  • Create -this is the ability to put parts together to create something new and unique. It includes activities such as adapting the elements of an existing story to create a new one, connecting ideas from one text to another to create a new story, and creative project-based learning activities.

  • CONCEPTUAL MODEL OF LEARNING

  • MEANINGFUL LEARNING

    -Meaningful learning gives focus to new experience that departs from the learning of a sequence of words but gives attention to meaning.

    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.

  • 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 presented.

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

  • GENERATIVE LEARNING

    - Here, we have active listeners who attend to learning and generate meaning from this experience and draw inference thereby creating a personal model of explanation to the new experience in the context of existing knowledge.

    -Motivation and responsibil ity are crucial to this domain of learning.

  • 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.

  • CONE OF EXPERIENCESDales Cone of Experience is a

    visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone.

  • CONE OF EXPERIENCES

    According to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.

  • According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner.

  • Direct Purposeful Experiences

    These 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. Also, in this level, the learner learned by doing things by him/herself.

  • 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.

  • In this stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.

  • Dramatized experiences

    In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the as-if situation.

  • Demonstrations

    It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they are done.

  • Study Trips

    This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.

  • Exhibits

    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.

  • Exhibits

    In this level, meanings and ideas are presented to the learners in a more abstract manner. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented.

  • Television and motion pictures, still pictures, recordings, and Radio

    For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditory devices that can be used by a learner/group of learner that could enhance and extend learning experience

  • Visual symbolic and Verbal symbolic

    These two levels are the most complex and abstract among all the components 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.

  • 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.

  • ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

    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 the CONTENT presented

    by the TECHNOLOGY in the same way that the learner learns knowledge presented by the teacher.

    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.

  • From the traditional point of view, technology serves as source and presenter of knowledge. It is assumed that knowledge is embedded in the technology and the technology presents that knowledge to the student. (David H. Jonassen, et al, 1999)

  • 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. In this case, technology 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

    2. TECHNOLOGY AS INFORMATION VEHICLES FOR EXPLORING KNOWLEDGE TO SUPPORT LEARNING-BY-CONSTRUCTING

  • 3. TECHNOLOGY AS CONTEXT TO SUPPORT LEARNING-BY-DOING

    4. TECHNOLOGY AS SOCIAL MEDIUM TO SUPPORT LEARNING BY CONVERSING

    5. TECHNOLOGY AS INTELLECTUAL PARTNER TO SUPPORT LEARNING BY REFLECTING

  • 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.

  • The use of 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.

  • ROLES OF TECHNOLOGY IN EDUCATION

    Since the dawn of the 21st century, technology has crept its way into learning and teaching environments. As more technological advancements are made, then there is dire need for increased literacy levels on the use of this technology.

  • Here are some of the roles played by information technology in education.

    Information technology in education has improved communication. In regions that were once thought hard to reach such as places in sub-Saharan Africa are now accessible through eLearning. Tutors can lecture learners over long distances and scholars can achieve their academic papers through eLearning. Also, students that feel like studying from home can now do it.

  • -Advancement of information technology in education has improved research. There are very many online libraries that assist teachers and students with comprehensive reading materials. Teachers and lecturers are also able to post their work online for their students to read.

  • -Information technology in education has improved and has also brought about an easy access to different learning resources. They help to improve teaching skills and learning abilities of students. These learning resources include audio and visual education. Students are taught with projectors in classrooms or lectured through class speakers.

  • For children with disabilities, information technology in education has brought gadgets to help them with learning. For instance, the hearing impaired use electronic devices called hearing aids. They can also use visual learning where sign language is used on electronic media to enhance communication. This has been a role of information technology in education.

  • Combined learning is also improved. Information technology in education has made it possible for learners to have study gr...

Recommended

View more >