OO R T FP LIOin

EDUCATIONAL

TECHNOLOGY II

LADERAS, BREN

SENDRIC A.

BSED-FILIPINO

EDUCATIONAL TECHNOLOGY IIThe computer and its multi

or hypermedia capabilities

must still be used not simply

for direct instruction, but for

integration into the curricula

and its various courses or

subjects. Integration is the

present challenge.

At the end, we look

forward to further enrichment

of the lessons which can be

done by the Educational

Technology 2 teachers

themselves. This serves as a

basic manual, and the teacher

becomes final fashioner of

learning in this course as well

as other academic courses.

BRIDGING THE GENERATION GAP

The older generation often feels

there is a generation gap between

them and the younger generation. This

is apparent in simple things like the

manner of dressing, socializing, more

intimate relationships like friendship

and marrying, etc.

In the field of education, a huge

generation gap also exist and it will

continue to widen unless some

T E X T S VI SUALS

Our parents read book texts,

enriched by illustrations and

photos. In order to research,

they go to the school library,

use the card catalogue for

needed books, and sign up to

borrow books for home

reading.

The technology or digital

generation has greater affinity

to visuals (photos and videos)

compared with texts.

V

S.

LIN E AR H YP E R M E D IA

The past-30 year old

generation has obtained

information in a linear, logical

and sequential manner.

The new generation follows a

personal random access to

hyperlinked digital

information, less superior to

elders in focus and reflection.

I N D E P E N D E N T SO C IAL LE AR N E R S

the traditional education

system gives priority to

independent learning, prior to

participative work.

New learners are already

acquainted with digital tools

that adopt to both personal and

participative work.

V

S.

V

S.

D E LAYE D R E W AR D S I N ST AN T

GR AT I F I C AT I O N

The traditional reward system

in education consists in the

grades, honor

certificates/medals, and

diplomas.

Digital learners on their own

experience more immediate

gratification through

immediate scores from games,

enjoyable conversation from

web-cam calls, excitement

from email chats, and inviting

comments from their Facebook

account.

V

S.

V

S.

R O T E M E M O R Y F UN LE AR N I N G

Teachers feel obliged to

delivering content-based

courses, the learning of which

is measurable by standards

tests. Teachers need to connect

with digital learners, and not

think of them as entering their

past-30 years old traditional

world. While there are apparent

setbacks or limitations to

digital learning.

Digital learners prefer fun

learning which is relevant and

instantaneously useful to them.

Learning is play to new

learners and not surprisingly

there is much fun in the digital

world outside the school. the

new learners’ digital fluency

with visual learning with the

use of audiovisual, media and

multimedia.

V

S.

THE SIX

DIGITAL

FLUEN

CIES

1.SOLUTION

FREQUENCY

This refers to the

capacity and creativity

inn problem solving.

2.

INFORMATION

FLUENCY

The ability to

access

information, to

retrieve

information, and

to assess and

rewrite

information.

3.COLLABORATION

FLUENCY

It refers to

teamwork with virtual or

real partners in the

online environment.4.MEDIA FLUENCY

It refers to

channels of mass

communication or digital

sources.

5.CREATIVITY

FLUENCY

Artistic

proficiency adds

meaning by way

of design, art,

and story-telling

to package a

message.

6.DIGITAL ETHICS

It is guided by

principles of leadership,

global responsibility,

environmental awareness,

THE ROLE OF TECHNOLOGY

in DEVELOPINGH-IGHER O-RDER T-HINGKING S-KILL

1.REMEMBERING

2.UNDERSTANDING

3.APPLYING

4.ANALYZING

5.EVALUATING

6.CREATING

By developing higher order

thinking skills, the schools today

can inculcate the digital

fluencies, while overcoming

limitations inherent in digital

technology, resulting in

superficial and mediocre

learning skills of new learners.

In the instructional process,

there is also an instructional

shift from lecture-to-task to

COMPUTER AS INFORMATION

AND COMMUNICATIONTECHNOLOGY

Through computer

technology, educators saw the

amplification of learning along

computer literacy. Much like

reading, the modern students

can now interact with computer

messages, even respond

questions or to computer

commands. Again like writing,

THEC OM P U T E R

As The

TEACHER’S TOOL

In this Lesson, we shall

again look at the computer,

but this time from another

perspective the computer

as the teacher’s handy-tool.

It can in fact support the

CONSTRUCTIVISM and

SOCIAL

CONSTRUCTIVIST

CONSTRUCTIVI

SM- was introduced by

Piaget (1981) and Bruner

(1990). They gave stress

to KNOWLEDGE

DISCOVERY of new

meaning/concepts/princi

ples in the learning

process.

SOCIAL

CONSTRUCTIVISMVygotsky stressed

that learning is

affected by social

influences. He

therefore, suggested,

the interactive

process in learning.

In addition, DEWEY sees

language as a medium for social

coordination and adaptation. For

Dewey, human learning is really

human languaging

that occurs when

students socially

share, build and agree

upon meanings and

knowledge.

LEARNIN

G

FRAMEW

ORK

CONSTRUC

TIVISM

SOCIAL

CONSTRUC

TIVISM

Assumption Knowledge

is

constructed

by the

individual

Knowledge

is

constructed

within a

social

context

Learning

Strategies

Gather

unorganized

information to

create new

concept/principle

Exchange and

share form

ideas,

stimulates

thinking

General

Orientation

Personal

discovery of

knowledge

Students

discuss and

discover

meaning

Example 8*5 – 8 + 8 + 8

+ 8 + 8

Two alternative job

offers

Option 1 – 8 hrs./day for

6days/week

Option 2 – 9 hrs./day for

5 days/week

INFORMATION

TECHNOLOGY

In Support of

STUDENT-CENTERED LEARNING

The idea of student-centered learning is

not a recent idea. In fact, as early as the

20th century, educational educators such

as John Dewey argued for a highly

active and individualized pedagogical

methods which place the student at the

center of the teaching-learning process.

THE TRADITIONAL CLASSROOM

The Traditional Classroom

situation is necessitated by

the need to maintain

classroom discipline and also

to allow the teacher to control

classroom activities through

lecture presentation and

John Dewey has described

traditional learning as process

in which the teacher pours

information to student

learners, much like pouring

water from a jug into cups.

This is based on the long

accepted belief that the

teacher must perform his/her

role of teaching so that

THE SCL CLASSROOM

Desiring to gain

effectiveness, efficiency

and economy in

administration and

instruction, schools in

this developed economies

have adopted the support

• PERFORMING

COMPUTER

WORD

PROCESSING

• PREPARING POWER-POINT

PRESENTATION

• SEARCHI

NG

INFORM

ATION

ON THE

INTERNE

T

• FACILITATING INSTRUCTION

• INDIVIDUALIZED

INSTRUCTION

• ACTIVE not PASSIVE LEARNERS

• INTERACT WITH OTHER

LEARNERS

• INTERACT WITH OTHER LEARNERS

• DEMONSTRA

TING

INDEPENENC

E

• SELF-

AWARENE

SS IN THE

LEARNING

PROCESS

WHAT I LEARNED IN EDUCATIONAL TECHNOLOGY II

As a future teacher,

Educational Technology helps

me to become more effective

and efficient for my future

students.

I’ve learned how to

prepare my lesson not just

using the traditional way like

using manila paper as visual

aids but rather using

technology such as power

points.