UNIT III

Learning thru Design and Technology

1.TIME

2.ENERGY

3. EFFORT

4.MONEY

OBJECTIVES

1. Students will be able to draw their own instructional materials and explain how to use.

2. Students will be able to describe some of the learning styles of students, through a short skit.

Principles of Designing Educational Technology

In her paper on the development of instructional materials, which she read in a Seminar-Workshop in Instructional Materials Development, Lorenzo (2005) stated that instructional materials are specifically designed classroom tools, which contain instructions to learners or teachers. She outlined the following as principles in designing instructional materials.

Materials are specifically designed for planned purposes.They are planned for learning experiences

presented to the learners. For instructional materials to be effective, they must serve the objectives for which they are intended. If they are designed to provide a springboard to a lesson, they should be designed to do that. While if they are intended to unlock vocabularies, they should be designed to give the meanings of the difficult words, and so on.

Instructional materials are tools designed for teachers as well as for students. There are devices which if used appropriately by

both the teacher and the learners may cause the learning to take place. These materials are not individualized though, instead there are tools which enable the teacher to individualize learning. Necessarily, the materials of instruction should also serve as tools for evaluating the results of teaching, so that the teacher can improve on her methodology, strategy and techniques and the selection of content.

The use of content in the material is planned. Instruction will give in the detail the use of content. The instructional materials must reflect

the content or the subject matter, if not; the material is empty and useless. During the class, the teacher must have a prepared detailed set of activities to be unfolded with the help of the instructional technology. Plan of the design and the implementation must be structured so that the teacher shall be guided accordingly.

Instructional materials specify (1) the content to be learned, (2) the techniques of presentation, practice and use of the content and (3) the mode of teaching associated with those techniques. In most case, a manual operation, which

indicates the subject matter accompanies the instructional materials, and specifies the content, the specific materials, can best develop. The technique presentation may also be in the form of sets of instructions like the contextualization of new language content and procedures by repetition and transformation.

The teacher performing specified actions or using specified objects is also considered as a mode of presentation. She can present the lesson thru a socialized recitation, individualized instruction, cooperative learning and projects. The mode of communication can be a book, an audiotape or a card with arranged content or instructions.

Steps in the Designing ICT-Based Instruction

Bearing in mind the principles discussed above the teacher may venture into the preparation or development of instructional materials. The outline is in consonance with the steps in developing instructional materials or programs given by Borg and Gall in their R & D model.

1.The Planning Phase

This phase is motivated by a felt need to produce an instructional material. This must be contained in the rationale to justify the project. To insure a better direction, objectives must also be clearly stated, for whom the materials are intended. The nature of the material to be developed must be given to include the audio-video content.

In case it is a printed material, the content outline must be organized to include other features like, illustration, diagrams, graphs and charts if necessary. The available references must also be specified. In case the material to be developed is a picture series which maybe projected or non-projected, still or animated, as in multimedia presentations a storyboard is necessary.

The learners are the most important considerations as the efforts are geared towards their development. Knowing them insures that there is a match between the nature and characteristics of the learners/students and the content, the methodology and the instructional materials. It must be noted that it is not possible to analyze the characteristics of the group, their specific entry behaviors and their learning styles may be the center of analysis.

You should administer diagnostic test.

We all know that interest and attention promote effective learning. This will help you determine the strategy to use and the corresponding technology to deliver the goods in the most effective way.The following can be a guide in analyzing the learners.

General Characteristics.

The pupils for whom this lesson is intended are Grade III pupils who are taking up General Science geared towards a group that is heterogeneous. They are at least eight years old. They come from an agricultural community in Laoag City so most of them are sons and daughters of farmers.

Most of them are passive and quiet. Maybe it is because of their inadequacy to speak English, which is the medium of instruction. it was observed though that in their Filipino class they could interact better.

Entry Skills The grade three pupils are able to do

the following: They can describe pictures of animals, infer on how they reproduce sexually, tell stories on the different life cycles of some animals, describe the changes in animals as they develop and grow and they can cite how animals can be useful to man.

Learning Styles

This group dislikes the monotony of reading board works, answering questions about what they read and working on assignments. They enjoy manipulative materials and playing simulation games. They seem to be more interested when they are shown some pictures to talk about. Television viewing catches their attention.

Stating Objectives

This is stating the intent of instruction. This may come in the form of knowledge, skills, habits and attitudes, which the students possess upon completion of the learning cycle. 

Why is there a need to identify instructional objectives? 

A teacher who really intends to teach knows the importance of formulating clear-cut objectives for his lessons. He is aware that the presence of a specific and attainable objectives spells the difference between sailing and drifting in this trying sea of teaching. A teacher who has objectives has a direction and is well guided.

He knows the content, the references, the instructional materials and the appropriate technique of teaching his wards.

The instructional objectives facilitate evaluation, which is a very necessary component of the teaching-learning process. After each lesson, evaluation is done to determine how far or how close the objectives of the lesson had been achieved. But this can only be done if the objectives stated explicitly well the desired behavior or tasks required of the students.

Roles of Instructional Objectives

1.Provide directions for the instructional process.

2.Communicate instructional intent to students, parents, administrators and others.

3.Provide a basis for students.

Instructional objectives are also necessary to communicate to students what they are expected to do and what level of performance should they exhibit.

Components of a well-stated instructional objectives. An instructional objective is well-stated if it contains all three components like behaviour condition, and performance standards. The behaviour component contains specific action, the student is expected to show or demonstrate.

Analyzing the content.The teacher must be familiar with the characteristics of the subject matter or the topics for which instructional materials whether hi-tech or lo-tech in nature will serve. Different contents require different pedagogical practices as they differ in the skills that will be developed. It is also very important that the teachers know what pre-requisite skills are needed and know how the content can be related with the other contents.

Selecting the method , approaches or strategies

 This is the phase where the teacher

should look into the harmonious relationship between the methodology approaches or strategies chosen, the specific objectives and the content.

He should also take into consideration the grade level for which the methodology and the strategy are being intended for methods of teaching: Inductive method, deductive method, inquiry based learning, cooperative learning and many more so the main concern is to decide on which method and strategies shall be used.

Matching the Pedagogy and ICTThe main issue is putting pedagogy and ICT

together and this needs the presence of a technology enabled environment so that ICT based activities can be carried out successfully some of the question which must be answered along this phase are suggested in the manuals of teachers trained by UNESCO in the ICT pedagogy integration workshop at university of the Philippines national institute for science and mathematics education(UP NISMED) 2006.

2. Applying The Integration As Planned, Evaluating And Revising The Lesson Plan

This involves the actual implementation of the planned integration. The material must be subjected to internal evaluation which means the involvement of experts to look into the appropriate matching of the objectives content methods and strategies and the technology used.

In case a multimedia presentation is prepared it must be long enough not to not to cause boredom and same time not to undermine quality of wealth of information and skills derived from it.

Good layout determines the attractiveness of the material. The laws of art like balance, proportion rhythm and harmony must be observed in the animated media the speed of motion and motion path must be considered, these must not be so past so that the pupils will not fail to get a good glimpse of the picture and the txt and not to slow so as not to lost interest and excitement.

Evaluating The Result Of InstructionThe last phase is evaluating the quality and

effectiveness of the technology as a tool for teaching and learning. The focus is determining which part of the integration worked well and what needs to be improved imperative to find out whether or not the technology facilitated the implementation lesson and the achievement of the pre planned goals and objectives of instruction did the technology engage the pupil or students

Were they focus on the activity and did they develop high level thinking skills? An authentic assessment must be in order to come up with an authentic assessment the teacher can used a rating scale or she may create a rubrics to evaluate the material. One that is unique for a specific technology it must be underscored that there are many kinds of rubrics that one rubrics cannot evaluate all types of instructional materials.

APPLICATION Make a short skit to describe some of the learning styles of students.

EVALUATION

Draw your own instructional materials and explain how to use it.