Technology came from Greek word‖ techne‖, which means craft or art. The term Educational Technology refers to the art of craft of responding to our educational needs. Another word
―technique‖, with the same origin, also may be used
when considering the field
educational technology, So, Educational Technology may be extended to include
the techniques of the educator. Technology is not just machines. It is a
planned systematic method of working to achieve planned outcomes-a process, not
a product, Technology refers to ―all the ways people use their inventions and
discoveries to satisfy their needs and desires‖ (The world Book encyclopedia). Hence, Educational Technology refers to
how people use their inventions and discoveries to satisfy their educational
needs and desires. I.e. learning.
Educational Technology
•
Educational
Technology is a ― complex, integrated process involving people, procedures,
ideas, devices, and organizations to those problems involved in all aspects of
human learning,
-
―(AECT, 1977, as
cited in Corpus & Lucido, 2008)
•
Educational
Technology ―consist of the designs and environments that engage learners… and
reliable technique or method for engaging learning such as cognitive learning
such as cognitive learning strategies and critical thinking skills‖
•
Educational
Technology is ―a field study which is concerned with the practice of using
educational methods and resources for the ultimate goal for facilitating the
learning process.
•
Educational
Technology, sometimes termed ad ―Ed Tech‖, is the study and ethical practice of facilitating learning and
improving performance by creating, using, and managing appropriate
technological processes and resources.
•
Educational
Technology includes, but is not limited to, software, hardware, as well as
internet applications, such as wikis and blogs, and activities.
•
The term Educational
Technology is often associated with, and encompasses, instructional theory and
learning theory.
•
Educational
Technology implies the use of all educational resources… men and materials,
methods and techniques, means and media in an integrated and systematic manner
for optimizing learning.
•
According to modern
educationists, learning not teaching is the crucial task of the entire
educational processes and emphasis of teachers is regarded as a system which
facilitates learning and makes learning effective as well as efficient. It is
efficient in the sense that the learning with the use of Educational Technology
becomes easy and interesting, durable and comprehensive.
Educational Technology in a
Broader Perception:
•
In itsglobal sense,
it includes the entire process of setting of goals, the continuous reformsof
curriculum, the tryout of new methods and materials, the evaluation of the
system as an integrated whole and resetting of goals in the basis of the
findings if evaluation and innovation.
•
It is the component
of curriculum reform concerned with the method where curriculum reform is
concerned with the content.
•
It is the application
of scientific knowledge about learning and the conditions of learning to
improve the effectiveness and efficiency of teaching and training.
From the foregoing definitions of educational technology, it can be said
that it is a very broad term. It is the application of scientific findings in
the method, process or procedure of working in the field of education in order
to effect learning. It embraces curriculum and instructional design, learning
environment, and theories of teaching-learning. It is the use of all human
inventions for teachers their mission to teach in order that students learn.
Technology in Education versus Technology of
Education
•
Technology in
Education is concerned with the equipment, preparation of ad hoc messages and
integration with traditional teacher-centered activities.
•
Technology Education
is the most simply and comfortably defines as an array of tools that may prove
helpful in advancing student learning and may be measured in how and why
individuals behave.
•
Technology in
Education is the‖ application of technology to any of the processes involved in operating
the institutions which house the educational enterprise. It includes the
application of technology to food, health, finance, scheduling, grade,
reporting and other processes which support education within institutions
Technology of Education
Technology of
Education deals with the active use of mass media and computer science for the
individual pupils learning process under the teacher‘s supervision. This is
more scientific, more psychological and more pedagogical than technology in
education.
Technology in Education will be useful if it is properly planned and
organized on psychological principles. Henri Dieuzeide (1970) has rightly
observed,‖ The Transition from
technology in education to the technology of education involves a thorough
appraisal of existing educational system, of its objectives and of the means
used to attain them, before any decision is reached to employ these new
techniques for specific teaching purposes. The Teacher-turned technologist can
then gradually assume the functions of an educational engineer, whose job is to
increase the output of the entire scholastic machine.
Other
Terms Associated with Educational Technology:
Instructional Technology - is a part of educational technology. It refers to
those aspects of educational technology that are concerned with instruction as
contrasted to designs and operations of educational institutions. Instructional
technology is a systematic way of designing, carrying out, and evaluating the
total process of learning and teaching in terms of specific objectives.
Technology Integration - means using learning technologies to introduce, reinforce, supplement
and extend skills
Educational Media - are channels or avenues or instruments of
communication like books, magazines, newspapers, radio, television, internet,
and other hardware.
IN SUMMARY, Corpuz and Lucido (2008) clarify that Educational Technology
is a broad term which is oftentimes given a narrow meaning, to mean just
hardware. However according to him:
•
It refers to the use
of all human inventions and discoveries to satisfy educational needs and
desired, like LEARNING.
•
Inventions and
discoveries can be devices, tools, equipment, activities, procedures and
processes.
•
Included among human
inventions are the various educational media.
•
Educational
technology is more than instructional technology in the same way that education
is more than instruction.
•
Technology
integration is a part of instructional technology which, in turn is part of
education technology, and
•
Technology education
is different for Technology in Education. The latter refers to the application
of technology in the operational education while the former refers to the
application of technology in the educative process that takes place in such
education institutions.
Evolution of Educational
Technology
Educational Technology can be back to the emergence of very early tools, like paintings on cave
walls. Usually, however, its history starts with the introduction of
educational films (1900s) or Sidney Pressey‘s mechanical teaching machines in
the 1920s.
§ Use of the new technology during US WWII training of soldiers through
training films and other mediated materials. Today, presentation-based
technology, based on the idea that people can learn through aural and visual
perception, exist in many forms, such as streaming audio and video, or Power
Point presentation with voice over.
The 1950s led to two major, still popular designs:
§ Programmed Instruction (by Skinner): focusing on the formulation of
behavioral objective, breaking instructional content into small units, and
rewarding correct responses early and often.
§ Bloom advocated a mastery approach to learning based in his taxonomy of
intellectual behaviors. He endorsed instructional techniques that varied both
instruction and time according to learner requirements. Models based on these
designs were usually referred to as computer-based training (CBT),
computer-aided instruction or computer assisted instruction (CAI) in the 1970s
through the 1990s. in a more simplified form, the correspond to today‘s ―e-
contents‖ that often form the
core of ―e-learning ―set ups, sometimes also referred to as web- based training (WBT) or
e-instruction. The course designer divides learning contents into smaller
chunks of text augmented with graphics and multimedia presentation. Frequent
multiple-choice questions with immediate feedback are added foe self-assessment
and guidance.
The 1980s and 1990s
§ Computer- based learning (CBL). Frequently on constructivist learning
theories, these environment focus on both abstract and domain specific problem
solving. Preferred technologies include macro-worlds (computer environments
where learner could explore and build), simulations (computer environments
where learner can play with parameters of dynamic systems), and hypertext.
§ In the mid-1980s, digitalized communication and networking in education
started and became popular by the mid-90s, in particular through the World-Wide
Web (WWW), e-mail and forums.
§ There is a difference between two major forms of line learning. The
earlier type, based on either Computer Based Training (CBT) or Computer Based
Learning (CBL)m focused in the interaction between the student or and computer
drills, plus tutorial on the one hand or micro- worlds and simulations on the
other. Both can be delivered today over the WWW.
§ Today, the prevailing paradigm in the regular school system is
Computer-Mediated Communication (CMC), where the primary form of interaction is
between students and instructors, mediated by the computer. CBT/CBL usually
means individualized (self-study) learning, while CMC involves teacher/tutor
facilitation and requires schematization of flexible learning activities. In
addition, modern ICT provides education with tools for sustaining communities
and associated knowledge management tasks. It also provides tools for students
and curriculum management.
§ In addition to classroom enhancement, learning technologies also playa
major role in full-time distance teaching. While most quality offers still rely
on papers videos and occasional CBT/CBL materials, there is increased use of
e-tutoring through forums, instant messaging, video- conferencing, etc.
§ Courses addressed to smaller groups frequently use blended or hybrid
deigns that mix presence courses (usually) in the beginning and at the end of a
modules) with distance activities and use various pedagogical styles (e.g.
drill and practice, exercise, projects, etc.)
The 2000s
§ The emergence of multiple mobile and global technologies gave a new
principle to situated learning theories favoring learning-in-context scenarios.
Some literature uses the concept of integrated learning to describe blended
learning scenarios that integrate both school and authentic settings.
Perspective that Defines Educational
Technology
1. Educational Technology as
media and audiovisual communications
•
The perspective grew
out of the audiovisual (AV) movement in the 1930s, when higher education
instructors proposed that media such as slides and films delivered information
in more concrete, and therefore more effective, ways than lectures and boos
did.
•
This movement
produced audiovisual communications or the branch of educational theory and
practice concerned primarily with the design and use of messages that control
the learning process
•
The view of education
technology ad media to deliver information continues to dominate areas of
education and the communications industry, as late as 1986, the National Task
Force in Educational Technology equated educational technology with media,
treating computers simply as another medium
•
2. Educational Technology as Instructional Systems and Instructional
Designs
•
This view originated
form post0 World War II military and industrial trainers who were faced with
the problem of preparing a large number of personnel quickly, Based on
efficiency studies and learning theories from educational psychology, they
advocated using more planned systematic approaches to developing uniform
effective materials and training procedures.
•
Their view was based
on the belief that both human (teacher) and non-human (media) resources can be
part of an efficient system for addressing any instructional need. Therefore,
they equated ―educational technology‖ with education problem solutions
•
As these training
personnel began to work with both university research and development projects
and K-12 school, they also influenced practices in both of these areas.
Behaviorist theories initially dominated and cognitive theories later gained
performance
•
In the 1990s, popular
learning theories criticized systems approaches as being too rigid to foster
some kinds of learning- particularly high-order ones. Thus, the current view of
educational technology as instructional system is continually evolving.
3. Educational Technology as
vocational training
•
Also known as
Technology Education, this perspective originated form industry trainers and
vocational educators in the 1980s.
•
The believed (1) that
an important function if school learning us to prepare students for the world
of work in which they will use technology and (2) that vocational training can
be a practical means of teaching all content areas, such as math, science and
language.
•
This view brought
about a major paradigm shift in vocational training in K-12nschools away from
industrial arts curricula centered on woodworking/metals and graphics/ printing
shops toward technology education courses taught in labs equipped with high-
technology stations, such as desktop publishing, computer-assisted designs
(CAD)m and robotic systems.
4. Educational Technology as
computer systems (a.k.a educational computing instructional computing)
•
This view began in
the 1950s with the advent of computers, and gained momentum when they began to
used instructionally in the 1960s
•
As computers began to
transform business and industry practices, both trainers and teachers began to
see that computers also had the potentials to aid instruction. From the time
computers came into classrooms in the 1960s until about 1990, this perspective
was known as educational computing and encompassed both instructional and
administrative support applications.
•
At first, programmers
and systems analysis created all applications. Nut by the 1970s, many of the
same educators involved with media, AV communications, and instructional
systems were also researching and developing computer applications
•
By the 1990s,
educators began computing became known as educational technology
Benefits
Derived from Educational Technology
Educational Technology is intended to improve, education foe the
21st-century learner. Situations today are considered‖ Digital Natives‖ who were born and raised in a digital environment and inherently think
differently because of this exposure to technology. Here are some of the
claimed benefits of incorporating technology into classroom
a. Easy –to-access course materials. Instructors can post their course
material or important information on a course website, which means students can
study at a time and location they prefer and can obtain the study material very
quickly.
b. Student Motivation. According to James Kulik, who studies the
effectiveness of computers used for instruction, ―students usually learn more
in less time when receiving computer-based instruction and they like classes
more and develop more positive attitudes toward computers in computer-based
classes‖
c.
Teachers must be
aware of their students’ motivation in order to successfully implement
technology into the classroom. Students are more motivated to learn when are
interested in the subject matter, which can be enhanced by using technologies
in the classroom and targeting the needs for screens and digital materials that
they have been stimulated by outside of the classroom.
d. More opportunities for extended learning. According to student completed
in 2010, 70.3% of American family households have access to the internet.
According to the Canadian Radio Television and Tele communications Commission.
79% of homes have access to Internet. This allows the students to access course
material at home and engage with numerous online resources available to them.
Student can use their computers and Internet to conduct research, participate
in social media, e-mail, and play educational games and stream videos
e. Wide participation. Learning materials can be used for long-distance
learning and are accessible to a writer audience.
f.
Improved student
writing. It is convenient for students to edit their written work on word
processors. Which can, in turn, improve the quality of their writing. According
to some studies, the students are better at critiquing and editing written work
that is exchanged over a computer network with students they know.
g. Differential Instruction. Educational technology provides the means to
focus on active student‘s participation and to present differentiated
questioning strategies. It broadens individualized instruction and promotes the
development of personalized learning plans in some computer programs available
to teachers. Students are encouraged to use multimedia components and
incorporate the knowledge they gained in creative ways. This allows some
students to individually progress form using low-ordered skills gained from
drill and practice activities, to higher level thinking through applying
concepts creatively and creating simulations. The ability to make educational
technology individualized may aid in targeting and accommodating different
learning styles and levels.
Learning Theories that Shaped Educational
Technology
There
are three (3) main theoretical schools or philosophical frameworks of
educational technology literature. These are Behaviorism, Cognitivism, and Constructivism.
Behaviorism - this framework was
developed in the early 20th Century with the animal learning experiments of
Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark Hull, B.F Skinner, etc.
Cognitivism - learning theory
has undergone a great deal of change since 1960‘s and 1970s. Cognitive theories
look beyond behavior to explain Brain-based Learning. Cognitivists consider how
human memory works to promote learning
Constructivism - this is a learning theory of educational philosophy
whose primary belief is that
learners construct their own meaning from new information, as they
interact with reality or others with different perspectives.‖
Constructivist learning environments require to use their prior
knowledge and experiences to formulate new, related, and/or adaptive concepts
in learning. The role of the teachers in this framework is to become
facilitator providing guidance so that learners can construct their own
knowledge.
Dale Cone of Experience and the Three Tiered
Model of Learning by Bruner
Dale‘s cone of Experience is a model that incorporates several theories
related to instructional design and learning process. During the 1960s, Edgar
Dale theorized that learners retain more information by what they ‗do‖ as opposed to what is ―heard,‖ read‖, or‖ observed. ―His research
led to the development of the Cone of
Experience. Today, this ―learning-by-doing‖ has become known as
―experiential learning‖ or action learning.
The implications of the Core of Experience in the teaching-learning
process
1.
Do not use only one
medium of communication in isolation. Rather, use many instructional materials
to help the students conceptualize their experience
2.
Avoid teaching
directly at the symbolic level of thought without adequate foundation of the
concrete. Student‘s concepts will lack deep roots in direct experience.
According to Dale (1969), these rootless experiences will not have generative
power to produce additional concepts and will not enable the learner to deal
with the new situations that he faces.
3.
When teaching, don‘t
get stuck in concrete. Strive to bring your students to the symbolic or
abstract level to develop their higher-order thinking skills
The Three
Tiered Model of Learning by Bruner
Harvard psychologist,
Jerome S. Bruner presents a three –tiered model of learning. Where he points
out that every area of knowledge can be presented and learned in three distinct
steps.
SYMBOLIC | ICONIC | ENACTIVE
It is highly recommended that a learner process from the ENACTIVE to the
ICONIC, AND ONLY after to the SYMBOLIC, The mind is often shocked into
immediate abstraction at the highest level without the benefit of gradual
unfolding.
Role of
Educational Technology in Learning
Educational Technology plays various roles
·
From the traditional
point of view, it serves as presenter of knowledge just like teachers. It also
serves as productivity tool. With the internet, technology has facilitated
communication among people.
·
From the constructivist
perspective, educational technology is a meaningful learning tool by serving a
learning partner. It engages learners in‖ active, constructive, intentional, authentic, and cooperative learning
The following are the roles
of technology in learning according to the constructivist perspective.
·
Technology as tool to
support knowledge construction
Ø For representing learners ideas, understandings and beliefs
Ø For producing organized, multimedia knowledge bases by learners
·
Technology as
information vehicles for exploring knowledge to support learning by-
constructing.
Ø For accessing needed information
Ø For comparing perspectives, belief and world views
·
Technology as context
support learning-by-doing:
Ø For preparing and simulating meaningful real-world problems, situations
and contexts
Ø For representing beliefs, perspectives, arguments, and stories of others
Ø For defining a safe, controllable problem space for student thinking
·
Technology as social
medium to support learning by conversing:
Ø For collaborating with others
Ø For discussing, arguing, and building consensus among members of the
community
Ø For supporting discourse among knowledge-building communities
·
Technology as
intellectual partner to support learning by reflecting:
Ø For helping learners to articulate and represent what the know
Ø For reflecting on what they have learned and how they came to know it
Ø For supporting learners internal negotiations and meaning making
Ø For constructing personal representations of meaning
Ø For supporting mindful thinking
Challenges of Technology in Education
The developments in the internet, the world-wide web in particular, and
developments in multimedia technology, are resulting in new approaches to
designing and developing teaching and learning in higher education. Here are
some characteristics of such development as described by Bates
Ø Increase flexibility and access to learning, resulting in new markets
being reached, and in particular, the lifelong learner market.
Ø The use of multimedia to develop psycho-motor and intellectual skills
development, including problem solving and decision making.
Ø The use of internet technologies to develop knowledge management and
collaborative learning skills; and
Ø The use of internet to develop global, multi-cultural courses and
problems.
Why use technology?
Almost
all people from different sectors of society offer a number of different
reasons to justify the use of technology for teaching and learning. Following
are four (4) of the most frequent reasons given for using technology;
Ø To improve access to education and training
Ø To improve the quality of learning
Ø To reduce the cost of education; and
Ø To improve the cost-effectiveness of education
New technologies are fundamentally changing the nature of knowledge. However, we still
need to maintain the balance between teaching and learning done through face
–to-face contact, and technology base learning.
Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills. There is no integrative process if for
example the teacher makes students play computer games to give the rest period
during classes. Neither is there integration, if the teacher merely teaches
students computer skills. Following are external manifestations of technology
integration into instruction;
Ø There‘s a change in the way classes are traditional conducted
Ø The quality of instruction is improved in such as a way that it could
not have been achieved without educational technology.
Ø There is planning by the teacher on the process of determining how and
when technology fits into teaching-learning process.
Ø The teacher sets instructional strategies to address specific
instructional issues/problems
Ø The use of technology provides the opening of opportunities to respond
to these instructional issues/problem
Ø In sum, technology occupies a position (is a simple or complex way) in
the instructional process.
Levels of Integration
Ø Simple/Basic Integration- there is no substantial change in the teaching-learning
process form previous method. While technology helps, it does not play a
pivotal role.
·
Example: A teacher
wants to show photos in her social studies class, but the pictures are small.
She decides to use the computer, scan the photos for computer projection to the
class. (A presentation software package)
·
Result: Good class
presentation followed by discussion
Ø Middle Level Integration- there is purposeful use of technology to
support key learning areas.
·
Example1: A teacher
uses computer-based Trigonometry software, projected in the class using a
projector to supplement his teacher-centered class presentation
·
Result: an
interactive class using software
·
Example2: A teacher
ask her students to find information on H-fever in the internet. Students are
to create an information leaflet giving a family health tips on H-Fever.
·
Result: Creative
skills are employed by students
Ø High-level Integration- in these examples, technology is the central
instructional tool.
·
Example 1: to provide
information on the ASEAN Region, the teacher assigned a newsletter computer
production by the group
·
Result: increased
social skills through group work; planning, creatively, computer skills
·
Example2: The Rizal
School has a partner school in the U.S.A a joint science project allows, the
Philippine and U.S, schools to exchange information on indigenous herbal plants
in both countries. Video conferencing is held involving students of both
schools.
·
Result: A more
sophisticated technology-supported project demonstrating global communication
and socially relevant research.
·
A New Learning
Environment through Application of Educational Technology
·
Effective teacher
best interact with students in innovative learning activities, while
integrating technology to the teaching-learning process
Meaningful Learning - gives focus to new
experiences that are related to what the learner already knows. Students
already have some knowledge that is relevant to the new learning. Students are
willing to perform class work to find connections 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 organized set of activities.
Generative Learning-learners are active, attend to learning events, generate
meaning form those experiences and draw inferences, thereby creating a personal
model or explanation to the new experiences in the context of existing
knowledge.
Constructivism - the learner builds
a personal understanding through appropriate learning activities and a good
learning environment. 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 personal world.
Through the integration of educational technology in the
teaching-learning process, learners have this four learning domains:
Learners:
·
Are active
,purposeful learners
·
Set personal goals
and strategies to achieve these goals
·
Make their learning experiences
meaningful and relevant to their lives
·
Seek to build an
understanding of their personal words so they can work/live productively
·
Build on what they
already know in order to interpret and respond to new experiences.
The Computer as Tutor The computer is a tutor in this new age of learning. It does not replace
the teacher, although it assumes certain roles previously assigned to teachers,
who now has to take the new roles of facilitator and guide. Computers will
become an integral component of the future classroom and not a mere machine
that can deliver routine drills and exercises.
Examples of Computer-assisted instructions (CAI)
·
Simulation programs
·
Instructional games
·
Problem solving
software
·
Multimedia
encyclopedia and electronic books
Understanding Multimedia and Hypermedia
Multimedia- an audiovisual package that includes more than one
instructional media (means knowing), such as text, graphics, audio animation,
and video clip. According to Moore. It simple means multiple media or
combination of media combined in a product whose purpose is to communicate
information.
Hypermedia- is multimedia packaged as an educational computer software,
where information is presented and student activities are integrated in a
virtual learning environment.
Characteristics of Hypermedia applications
•
Learner
controlled-this means the learner makes his/her own decisions on the, flow or
events of instruction. The learner has control on such aspects as sequence,
pace, content, media, feedback, etc. that he/she may encounter in the
hypermedia learning program.
•
Learner was a wide
range of navigations routes- for the most part, the learner controls the
sequence and pace of his path depending on his ability and motivation. He has
the option to repeat and change speed, it desired. Of course, at the start, the
learner may choose the learning activities he prefers. Meanwhile, the teacher
has the prerogative to determine suitable learning objectives.
Technology in the Classroom
There are various types of technologies that can be or currently used in
traditional classrooms. Among these are:
•
Computer in the
classroom. Having a computer in the classroom is an asset to any
teacher. With a computer in the classroom, teachers are able to demonstrate a
new lesson, present new material, illustrate how to use new programs, and show
ne websites.
•
Class website. An easy way to display a student‘s work to create a web page designed
for the class. Once a web page is designed, teachers can post homework
assignments, student work, famous quotes, trivia, games, and so much more. In
today‘s society, children should know how to use the computer to navigate their
way through a website, so why not gave them one where they can be published
author.
•
Class blogs and
wikis. These are variety of
Web 2.0 tools that are currently being implemented the classroom. Blogs allow
for students to maintain a running dialogue. They work as tool for maintaining
a journal of thoughts, ideas, and assignments as well as encourage student
comment and reflection. Wikis are more group-focused to allow multiple members
of the group to edit a single document and create a truly collaborative and
carefully edited finished product.
•
Wireless classroom
microphones. Noisy classrooms are daily
occurrences. With the help of microphones students are able to hear their
teachers more clearly. Children learn better when they hear the teacher clearly.
The benefit for teachers is that they no longer lose their voices at the end of
the day
•
Mobile devices. Mobile devices such as clickers or smartphones can be used to enhance
the experience in the classroom by providing the possibility for professors to
get feedback
•
Interactive
whiteboards. An interactive whiteboard that
provides touch control of computer application enhances the experience in the
classroom by showing anything that can be on a computer screen. This is not
only aids in visual learning, but it is interactive, so the student can draw,
write or manipulate images on the interactive whiteboard.
•
Digital
video-on-demand. Replacement of hard copy videos (DVD, VHS, etc.) with digital video
accessed from central server (e.g. SAFARI Montage). Digital video eliminates
the need for in-classroom hardware (player) and allows teachers and students to
access video clips immediately but not utilizing the public internet.
•
Online media. Streamed video websites can be used to enhance a classroom lesson (e.g.
united streaming, teacher tube, etc.)
•
Online study tools. These are tools that motivate studying by making
studying more fun and individualized for the student
•
Digital games. The field of educational games and serious games has
been growing significantly over the last few years. The digital games are being
provided as tools for the classroom and have a lot positive effects, including
higher motivation for the students.
•
There are many other
tools being used. These may include: digital cameras, video cameras,
interactive whiteboard tools, documents cameras, or LCD projectors
•
Podcasts. Podcasting is relatively new invention that allows anybody to publish
files to the internet where individuals can subscribe and receive new files
from people by subscription. The primary benefit to pod casting for educators
is quite simple. It enables teachers to reach a student in a way that is both
―cool‖ and a part of their
lives. For technology that only requires a computer, microphone and internet
connection, pod casting has the capacity of advancing a student‘s education
beyond the classroom. When students listen to the pod cast of the students as
well as their won, they can quickly demonstrate their capacities to identify
and define ―quality‖. This can be a great tool for learning and developing literacy inside
and outside the classroom. Pod casting can help sharpen student‘s vocabulary,
writing, editing, public speaking, and presentation skills. Students also learn
skills that will be valuable in the working world, such as communication, time
management, and problem-solving.
The most traditional but very effective technology in
the classroom
According to Horace Mann, a noted
American Educator, ―indeed, in country have I ever seen a good school without a
blackboard, or a successful teacher who did not use it frequently?‖
A chalkboard is available classroom equipment and the overhead projector (OHP) which
has become quite popular in schools. Like other state –of-the art instructional
tools, the teacher has to learn from proper techniques using chalkboards and
OHPs to maximize it use and make it an effective and efficient instructional
equipment.
Teaching and Learning with Visual Symbols
As implied in Edgar Dale‘s Cone of Experience a teacher should not use
only one medium of communication in isolation, but rather use many
instructional materials to help the students conceptualize his experience. Thus,
the use of visual symbols in teaching and learning is important. It may be
laborious on the part of the teacher, but the use of technology in preparing
such materials may help. These visual symbols include drawings, cartoons, strip
drawings, diagrams, charts, graphs, maps, etc.
Drawing – A drawing may not be the real
thing, but it‘s better to have a concrete visual aid than nothing. To avoid
confusion, it is good that the drawing correctly represents the real thing.
Cartoons – A first cartoon tells it story
metaphorically. The perfect cartoon need no caption. The less the artist
depends on words, the more effective the symbolism, for the symbolism conveys
the message.
Strip drawings - these are commonly called comics or comic strips. According to dale
the more accurate term is ―strip drawings.‖ Make use of strips that are educational and at same time entertaining.
Diagrams - it is any line drawing that
shows arrangements and relations as a part of the whole, relative values,
origins and development, chronological functions, distribution, etc.
Types of diagrams:
Affinity Diagrams - use to cluster complex, apparently unrelated data into natural and
meaningful groups.
Tree Diagram - use to chart out, in increasing detail, the various tasks that must be
accomplished to complete a project or achieve a specific objective.
Fishbone Diagram - it is called ―cause-and-effect diagram. It is a structured form of
brainstorming that graphically shows the relationship of possible causes and
sub-causes directly related to and identifies effect/ problem. It is commonly
used to analyze work-related problems.
Charts - It is a diagrammatic
representation of relationships among individuals with organization it includes
the following:
•
Time chart-is a
tabular time chart that represents data in ordinal sequence.
•
Tree or stream chart-
depicts development, growth and change by beginning with a single course (the
trunk) which spreads out into many branches; or by beginning with the many
tributaries which then converge into a single channel.
•
Flow chart-is a
visual way of charting or showing a process from beginning to end. It is a
means of analyzing a process. By outlining every step in a process, you can
begin to find inefficiencies or problems.
•
Organizational chart-
shows how one part of the organization relates to the other parts
•
Comparison and
contrast chart-used to show similarities and differences between tow thins,
(people, places, events, ideas, etc.)
•
Pareto chart- is a
type of bar chat, prioritized in descending order of magnitude or importance
from left to right. It shows at a glance which factors are occurring most.
•
Gantt chart- it is an
activity time chart
Graphs- there are several types of graphs:
•
Circle or Pie graph-
recommended for a showing a part of a whole.
•
Bar graph- used in
comparing the magnitude of similar items at a different entities to seeing
relative sizes of the parts of a whole
•
Pictorial graph-
makes use of picture symbols
•
Graphic organizer
Maps - it is a representation of the
surface of the earth or some apart of it
kinds of Maps
1.
Physical map -combines in a single projection data like altitude,
temperature, rainfall, precipitation, vegetation and soil.
2.
Relief map- has three dimensional representations and shows contours of the
physical data of the earth or part of the earth.
3.
Commercial or
economic map - also called product or industrial map since it shows land areas in
relation to the economy.
4.
Political map - give detailed information about country, provinces, cities and towns,
roads and highways. Oceans, rivers and lakes are the main features of most
political maps.
Project Based Learning Multimedia
Corpuz and Lucido (2008) explain that project-based multimedia learning does not only involve
use of multimedia for learning. According to them, students end up with a
multimedia product to show what they learned.
•
They are not only
learners of academic content, but they are at the same time authors of
multimedia product at the end of the learning process.
•
The goals and
objectives of a project are based in the core curriculum a laid down in the
curricular standards and are made crystal clear to students at the beginning of
the project
•
The students work
collaboratively over an extended time frame.
•
As they work, the
employ like skills, including decision-making
•
Their learning task
ends up with a multimedia presentation through their multimedia product
Basic Terms in Information and Communication Technology (ICT)
