Lesson
1
A
review in Educational technology 1
History
of educational technology
1. Ancient Greece “techne” refers to the process of
applying knowledge systematically to the art of instruction.
2. During the middle age, Pierre Abelard introduced a
technology of instruction.
3. Comenius, Pestalozzi and others contributed their own
concepts on Educational technology
4. Johann Amos Comenius Pioneer of modern instructional
technology.
5. Edward Thorndike and John Dewey
6. Formulated the scientific theory of learning and
scientific method.
7. The 19th century effective technological development
-by
1920, visual media became widely accepted
-1926,
educational films were used as instructional media
-1927,
Pressey wrote on programmed learning
H. 1932
the first instructional television program
I.Wortl
war II implementation of instructional technology.
Quality
of Education through educational technology
§ As educators become more keenly aware of their
responsibility to deliver the best quality education to students, they have
began to recognize the need to be aware of educational technology.
§ With
photo copier, now students can have a copy
of relevant sections of books and articles and take them home for study.
Meaning
of educational technology
§ Technology in education
-was
a subsequent soft ware phase in which suitable learning materials were
developed.
§ Technology of education
-it
is the process/application
The
roles of educational technology in the 21st century
3
current trends that may point the way to the nature of teaching and
learning in the future.
§ Student-centered learning
-Ways
of learning that fit the students’ needs
§ Teaching higher cognitive and non-cognitive skills
-development
of science and technology-based game, simulation, and case studies. These
techniques of instructions are ideally suited for the use in teaching the
various higher cognitive and non-cognitive skills.
§ The spread of information technology
-aiding
this spread of the use of, the computer.
In ET
1 the learner also oriented of dangers of dehumanization.
1.
We
turn them on and off whenever it suits our fancy.
2.
No
explanation is offered on why and what they do.
3.
Their
plans and future are unheard.
4.
All
work and no play.
5.
Their
human worth is judged only by the quality of their products.
6.
Human
empathy is absent.
On
the application of educ. Tech. to instruction ET1 showed the 4 phases of
educational tech. in teaching-learning namely;
1. Identification of objectives-logical approach to human
activities
2. Design of learning experiences- the teacher must
consider (a) sequences and strategies and (b) modes and medi
3. Evaluation of the effectiveness of the
learning experiences- the use of evaluative devices, (a) observation devices:
checklist, rating scales, anecdotal records (b) self-report instruments:
inventories, questionnaires (c) test items: essay and objective types.
4. Improvement
of the learning experiences as to better achieve the objectives- revisions may
be done, such as by changes in the media or materials employed.
·
Instructional
technology are those aspects of educational technology that are concerned
primarily with instruction as contrasted to design and operation of educational
instructions.
·
Educational
media are the means of communication available for educational purposes other
than the teacher himself.
·
Audio-visual
aids emphasizes the use of the senses hearing (audial) seeing (visual)
·
Message-content
to be taught.
·
Medium-the
shape of the message.
·
Channel-is
the vehicle or the structure through which the medium is presented to the
learner.
To
uplift the learner to human leaning through the use of learning technology
Domains
of learning
Cognitive
skills
§ 1.1 knowledge: to remember, define, recognize,
recall
§ 1.2 Comprehension: interpret, summarize, paraphrase,
extrapolate
§ 1.3 Application: to relate ideas and information
to other situations
§ 1.4Creation: to break down into other
ideas/concepts
Application
level
§ 2.1 Receiving: to be aware
§ 2.2 Responding: to react actively
§ 2.3 Valuing: to display an attitude
§ 2.4 Characterizing: to how a consistent value
system
Motor
skills
§ 3.1 Imitation: to repeat action
§ 3.2 Manipulation: to perform independently
§ 3.3 Precision: to perform with accuracy
§ 3.4 Articulation: to perform unconsciously with
increased skills
Interpersonal
skills
1.
Seeking or giving information-to offer facts, opinions, clarification
2.
Proposing-to make a suggestion
3.
Building and supporting -to add to a concept
4.
Shutting-to exclude someone from the group from involvement
5.
Disagreeing -to declare difference of opinion
6.
Summarizing-to restate in a compact form
Lesson 2
An overview:
Educational Technology 2
Educational
Technology 2 is concerned with “Integrating Technology into Teaching and
Learning.” Specifically this is focus in introducing, reinforcing,
supplementing and extending the knowledge and skills to learners so that they
can become exemplary users of educational Technology.
COURSE OBJECTIVES:
ü To, provide education with the use of Technology in instruction by
providing knowledge and skills on Technology Integration-In-Instruction to
learners.
ü To impart learning experiences in Instructional Technology supported
instructional planning.
ü To acquaint students on information technology or IT related learning
theories with the computer as a tutor.
ü To, learn how to use and evaluate computer-based educational resources.
ü To engage learners on practical technology integration issues
including managing IT classrooms, use of the internet for learning, cooperative
learning through the use of information technology, etc
ü To inculcate higher-level thinking and creativity among students while
providing them knowledge of IT-related learning theories.
Lesson 3
Educational
Technology in the Asia Pacific Region
New
Zealand 2001 ICT Goals and Strategies
Goal
Government
with the education and technology sectors, community groups, and industry
envisions to support to the development of the capability of schools to use
information and communication technologies in teaching-and-learning and in
administration.
Strategies:
— Improving
learning outcomes for students using ICT to support the curriculum.
— Using
ICT to improve the efficiency and effectiveness of educational administration.
— Developing
partnership with communities to enhance access to learning through ICT.
Focus
Area:
— Infrastructure
for increasing school’s access to ICT’s to enhance education
— Professional
development so that school managers and teachers can increase their capacity
to use ICT
Initiatives
— An
On-line resource center with a centrally managed website for the
delivery of multimedia resources to schools.
— A
computer recycling scheme.
— A
planning and implementation guide for schools
— ICT
professional development schools/clusters
Australia
IT Initiatives
In the
Adelaide Declaration on National Goals for schools, information
technology is one of the eight national goals/learning areas students should
achieve.
The
plan for achieving the national goal for IT are left to individual states and
territories with the Educational Network Australia (EdNA) as the coordinating
and advisory body.
Common
features to planning, funding and implementation are:
— Fast
local and wide area networks linking schools across the state and territory.
— Substantial
number of computers in schools, ensuring adequate access
— Continuing
teacher training in the use of technology for instruction
— Technical
support to each school
— Sufficient
hardware and software
— Digital
library resources
— Technology
demonstrating as models for schools
Malaysia
Smart school-level Technology Project
Technology
plays many roles in a smart school from facilitating teaching-and-learning
activities to assisting with school management. Fully equipping a
school includes:
— Classrooms
with multi-media, presentation facilities, e-mail and groupware for
collaborative work.
— Library
media center with database for multimedia courseware and network access to the
internet
— Computer
laboratory for teaching
— Multimedia
development center
— studio/theatrette
— Teacher’s
room with on-line access
— Server
room equipped to handle applications, management database and web servers
— Administration
offices capable of managing databases of students and facilities, tracking
student and teacher performance and resources, distributing notices and other
information electronically
Singapore
Masterplan for IT in Education
The
Masterplan has four key dimensions:
— Curriculum
and Assessment
— Learning
Resources
— Teacher
Development
— Physical
and Technological Infrastructure
Curriculum
and Assessment
— A
balance between acquisition of factual knowledge and mastery of concepts and
skills
— Students
in more active and independent learning
— Assessment
to measure abilities in applying information, communicating and thinking
Learning
Resources
— Development
of a wide range of educational software for instruction
— Use
of relevant internet resources for teaching and learning
— Convenient
and timely procurement of software materials
Teacher’s
Development
— Training
and purposeful use of IT for teaching
— Equipping
each trainee teacher with ore skills in teaching with IT
— Tie-ups
with instruction of higher learning industry partners
Physical
and Technological Infrastructure
— Pupil
computer ratio of 2:1
— Access
to IT in all learning areas in the school
— School-wide
network, and school linkages through wide area network (WAN), eventually
connected to Singapore ONE (a broadband access service for high-speedy delivery
of multimedia services on island-wide basis
Hong
Kong Education Program Highlights
The IT
initiatives are:
— On
average, 40 computers for each primary school and 82 computers for each
secondary school
— About
85,000 IT training places for teachers at four levels
— Technical
support for all schools
— An
Information Education Resources Center for all schools and teachers
— An
IT coordinator for each of 250 schools which should have sound IT plans
— Computer
rooms for use by students after normal school hours
— An
IT Pilot Scheme to provide schools with additional resources
— Review
of school curriculum to incorporate IT elements
— Development
of appropriate software in collaboration with government, the private sector,
tertiary, institutions and schools
— Exploring
the feasibility of setting up an education-specific intranet
Lesson 4
Basic Concepts on
Integrating Technology in Instruction
Integrating
technology with teaching means the use of learning technologies to introduce,
reinforce, supplement, and extend skill. There are different levels of
integration of technology in instruction. There is NO INTEGRATIVE PROCESS if
for example the teacher makes students play computer games to them a rest
period during classes
Lesson 5
State-of-the-art ET
Application Practices
More
recent ET education practice
•
Through school or training center computer courses, present-day students have
become computer literate. They send e-mail, prepare computer encoded class
reports, and even make power-point presentations sometimes to the surprise of
their media tradition-bound teachers.
•
Following the call for developing critical thinking among students, teachers
have deemphasized rote learning and have spent more time in methods to allow
students to comprehend/internalize lessons.
•
Shifting focus from lower-level traditional learning outcomes, student
assessment/examinations have included measurement of higher level learning
outcomes such as creative and critical thinking skills.
•
Recent teaching-learning models (such as constructivism and social
constructivism) have paved the way for instructional approaches in which
Students
rely less on teachers as information-givers, and instead more in their efforts
to acquire information, build their own knowledge, and solve problems.
Obstacles
to IT pedagogical practice
· Use
of the computer is time-consuming and expensive.
· Besides
there also danger of a technology-centered classroom along the fear that computers
may soon replace teachers.
· Teachers
should balance their time for the preparation and application of instructional
tools. Through wise technical advice, schools can also acquire the most
appropriate computer hardware and software. At the same time, training should
ensure that the use of ET is fitted to learning objectives.
· In
addition, teachers should acquire computer skills for so that they can serve as
models in integrating educational technology in the teaching-learning process.schools
should now foster a student-centered learning environment, where in students
are given leeway to use computer information sources in their assignments,
reports and presentations in written, visual, or dramatic forms.
Lesson 6
IT ENTERS A NEW
LEARNING ENVIRONMENT
MEANINGFUL
LEARNING
It
focuses to new experiences that are related to what the learner already knows.
it assumes that:
·
Students already have some knowledge that is
relevant to new learning
·
Students are willing to perform class work to
find connections between what they already know and what they can learn
DISCOVERY
LEARNING
·
The
students perform task to uncover what is to be learned.
GENERATIVE LEARNING
It
viewed students as active learner who can attend to learning events, it is
different from the simple process of storing information.
CONSTRUCTIVISM
In
constructivism, the learner builds a personal understanding through appropriate
learning activities and good learning environment. The most accepted principles
are:
·
Learning
consists in what person can actively assemble for himself and not what he can
receive passively.
·
T
he role of learning is to help the individual live/adapt to his personal world.
·
Three
practical implications:
·
The
learner is directly responsible for learning.
·
The
context of meaningful learning consists in the learner “connecting” his school
activity with real life.
·
The
purpose of education is the acquisition of practical and personal knowledge,
not abstract or universal truths.
The
common themes for the 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 worlds so they can work/live
productively.
·
Build
on what they already know in order to interpret and respond to new experiences
Lesson 7
IT for higher
thinking skills and creativity
higher
level learning outcomes-
To
define higher level thinking skills and creativity, we may adopt a framework
that is a helpful synthesis of many models and definitions on the subject
matter. The framework is not exhaustive but a helpful guide for the teacher's
effort to understand the learner's higher learning process
Complex Thinking
skills Sub-skills
Focusing- Defining
the problem, goal/objective-setting, brainstorming.
Information Gathering- Selection, recording of data of information.
Remembering- Associating,
relating new data with old.
Analyzing- Identifying
idea constructs, patterns.
Generating - Deducing, inducting, and elaborating.
Organizing- Classifying, relating.
Imagining- Visualizing, predicting.
Designing- Planning, formulating.
Integration-
Summarizing, abstracting.
Evaluating - Setting criteria, testing, idea, verifying outcomes, revising.
the
upgraded project method
give
these complex thinking skills, the modern day teacher can now be guided on his
goal to help student achieve higher level thinking skills and creativity beyond
the ordinary bench mark of student's passing ,even excelling achievement tests.
Given the fact that the ordinary classroom is awfully lacking in instructional
toolkits to bring students to the higher domains of learning and achieving, the
project method is suggested
The
process
the process of
implementation takes the students to the steps, efforts, and experience in
project completion
The
process is more important that the products
the
process refers to the thinking/affective/psycho-motor process that occurs on
the part of the learner. This comprises the journey that actualizes learning
The
product is the result of this all-important process consisting in possibly a
summary, a poster, an essay, a term paper, a dramatic presentation, or an
IT-based product.
Lesson 8
Higher thinking
skill through IT based project.
There
are four IT-based projects:
Resource-based
project
- In
these projects, the teacher step out of the traditional role of being an
content expert and information provider, and instead lets the student find
their own facts and information.
Simple
creations
- Students
can also be assigned to create their software materials to supplement the
need for relevant and effective materials.
Creativity
is said to combine three kind of skills/abilities:
· Analyzing-
distinguishing similarities and differences seeing the project as a problem to
be solved.
· Synthesizing-
making spontaneous connections among ideas, thus generating interesting or new
ideas.
· Promoting-
selling of new ideas to allow the public to test the ideas themselves.
Guided
hypermedia projects
- The
production of self-made multimedia projects can be approached in two different
ways:
1. As
an instructive tool.
2. As
a communication tool.
4. Web-based projects
- Students can be made to create and post webpage’s on a given topic.
|
Traditional
learning model
|
Resource based
learning model
|
|
Teacher is expert
and information provider
|
Teacher is a
guide and facilitator
|
|
Textbook is key
source of information
|
Sources are
varied (print, video, internet, etc.)
|
|
Focus on facts
information is
package in neat parcels
|
Focus on learning
inquiry/quest/discovery.
|
|
The product is
the be-all and end-all of learning
|
Emphasis on
process.
|
|
Assessment is
quantitative
|
Assessment is
quantitative and qualitative.
|
