Lesson 18 "TABLETS FOR TEXTBOOKS IN SCHOOLS"

   Tablet for learning is still futuristic. But today, books are sill the primary of medium of instruction in must schools. These will be replaced by digital technology reading tools, but there are now perceptions that virtual literary may very well ease out textual print literary. Already, the disadvantages of using books for learning are being debated upon. the load of books and work books are backbreaking due to their weight and size. Publishing and printing millions of books are just too expensive. The errors in public school textbooks have also been exposed, errors resulting from information, technical mistakes and editorial lapses. Technology is being viewed as a savior. Learning technology along with other audio-visual aids to teaching-and-learning. 

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Lesson 16 “THE INTERNET AND EDUCATION”

          The internet, also simply called the NET is the largest and far flung-network system-of-all-systems. Surprisingly, the internet is not really a network but a loosely organize collection of about 25,000 networks accessed by computer on the planet. It is astonishing to know that no one owns the internet. It has no central headquarters, no centrally offered services, and no comprehensive online index to tell users what information is available in the system.

 

GETTING AROUND THE NET 

The vast sea of information now and the internet, including news and trivia, is an overwhelming challenge to those who wish to navigate it.

THE VIEW OF EDUCATIONAL USES OF THE INTERNET

Today, even elementary school graders in progressive countries like the United States are corresponding via e-mail with pen pals in all 50 states. This educational activity prodded by their schools are paying dividends from increasing the pupils interest in Geography to a greater understanding of how people live in large cities and other places in the United States or the world.

LESSON 15 “UNDERSTANDING HYPERMEDIA”

          From the educational technology 1 course, the student has already become aware of multimedia or an audio visual package that includes more than one instructional media (means of knowing) such as text, graphics, audio animation and video clip.

 

          The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities, thus providing an environment of learner autonomy and thinking skills.

        CHARACTESTICS OF HYPERMEDIA APPLICATION

1.     LEARNER CONTROL means the learner makes his own decisions on the path, flow or events of instruction.

a.    LEARNER WIDE RANGE OF NAVIGATION ROUTES. For the most part, the learner control the sequence and  pace of his path depending of his ability and motivation.

 

b.    VARIETY OF MEDIA. Hypermedia includes more than one media (text, graphics, audio, video clip) but does not necessarily use all types of media in one presentation.

LESSON 14 “THE SOFTWARE AS AN EDUCATIONAL RESOURCE”

          It’s more difficult to realize, however, that the computer hardware can hardly be useful without the program or system that tells what computer machine should do. 

 

          There are two kinds of software:

1.     THE SYSTEM SOFTWARE

2.    THE APPLICATION SOFTWARE                                                                       

                                                                

INSTRUCTIONAL SOFTWARE can be visited on the internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the schools resource collection.

Lesson 13 “COOPERATIVE LEARNING WITH THE COMPUTER”

The creativity of the teacher would have to respond with the situation, and so cooperative learning will likely be the answer to the implementation of IT supported learning in our school. But the situation may not be that bad since there are motivational and social benefits to cooperative learning and these can compensate for the lack of hardware that educators face.



Cooperative or collaborative learning is learning by small groups of students who work together in a common learning task. It is often also called group learning but to be truly cooperative learning, 5 elements are needed:
1. common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills

Cooperative Learning and the Computer

Researchers have made studies on the learning interaction between the student and the computer. The studies have great value since it has been a long standing fear that the computer may foster student learning in isolation that hinders the development of the student's social skills.
Now this mythical fear has been contradicted by the studies which show that when students work with computers election

Lesson 12 “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 highly active and individualized pedagogical methods which place the student at the center of the teaching-learning process.



The Traditional Classroom

It may be observed that classrooms are usually arranged with neat columns and rows of student chairs or desks, while the teacher stands in front of the classroom or sits behind his table. This situation is necessitated by the need to maintain classroom discipline, also allows the teacher to control classroom activities through lecture presentation and teacher-led discussions.

Noticeably, however, after spending so many minutes in lesson presentation and class management, students can get restless and fidgety. Often enough, the teacher has to also manage misbehaviour in class as students start to talk among themselves or simply stare away in lack of attention.

The SCL Classroom

 John Dewey has described traditional learning as a 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 role of teaching so that learning can occur. This learning approach is generally known as direct instruction, and it has worked well for obtaining many kinds of learning outcomes. The problem with it is that the approach in learning, however, is the fact that the world’s societies have began to change. It may not be felt strongly to countries in which on countries who depends mostly their economy to factory workers. Traditional and direct instruction is very useful in these countries.

 In contrast, industrialized societies we find knowledge-based economies in which workers depend on information that can be accessed through information and communication technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, demonstrating independence and self-awareness in the learning process.

Lesson 11 - “THE COMPUTER AS THE TEACHER’S TOOL”

Constructivism was introduced by Jean Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.

While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social Constructivism is the effort to show that the construction of knowledge is governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in.

 

The psychologist Vygotsky stressed that learning is affected by social influences. He suggested the interactive process in learning. A more capable adult (teacher or parent) can aid or complement what the learner sees in a given tasks or project. In addition, John Dewey sees language as 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.

The Computer’s Capabilities

Informative Tool

The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedia are today available on the internet.

Communication Tool

The computer has been used in communication as evident by social networking sites as to facebook, twitter and friendster. We can even chat/talk friends and families anywhere in the globe through yahoo messenger or the one in facebook or view them through the webcam. We can send messages and information through the internet in just seconds or minutes.

Constructive Tool

The computer itself can be used for manipulating information, visualizing one’s understanding, and building new knowledge. The Microsoft Word computer program itself is a desktop publishing software that allows users to organize and present their ideas in attractive formats.

Co-constructive Tool

 Students can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. One way of co-construction is the use of the electronic whiteboard where students may post notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.

Situating Tool

 By means of virtual reality (RS) extension systems, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of a situating tool which places the user in simulated flying environment.

Lesson 10: THE COMPUTER AS TUTOR

The computer can be a tutor in effect relieving the teacher of many activities in his/her personal role as classroom tutor. It should be made, however that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. Even with the available computer and CAI software, the teacher must insure that students have the needed knowledge and skills for any computer activity. The teacher also decides the appropriate learning objectives, plan the sequential and structured activities to achieve the objectives and evaluate the students' achievement by way of tests.

Lesson 9: COMPUTER AS INFORMATION AND COMMUNICATION TECHNOLOGY

Instructional media consist of audio-visual aids that served to enhance and enrich the teaching- learning process. Examples are the blackboard, photo, film and video. On the other hand, educational communication media comprise the media of communication to audiences including learners using the print, film, radio and television or satellite means of communication. For example, distance learning were implemented using correspondence, radio, television or the computer satellite system. 

Lesson 8: HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS

There are four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. (1)The Resource-based Projects, the teacher steps out of the traditional role of being an content expert and information provider, and instead lets the student find their own facts and information. (2)Simple Creations, they can create their software materials to supplement the need for relevant and effective materials. (3)Guided Hypermedia Projects is production of self-made multimedia projects can be approached in two different ways: As an instructive tool, such as in the production by students of a PowerPoint presentation of a selected topic. As a communication tool, such as when students do a multimedia presentation like graphs, photos, interviews and video clips. (4) Web-Based Projects, students can be made to create and post web pages on a given topic. Creativity projects as tools in the teaching-learning process can be achieved with the assistance of advisers adept in the technical use of Internet Resources.

Lesson 7: IT FOR HIGHER THINKING SKILLS AND CREATIVITY

In the traditional information absorption model of teaching, the teacher organizes and presents information to student- learners. He may use a variety of teaching resources to support the lesson. The presentation is followed by discussion and the giving of assignment. Today, students are expected to be not only cognitive but also flexible, analytic and creative.

Lesson 6 - Developing Basic Digital Skills

Teachers in the modern times are rapidly improving particularly on their way of teaching to match the new digital world of information and communication technology (ICT). In developing a digital learner, it must be clear to them on what basic knowledge, skills and values which need to be developed. These basic literacy will not replace the 3 R’s (reading, writing, arithmetic) instead they will complemented by six essential skills namely: Solution fluency that focuses on to learners capacity and creativity in problem solving, Information fluency that involves the ability to access information, retrieve and reflect on the information, Collaboration fluency that talks about teamwork, Media fluency in communication, Creativity fluency in artistic proficiency and Digital ethics that states about the different principles of leadership, global responsibility and citizenship, environmental awareness and personal accountability.

Lesson 5 - Preferences of the Technology Generation

What the old generation likes may not be the same as what the new generation prefers in their life, work and leisure. Sad to say, much of the good things enjoyed by elders when they were students are no longer available to the new generation.

The state dictates educational priorities based on perceptions on the country’s need to strengthen its agricultural, business or industrial economy.

In the field of education, it is important that critical differences in perception between old and young which create a generation gap:

·         Texts versus Visual

·         Linear versus Hyper media

·         Independent versus Social learners

·         Learning to do versus learning to pass the test

·         Delayed rewards versus instant gratification

·         Rote memory versus fun learning

In sum, 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, there are opportunities to tap through:

·         visual learning

·         hyper linked multimedia

·         problem-solving activities

Reflection:

       Preferences of the Technology as an instructional media were indeed a very big help in the new generation learners but we must know as a teachers what the appropriate use of it. We must also know when and how to limit these technologies in order for us to prevent our learners to become abusive and addicted to it.

Lesson 4 - Bridging 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 relationship like friendship and etc. Still, some old things are difficult to overcome, as there are still the caste system in India, pre-arranged marriage in China, female circumcision in Africa, and theocratic or religion-rule societies in the Middle East. Even in education, traditional schooling has hardly changed even with the clear evidence of a digital world. Reflect on how some teachers confine their teaching to the board talk-test method.

In the field of education, a huge generation gap also exists and it will continue to widen unless some changes are adopted at the proper time. In peasant third world countries where schools don't have technology facilities, it is understandable that the transition to digital education may take time. But given the rapid emergence of digital technology, at times referred to as information and communication technology (ICT), there is the need to prepare for bridging the digital gap in society.

First, we need to understand the potentials of ICT:

•        The new network of instantaneous communication is global, overcoming borders between countries and continents.
•         Much of what elders believe may not be applicable anymore to the new generation, especially along matters of traditional value system.

Given the speed and power of ICT for change, growth, innovation, it becomes critical that teachers understand the gap that may be perceived between them and the new generation of learners. Much of the old technology such as tube radio, platter records, cassette tapes, celluloid movies, antenna television, landline phones, have vanished or are quickly vanishing today. Even in communication, sending a written letter has become tedious with the advent of emailing and web-camera face-to-face communication. As sophisticated technology advances at a dizzying pace, the complacency of educators to stick to traditional education system and approaches become futile, if not retrogressive.  Since the new generations are expected to face a future professional challenge of a digital world ahead of them, technology-supported skills need to be taught in schools today, or else schools will become a white elephant. If schools fail to respond to emergent changes and needs, new learners may lose appreciation of the educational system, and drop out of schools, as surveys show an increasing drop-out rate every year. Learning at home and availing digital learning systems like the Open Universities may save the day, but the situation remains bleak for schools stolidly adhering to the old educational system.

Lesson 3 - Understanding Technology Learners

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•          Today’s learners appear smarter, yet they can’t read as their parents do and they are addicted to the Internet.
•          Even in classes, their concentration is questionable as they are uneasy to simply sit and listen.
•          They become alive again through video presentations, group activities and computer classes.

Teachers/Educators

•          Generally use the traditional education program which is applicable to the learners in the past.
•          They fail to realize that the new learners are information technology or digital learners.

·         New Learners

•          Spend much time talking to friends over the phone, sending text messages, interacting through the social Internet media e.g. Facebook, playing video games and surfing the World Wide Web.

Feared that the new learners concerns are not well understood, it serves to know that scientists say, as follows:

•          There are positive benefits derived from the use of information technology or digital resources.
•          Hence, counterbalance possible negative effects on children.
•          Daily exposure to information technology strengthens the brain.
•          Current technological revolution is creating an intellectual revolution, faster and better than ever before.
•          19^th century psychologist Jean Piaget presented a chart from inclusive of the skills/learning pattern
•          Given the digital age, the chart needs to be modified.
•          Early stages include computer-aided programs nowadays.
•          With the use of modern information technology, multitasking can be developed by the learners.
•          However, multitasking is needed in the Professional field, dominated by the use of information technology. 

Lesson 2 – An Overview of Educational Technology 2

                  

                  It is also discussed here the meaning of Educational Technology. For learners: to introduce, reinforce, supplement and extend knowledge and skills so that they can become exemplary users of educational technology. For student teachers and professional teachers: to update their knowledge of educational technology. It is also mentioned here the importance of Educational Technology 2. And there are also learning objectives of Educational Technology 2.

Lesson 1 – Review of Educational Technology 1

               

                This lesson is all about Educational Technology 1. It contains the meaning of Educational Technology which is of the application of technology in the educative process that takes place in education institutions. Four phases of application of educational technology in teaching and learning are setting of learning objectives, designing specific learning experiences, evaluating the effectiveness of the learning experiences, and revising teaching-learning process for improving future instructional activities. It is also discussed here the meaning of Technology in Education which is the application of technology in the operation of education institution, Instructional Technology is refers to aspects of educational technology that are concerned with instructions, Technology Integration is using learning technologies to introduce, supplement and extend skills. Roles of Technology in Teaching-Learning are also discussed in this lesson. Learning Objectives of Educational Technology 1 are to orient, to familiarize, to uplift, to impart, to acquaint and to introduce.