EDUC 118

Outline

Lesson 5

State-of-the-Art ET Application Practices

For progressive state policies that support technology-in-education Don’t invest in technology hardware system that mat become a white

elephant in a few years time.The following trend should also be recognized by educators:

Through school or training center computer courses, present-day students have become literate.

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/ internalized 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 which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems.

Identify instruction goals Identify objective Plan instruction activities

Analyze learners Choose ET media

Implement instruction

Make assessment on leaning outcomes and effectiveness of ET application

Recycle instruction

LESSON 6

IT Enters A New Learning Environment

CONCEPTUAL MODELS OF LEARNING

MEANINGFUL LEARNING.

New experience departs from the learning of a sequence of words but gives attention to meaning. It assumes that:

o Students already have some knowledge that is relevant to new

learning.

Meaningful Learning

Discovery Learning

Generative Learning

Constructivism

o Students are willing to perform class work to find connections

between what they already know and what they can learn.

The learner is encouraged to recognize relevant personal experience.

Reward structure- is set so that the learner will have both interest and confidence.

Facts that are subsequently assimilated are subjected to the learner’s understanding and application.

Hands-on activities-are introduced so as to simulate learning in everyday living.

DISCOVERY LEARNING

-is differentiated from reception learning in which ideas are presented directly to students in a well-organized way, such as through a detailed set of instructions to complete an experiment or task.

In discovery learning it is important that the student become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.

Meaningful art/ music creation

Learning scientific research

Data probe research

Adventure activity

Simulation

Lecture/ textbook reading

Apply science lab formulas

Math drill/practice trial and error puzzles

Role learning

Reception learning discovery learning

GENERATIVE LEARNING

-We have active learners who attend to learning events and generate meaning from this experience and draw inferences.

Generative learning- is viewed as different from the simple process of storing information.

Type of generative learning activities, such as in

- Writing paragraph summaries- Developing answers and questions- Drawing pictures- Creating paragraph titles- Organizing ideas/concepts, and others.

CONSTRUCTIVISM

- The learner builds a personal understanding through appropriate learning activities and a good learning environment.

The most accepted principles constructivism are: Learning consist in 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.

These two principles in turn lead to 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.

There are common themes to these four learning domains. They are given below:

LEARNERS

Are active, purposeful learners.Set personal goals and strategies to achieve these goals Make their learning experience 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

In 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 such as the

ChalkboardVideotapeNewspaper or magazine andPhotos

PRESENTATION-is followed by discussion and the giving of assignment. Among the assignments may be a research on a given topic.

This teaching approach has been proven successful for achieving learning outcomes following the lower end of Bloom’s Taxonomy:

KnowledgeComprehensionApplication

Higher Level Learning Outcomes

Framework- that is a helpful synthesis of many models and definitions on the subject matter.

-is not exhaustive but a helpful guide for the teachers effort to understand the learner’s higher learning process.

ComplexThinking skills

Sub-skills

Focusing Definng the problem, goal/objective-setting, brainstorming

Information gathering Selection, recording of data of information

Remembering Associating, relating of data of information

Analyzing Identifying idea constructs, patterns

Generating Deducing, inducing, elaborating

Organizing Classifying, relating

Imagining Visualizing, predicting

Designing Planning, formulating

Integration Summarizing, abstracting

Evaluating Setting criteria, testing idea, verifying outcomes, revising

THINKING SKILLS FRAMEWORK

The Upgraded Project Method

The modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity.

The project method for higher learning outcomes consists in having the students work on projects with depth, complexity, duration and relevance to the real word.

-project method, there is a tighter link between the use of projects for simply coming up with products to having the students undergo the process of complex/ higher thinking under the framework of the constructivist paradigm.

THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT.

PROCESS- refers to the thinking/ effective/ psycho-motor process that occurs on the part of the learner.

In the succeeding lessons, we shall examine examples of IT-based, These are:

Resource-based projectsSimple creations Guided hyper-media projectsWeb-based projects

Lesson 8Higher Thinking Skills Through IT- Based Projects

This lesson discuss four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking.

Key elements of a constructivist approach to instruction, namely:

(a) The teacher creating the learning environment(b) The teacher giving students the tools and facilities, and(c) The teacher facilitating learning.

I. Resource-based Projects

The teacher steps out of the traditional role of being an content expert and information provider, and instead lets the students find their own facts and information.

The general flow of events in resource –based projects are:

1. The teacher determines the topic for the examination of the class (e.g. the definition of “man”)

2. The teacher presents the problem to the class.3. The students find information on the problem/ questions.4. Students organize their information in response to the problem/questions.

The central principle is to make the students go beyond the textbook and curriculum materials.

Inquiry-based or discovery approach –is given importance in resource-based projects.

Traditional learning model Resource-based learning model

Teacher is expertand information

provider

Teacher is a guideAnd facilitator

Textbook is key sourceof information

Sources are varied( print, video, internet, etc.)

Focus on factsInformation is packaged

In neat parcels

Focus on learning inquiry/quest/ discovery

The product is the be-alland end-all of learning

Emphasis on process

Assessment in quantitative Assessment is quantitativeand qualitative

TRADITIONAL & RESOURCE-BASED LEARNING MODELS

II. SIMPLE CREATIONCREATING-is more consonant with planning, making, assembling, designing or building. 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.

Five key tasks may be recommended:

1. Define the task. Clarify the goal of the completed project to the student.2. Brainstorm. The students themselves will be allowed to generate their

own ideas on the project.3. Judge the ideas. The students themselves make an appraisal for or

against any idea.4. Act. The students do their work with the teacher a facilitator.5. Adopt flexibility. The students should be allowed to shift gears and not

follow an action path rigidly.

III.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,

III. WEB-BASED PROJECTS Students can be made to create and post webpages on a given topic. Creating webpages, even single page webpages, may be too

sophisticated and time consuming for the average student.

LESSON 9

Computers as Information and Communication Technology

Computer-is recognized as the third revolution in education.

First, was the invention of the of the printing press;

Second,the introduction of libraries

Third, the invention of the computer.

Computer assested instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill exercises that uses color, music and animation.

Computer technology in education has matured transform into an educative information and communication technology (ICT) in education.

Communication media the PC audio visual media

Internet multimedia

e-mail text ,sound ,graphics,

chart,photos

chat rooms

blog sites

news services power point presentation

CD,VCD,DVD player

Music/ movie /television room educational software

Educational websites

Software

School registration

Accounting

USES OF THE COMPUTER AS ICT IN EDUCATION

THE PERSONAL COMPUTER (PC) AS ICT

Instructional media consist of audio-visual aids that served to enhance and enrich the teaching –learning process. Ex. are the blackboard, photo, film and video, radio, television or satellite means of communication.Ex. distance learning were implemented using correspondence, radio, television, or the computer satellite system.

To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:

Microsoft office Power point Excel Internet Explorer Yahoo or Google Adobe Reader MSN Windows media player-CD, VCD player Cyberlink Power-DVD player Windows media player- editing film/video GameHouse-video games

LESSON 10

The Computer as a Tutor

Computer –is one of the wonders of human ingenuity, even in its original design in the 1950’s to carry out complicated mathematical and logical operations.

Computer-assisted instruction (CAI)

COMPUTER can be a tutor in effect relieving the teacher of many activities in his personal role as classroom tutor.

The teacher must:

Insure that students have the needed knowledge and skills for any computer activity.

Decide the appropriate learning objectives Plan the sequential and structured activities to achieve objectives.

Evaluate the student’s achievement by ways of tests the specific expected outcomes.

On the other hand, the students in CAI play their own roles as learners as they:

Receive information Understand instructions for the computer activity Retain/keep in mind the information and rules for the computer activity Apply the knowledge and rules during the process of computer learning.

During the computer activity proper in CAI the computer, too plays its roles as it:

Acts as a sort of tutor (the role traditional played by the teacher) Provides a learning environment Delivers learning instruction Reinforces learning through drill-and practice Provides feedback.

CAI Integrated with Lessons

CAI computer learning should not stop with the drill and practice activities of students.

Common types of drill and practice programs include:

VocabularyBuildingMath factsBasic scienceHistory or geography facts

The tutorial software should be able to:

Teach new content /new information to students ( inasmuch as CAI provides practice on old or already learned content)

Provide comprehensive information on concepts in addition to practice exercises.

Can be effectively used for remediation, reviewing, or enrichment. Allow the teacher to introduce follow-up questions to stimulate students

learning. Permits group activity for cooperative learning.

SIMULATION PROGAMS

Simulation software materials are another kind of software that is constructivist In nature. These simulation software:

Teaches strategies and rules applied to real-life problems/ situations Asks students to make decision on models or scenarios Allows students to manipulate elements of a model and get the experience

of the effects of their decisions.

INSTRUCTIONAL GAMES

Geosafari- introduces adventure activities for Geography History and Science. The program can be played by up to four players to form teams.

PROBLEM SOLVING SOFTWARE

The thinking things 1 is an example of a problem solving software in which the team learners must help each other by observing, comparing.

MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS

Multimedia Encyclopedia- can store huge database with texts, images, animation, audio and video.

Electronic books- provide textual information for reading, supplemented by other types of multimedia information (sounds, spoken words, pictures , animation).

CONCLUSION

COMPUTER-is a tutor in this new age of learning.-computer activities are not the end-all of learning since they have to conform to the lessons curriculum.-computers will become an integral component of the future classroom and not a mere machine that can deliver routine drills and exercises.

Lesson 11

The Computer as the Teacher’s Tool

Constructivism-was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process.

Social constructivism -is an effort to show that the construction of knowledge is governed by social, historical and cultural contexts.

SUMMARY OF THE TWO LEARNING PERSPECTIVE

The Computer’s Capabilities

The Computer can provide access to information, foster creative social knowledge-building, and enhance the communication of the achieved project package.

Based on the two learning theories, the teacher can employ the computer as or

Learning Framework Constructivism Social Constructivism

Assumption Knowledge is constructed by the individual

Knowledge is constructed within a social context

Definition of learning Students build their own learning

Students build knowledge influenced by the 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 meanings

Example 8*5-8+8+8+8+8 Two alternative job offers Option 1-8 hrs./day for 6 days/week

Option 2-9 hrs./day for 5 days/week

An information tool A communication tool A constructive tool As co-constructive tool A situating tool

Informative tool- the computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedias are today available on the Internet.

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 format.

Co-constructive tools- 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.

Situating tool- 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.

Multi-User Domains or Dungeons (MUDs), MUD Object-Oriented (MOOs), and Multi-User Shared hallucination (MUSHs) are examples of situating systems. MUDs and MOOs are mainly text-based virtual reality environments on the internet.

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

The classrooms are usually arranged with neat columns and rows of student chairs, while the teacher stands in front of the classroom or sits behind his desk. This situation is necessitated by the need to maintain classroom discipline to allow the teacher to control classroom activities through lecture presentation and teacher-led discussions.

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.

Generally the new school classroom environment is characterized by student individually or in groups:

Performing computer word processing for text or graph presentations Preparing power-point presentation Searching for information the Internet Brainstorming on ideas, problems and project plans As needed, the teacher facilitating instruction, also giving individualized

instruction to serve individuals needs

Lesson 13

Cooperative Learning with the Computer

The creativity of the teacher will have to respond to the situation, and so cooperative learning will likely be the answer to the implementation of IT supported learning in our school.

Defining cooperative learning

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:

a common goal interdependence interaction individual accountability social skills

From several studies made on cooperative learning, it is manifested that cooperative learning in its true sense is advantageous since it:

encourages active learning, while motivating students increases academic performance promotes literacy and language skills improves teacher effectiveness

Cooperative learning and the computer

To work individually or in group, the students generally wish to work together in computer-based and non-computer-based activities. Therefore, researchers agree that the computer is a fairly natural learning vehicle for cooperative (at times called promotive ) learning.

Components of cooperative learning

There therefore assign the teacher several tasks in order to ensure collaborative learning, these are:

Assigning students to mixed-ability teams Establishing positive interdependence Teaching cooperative social skills Insuring individual accountability, and Helping groups process information

This is important for the teacher limits learning group clusters (six is the ideal number in group) so that there can be closer involvement in thinking and learning.

Lesson 14

The Software as an Educational Resource

People think about computers, they are most likely thinking about computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produces copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/stores data and directs computer operations.

Software- the computer hardware can hardly be useful without the program or system that tells what the computer machine should do.

There are two kinds of software:

1. The systems software- is the operating system that is found or bundled inside all computer machines.

2. The applications software- contains the system that commands the particular task or solves a particular problem.

In turn the applications software may be:

A custom software that is made for specific tasks often by large corporations Commercial software packaged for personal computers that helps with a variety

of tasks such as writing papers, calculating numbers, drawing graphs, playing games, and so much more.

Microsoft Windows

-referred to as a program, Microsoft Windows or Windows for short is an operating environment between the user and the computer operating system.

Shell- it is a layer that creates the way the computer should work. Windows uses a colourful graphics interface (called GUI- pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.

Windows is in itself a self-contained operating system which provides:

User convenience- just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen

A new look- fancy borders, smooth and streamlined text fonts Information center- windows puts all communications activities (e-mail,

downloads etc. in a single screen icon); adapts/configures the computer for the internet.

Plug and play- configures the computer with added components, such as for sound and video.

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 school resource collection.

In evaluating computer-based educational materials, the following can serve as guidelines:

Be extremely cautions in using CBIs and ‘free’ Internet materials

Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth

Teachers must evaluate these resources using sound pedagogical principles Among design and content elements to evaluate are: the text legibility, effective

use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section)

Clarity in the explanations and illustrations of concepts ad principle Accuracy, coherence, logic of information Their being current since data/statistics continually change Relevance/effectiveness in attaining learning objectives Absence of biased materials (e.g. gender bias or racial bias)

Lesson 15

Understanding Hypermedia

Hypermedia- is nothing but multimedia, but this time packaged as educational computer software where information is presented and student activities are integrated in a virtual learning environment.

Most educational IT applications are hypermedia and these include:

Tutorial software packages Knowledge webpages Simulation instructional games Learning project management, and others

Characteristics of hypermedia applications

There are two important features that are outstanding –among other features-that characterize the hypermedia software:

1. Learner control- this means that learner makes his own decisions on the path, 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.

2. Learner wide range of navigation routes- the learner controls the sequence and pace of his path depending on his ability and motivation.

Variety of media

-hypermedia includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation.

In the use of hypermedia the following instructional events will be prove useful to the teacher:

Get the learners’ attention Recall prior learning Inform learners of lesson objectives Introduce the software and its distinctive features Guide learning, eliciting performance Provide learning feedback Assess performance Enhance retention and learning transfer

Lesson 16

The Internet and Education

The Internet simply called the Net; it is the largest and far-flung network system-of-all-systems.

The Internet is not really a network but a loosely organized collection of about 25,000 networks accessed by computers on the planet.

Transmission Control Protocol/Internet Protocol (TCP/IP)-is done through a standardized protocol (or set of rules for exchanging data).

Server- it is to gain access to the Internet, the computer must be equipped with and has special software (program) that uses the Internet protocol.

Getting around the Net

The most attractive way to move around the Internet is called browsing.

Browser- the user can a mouse to point and click on screens icons to surf the Internet, particularly the World Wide Web (the Web), an Internet’s subset of text, images, and sounds are linked together to allow users to access data or information needed.

A view of educational uses of the Internet

And today schools are gearing up to take advantage of Internet access, where they can plug into the library of congress, make virtual visits to famous museums in the world, write to celebrities, and even send questions to heads of states.

Lesson 17

Educational Technology 2 Practicum

Educational Technology 2 offers students the experiential process of adapting to technology integration within a student-centered paradigm. The practicum phase consists of hands-on computer tutorials which the student teacher or professional teacher-trainee will need to make him/her capable.

The essential requirements for the ET 2 practicum phase will be:

A computer laboratory/special computer classroom with adequate sets of computers for hands-on tutorial learning

Participation of computer lab tutor/assistant- as the teacher’s technical assistant- to assist the learner in the use of the computer and its various programs

Assigned number of hours in conformity with the course requirement.

The practicum phase consists in:

1. Basic Microsoft Word (6 hrs.)

The tutorial familiarizes each individual learner to the basics of Microsoft Word. They will learn to use menus and toolbars of the software. They will be taught to type, edit and format text, sentences and paragraphs.

Tutorial coverage:

Microsoft word menus and toolbars Creating, formatting, editing and saving documents Assigning page layouts Inserting tabs and tables Templates and wizards

Printing

Upon successful completion the learner shall be able to:

Create, open and save word documents and files Insert graphics, tables and charts in documents Manage files and folder Apply format on the text, sentences and paragraphs Interlink documents Create standard documents using template

2. Microsoft PowerPoint (6 hrs.)

The tutorial is a familiarization on the basics of Microsoft PowerPoint. It will train the learner to prepare PowerPoint presentations to enhance the teaching of subjects.

Coverage:

o PowerPoint fundamentals

o Enhancement of PowerPoint presentation with the use of graphics, charts, audio

and videoo Using templates and masters (slide, handout and notes)

o Presenting and printing a slide shows

At the end of the tutorial, the learner will be able to:

Create and open PowerPoint presentations Insert objects (clip arts), pictures, graphics, charts, audio and video to create

effective presentations Use the templates to enhance presentations

3. Internet as tool of inquiry (4 hrs.)

The tutorial will facilitate the finding of sources of information appropriate to a learning task.

Course coverage:

Accessing the Internet Use of Internet tools Search techniques

At the end of the tutorial, the learner will be able to:

Search and retrieve information from the web Acquire skills in locating appropriate information on the Internet Acquire ability to use Internet tools such as search engines Gain knowledge of search techniques such as browsing through an information

tree Learn the ability to execute the search

Educational Technology 2 promises to bring the student teacher and the professional teacher trainee to the challenge of a new age- integrating technology in the teaching-learning process. The brisk pace of technology advancement and innovation continues, but ET 2 is a preparation to bring our teachers to move ahead with their use of technology in the classroom.