educ. tech

Garo, Candelaria D.,

Teaching Educational Technology

First year of publication

Published by National Bookstore

Philippine Copyright 2004 by Candelaria D. Garo

HISTORY OF

EDUCATIONAL

TECHNOLOGY

EDUCATION DURING THE ANCIENT TIMES

- Educational technology seems to be the

phenomenon of the 21st century

ANCIENT CIVILIZATION

- Men started to use pointed sticks to

inscript signs and symbols on the leaves

of trees and knives for the bark of tree

- 3,100 B.C. the Egyptians devised a

system of picture writing called

hieroglyphicsGaro, Candelaria D.;Teaching Educational Technology: First year of publication:

Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo


- Hieroglyphics symbols usually

represent a sound or a group of sounds

- Scribes, a group of men trained in the

art of writing

ANCIENT GREECE

Garo, Candelaria D.;Teaching Educational Technology: First year of publication:


- Spartan Education emphasized the

development of physical body coupled

with discipline


- Paidonomus, military commander in the

public barracks.

ATHENS



- Athens, recognition is given for its being

first to recognize the right of the individual

to develop to the fullest


- Activities to develop both were the prime

concerns in the music schools, the

grammar schools and the public

Gymnasiums or Palaestra



- Effective instructional materials were

designed and implemented (with the help

of Sophist Cognitive Rules)

EDUCATION DURING THE MEDIEVAL ERA

- Medieval University was an important

milestone in educational development

- Emperor Frederick I of bologna in 1158

chartered the First University



- Degrees offered were expanded which

required students 1. to engage in more in

depth studies and to write their theses 2.

defend them in public before the deans,

faculties and rectors.

EDUCATION DURING THE MEDIEVAL ERA

- Saracens or the Arabs among the Moors

of Spain gave a significant contribution in

determining the direction of what

educational technology is today.



- Curriculum was the most organized and

complete in the Elementary, Secondary

and Collegiate Level- Scientific Method of teaching

EDUCATION DURING THE RENAISSANCE PERIOD

- Three Main lines of Concern: 1.

Intellectual to which education belongs 2.

Aesthetic 3. Scientific



- Humanism, Reformation, Realism,

Disciplinism, and Rationalism- Bacon, Rabelais, Vives, and Milton- John Locke (tabula rasa)

- Johann Amos Comenius (Orbis Pictus)

- Maria Montessori – Multi-sensory

materials to teaching

EDUCATION DURING THE AGE OF NATURALISM

- Jean Jacques Rouseau (Emiled)



- The aim of education was the

preservation of the natural goodness of

the individual and the formation of society

based upon the recognition of natural

individual (Lacuesta et.al. 1986)- Herbart (five formal steps to teaching

known as Herbatian Method of Teaching-

1. preparation 2. preparation 3.

comparison 4. abstraction 5. generation

and application

EDUCATION DURING THE AGE OF NATURALISM

- Peztallozi (actual objects that involves

most of the senses)



- Froebel (Father of Kindergarten)

- Use of actual objects

- Recommended the use of play

and songs

EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY

-John Dewey (Pragmatist)

- Edward Lee Thorndike



- The development of effective educational

technology (production of books, the use

of blackboard, improvements of writing

implements like pen and ink

EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY

- Photography was invented



- Visual instruction

- Visual Media became widely accepted- Educational films were used as

instructional media- First instructional television program

- American soldiers showed the

importance of educational devices such as

movies filmstrip, radio and other pictorial

devices.

EDUCATION IN COMTEMPORARY TIMES

- Computerization of Records



- Entrance procedures

- Aspects of administration and

supervision- Multi – media Resources and

computers are common fixtures


- The computer Units are being installed to

be shared by the whole studentry



- Collegiate level and secondary levels,

graduate level have radically revised and

enriched their curricular offerings to

include course in computer applications


- Private Elementary Schools offer

computer lessons as early as in the

elementary grades



- CAI

- multi-media presentations to make

teaching and learning more interesting

and effective- Educational Organizations (INTEL, UP

NISMED)


- Internet and the E-mail have become

tools for what is known as fast-paced

interactive learning communication and

search for information



- Computers became more user friendly

MEANING OF EDUCATIONAL

TECHNOLOGY

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Educational Technology is the

development, application and

evaluation of systems, techniques and

aids to improve the process of human

learning

Garo, Candelaria D.;Teaching Educational Technology: First year

of publication: Published by National Bookstore:Philippine Copyright

2004 by Candelaria D. Garo

Educational Technology is a systematic

way of designing, implementing and

evaluating the total learning and

teaching in terms of specific objectives

based on research in human learning

and communication; and employing a

combination of human and non-human

resources

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to bring about more effective instruction




Simply stated, educational technology

is the application of the results of

researches and studies, material or

non-material to improve teaching

and learning

continuation…

Our Definition:

“A combination of the processes

and tools involved in addressing

educational needs and problems,

with an emphasis on applying the

most current tools: computers

and their related technologies.”

(M. D. Roblyer, 2000)

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Has technology changed how and

what we teach?

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Change in educational philosophy

of what constitutes basic skills

No longer just three R’s

“Learning to learn” skills essential

Lifelong learning




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What We’ve Learned…

Development of technology

materials and integration

strategies is time intensive and

should not be a classroom

teacher’s primary responsibility




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Educators must keep pace withtechnological advances.

But often times technologychanges faster than theeducational environment.




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Teachers will always be

necessary!Definition of learning

environments are changing.

Identity of classrooms must change.

Our models of effective

instruction must change too!

Educators must be more than:

Sage on the Stage

Guide on the Side




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EDTECH TO OTHER AIDS OF

TEACHING




Media is very much a part and parcel of

educational technology. On the other

hand, audio-visual materials refer to

the instructional aids that appeal to

the auditory and sight senses which

could be personally prepared by the

teacher for a specific learning tasks and

group of learners.

ROLES AND FUNCTIONS OF

EDUCATIONAL TECHNOLOGY

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If the educational technology are

properly used, instructional materials

can do the following:1. Arouse and sustain the interest and

attention of the pupils/students to learn.

2. Concretize abstract concepts/ideas

to promote meaningful learning.

3. Makes learning more permanent

because of the rich experiences that

they provide

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4. Provide self-activities for independent

learning

5. Increase vocabulary by eliminating

verbalism6. Develop continuity of thought

7. Increase the quality of learning while

decreasing the time spent

8. Check pupil preparedness

9. Make learning more interactive,

hence learning is improved

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GUIDELINES IN THE SELECTION OF

INTRUCTIONAL MATERIALS

1. Size

2. Color

3. Durability

4. Economy

5. Easy to handle

6. Relevance

7. Novelty

EDUCATIONAL MEDIA

IDENTIFICATION

SELECTION

PRODUCTION AND UTILIZATION




It is a visual analogy

which is used as a guide

by teachers in choosing

WHAT, WHY AND HOW

much instructional

material they should use

to provoke learning with

the most satisfying

results.




Cone of

Experience

Direct, Purposeful Experiences

Contrived Experiences

Dramatized Experiences

Demonstrations

Field Trips

Television

Motion Pictures

Recordings, Radio,

Still Pictures

Visual Symbols

Verbal

Symbols

Exhibits

The cone is based on the relationships of

various educational experiences to

reality (real life), and the bottom level

of the cone, "direct purposeful

experiences," represents reality or the

closest things to real, everyday life.

Principles on the cone of

Experience:

The opportunity for a learner to use a

variety or several senses (sight, smell,

hearing, touching, movement) is

considered in the cone.

Direct experience allows us to use all

senses.

Verbal symbols involve only hearing.

The more sensory channels possible in

interacting with a resource, the better the

chance that many students can learn from

it.

Each level of the cone above its base

moves a learner a step further away from

real- life experiences, so experiences

focusing only on

The use of verbal symbols are the

Furthest removed from real life.

Motion pictures (also television) is where

it is on the cone because it is an

observational experience with little or no

opportunity to participate or use senses

other than seeing and hearing.

Contrived experiences are ones that are

highly participatory and simulate real life

situations or activities.

Dramatized experiences are defined as

experiences in which the learner acts out a

role or activity.

What are the

implications of the Cone

of Experience in the

teaching-learning

process?

1. We do not use only one medium of

communication in isolation. Rather we use

many instructional materials to help the

student conceptualize his experience.

…implications of the Cone of

Experience in the teaching-learning

process…

2 We avoid teaching directly at the symbolic

level of thought without adequate foundation

of the concrete. Students' concepts will lack

deep roots in direct experience Dale

cautions us when he said "These rootless

experiences will not have the generative

power to produce additional concepts and

will not enable the learner to deal with the

new situations that he faces" (Dale, 1969)



process…

3.When teaching, we don't get stuck in the

concrete. Let us strive to bring our

students to the symbolic or abstract level

to develop their higher order thinking skills.



process…

Three pitfalls that teachers should avoid

with regard to the use of the Cone of

Experience:

using one medium in isolation.

moving to the abstract without an

adequate foundation of concrete

experience.getting stuck in the concrete without

moving to the abstract hampering the

development of our students' higher

thinking skills.

THIRD THROUGH A SERIES

OF SYMBOLS SYMBOLIC

SECOND THROUGH A SERIES OF

ILLUSTRATIONS ICONIC

FIRST THROUGH A SEQUENCE OF ACTIONSENACTIVE

BRUNER’S THREE- FOLD ANALYSIS

OF EXPERIENCE

BRUNER’S THREE- FOLD ANALYSIS

OF EXPERIENCE

ICONIC

SYMBOLIC

ENACTIVE

INCREASING

ABSTRACTION

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• The BRUNER’S THREE-FOLDANALYSIS suggests

• that learning is more impressive ifone proceeds from the concrete toabstract, or from specific to generalbecause more senses are involvedand the relationships are built in amore pronounced manner.

If we want out students to remember

and master what was taught, we cannot

ignore what the Cone of Experience

reminds us to make use of a combination of

as many learning resources as we can and

to proceed to the abstract only after we

have presented the concrete. Do we have to

end in the abstract'? Or should the abstract

lead us again to the concrete and the

concrete to the abstract again? So learning

is from the concrete to the abstract, from the

abstract to the concrete and from the

concrete to the abstract again? It becomes

PICTORIAL MEDIA

Garo, Candelaria D.;Teaching Educational Technology: First year of

publication: Published by National Bookstore:Philippine Copyright 2004 by

Candelaria D. Garo

- Still pictures

- Flat pictures are representations of

objects or things on a flat surface



Candelaria D. Garo

- A flat picture, also called an image,

is a group of colored points on a flat

surface that looks the same as

something else.



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Where can Flat Pictures be found?

NEWS, MAGAZINES,

ADVERTISEMENT,

POSTERS, PAMPHLETS



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GUIDELINES TO TEACHING WITH

PICTURES

1. Pictures must be clearly seen by

everyone.

2. Students/pupils must be given a chance

to point out what they think are the

important aspect of the picture.

3. The teacher must supplement pupils’

comments to make sure that nothing has

been omitted

4. The teacher and pupils should discuss

together what they find in the picture.

5. The picture used in class should lead

to the accumulation of related pictures in

the textbook.



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GUIDELINES TO TEACHING WITH PICTURES



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6. If the picture used in class stirs the

pupils to attempt at illustrating their own,

it is good evidence that a sound use has

been made of them.

7. Pictures ought to supply incentives for

the use of auxiliary aids, like motion

pictures, filmstrip and others.

8. Pictures ought to promote

supplementary




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A picture can be read in four levels

as follows:1. Enumerative level

2. Descriptive level

3. Interpretative level

4. Integrative level



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How to make pictures?

Using cameras for pictures

Before cameras



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Where can pictures be put?

What are the examples of flat

picture?



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Teachers should choose those the

suggest motion or the candid shots,

as they are more interesting and

life-like



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Uses?

1. To illustrate concepts and to

show examples of what you are

talking about during a lecture when

you can't visit the real thing



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Uses?

2. To inspire discussion of a topic,

looking at multiple aspects and

contexts



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Uses?

3. To enforce and extend language

and common terms of the object

being discussed, using subject-

specific terminology



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Uses?

4. To categorize within a subject

discipline and potentially build

reference collections for student

project work and research



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Uses?

To stimulate students writing a

story/poem about that image -

enhancing creative and language

skills



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Uses?

To encourage team work and foster

collaboration and the sharing of a

learning experience



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Uses?

To encourage critical thinking skills

To illustrate case studies

To enhance visual communication skills

To help identify emotions and mood



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Uses?

To document an event and analyse

practiceTo assess students' knowledge,

understanding and observational

skillsAs a prompt to get students to

research all aspects of a topic



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Illustrations are non-photographic



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INSTRUCTIONAL ROLES OF USING

ILLUSTRATIONS IN THE

CLASSROOMAttentionRetention

Understanding

Context



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Purposes for which flat pictures,

photographs, and illustrations can be

used for teaching…1. To CONCRETIZE words and symbols

2. To lend meaning to what one reads

3. To introduce or motivate

4. To correct misconceptions

5. To summarize a unit

6. To arouse emotions



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Flashcards are valuable materials for drill

activities particularly in the teaching of

Mathematics, English, and Filipino.



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CONSIDERATIONS

1. The flashcards must be bold and big

enough to be seen everybody.

2. Flash the cards in a fast or snappy

manner to develop fast thinking or

response. This will enable the pupils to

automatize response.

3. Flash the cards from back to front. Write

the answer at the back of each flashcard

so that as you flash you can see the

answer and thus you will be able to check

if the response of the pupil is correct or

not.



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CONSIDERATIONS



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CONSIDERATIONS

4. Hold the flashcards firmly at your chest

level. Take care not to hide the words or the

math combinations written in it.



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Prepare the following pictorial media

and be able to demonstrate their uses

in a mock teaching…GROUP 1

Projected and non-projected still pictures

GROUP 2

Photographs and illustrations

GROUP 3

Flashcards



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FLASH CARDS TEACHING

STRATEGYCTD Strategy

- used by special and regular education

teachers.FLASH CARDS MATERIALS NEEDED:

FLASHCARDS with…

Question

… Problem

… Sight word...



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STEPSSit/stand comfortably facing your student

Arrange the flashcards in the order you would like

to present them.

Starting with the first flashcard, hold it up so that

your student can clearly see the front. Keep the

back of the flashcard toward you so your child

cannot see it



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STEPSRead the flash cards front to your child

Wait THREE FULL SECONDS (for the student

answer)If the student gives a correct answer, place the

correctly answered flash card in a pile on your left.

If the student gives incorrect response or no

response, tell him the correct answer, and place

the flash cards in a pile on your right side.



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STEPS

After you have finished showing your child all of

the flash cards, you may continue your flashcards

teaching session by using the stack of incorrectly

answered cards.



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TIPSKeep the flash card session game-like and fun

Take activity breaks from your flash card session

as your student needs them

Revive energy for study with a healthy snack

Reward your student with a favorite physical

activitySome of the nest motivators are free like hugs

and cheers for a job well done



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ACTIVITIES using FLASH CARDSMemory activities

Drilling activities

Identification activities



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It reminds teachers that there are

many types of learners within any one

class.



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Buy them…

Make them yourself…

Students make them…



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INSTRUCTIONAL ROLE OF USING

ILLUSTRATIONSIllustration Function

Attention

Retention

Understanding

Context

References

Duchastel, P.C. (1978) Illustrating Instructional Texts,

Educational Technology, Nov. 1978.

Fleming, M. & Levie, W. H. (1978) Instructional Message

Design, Englewood Cliffs, N.J.: Educational Technology

Publication.

Gagné, R.M. & Briggs, L.J. (1979) Principles of Instructional

Design (Second Edition), New York: Holt, Rinehart, and

Winston.



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Visual materials

Audio Visual

Audio Visual materials

Materials/software

Equipment/ hardware

Electronics



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No –projected media

Two dimensional instructional

materialsThree-dimensional instructional

materials



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Gain and hold the attention of the

learnerProvide visual aspects to a process or

techniquesFocus attention on highlight of key

pointCreate impact

Facilities the understanding of abstract

explanations



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Provide a common fretwork of

experience to a large numbers of

learners

Stimulate reality

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