topic 1 ed105 b introduction

Selection, Production and Utilization of Appropriate Technology

Tools for Instruction

EDUCATIONAL TECHNOLOGY 2

1. setting of learning objectives

2. designing specific learning experiences

3. evaluating the effectiveness of learning experiences.

4. revision as needed of the whole teaching-learning process.

Four phases of application of ET 2 in

teaching-and –learning

1. setting of learning objectives

2. designing specific learning experiences

3. evaluating the effectiveness of learning experiences.

4. revision as needed of the whole teaching-learning process.



To orient the learner to pervasiveness of educational technology in society.

To lend familiarization on how educational technology can be utilized as media for the avenues teaching-learning process in the school.

To uplift the learner to human learning through the use of learning technology

To impart skills in planning, designing, using and evaluating the technology-enriched teaching-learning process

To acquaint learners on basic aspects of community education, functions of the school media center, and finally

To introduce the learner to what is recognized as the third revolution in education, the computer.

Educational technology 1 served:

To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners.

To impart learning experiences in instructional technology-supported instructional planning.

To acquaint students on Information Technology or IT-related learning theories with the computer as a tutor.

To learn to use and evaluate computer-based educational resources.

To engage learners on practical technology integration issues including managing IT classrooms, use of the Internet for the learning, cooperative learning through the use of information technology, etc.

Objectives of Educational Technology 2

While the course is primarily intended for the use of student-teachers, it can also be of great use to professional teachers, school administrators, teacher educators, and in fact anyone who is interested on how Information Technology can be used to improve not only instruction but the school management program and curriculum.

It may be said, too that the study of this course on Integrating Information Technology in instruction should not be considered as a formidable task, but rather as a refreshing and exciting study given the idea that all learning should be fun.



The Evolution of Technology

What is the Impact of Technology in

Teaching and Learning?

IT in Asia Pacific

The 21st Century Education

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Understanding Technology Learners Lesson 3

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Dig

ital

Nat

ive

s

A person who was born after the introduction of digital technologies and through interacting with digital technology

A person who has been familiar with computers, internet and technology from a young age.

Chacteristics of 21st century learners

Th

e 2

1st

ce

ntu

ry

lear

ne

rs

Learners are more smarter yet cant read fluently.

Addicted to internet, their concentration is questionable. Uneasy to simply sit and listen

Learners spend more time talking and interacting with friends , playing video games and surfing

Daily exposure to high technology-personal computers, video games, internet stimulates the brain by strengthening and creating neural circuits

Technological revolution is creating an intellectual revolution, faster and better than ever before


19th century learning

REDEFINE

Th

e 2

1st

ce

ntu

ry

lear

ne

rs

Underdevelopment of new learners along social face-to-face interaction skills

Learners can do task at the same time (multi-tasking)

There is a need to balance the good and possibly detrimental changes among the learners.


Rethinking Learning: The 21st Century Learner

Bridging the Generation Gap Lesson 4

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Shift happens Bringing Education into the 21st century

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In education, traditional

schooling has a huge

generation gap, unless

some changes are adopted

at the proper time.

Given a rapid emergence of

digital technology, there is a

need to prepare and

understand the potentials of

ICT

The new network of instantaneous communication is global, overcoming borders between countries and continents.

What elders believe may not be applicable anymore to a new generations specifically on matters of traditional value systems.

Alvin Toffler’s book. Future Schock, shows how the information age has begun to create many cultural changes in the family, societies, businesses, government.

Download five episodes of Alvin

Toffler’s video entitled “

FUTURE SHOCK” then write a

250 word- reaction paper.

Follow this with a group work

and reporting through a 3-

minute powerpoint or video

presentation.

GROUP ACTIVITY

Since 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 white

elephant.

If schools fail to respond to emergent changes and needs, new

learners may lose appreciation of our educational system, and drop

out of school.

Teaching in the 21st century

In the Asia Pacific Region


Australia Malaysia Singapore Hongkong Philippines

• Government with education and technology sectors, community groups and industry envisions to support the development of the capability of the schools to use ICT in teaching-learning and in administration

GOAL

• Improve learning outcomes for student using ICT to support the curriculum

• ICT to improve efficiency and effectiveness of educational administration

• Develop partnership with communities to enhance access

STRATEGY • On-line resource center with managed website for delivery of multimedia resources to schools

• Computer recycling scheme

• Planning and implementation guide for schools

• ICT professional development schools/ cluster

INITIATIVES

EDUCATIONAL TECHNOLOGY

In the Asia Pacific Region

New Zealand

New Zealand

Malaysia Singapore Hongkong Philippines /MTPPELONES2015

On-line resource center

On-line resource center

Computer recycling scheme

Planning and implementation guide for schools

Ict professional development schools/clusters/ electric room

New Zealand


New Zealand


For Education MALAYSIA IT

MASTERPLAN

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Topic 3 ED105B IT Landscape in Asia Pacific (Smart School Programme Malaysia).wmv

Main Components

o according to the Smart School Conceptual Blueprint are as follows:

1. Teaching-learning processes :“heart”

2. Management and Administration: “brain”

3. Human Resources, Skills and Responsibilities

4. Processes = system

5. Technology

6. Policies : Implementation

New Zealand


1. Curriculum

• to help students achieve overall and balanced development

2. Pedagogy

• appropriate mix of learning strategies

• ensure mastery of basic competencies

• promotion of holistic development

3. Assessment

• Integration of technology

• Facilitate assessment –

• Classroom assessment

• School-based assessment

• Centralized assessment

4. Teaching and learning materials

• challenging and motivating

• combining the best of

• Network-based,

• Teacher-based

• Courseware materials

New Zealand


New Zealand


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LEARNING ISSUES

WHAT ARE THE

TYPES OF ICT

APPLICATION

USED IN THE

SMART SCHOOL ?

New Zealand


1. Classrooms with :

- multimedia courseware

- presentation facilities

- e-mail or groupware for collaborative work

New Zealand


OVERHEAD PROJECTOR Advantages :

- Better communication

between teacher and student.

- Saves time

- Comfortable to use in

teaching

- The transparencies are easily

restored to their original

unused state

New Zealand


http://en.wikipedia.org/wiki/File:OHP-sch.JPG

SMART BOARD

An interactive whiteboard that uses

touch detection

A projector is used to display a

computer’s video output

- act as a large touch screen

Comes with 4 digital pens

-use digital ink and replace

traditional whiteboard markers

New Zealand


Classroom use :

- Teachers can record each step of a lesson for students to review

- The flexibility of use in the classroom

* Teachers can display information in

interactive text, images, sound and video

files

- Effective to use in class

- Decreasing teacher stress

New Zealand


2. Library Media Center

- with a database centre for multimedia courseware

- network resources like access to the internet

New Zealand


3. Computer laboratory for teaching, readily

accessible multimedia and audiovisual equipment.

New Zealand


4. Multimedia Development Center with tools for

creating multimedia materials.

5. Administration Offices capable of managing

databases of student and facilities,tracking student

and teacher performance or resources, distributing

notices and other information electronically.

New Zealand


6. Studio/ theatrette with control room for

centralized audiovisual equipment,

teleconferencing studio, audio room, video and

laser disc video room.

New Zealand


7. Teachers’ Room

- with on-line access to

courseware catalogues

and databases,

information and

resource management

systems

- professional

networking tools, such

as e-mail and groupware

New Zealand


8. Server Room equipped to handle applications, management databases, and web servers

New Zealand


ICT LAB

Each lab has 30 computer workstations linked to the school's network

- giving a 1:1 ratio student to computer.

Students are encourage to use the Internet and communication technology

- to facilitate the learning process

New Zealand


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WIFI

In a Wi-Fi network, computers with wifi network cards connect wirelessly to a wireless route.

The router is connected to the Internet by means of a modem, typically a cable or DSL modem.

Wifi networks can either be "open", such that anyone can use them, or "closed", in which case a password is needed.

An area blanketed in wireless access is often called a wireless hotspot. New

Zealand Malaysia Singapore Hongkong Philippines

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ASIA PACIFIC IN REGION


../../../../C_FILES/C_VIDS/Integration of Technology/Singapore's 21st-Century Teaching Strategies (Education Everywhere Series).mp4

Curriculum and Assessment


A balance acquisition of

factual knowledge and mastery of

concepts and skills

Students in more active and

independent learning.

Assessment to measure abilities in

applying information, thinking and

communicating

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 Development


Training on purposeful use of IT for teaching

Equipping each trainee teacher with

core skills in teaching with IT

Tie-ups within institution of higher

learning and 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

Government aims to raise the quality of education by promoting the use of IT in teaching and learning. The

IT initiatives are:


Basic knowledge of using computer

Chinese input method

Techniques for various office applications such as word processing, spreadsheets and presentation software

Managing multimedia information

Application of Internet technology

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Facilities at Public Libraries

To support the public's self-learning and

information needs, the Hong Kong Public

Libraries have developed a Multimedia Information System (MMIS) to provide

one-stop interactive multimedia information

service that allows the public to search, browse, view or listen to all kinds of multimedia materials

through workstations inside the library or

through Internet.

You can also use the Internet Express

Terminals located at certain public libraries to

surf the Internet and check or send emails for up to 15 minutes without the need for pre-booking.


Internet Express

Terminal

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Use commonly used software

Apply application software

Access to the Library Catalogue, e-books and online databases

Browse the Internet

Proceed secured electronic transactions with e-Cert embedded in smart ID card (available at selected workstations only)

Scan document (except Stanley Public Library)

Burn CD (available in the Hong Kong Central Library only)

the

Computer and

Information

Centres or

Areas in

selected

public libraries

offer

services that

allow you to:


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Public IT Facilities & Resources

Provides free computers with Internet connection

for public use at convenient locations,

such as public libraries, Community Cyber Points

and District Cyber Centres; and

Offers ongoing education campaigns and training

courses to help the public improve their IT skills,

including spam containment and website

design.


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Christian Action Community Cyber Centre The Community Cyber Centre is co-organised by the Christian Action and Home Affairs Department with its services launched in July 2007.


highlights of the types of software available in the centre:

• Word processing software and tools • Website development and publishing software • DVD recording software • Video, sound and animation editing software

• Graphics design and images editing software

• Desktop publishing software

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Exploring the feasibility of setting up education-specific intranet

Development of appropriate software in collaboration with government, the private sectors, the tertiary institutions and

schools

Review of school curriculum to incorporate IT elements

An IT Pilot scheme to provide schools with additional resources

Computer rooms for use by students after normal school hours

An IT coordinator for each of 250 schools which should have sound IT plans /MTPPELONES2015

Philippines IT

Masterplan /MTPPELONES2015

The 21st Filipino Teacher /MTPPELONES2015

1.Commitment to a people-centered,

inclusive and development-centered

information society

2. Technology must be studied first as a

separate subject, then applied in other learning

areas

The application of computer skills to the

other learning areas is a curriculum policy

4. Creating a safe, trustworthy online

environment for all Filipinos.

5. An education modernization programme will equip schools

with facilities, equipment, materials and skills and

introduce new learning and delivery systems necessary.


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Financial Resources


The bulk of investment requirements for implementing ICT in education comes from government funding.

To provide the physical infrastructure and necessary technical support

To develop teacher competence in the use of ICT and in the design, production and use of ICT-based instructional materials

To ensure access to the latest developments in ICT and to support research and development

To undertake a curriculum improvement that would integrate technology with the different learning areas

To promote the use of appropriate and innovative technologies in education and training.

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Financial Resources


The Workforce Mobilization Programme with the Commission of Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA) to improve English competence, industry certifications and career advocacy programmes

Establishment of Community e-Centres & Creating a government communication network

All public secondary schools shall be provided with an appropriate educational technology package

75% of public secondary schools shall have a computer laboratory room equipped with basic multimedia equipment

Restructuring the curriculum to integrate the application of ICT to teaching and learning

Operational targets by the

year 2009

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The said Plan focuses on the

following thrusts:

Improving the delivery support system of basic education so that it includes the use of ICT as a component of multi-channel learning

Generating funds through non-traditional financing schemes

Retooling human resources at different levels involving sub-systems (Central office, field offices, and schools) and focusing on the different components of basic education


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Professional Development Of

Teachers

Since year 2000, it has been the policy of the DepEd to give preference to the hiring of teachers who are computer literate

public schools send a few teachers to computer literacy training

Private schools usually hire ICT service providers


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Key problem areas for

implementing ICT in education

Teachers’ fear of the technology;

School principals’ closed mindset to

and non-appreciation of ICT

in education;

Constraints of the annual Education

Budget;

Maintenance of ICT resources

and lack of technical staff;

Sustainability; and

Limited availability of

education software and courseware.


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• How do Philippines schools compare with schools in progressive countries in the Asia Pacific region?

• What can be proposed so that the Philippines can cope up with its neighbors on IT education?


ENRICHMENT ACTIVITY /MTPPELONES2015

• How do Philippines schools compare with schools in progressive countries in the Asia Pacific region?

• The plan of the Department of Education is to supply computers to public elementary and high schools at a ratio of 1 school-1 computer. How adequate or inadequate do you find this plan considering that the public school system in the Philippines has average of 1,000 students in each school?


ENRICHMENT ACTIVITY /MTPPELONES2015

• What can be proposed so that the Philippines can cope up with its neighbors on IT education?

• Filipinos, including students are hooked up on cellphone texting. Is this enough for information skills literacy for our citizens and youth? Mention the benefits and disadvantages of our texting culture.


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LESSON 5:

PREFERENCES OF THE TECHNOLOGY

GENERATION


What the old generation likes may not be the same as what the new generation refers in their life, work and leisure.

Good things enjoyed by elders when they are students were no longer enjoyed by elders when they were students

As technology stages changes lawmakers are challenge to adopt windows in calibrating the geniune needs for longer development

GUIDE QUESTIONS

DIFFERENCE IN THEIR ACTIVITY PATTERNS

Old generation New Generation

Books TEXT Read book text rich with illustrations and photos

VISUALS Greater affinity to visuals, tvs and video images

Information LINEAR (linear, logical, sequential)

HYPERMEDIA Random access to hyperlinked digital information

Educational System

Independent Learners Acquired information were taken from teachers

Social Learners Acquainted with digital tools that adopt both personal and participative work (experimentation, discovery and intuition)

DIFFERENCE IN THEIR ACTIVITY PATTERNS

Old generation New Generation

Educational Foundation

Learning to pass the test For completion of

requirements

Learning to do Acquire skills, knowledge, habits. Multitask & Multi-career opportunities

Reward System

Delayed Reward Focus on grades, certificates/medals, diplomas

Instant Gratification -scores in games, enjoyable conversation, excitement and inviting comments

Learning Delivery

Rote Memory Delivery of content-based courses that was measured thru standard tests

Fun Learning - Socially motivated looking learning, fun, exciting and productive

The new learner’s digital fluency with visual learning with the use of audiovisuals, media and multimedia

Using hyperlinked multimedia projects that enhance work focus and reflective and

Problem-solving activities that suit new generations style and preference for fun and relevant learning

SUMMARY

ASSESS AND REPORT YOUR LEARNING EXPERIENCE ( GOOD OR BAD) OF THE SOCIAL MEDIA

PREPARE A GRID CHART DIFFERENTIATING THE PAST 30 YEARS OLD GENERATION AND THE NEW GENERATION

LEARNING ACTIVITY

D:/D_FILES/PILMATHE/College of Education/EDUC 105B Educational Technology 2/Edtech 105B SY 2014-2015/LEARNING ACTIVITY_ED105BLEsson 5 Activity1 & 2.docx

LESSON 6:

DEVELOPING BASIC DIGITAL SKILLS


Solution Fluency

Information Fluency

Collaboration Fluency

Media Fluency

Creativity Fluency

Digital Ethics

Six Digital Fluency

Solution Fluency • Capacity and creativity in problem

solving. It requires whole brain thinking executed where students define a problem, design appropriate solution, apply the solution and assess the process and result

Six Digital Fluency

Information Fluency • This involves 3 subsets of skills • 1. Ability to access, information,

access to internet & softwares • 2.Ability to retrieve information like

text, images, sounds and video • Ability to reflect, assess and rewrite

instructive information packages

Six Digital Fluency

Collaboration Fluency • Teamwork with virtual or real

partners in the online environment. Like social networking, online gaming

• Distance has been abridge where learning comes to an exciting potentials for partnership in discovery learning

• Individual and school to school partnership are now possible for multi-cultural learning

Six Digital Fluency

Media Fluency • Media refers to a channel of mass

communication or digital sources. This includes radio, television, magazine, advertising, graphics and arts)

• Publishing digital messages • Blog pages which personal reflection

can be publish • Sites develope, articles, researches

and lesson plans are accessible by researchers and learners.

Six Digital Fluency

Creativity Fluency • Artistic proficiency by way of design,

art, and story telling package a message.

• Font, color, patterns, layout are elements to creative fluency.

• Templates for powerpoint presentations and blogs are readiliy available for free access in the internet

Six Digital Fluency

Digital Ethics • Digital citizen is guided by principles

of leadership, global responsibility, environmental awareness, global citizenship, and personal community.

Six Digital Fluency

• Show by way of graphic art illustration

the six digital fluencies, adding textual

information to support each fluency

ENRICHMENT ACTIVITY

Six digital fluency

INDIVIDUAL

OUTPUT

CRITERIA

CREATIVITY – 30%

CONTENT – 30%

COHERENCE- 25%

X-FACTOR- 25%

• Entering the new world of information and

communication technology (ICT) opens a new

way for complex and higher cognitive skills.

• BLOOMS of TAXONOMY of thinking skills

serves as our general framework of skills a new

era of creativity in digital world led to a new

framework.

HIGHER THINKING SKILLS

Creating new

product/point of view

Evaluating justly stand or

position

Analyzing-distinguishing different

parts

Applying-use information in a new way

Understanding- explain ideas

Remembering-recall idea

HOW HUMAN BRAIN WORKS

RIGHT HEMISPHERE LEFT HEMISPHERE

• Works sequential thru series of events like talking, reading and writing.

• Logical and Good in decoding along literate level of meaning

• Takes care of synthesis, emotional expression, context of bigger picture to create meaning

• Understanding the meaning or theme of figurative literacy

• Individual analysis of images, events and ideas

• Drawing of the literal meaning

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By developing the higher thinking skills

• Inculcate digital fluencies while overcoming limitations inherent in digital technology.

• Instructional process: shift from lecture-to-tasks to digital tasks-to-learning.

• Explies activity like role playing(task), processing of activity( learning). Learning was develop and learning outcome is achieve by students themselves.

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4 D’s (problem solving structured shifted the

education to digital learning)

Define the problem

Design the solution

Do the work

Debrief on the outcome

Teachers need to move away from the center stage

and let students be at the limelight in the teaching-

learning process

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ACTIVITY

•Create a sample student-activity plan related to the subject field of specialization that applies the 4 Ds of the project-based activity

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LESSON 7:

Evaluation of Technology Learning


• Assessment needs to conform with the new 21st

century literacy.

Standard Student Evaluation

It uses DIGITAL TOOLS in preparing students to face hightech world

Teachers must adopt a new mindset for instruction and evaluation gearing ESSENTIAL KNOWLEDGE AND SKILLS in order to be effective, productive and creative.

Uses Evaluative tool that measures digital skills : solution fluency, information, collaboration, creative, media and digital citizenship.

• It implies a mass reach of student outputs.

Bridging the gap between amateur creator

outputs to professional creators of future

outcomes and products.

Mass Amateurization

It inculcates adeptness among students over media along publishing, visual creation, audio-video recording, internet website postings and multimedia production.

• Group 1 Lesson 8 Higher Thinking Skills through IT-Based Projects

• Group 2 Lesson 9 Computer as Information and Communication Technology

• Group 3 Lesson 10 Computer as a Tutor

• Group 4 Lesson 11 Computer as the Teacher’s Tool

• Group 5 Lesson 12 Information Technology in Support of Student-Centered

Learning

• Group 6 Lesson 13

• GROUP

CREATIVITY- 25

CONTENT, 20

PRESENTATION ( NARRATION, VOICE, IMAGES, VIDEOS, TRANSITIONS

ETC... QUALITY)-30

TIMING- 1O

X-FACTOR -15

INDIVIDUAL

C/O MAAM PELONES

ACTIVITY: Create an interactuve slide presentation

Free Powerpoint Templates

Using the Project-Based Multimedia as a Teaching-Learning Strategy

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http://www.powerpointstyles.com/

Project-based multimedia learning

-is a teaching method in which students ‘aquire new knowledge and skills in the course of designing, planning, and producing multimedia product.’ (Simkins, et al, 2002.)

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BEFORE THE PROJECT

STARTS… 1. Create project description and milestones.

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2. Work with real- world connections.

3. Prepare resources.

4. Prepare software and peripherals

such as microphones.

5. Organize computer files.

6. Prepare the classroom.

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INTRODUCING THE PROJECT

1. Review project documents.

2. Perform pre-assessments.

3. Perform relevant activities.

4. Group students.

5. Organize materials.

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LEARNING THE TECHNOLOGY

-give a chance for

the students to work with

whatever software and

technology they

will be using.

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PRELIMINARY RESEARCH AND PLANNING

Students should immerse, themselves

in the content or subject matter they

need to understand to create

presentations.

Students will engage in relevant

experiences or conduct research to

collect information and gather ideas.

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CONCEPT DESIGN AND

STORYBOARDING

Hold a brainstorming session

where the whole class or a

subgroup defines a tentative

approach to the subjects and

discusses some preliminary

design ideas.

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Is a paper-and-pencil sketch

of the entire presentation,

screen by screen or, in the

case of video, shot by shot.

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A storyboard helps you:

Define the parameters of a story

within available resources and time.

Organize and focus a story.

Figure out what medium to use

for each part of the story.

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ASSESING, TESTING, AND FINALIZING

PRESENTATIONS

Assessing means critical evaluation of your

presentation. Ideally this

come from more than one

source.

Possible assessors include your students, you,

members of your target audience,

context experts, and design experts.

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Two kinds of testing:

Functional testing- trying all the buttons,

taking all possible paths through the

presentation, checking for errors, missing

images, and the like.

User testing- showing the presentation

to member of the target audience is younger

students, user testing would include watching

those students go through the presentation

and making sure the text is appropriate for their

reading level.

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CONCLUDING ACTIVITIES

Allow time for students to present and show

of their hard work. You and they will be proud

of what they have done and will want to share

it with others.

Concluding activities make a

memorable project even more

special.

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topic 1 ed105 b introduction

Education

use of learning technology

use of technology

digital technology

learning objectives

instructional technology

impact of technology

evolution of technology

cooperative learning