EDUCATIONAL TECHNOLOGY, Essays (university) of Technical Writing

Download EDUCATIONAL TECHNOLOGY and more Essays (university) Technical Writing in PDF only on Docsity! Educational Technology 2 LESSON 1 A Review of Educational Technology 1 The Educational Technology (ET-1) course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology tools ranging from traditional to modern educational media. In ET-1 the learner was also oriented towards averting the dangers of dehumanization which technology brings into societies, through ideological propaganda, pornography, financial fraud, and other exploitative use of technology. Four phases of application of educational technology in teaching and learning, namely; a. setting of learning objectives b. designing specific learning experiences c. evaluating the effectiveness of the learning experiences d. revision as needed of the whole teaching-learning process, or elements of it, further improvement of future instructional activities. In sum Educational Technology 1 served: · To orient the learner to the 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 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. REFLECTION: As a future teacher it is good for us that we already have a background on how to do the online quiz , web-based presentation and etc. because there are some circumstances that we can’t avoid for instance. Lesson 2 An Overview of Educational Technology 2 Educational Technology 2 is concerned with “Integrating Technology into Teaching and Learning” focused on introducing, reinforcing, supplementing and extending knowledge and skills to learners so that they can become exemplary users of educational technology. This course intends to help our target learners to weave technology in teaching with software (computer programmed learning materials) becoming a natural extension of their learning tools. In essence , the course aims to infuse technology in the student-teachers training, helping them to meet and adapt to rapid and continuing technological changes, particularly in the thriving global information and communication (ICT) environment. More specifically, the course objectives are: · 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 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 learning cooperative learning through the use of information technology; and · To indicate higher-level thinking and creativity among students while providing them knowledge of IT-related learning theories. REFLECTION: For we all know that we are now in the Digital Era , we student teachers must be capable not only in the use of modern educational media , but also on how to properly integrate it in teaching to enhance learning. Lesson 3 Understanding Technology Learners 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. Lest the concern for new learners is not well understood, it serves to know what scientist say, as follows: · There are positive benefits derived from the use of information technology or digital resources and these counterbalance possible negative effects of technology on children. relevant to new learning students are willing to perform class work to find connections between what they already know and what they can learn. In the learning process the learner is encouraged to recognize relevant personal experiences. A reward structure is set so that the learner will have both interest and confidence, and this incentive system gives positive reinforcement to learning. Discovery Learning This kind of 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. To make a contrast, in discovery learning students perform tasks to uncover what is to be learned. New ideas and new decisions are generated in the process regardless of the need to move on and depart from organized set-off activities. Generative learning In generative learning we have active learners who attend to learning events and generate drawing from this experience and draw inferences thereby creating a personal model or explanation to the new experience in the context or existing knowledge. Constructivism In constructivism, the learner builds a personal understanding through appropriate learning activities and a good learning environment. The two accepted are: · Learning consists of 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. With these two principles in turn lead to three practical implications: · The learner is the directly responsible for learning. He creates personal understanding and transforms information into knowledge. The teacher plays an indirect role by modeling effective learning, assisting, facilitating, and encouraging learners. · The context of meaningful learning consists in the learner “connecting” his school activity with real life. · The purpose of education is acquisition of practical and personal knowledge, not abstract or universal truths. REFLECTION: It is not helpful to see useful models of learning that is deal to achieving instructional goals through preferred application of educational technology. Lesson 7 IT for Higher Thinking Skills and Creativity The traditional information absorption model of teaching is that the model of teaching is that the teacher is the organizes and presents information to student-learners. He/she may use the chalkboard, videotape, newspaper or magazine and photos. Then the presentation is followed by a discussion and the giving of assignment. But a new challenge has arisen for today’s learners and this is not simply to achieve learning objectives but to encourage the development of students who can do more than receive, recite and apply the knowledge they have acquired. Today students are expected not only to be mentally excellent, but also flexible , analytical and creative. THINKING SKILLS FRAMEWORK Complex thinking skills Sub-skills Focusing Defining the problem, goal/objective setting, brainstorming Information gathering Selection, recording of data of information Remembering Associating, relating new data with old Analyzing Identifying idea constructs, patterns Generating Deducing, inducting, elaborating Organizing Classifying, relating Imagining Visualizing, predicting Designing Planning, formulating Integration Summarizing, abstracting Evaluating Setting, criteria, testing idea, verifying outcomes, revising Lesson 8 HIGHER THINKING SKILLS THROUGH IT-BASED PROJECT Lesson 9 COMPUTERS AS INFORMATION AND COMMUNITY TECHNOLOGY Lesson 10 THE COMPUTER AS A TUTOR 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 from 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 LESSON 16 THE INTERNET AND EDUCATION The Upgraded Project Method Given these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond ordinary benchmark of the student’s passing, even excelling achievements tests. When the ordinary classrooms are lacking with instructional kits, use the project method to bring students to higher domains. In a project method, students work on projects with depth complexity, duration, and relevance to the real world. There is already a revised project method wherein the students would make decisions about what to put on the project, how to organize information and how to package the outcomes for presentation while the teacher guides and facilities the learning process. REFLECTION: Today, the students are expected to be not only cognitive but also flexible, analytical and creative. In this lesson there are methods proposed for the use of computer based technology as an integral support to higher skills and creativity. It is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like. In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence. Creating is more constant with planning, making, assembling, designing, or building. REFLECTION: This resource based projects helps the teachers and future teachers if this will be implemented appropriately and correctly. · 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 ones understanding, building new knowledge. The Microsoft Word computer program itself is desktop publishing software that allows users to organize and present their ideas in attractive formats. Co-constructive tool. Students can use co-constructive tools to work cooperatively and construct a shared understanding of new knowledge. 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. REFLECTION: Computer has different way to use. Computers have been already used in school and in home. To help students make their projects, and assignments. Today’s people depend on the computer because computers provide us easier communication. Lesson 12 Information Technology in Support of Students-Centered Learning In this lesson, we shall see how the teacher can expand his options to make himself more effective and relevant in the 21st millennium information age. In particular, the lesson shall respond to questions on student-centered learning approach, practical helps on designing and adapting student-learning activities shall be examined. In addition, suggestions shall be made on how a student-centered classroom (SCL) can be supported by information technology (IT) The traditional classroom It may be observed that 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/her deck. This situation is necessitated by the need to maintain classroom activities through lecture presentation and teacher-led discussions. The SCL classroom Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, who can interact with other learners, demonstrating independence and self-awareness in the learning process. Generally, the new school classroom environment is characterized by student individually or in group: · Performing computer word processing for text or graph presentations. · Preparing power-point presentation · Searching for information on the internet · Brainstorming on ideas, problems and project plan as needed, the teacher facilitating instruction, also gives individualized instruction to serve individual needs. REFLECTION: When we say students-centered classroom. The students is the focus of learning and the teacher only guides the students in doing their tasks using the computer. Lesson 13 Cooperative Learning with the Computer Cooperative Learning or Collaborative Learning is learning by small groups of student who work together in a common learning task. It is often also called group learning but to be truly cooperative learning five (5) elements are needed: 1. A common goal 2. Interdependence 3. Interaction 4. Individual accountability 5. Social skills From several studies made on cooperative learning it is manifested that cooperative learning in its true sense is advantageous since it; (a) Encourages active learning while motivating students; (b) Increases academic performance (c) Promotes literacy and language skill; and (d) Improves teacher effectiveness 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 students social skills. Researchers agree that the computer is a fairly natural learning vehicle for cooperative (at times called promotive) learning. Components of cooperative learning Educators are still vary about the computer’s role in cooperative learning. Thus they pose the position that the use of computers do not automatically result in cooperative learning. In that case, 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. REFLECTION: It is a good lesson to be discussed, because I know that cooperative learning makes learners learn more. Technology like computer makes studies easier and meaningful. So that, if the learners collaborates with the computer the more the knowledge will be acquired by the learners. Lesson 14 The Software as an Educational Resource · Simulation instructional games; and · 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 the learner makes his own decisions on the path, flow or events of instruction. 2. Learner wide range of navigation routes. For the most part, the learner controls the sequence and pace of his path depending on his/her ability and motivation. 3. 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 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. The Internet and Education The Internet, also simply called the Net 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. Everything is coordinated in the internet through a standardized protocol called transmission Control Protocol/Internet Protocol (TCP/IP). To gain access to the Internet, The computer must be equipped with what is called a Server which has a special software program that uses the Internet protocol. The great attraction of the Internet is that once the sign-up fees are paid, there are no extra charges. E-mail for example is free regardless of amount use. The vast sea o information now in the Internet is an overwhelming challenge to those who wish to navigate it. The most attractive way to move around the Internet is called browsing. Using a program called the browser, the user can use a mouse to point and click on screen icons to surf the Internet, particularly the World Wide Web, an Internet’s subset of text, images and sounds are linked together to allow users to access data or information needed. Educational software materials have also developed both in sophistication and appeal. But the real possibility today is connecting with the world outside homes, classrooms and the Internet cafes. Today schools are gearing up to take advantage of internet access. REFLECTION: As a future teacher we are lucky to experience the beneficial effects of using computer. Like this hypermedia a virtual learning process but using this, we should understand that hypermedia in educational context are used in order to ensure the successful integration in the learning process. 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. REFLECTION: The internet offers students the change to connect with other classrooms and other educational institutions in ways that we never have before. Students in other states and countries can participate in classes now through the use of internet ready cameras and communication. Lesson 17 Educational Technology 2 Practicum Much like field studies in teacher education, Educational Technology 2 offers students the experiential process of adapting to technology integration within a student- centered paradigm. This is the practicum phase of the course which can be done, as seen fit by the teacher, either at the end of the more theoretical lessons or inserted between lessons. 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 computer and its various programs · Assigned number of hours in conformity with the course requirement. Tutorials are preferably done during weekends in order to provide continuous hours of computer hands-on training. 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 Wizard · Printing