LESSON 1, Meaning of Educational Technology What is technology? Comes fromthe Greek word techne which means craft or art. A planned systematic method working to achieve planned outcome. Refers to any valid anf reliable process of procedure that is derived from basic research using scientific method. Refers to all the way of people use their inventions and discoveries to satisfy their needs and desire.What is educational technology? A complex, integrated process involving people, procedures, ideas, devices and organization for analysing problems and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning.Consist of the designs and environment that engage learners... and reliable technique or method for engaging learning such as cognitive learning strategies and critical thinking skills.is a field study which is concerned with the practice o using educational methods and resources for the ultimate goal of facilitating of the learning process.LESSON 2; Technology boon or bane? TECHNOLOGY IS BOON, Technology is a blessing for a man. With technology there is a lot that we can do which we could not do then. Technology contributes much to the improvement of the teaching- learning process and to the humanization of life. With cellphones, web cams you will be closer to someone miles and miles a way. Many human lives saved because of speedy notifications via cell phones. Your teaching and learning can be more novel, stimulating, exciting engaging with the use of multimedia in the classroom. With TV, you can watch events as they happen all over the globe.TECHNOLOGY IS BANE When not used properly, technology becomes a detriment to learning and development.Examples: It can destroy relationships. Erode marital relationship. The learner is made to accept as Gospel truth information they get from the Internet The learner surfs the Internet for pornography The learner has a uncritical mind on images floating on televisions and computers that represent modernity and progress The TV makes the learner a mere spectator not an active participant in the drama of life. The learner gets glued to his computer for computer assisted instruction unmindful of the world and so fails to develop the ability to relate to others. We use overuse and abuse TV or film viewing as a strategy to kill time.LESSON 3; THE ROLES OF EDUCATIONAL TEHNOLOGY IN LEARNINGTraditional role of Technology: delivery vehicles for instructional lessonsTraditional way: Technology serves as a teacher.Constructivist role: partners in the learning processConstructivist way:Technology is a learning tool to learn with, not from Technology as tools to support knowledge construction: For representing learners ideas, understandings and beliefs For producing organized, multimedia knowledge bases by learners Technology as information vehicles for exploring knowledge to support learning-by-constructing: For accessing needed information For comparing perspectives, beliefs and world views Technology as context to support learning-by-doing: For representing and stimulating meaningful real-world problems, situations and context For representing beliefs, perspectives, arguments and stories of others For defining a safe, controllable problem space for student thinking Technology as a social medium to support learning by conversing: For collaborating with others For discussing, arguing, and building consensus among members of a community For supporting discourse among knowledge-building communities Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting: For helping others to articulate and represent what they know For reflecting on what they have learned and ho w they came to know it For supporting learners internal negotiations and meaning making For constructing personal representations of meaning for supporting mindful thinkingLESSON 4; SYSTEMATIC APPROACH TO TEACHINGAccording to C. West Churchman A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plan that emphasizes the whole may pay the cost of failing to get down to the real depth with respect to the parts.The system approach views the entire educational program as a system of interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the school, the teacher, the students, the objectives, the media, the materials, and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.Define objectives; Considers the students need, interest and readiness.Choose appropriate method; To be unutilized and used by the teacherLearning Styles; Visual learning Example: picture checklists, written checklists/instructions Auditory learning Example: verbal instructions Physical/Tactile Example: role playing, acting

Choose appropriate experiences; Learning Activities that could spell out the instructional objectivesAssigning personnel role; Who are the persons involved in the instruction and their tasksImplement the instruction Actual mode of instruction in which all plans are being utilizedLESSON 5, THE CONE OF EXPERIECNCE.The cone of Experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not a degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.Bands of Experience;Direct purposeful experience -First hand experience which serves as the foundation of our learning. -it is learning by doing.Contrived experiences-we make use of representative models or mock ups of reality for practical reasons and so that we can make the real-life accessible to the students perceptions and understanding.Dramatized experience-we can participate in a reconstructed experiences, even though the original event is far removed from us in time.Demonstration-it is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays, or guided motions.Study trips-are excursions and visits conducted to observe an event that is unavailable within the classroom.Exhibits -are displays to be seen by spectators. They may consist of working models arranged meaningfully or photographs with models, charts, and posters.-sometimes exhibits are for your eyes only.Television and motion pictures-can reconstruct the reality of the past so effectively that we are made to feel we are there.Still pictures, recordings, radio-are visual and auditory devices may be used by an individual or a group.-still pictures lack the sound and motion of the sound film.Visual symbols-are no longer realistic reproduction of physical things for these are highly abstract representations.Visual symbols-are no longer realistic reproduction of physical things for these are highly abstract representations.LESSON 6, USING AND EVAUATING INSTRUCTIONAL MATRIALS.You should have a good idea of your destination, both in the over all purposes of education and in the everyday work of your teaching. If you don not know where you are going, you cannot properly choose a way to get thereGuideline for effective use of instructional materials. Do the materials give a true picture of the ideas they present? Ask when the material was produced. Do the materials contribute meaningful content to the topic under study? Achieve the instructional objective. Is the materials appropriate for the age, intelligence and experience of the learners?

If the physical condition of material satisfactory? Example: Mount Photographs properly. Is there a teachers guide to provide a briefing for effective use? increase chances that are instructional materials will be used to the maximum and optimum. Can the material in question help to make students better thinkers and develop their critical faculties? with the exposure to mass media, it is highly important that we maintain and strengthen rational powers. Is the material worth the time, expense and effort involved?example: field trip virtual or not?

The Proper Use of MaterialsIt is one thing to select a good instructional materials; it is another thing to use it well. Hayden Smith and Thomas Nagel (1972) book authors on Instructional Media.P P P FPrepare yourself. You should know your lesson objective and what you expect form the class after the session and why you have selected such particular instructional material.Prepare your students. Set class expectations and learning goals. Motivate them and keep them interested and engaged.Present the material under the best possible conditions. Using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance.Follow up. You use the instructional materials for the attainment of a lesson objective.LESSON 7, DIRECT, PURPOSEFUL EXPERIENCE AND BEYOND.From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.Focus Questions: What do direct, purposeful experiences refer to? For meaningful learning, where should these direct and purposeful experiences lead the learners to?What are referred to as direct, purposeful experiences? These are our concrete and firsthand experiences that make up the foundation of our learning. These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives. (Dale, 1969). They are sensory experiencesDirect activities: Preparing meals Making a piece of furniture Doing powerpoint presentation Performing a laboratory experiment Delivering a speech Taking a trip

Indirect Purposeful experiences Are experiences of other people that we observe, read or hear about. They are not firsthand but rather vicarious experiences. People that we observe, read / hear about. They are not our own self-experiences but still experiences in the sense that we see, read and hear about them. Indirect activities: Climbing a mountain is firsthand, direct experience. Seeing it done in films or reading about it is a vicarious, substitute experience. It is a clear, therefore , that we can approach the world of reality directly through the senses and indirectly with reduced sensory experience. Example: We can make bake black forest cake see it done in tv or read about it.Why are these direct experiences described to be purposeful? Purposeful because the experiences are not purely mechanical. They are not a matter of going through the motion. These are not mere sensory excitation. They are experiences that are internalized in the sense that these experiences involve the asking of questions that have significance in the life of the person undergoing the direct experience.If direct, purposeful experiences or firsthand sensory experiences make us learn concepts and skills effectively, what does this imply to the teaching-learning process? Let us give our students opportunities to learn by doing. Let us immerse our students in the world of experience. Let us make use of real things as instructional materials for as long as we can. Let us help the students develop the five senses to the full to heighten their sensitivity to the world. Let us guide our students so that they can draw meaning from their firsthand experiences and elevate their level of thinking. Let us not be tempted to get stuck to the concrete and fail to bring up our students to the higher level of thinking process.Application Apply the concept of direct experiences to the college courses you have taken. Were there missed opportunities for direct experiences? If yes, what are they? Go over the Re-structured Basic Education Curriculum (RBEC). Find out which competencies can be best taught through direct experience.LESSON 8, TEACHING WITH CONTRIVE EXPERIENCE.What are contrive experience? these are edited copies of reality and are use as substitutes for real thing when it is not practical or not possible to bring the real thing in the classroom. these contrive experience are design to stimulate to real life situations.model is a reproduction of a real thing in a small scale or large scale or exact size but made of synthetic material. it is a substitute for a real thing which may or may not be operational. Example: globe, atommock up is an arrangement of a real device or associated devices where the parts of a model are singled out, heightened and magnified in order to focus on that part or process understudy. Example: planetariumspecimen is any individual or item considered typical of a group, class or whole.objectsinclude artefacts displayed in a museum or objects displayed in exhibit or preserve insect specimen in science.simulation a representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge. example: election or earthquake drillsgames are played to win while simulations need not have a winnerPURPOSES OF GAMES Develop changes in attitude Change specific behavior Prepare for participants for assuming new roles in d future Help individuals understand their current roles Increase the students ability to apply principlesWhy do we make use of contrived experiences?1. to overcome limitations of space and time2. to edit reality for us to be able to focus on parts or a process of a system that we intend to study3. to overcome difficulties of size4. to understand the inaccessible5. help the learners to understand abstractionsLESSON 9, TEACHING WITH DRAMATIZED EXPERIENCES.Dramatized experiences can range from the formal plays, pageants to less formal tableau, pantomime, puppets and role playing. Plays - Depict life, character, or culture or a combination of all three. They offer excellent opportunities to poverty vividly important ideas about life. Pageants - Usually community dramas that are based on local history, presented by local actors. An example is a historical pageant that traces the growth of a school. Pantomime - of conveying a story through bodily movements only. Its effects on the audience depends on the movements of the actors. Tableau - a French word which means picture). A picture like scene composed of people against a background. Often used to celebrate Independence Day, Christmas, and United Nations Day.Types of Puppets Shadow Puppet -flat black silhouette made from lightweight cardboard and shown behind a screen. Rod Puppet -flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level by wire rods or slender sticks. Hand Puppet -the puppets head is operated by the forefinger of the puppeteer, the little finger and thumb being used to animate the puppet. Glove and Finger Puppet -make use of old gloves to which small costumed figures are attached Marionettes-flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage.Role - Playing can be done by describing a situation which would create different viewpoints on an issue and then asking the students to play the roles of the individuals involved.Postscript-Dramatic Experiences for MIDramatic experiences cater to students multiple intelligences. Plays, pageants, pantomimes, tableaus, puppets and role playing are obviously most fir for kinesthetically intelligent. When pantomimes tableaus and puppets are accompanied by music, musical intelligence is work.LESSON 10, DEMONSTRATION IN TEACHINGA demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. For example, in a half demonstration-half lecture, an explanation accompanies the actions performed. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.THREE GUIDING PRINCIPLES MUST OBSERVE IN USING IN USING DEMONSTRATION AS A TEACHING-LEARNING EXPERIENCES: 1. ESTABLISH RAPPORT greet your audience. Make them feel at ease by your warmth and sincerity. Stimulate interest by making your demonstration and your self interest. Sustain their attention. .2. AVOID THE COIK FALLACY (CLEAR ONLY IF KNOWN) it is the assumption that what is also clearly known to the expert demonstrator is also clearly known to the person for whom the message is intended. 3. WATCH FOR KEY POINTS the good demonstrator recognizes possible stumbling blocks to learners and highlights them in some way. What are usually highlighted are the donts of a process or a strategy.PLANNING AND PREPARING FOR DEMONSTRATION (BROWN 1969) 1. What are our objectives? 2. How does your class stand with respect to these objectives. 3. Is their a better way to achieve your ends? 4. Do you have access to all the necessary materials and equipment to make the demonstration? 5. Are you familiar with the sequence and content of proposed demonstration? 6. Are the time limits realistic? You have planned and rehearsed your demonstration, your materials and equipment are ready, you have prepared your students, then you can proceed to the demonstration itself.(Dale 1969) 1. Set the tone for good communication. Get and keep your audiences interest. 2. Keep your demonstration simple. 3. Do not wander from the main ideas. 4.Check to see your demonstration is being understood. 5. Do not hurry your demonstration. 6.Do not drag out the demonstration. 7.Summarize as you go along and provide a concluding summary. 8. Hand out written materials at the conclusion.What questions can you ask to evaluate your classroom demonstration? Dale(1969): Was your demonstration adequately and skillfully prepared? Did you follow the step-by-step plan? Did you make use of additional materials appropriate to your purposes? Was the demonstration itself correct? Was your explanation simple enough so that most of the students understood it easily? Did you keep checking to see that all your students were concentrating on what you were doing. Could every person see and hear? Did you help students do their own generalizing? Did you take enough time to demonstrate the key points? Did you review and the key points? Did your students participate in what you were doing by asking thoughtful questions at the appropriate time? Did your evaluation of student learning indicate that your demonstration achieved his purpose?LESSON 11, MAKING THE MOST OF COMMUNITY RESOURSES AND FIELD TRIPS.PREPLANNING WITH OTHERS JOINING THE TRIP, Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standards. These may be parents who will assists teacher, other teachers and/or school administrator staff.TAKING THE FIELD TRIP Distribute route map of places be observed. Upon arriving at the destination, teacher should check the group and introduce the guide. Special effort should be made to ensure that: The trip keeps to the time schedule The students have the opportunity to obtain answers to questions. The group participates courteously in the entire trip. The guide sticks closely to the list questions.Evaluating FieldtripThese are questions we ask after the fieldtrip to evaluate the fieldtrip we just had. Could the same benefits be achieved be other materials? Was it worth the time, effort, and perhaps, extra money?Educational benefits derived from a field tripField trips can be fun and educational when they are well executed. They offer us a number of educational benefits: The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences. Fieldtrips are opportunities for rich and memorable experiences which are fundamental to learning that lasts. Field trips bring us to the world beyond the classroom. The real-world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time takes from a teachers schedule. Field trips have a range of application. It is not meant only for children. It is for adults also. It is not only meant for the social science subjects. It is for all other subjects as well. It can bring about a lot of realizations which may lead to changes in attitudes and insights. The field trip can nurture curiosity; build a zest for new experience, and a sense of wonder. (Dale, 1969). Community resources A fieldtrip may be a visit to a scenic spot or to a historical place. This can be persons and places in the community. There are other people in the community who can be excellent resource speakers. As to places to visit, popular destinations are museum, zoos, botanical garden, historical places, places of exhibit, scenic spots. Performances like play, concert and dance presentations also form part of community resources.

LESSON 12, THE POWER OF FILM, VEDIO AND TV IN THE CLASSROOM.The film, video and the TV are indeed very powerful. Dale (1969) says, they can: Transmit a wide range of radio Bring models of excellence to the viewer Bring the world of reality to the home and to the classroom through a live broadcast or as mediated to through film or videotape. Make us see and hear for ourselves world event as they happen. Be the most believable news source Become a great equalizer of educational opportunity because program can be presented over national and regional networks. Provide us with the sounds and sights not easily available even to the viewer of a real event through long shots. Can give opportunity to teachers to view themselves while they teach for purposes of self-improvement. Can be both instructive and enjoyable. While the film, video and TV can do so much, they have their own limitations, too. Television and film are one-way communication device consequently. The small screen size puts television at the disadvantage when compare the possible size of the projected motion pictures. Excessive TV viewing works again the development of child ability to visualize and to creative and imaginative, skills, that are needed in problem solving. There is much violence in TV. This is the irrefutable conclusion, viewing violence increases violence. Basic Procedures in the Use of TV as a Supplementary Enrichment Prepare the classroom.(If your school has a permanent viewing room, the classroom preparatory work will be less for you.) - Darken the room. Remember that complete darkness is not advisable for television viewing. Your students may need to take down notes while viewing. - The students should not be seated too near nor to far from the television. No student should be farther from the set than the number of feet that the picture that represent in inches. A 24-inch set mean no student farther than 24 feet from the set.

Pre-viewing Activities - Point out the key points they need to focus on. It helps if you give them guide question which become the foci of post viewing discussions. Omit this, if you are using an interactive video and the source speaker himself/herself give the question for interactive discussion in the process of viewing. Viewing - Just make sure sight and sound are clear. You were supposed to have checked on this when you did your pre viewing.Post-Viewing - to make them feel at ease begin by asking the following questions:1). What do like best in the film?2).What part of the film makes you wonder? doubt?3). Does the film remind you of something or someone?4). What question are you asking the film?(Write them down . You have not to end the class without answering them to make your students feel that everyone and everything matter. Nothing or nobody is taken from granted. Go to the question you raised at the pre-viewing stage. Engage the student in the discussion of answers. Check for understanding. Tackle question raised by students at the initial stage of the post-viewing discussion. Involve the rest of the class. Asked what the student learned. Find cut how they can apply what they learned. Several techniques can be use for this purpose. A simple yet effective technique is the completion of unfinished sentence .Summarize what was learned. You may include whatever transpired in the class discussion in the summary but dont forget your summary on your lesson objectivesLESSON 13, TEACHING WITH VISUAL SYMBOLS.Visual symbols will be made meaningful if we can use them as summaries of our own indirect experiencesA little can stand for a lot!Visual symbols Include drawings, cartoons, strip drawings, diagrams, formulas, charts, graphs, maps, globes.

GRAPH Agraphis a picture designed to express words, particularly theconnection between two or more quantities. A graph is worth a thousand words. A graph and any visual symbol for that matter such as drawings, cartoons, strip drawings, diagrams and maps are worth a thousand words. They are more clearly understood than mere words.Drawings A drawing may not be real thing but better to have a concrete visual aid than nothing. To avoid confusion, it is good that our drawing correctly represents the real thing.cartoons another useful visual symbol that can bring novelty to our teaching is the cartoon. A first-rate tells its story metaphorically. The perfect cartoon needs no caption. The less the artist depends on words, the more effective the symbolism. The symbolism conveys the message.Sources of cartoons You can easily collect cartoons for instruction. They appear often in newspapers and magazines. In class, you can give it to individual study or project it by an opaque projector. Depending on themes for the week or the mouth, you can display these cartoons on the bulletin board. One creative teacher arranged for a cartoon of the month and displayed and changed her display every end of the month.DIAGRAM It is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions, etc.CHARTS It is a diagrammatic representation of relationships among individuals within an organization.LESSON 14, MAXIMISING THE USE OF THE OVERHEAD PROJECTOR AND CHALK BORD.The ChalkboardExcept in extremely deprived classroom, every classroom has a chalkboard. In fact, a school may have no computer, radio, tv, etc, but it will always have a chalkboard. So why not make optimum use of what we have, the chalkboard? Sharpen your chalk to get good line quality. Stand with your elbow high. Move along as you write. Use dots as aiming points. This keeps writing level Make all writing or printing between 2 and 4 inches high for legibility. When using colored chalk, use soft chalk so that it can be erased easilyThe Overhead ProjectorThere are other kinds of projectors like opaque projector and slide projector. The overhead projector seems more available in schools. It has a lot of advantages. Brown (1969) cites the following: The projector itself is simple to operate. The overhead projector is used in the front of the room by the instructor, who has complete control of the sequence, timing, and manipulation of his material. Facing his class and observing students reactions, the instructor can guide his audience, control its attention, and regulate the flow of information in the presentation. Overhead Projection TechniqueAmong the outstanding attributes of overhead projection are the many techniques that can be used to present information and control the sequence of the presentation. As you plan your own transparencies, keep in mind these features of overhead projection: You can show pictures and diagrams, using a pointer on the transparency to direct attention to a detail. The silhouette of you pointer will show in motion in the screen. You can use a felt pen or wax-based pencil to add details or to make points in the transparency during projection. The marks of water-based pens and pencils can be removed with a soft cloth so that the transparency can be reused. You can control the rate of presenting information by covering a transparency with a sheet of paper or cardboard (opaque material) and then exposing data as you are ready to discuss each point. This is known as the progressive disclosure technique. You can superimpose additional transparency sheets as a overlays on a base transparency so as to separate processes and complex ideas into elements and present them in step-by-step order.Other reminders on the effective use of the OHP are: Stand off to one side of the OHP while you face the students. Dont talk to the screen. Face the students when you talk, not the screen. Place the OHP to your right, if you are right handed, and to your left, if you are left handed. Place the OHP on a table low enough so that it does not block you or the screen. Have the top of the screen tilted forward towards the OHP to prevent the keystone effect (where the top of the screen is larger than the bottom).LESSON 15, PROJECT- BASE LEARNING AND MULTIMEDIA : WHAT IT IS?A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.Core curriculum.At the foundation of any unit of this type is a clear set of learning goals drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire.

Real-world connection. Project-based multimedia learning strives to be real. It seeks to connect students work with the wider world in which students live.Extended time frame.A good project is not a one-shot lesson; it extends over a significant period of time. The actual length of a project may vary with the age of the students and the nature of the project.

Students decision making. In project-based multimedia learning, students have a say. Teachers look carefully at what decisions have to be made and divide them into teachers and students based on a clear rationale.

Collaboration.We define collaboration as working together jointly to accomplish a common intellectual purpose in a manner superior. Students may work in pairs or in teams of as many as five or six. Whole-class collaborations are also possible. The goal is for each students involved to make a separate contribution to the final work.

Assessment.Regardless of the teaching method used, data must be gathered on what students nave learned. When using project-based multimedia learning, teachers face additional assessment challenges because multimedia products by themselves do not represent a full picture of student learning. Students are gaining content information, becoming better team members, solving problems and making choices about what new information to show in their presentations. We consider assessment to have three different roles in the project-based multimedia context:Multimedia.In multimedia projects, students do not learn simply by using multimedia produced by others. As students design and research their projects, instead of gathering only written notes, they also gather and create pictures, video clips, recording and other media objects that will serve as the raw material for their final product.

LESSON 16, USING THE PROJECT-BASE LEARNING MULTIMEDIA AS A TEACHING LEARNING STRATEGY.

What is Project-based Learning and Multimedia? A project based learning method is a comprehensive approach to instruction. Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing amultimedia product.Why use Project-based Learning Multimedia? PBL provides a format for implementing several very powerful instructional principles, including differentiating instruction, scaffolding instruction, and facilitating socially constructed knowledge. This approach fosters the development in students of a sophisticated understanding of content-area subjects, as well as sophisticated development of effective and efficient strategies for informational-gathering and processing, communicating, critical, analytical, and creative thinking, collaborating, and goal setting and self-evaluating.Three key dimensions of differentiated instruction are:1. Targeting students Zones of Proximal Development (ZPD)2. Capitalizing on students Intellectual Strengths and Talents3. Fostering Authentic MotivationThe effective use of Project-based Multimedia Learning requires through planning. Initial planning involves:1. Clarifying goals and objectives.2. Determining how much time is needed and extent of students involvement in decision making.3. Setting up forms of collaboration.4. Identifying and determining what resources are needed.5. Deciding on the mode to measure what students learn.The various phases of the project include:1. Before the project starts.2. Introduction of the project.3. Learning the technology.4. Preliminary research and planning.5. Concept design and storyboarding.6. First draft production.7. Assessing, testing and finalizing presentation and concluding activities.

LESSON 17, ASSESSMEN IN A CONSTRACTIVIST, TECHNOLOGY-SOPPORTED LEARNING

ConstructivistThey believe that people construct their own understanding and improving student learningLearning

Process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise

Authentic Assessment It measures collective abilities-written and oral expression skills, analytical skills, manipulative skills, integration, creativity, and the ability to work collaboratively. We need to observe and evaluate and it would be more objective with the aid of scoring rubric .

Student interests are considered. Constructivist teaching methods also provide opportunities for students to question the material being presented and explore various topics as their interest are indignant

A different approach to obtain knowledgeEducators can help aid students in these discovery-based learning opportunities by providing them with manipulative and primary resources to enhance and guide them in their learning

Assessment along the way. The constructivist classroom is as equally concerned with the process of learning as it is the product of learning. Such practices assist students and allows for intervention or enrichment to enhance learning as it is happening.

Encouraging cooperative learningRather than students working in isolation, constructivist classrooms promote students working together to enhance the learning experiences.

LESSON 18, ROLES AND FUNCTION OF AN EDUCATIONAL MEDIA CENTER.

Mission/Vision The Education Media Center functions as a vital instrument as well as a basic requirement for quality education by enriching all parts of the schools educational process.It reflects and supports the philosophy of the school.It shares and implements the schools aims and objectives.It is involved in the teaching and learning process.It is a course center.It is a learning laboratory.It is a teaching agency.It is a service agency.A coordinating agency.A center of recreational reading, viewing and listening.

EDUCATIONAL MEDIA CENTER SERVICES 1.Orientation - All new teachers are given an orientation on the EMC, its program, role in the total Ateneo academic organization, services, facilities, guidelines and procedures during their in-service program. 2.Selection of print and non-print materials - The librarians continually select and acquire print and non-print materials that suit the needs, interest and special abilities of the students and teachers. 3.Organization of print and non-print materials - A technical librarian organizes all the purchased print and non-print materials for easy retrieval. 4.Circulation of print and non-print materials -The EMC lends out various types of materials to students and teachers. 5.Reference - The EMC attends to request such bibliographic information from the card catalog, search through books, periodicals, pamphlets, documents and non-print materials. 6.Bibliographic Service - There are listings of materials and periodical articles to publicize the new materials and periodical articles in the EMC. 7.Media Instruction Program - The Media Instruction Program (MIP) aims to teach students to be skilful and discriminating users of print and non-print media. 8. Class Supervised Research - It is a scheduled program of activity particularly in Science and Social Studies. 9.Grade Level Newspaper - Each grade level is given a subscription to a newspaper of their choice. 10.Mags-on-wheels - Selected professional and general interest journals are routed in the different grade levels and service area. 11.Photocopying Service - A self-service photocopying machine is available for the faculty to Xerox materials needed. 12.Video and Sound Production - Simple productions for class instruction, program and school wide presentations are put together in the Audio-Visual area. 13.Multi-media Services - Different non-print media materials are acquired. Teachers are encouraged to maximized use of their materials.ABSTRACTION An EMC is a facility designed for the housing and utilization of all educational media within the school. It is the basic requirement for school to render quality service. It is not independent of the school. Rather, like any part of the human body, it is a unit in the school that cooperates with the other units or departments that help the school fulfil its mission and realize its vision by living up to the schools philosophy and aims. It serves a myriad of roles, among which are: 1. Center of resources 2. laboratory for learning 3. agent of teaching 4. service agency 5. coordinating agency 6. recreational reading center 7. a stepping stone to other resources of the community.

An EMC renders various kinds of services. Its services boil down to improving the teaching-learning process by making it more interactive, collaborative interesting and authentic.An EMC is a facility of the school system tasked to acquire, maintain, care and promote the full effective use of educational.

Reference: Slideshare.net and google.com

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