Lesson 5State-of-the-Art ET APPLICATION

PRACTICES

Systematic Instructional Planning Process

• identify instructional goals

• Analyzed learners

• Identify objectives

• Plan instructional objectives

• Choose ET media

• Implement instruction

• Make assessment on learning outcomes and effective of ET application

Lesson 6IT Enters A New Learning

Environment

Four Learning Domains

•Meaningful Learning

• Students already have knowledge that is relevant to new learning

• Students are willing to perform class work to find connections between what they already know and what they can learn.

•Discovery Learning

• Students perform tasks to uncover what is to be learned

• The student personally engaged and not subjected by the teacher.

•Generative Learning

• Gives emphasis to what can be done with pieces of information, not only on access to them.

•More on problem based

• Constructivism

• Learner builds a personal understanding through appropriate learning activities and a good learning environment.

• reflection

Common themes to the four learning domains

• active, purposeful learners

• Set personal goals and strategies to achieve these goals

•Make their learning experience meaningful and relevant to their lives.

• Seek to build an understanding of their personal worlds

• Build on what they already know in order to interpret and respond to new experiences.

Lesson 7

Higher Thinking Skills Through IT-Based Projects

The four IT-based projects

I. Resource-based Projects

• Let the student find their own information

• Go beyond the textbook and curriculum materials

• Students are encouraged to go to modern extension of the modern library, the internet

• Inquiry-based or discovery approach is given important

II. Simple Creations

Creativity is combine into three kinds of skills/abilities

PROMOTINGSYNTHESIZINGANALYZING

The five tasks in developing creativity

Define the task

brainstorm

Judge the

ideas

ActAdopt

flexibility

III. Guided Hypermedia Projects

• Self-made multimedia projects can be approached in two different ways:

• As an instructive tool – power-point presentation

• As a communication tool – do a multimedia presentation (with text, graphs, interviews, video clips to simulate a television news show

IV. Web-based projects

• Students will create and post webpages on a given topic

• Creating single page webpages may too sophisticated and time consuming for the average student.

Lesson 9Computers as Information and

Communication Technology

THE PERSONAL COMPUTER (PC) AS ICT

Instructional Media• Consist of audio-visual aids

that served enhance and enrich the teaching-learning process.

• Blackboard, photo, film, and video

Educational Communication media

• Media of communication to audiences using the print, film, radio, television or satellite.

• Distance learning were implemented using correspondence, radio, television or the computer satellite system.

Programs Installed in an ordinary modern PC:

• Microsoft Office – program for composing text, graphics, photos into letters, articles, reports.

• Power-point – for preparing lecture presentations

• Excel – for spreadsheets and similar graphic sheets

• Internet Explorer – access to the internet

• Yahoo or Google – websites; e-mail, chat rooms, Blog sites, news service (print/video) educational softwares

• Adobe reader – grahps/photo composition and editing

•MSN – mail/chat messaging

•Windows media player – CD, VCD player

• Cyberlink Power - DVD player

•Windows media player – editing film/video

•Gamehouse – video games

Lesson 10The Computer as a Tutor

• Computer is one of the wonders of human ingenuity.

•Computer-assisted instruction (CAI)

• Computer can be a tutor. It should be made clear, however, that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller

the teacher in CAI must:

• Ensure that students have needed knowledge and skills for any computer activity.

• Decide learning activities.

• Plan the sequential and structured activities to achieve objectives.

• Evaluate the students’ achievement by ways of tests the specific expected outcomes.

The students in CAI play their own roles:

• Receive information

• Understand instructions for the computer activity

• Retain/keep in mind the information and rules for the computer activity

• Apply the knowledge and rules during the process of computer learning.

During the activity CAI plays its roles:

• Acts as a sort of tutor

• Provides a learning environment

•Delivers learning instruction

• Reinforces learning through drill-and-practice

• Provides feedback

CAI Integrated with Lessons

•When and how can teachers integrate drill and practice programs with their lessons?

• Use drill and practice programs for basic skills and knowledge that require rapid or automatic response.

• Ensure that drill and practice activities conform to the lesson plan/curriculum.

• Limit drill and practice to 20-30 minutes to avoid boredom.

•Use drill and practice to assist students with particular weakness in basic skills.

Tutorial Software should be able to:

• Teach new content/new information to students

• Provide comprehensive information on concepts in addition to practice exercises.

• Can be effectively used for remediation, reviewing, or enrichment.

• Allow the teacher to introduce follow-up questions to stimulate students learning.

• Permits group activity for cooperative learning.

Simulation Programsanother kind of software that is constructivist in

nature

• Teaches strategies and rules applied to real-life problems/situations.

• Asks students to make decision on models or scenarios.

• Allows students to manipulate elements of a model and the experience of the effects of their decisions.

• E.g. SimCity

Instructional Games

• Instructional computer games add the elements of competition and challenge.

• E.g. GeoSafari

• Learning outcomes are simple memorization of information, keyboarding skills, cooperation and social interaction.

Problem Solving Software

• Thinking Things 1- an example of a problem solving software in which the team learners must help each other by observing and comparing.

Multimedia Encyclopedia and Electronic Books

Multimedia Encyclopedia

• Huge database with texts, animation, audio and video

• E.g. eyewitness Children’s Encyclopedia.

Electronic books

• Provide textual information for reading, supplemented by other types of multimedia information (sounds, words, pictures, animation)

• E.g. Just Grandma and Me animated storybook

Lesson 11The Computer as the Teacher’s Tool

Computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning

• Constructivism – introduced by Piaget (1981) and Bruner (1990). Students build their own learning.

• Social Constructivism - students build knowledge influenced by the social context.

• Learning is affected by social influences (Vygotsky)

Computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning.

Constructivism

• Knowledge is constructed by the individual

• Students build their own learning

• Gather unorganized to create new concept/principle

• Personal discovery of knowledge

Social constructivism

• Knowledge is constructed within a social context

• Students build knowledge influenced by the social context

• Exchange and share ideas, stimulates thinking

• Students discuss and discover meanings

Based on the theories, the teacher can employ the computer as an:

An informative

tool

A communica

tion tool

A constructiv

e tool

As co-constructiv

e tool

A situating tool

Lesson 12Information Technology in Support of

Student-Centered Learning

Traditional classroom

Student-centered classroom

Lesson 13Cooperative Learning with Computer

Cooperative or Collaborative learninga learning by small groups of students who work

together in a common a common learning task.

5 elements

A common goal

Individual accountabili

ty

interaction

Social skills

interdependence

Advantages of cooperative learning

Encourages active learning, while motivating learners

Increases academic performance

Promotes literacy and language skills

Improves teacher effectiveness

Cooperative learning and the computerthe computer is a fairly natural learning vehicle for

cooperative(at times called promotive)

Components of cooperative learning Assigning students to mixed-ability teams

Establishing positive interdependence

Teaching cooperative social skills

Insuring individual accountability,

Helping groups process information

• Limit learning group clusters (six the ideal number in a group) for closer involvement of thinking and learning

Lesson 14The Software as an Educational

Resources

Software – the programs, routines and symbolic languages that control the functioning of hardware and direct its operation.

Two kinds of software

Systems software

The operating system

Applications software

System that commands

the particular

tasks

Application software may be:

A custom software

A commercial software

Microsoft Windows

a program Microsoft windows or windows an operating environment between the user and the user and the computer operating system

Uses colorful graphic interface

Windows is a self-contained operating system which provides:

User convenience

A new look

Information center

Plug and play

Instructional softwarecan be visited on the Internet or can be

bought from software shops or dealer.

Guidelines in evaluating computer-based educational materials:

o Be extremely cautious in using CBIs and ‘free’ Internet materials

o Don’t be caught up by attractive graphics, sounds, animation, pictures. Video clips and music forgetting their instructional worth

o Don’t be caught up by attractive graphics, sounds, animation, pictures. Video clips and music forgetting their instructional worth

oTeachers must evaluate these resources using sound pedagogical principles

o Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive lay-out and design, and easy navigation from section to section

o Clarity in the explanations and illustrations of concepts and principles

oAccuracy, coherence, logic of information

o Their being current since data/statistics continually change

o Relevance/effectiveness in attaining learning objectives

o Absence of biased materials (e.g. gender bias or racial bias)

Lesson 15Understanding Hypermedia

Most educational IT applications are hypermedia and these includes:

Tutorial software packages

Knowledge webpages

Simulation instructional games

Learning project management

Characteristics of hypermedia applications

Learner control

Learner wide range of navigation routes

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

o Get the learner attention

o Recall prior learning

o Inform learners of lesson objectives

o Introduce the software and its distinctive features

oGuide learning feedback

oProvide learning feedback

o Assess performance

o Enhance retention and learning transfer

Lesson 16The Internet and Education

• InternetSimply called the NetThe largest and far-flung network system-of-all-

systems

Transmission Control Protocol/Internet (TCP/IP)

set of rules for exchange data

Server – special software (program) that uses the Internet protocol

Getting around the Net

Browsing - to move around the Internet

Browser – using a program, the user can use a mouse to point and click on screen icons to surf the Internet

World Wide Web (Web) an Internet’s subset of text, images, and sounds are linked together to allow users to access data information needed

Lesson 17Educational Technology 2

Practicum

Essential requirements for ET 2 practicum phase will be:

a computer laboratory/special computer classroom

Participation of computer lab tutor/assistants

Assigned number of hours in conformity with the course requirement

Basic Microsoft Word

•Microsoft word menus and toolbars

• Creating, formatting, editing and saving documents

• Assigning page layouts

• Inserting tabs and tables

• Templates and wizards

• Printing

Upon successful completion the learner shall able to:• Create, open and save word documents and files

• Insert graphics, tables and charts in documents

•Manage files and folder

• Apply format on the text, sentences and paragraphs

• Interlink documents

• Create standard documents using template

Prepared by:Hayne Jane R. Pelingon

Submitted to:

Dr. Maria Gloria Lugo