Lesson 1

A Review of Educational Technology 1

INTRODUCTION
The Educational Technology 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.
CONTENT
In this course, learners are oriented towards averting the dangers of
dehumanization which technology brings into societies. There are areas where
learners are oriented with and needs to be aware of:
Ideological propaganda
Pornography
Financial fraud
Other exploitative used of technology
If the learners would not be aware of these areas, these will continue to affect
peoples and cultures, and would give gap between poor and rich countries. ET- 1
has something to apply which is necessary for instruction.
1. Setting of learning objectives
2. Designing specific learning experiences
3. Evaluating the effectiveness at the learning experiences
4. Revision as needed of the whole teaching- learning process
REFLECTON
Talking about the first world countries which have advancement in
schools industrialization compare to our country, the Philippines, there is
this disparity of education because Philippines is still developing in terms of
technology. Let us take for instance the US; their technology is far more
advanced than ours, that what we see as the new technology here in the
Philippines is already old- fashioned for them.
We know that rural areas here in the Philippines are not using
technology in the schools (the government should do actions about it). But,
it is not too late to improve because we have tools to be used for effective
learning in rural schools, and that is the - traditional media.






LESSON 2
An Overview: Educational Technology 2
INTRODUCTION

Concerned of: Integrating Technology into Teaching and Learning
The meaning of which is putting together technology into teaching and
learning so that these will become one in learners education. To specify- focused
on introducing, reinforcing, supplementing, and extending the knowledge and
skills to learners so that they can become exemplary users of educational
technology.

CONTENT

ET-2 will involve a deeper understanding of the computer as well as hands-
on-application of computer skills. To infuse technology in the student-teacher
training, helping learners to adapt and meet rapid and continuing technology
changes in information and communication technology (ICT) environment.
The course objectives are:
To provide education in the use of technology in instruction;
To impart learning experiences in instructional technology supported instructional
planning;
To acquaint students on information technology;
To learn to use and evaluate computer-based educational resources;
To engage learners on practical technology; and
To inculcate higher-level thinking and creativity among students.
REFLECTION

Having these objectives applied in our studies in technology, we will be
guided accordingly to what are the importance and primary used of technology.
These objectives also would instruct, acquaint and bring us to the higher level of
Educational Technology.
It is always the trend for learners that in every lesson to be made perfect,
one must follow the objectives. In the same way, we will be enhanced and
refreshingly excited in dealing with our learning in Educational technology.
Technology is not only used for recreation and playing, but technology is
one important tool that would further enhance the way of teaching and the
acquiring of learning for a teacher and a student.
We are lucky that the integration of technology into teaching and learning is
now in practice and included in the curriculum. With this, even students in the
pre-school will learn the value and importance of a computer and other
technologies aside from the neophyte knowledge that a computer is only for games
and recreation.



Lesson 3
Educational Technology in the Asia Pacific Region
INTRODUCTION

It is really necessary that there should be state policies and strategies in the use of
technology especially in educational institutions on a country it is because these serves as
guiding principles for educators how to go about in the adoption of these technologies. We
all know that we are now on the computer age and the use of information and
communication technology (ICT) is almost applicable in all aspects of our lives. But not all of
us knew the importance of these technologies and how to go about it. Therefore, the
infusion of which should start in the schools, more particularly to the students curriculum.

CONTENT

Most of the countries in the Asia Pacific Region (Malaysia, Singapore, Hong Kong,
etc.) already adopted their own policies and had created an educational technology
environment in their schools. They equipped them with facilities and venue for the
facilitation of learning to students and even to teachers. Teachers are given trainings in the
use of these facilities as well as with the core skills and competencies in the use of ICT in
their classroom discussions. The state policies for these technologies differ from one
country to another depending from their culture and geographical locations or as the need
for it may arise and/or the usefulness of which in the capacity building of their nation. But
generally, most of the countries around Asia Pacific find it a need to really institutionalize
the use of technology in their respective countries as evident to their state provisions and
policies. In other words, they find it crucial to infuse technology in the minds of the people
so that they can compete with other countries around the pacific and the world. They know
they can boom their industries through the use of technology.

REFLECTION:
Compared with other progressive countries around the Asia Pacific region,
Philippines is still far way behind when it comes to technology. Our public schools cannot
cope up with the standard ratio of computer to student which is 2:1. The DepEd plan of
providing one computer to one school cannot suffice the need for information technology.
Just imagine how a student can familiarize the use of computer when they only have one
and their population is more than 1,000. This cannot serve the purpose of giving quality
education to our students.
Government should make provisions and policies regarding this matter. There
should be proper monitoring as to the adequacy and effectiveness of the provided facilities
for IT. It seemed we always depend from outside sources to do away with the advancement
and enhancement of our technology. It is a matter of right implementation of these policies
as well as religiously putting it to practice.

Lesson 4
Basic Concepts on Integrating Technology in
Instruction
INTRODUCTION

It has been a long time issue as to how to integrate technology in the teaching-
learning process. The mere use of computer does not mean that technology is already
integrated in the instruction. A need to provide learning on how educational technology can
be applied and integrated in the teaching-learning process is very crucial. According to
Pisapia (1994) in her definition of integrating technology with teaching is that there is
integration if the learning technologies are use to introduce, reinforce, supplement, and
extend skills.

CONTENT

Here are external manifestations of technology integration into instruction:
Theres a change in the way classes are traditionally conducted.
The quality of instruction is improved to a higher level in such a way that could not
have been achieved without educational technology.
There is planning by the teacher on the process of determining how wand when
technology fits into the teaching-learning process.
The teacher sets instructional strategies to address specific instructional
issues/problems.
The use of technology provides the opening of opportunities to respond to these
instructional issues/problems.
In sum, technology occupies a position (is a simple or complex way) in the
instructional process.
There is actually nothing to be worry about for teachers who are still novices in
technology integration because learning how would really take time. Technology integration
into instruction is developmental and takes a gradual road to mastery and expertise. In time,
a teacher can advance from basic integration to more complicated integrations.



REFLECTION
The integration and infusion of technology into instruction is not really easy for it
needs time and training to do it and I believe that adequate hands-on computer skills would
greatly help in the integration of technology for a teacher. Taking into account Pisapias
definition, we can already differentiate or tell if we have integrated technology in our
classroom discussions. We need not be a computer teacher to find a way to integrate
technology into our discussions, nor are we already integrating if we allow our students use
the time for classes for them to explore the computer through playing computer games. This
does not serve the purpose of putting instruction to another level nor giving students quality
education.


Lesson 5
State-of-the-Art ET Application Practices
INRODUCTION

We are all aware of the speedy turn-over of technology advancement
and upgrading technologies now-a-days. In this advancement and
upgrading of technology, educators today should become more aware and
active in adopting state-of-the-art educational technology practices for
them to ride on in the system and development of technology.

CONTENT

There is this certainty that our schools audiovisual aids may not even
apply in this modern day computer hardware and software in todays
technology advancement for the reason that we are fun of investing and not
on adopting the development and advancement of the upgraded
technology. As it is said dont invest in technology hardware or system that
may become a white elephant in a few years time. We need to adopt
upgraded technology for greater computer literacy and competency as well.

REFLECTION

If an educator could say technology in teaching takes time and in
experience is a kind of educator who never set a new level of learning in
acquiring the appropriate use of state-of-the-art in his/her learning
process. Although applying and adopting the advancement of technology is
expensive and takes more time, we know that it would help us develop,
enhance, equipped, improved and acquire our computer skill in assessing
our learning as we adopt technology in our modern world.

Future learners have the advantage over present day learners
because educational technology will never settle for less. In the coming
years, if the future educators and learners would set their minds in
adopting advancement of technology, this would help them to profit the
easy type of performing activities both in instruction and education. In
these high speed changes of technology, this will produce a mass storage of
data, and future educators should be open for more drastic educational
changes.

Lesson 6
IT Enters a New Learning Environment

INTRODUCTION

The four conceptual models namely Meaning Learning, Discovery Learning,
Generative Learning and Constructivism are useful in achieving instructional goals
through preferred application of educational technology. With these conceptual
models, we shall see how effective teachers best interact with their students in
innovative learning activities while integrating technology to the teaching-learning
process.

CONTENT

Meaningful Learning
This gives focus to new experience that is related to what the learner already
knows. A new experience departs from the learning of a sequence of words or
memorization through rote memory but gives attention to meaning. It assumes
that:
Students already have some 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.
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 learning process, regardless of the
need to move on and depart from organized set-off activities. In discovery learning,
it is important that the student become personally involved and not subjected by
the teacher to procedures he/she is not allowed to depart from.
In applying technology, the computer can present a tutorial process by
which the learner is given key concepts and the rules learning are directly
presented for receptive type of learning. But aside from that, the computer has
other uses. In a computer simulation process, for example, the learner himself is
made to identify key concepts by interacting with a responsive virtual
environment. The learner thus discovers the concepts from the experience the
virtual environment provides.
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 of existing
knowledge. Generative learning is viewed as different from the simple process of
storing information for motivation and responsibility is said to be crucial to this
domain of learning. Examples of this in the area of language comprehension are
activities such as writing paragraph, summaries, developing answers and
questions, drawing pictures, creating paragraph titles, organizing ideas/concepts,
and others. In sum, generative learning gives emphasis to what can be done with
the pieces of information not only just an access to them.
Constructivism
In constructivism, the learner builds a personal understanding through
appropriate learning activities and a good learning environment. The two accepted
principles 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 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
These four conceptual theories of learning gives us the idea and the
realization that education ought to enhance and develop a persons skills and
abilities by making use of what has been presented in understanding present
situation, or in solving a problem or explaining the relevance of what has been
previously learned and what has been currently being learned. Actually this does
not mean that we will stop memorizing or doing drill activities. But these things
not ought to be the way/method to educate a student or introduce a concept to be
learned because in the first place only the memory will be exercised with a drill,
after which, most of the times we forget and cannot apply it.










LESSON 7
IT for Higher Thinking Skills and Creativity
INTRODUCTION
The traditional information absorption model of teaching is that the
teacher is the one who 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 todays 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.
CONTENT
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

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 the ordinary benchmark of the students 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 facilitates the learning process.



REFLECTION
I do not think that with the new framework on higher thinking skills and
creativity, teachers should no longer make efforts to help students pass
achievements test. Of course the teacher has the biggest responsibility for that
for he/she is the one who facilitates the learning process. With the new
framework, it will give the teacher strategies on how to guide his/her students
on the learning process which students would enjoy and with hands-on
experience about the topic. With the new framework, there will be no longer
spoon-feeding discussions but a new focused one that would surely benefit the
students and enhance their thinking skills.





















LESSON 8
Higher Thinking Skills through IT-Based Projects
INTRODUCTION

The Four Types of IT-Based Projects
I. Resource-based Projects
In these projects, the teacher steps out of the traditional role of being a
content expert and information provider, and instead lets the students find
their own facts and information. Only when necessary for the active learning
process does the teacher step in to supply data or information. The general flow
of events in resource-based projects are:
1. The teacher determines the topic for the examination of the class (e.g. the
definition of man)
2. The teacher presents the problem to the class.
3. The students find information on the problem/questions.
4. Students organize their information in response to the problems/questions.
II. Simple Creations
Students can also be assigned to create their software materials. Of
course, there are available software materials such as Creative Writer (by
Microsoft) on writing, KidWork Deluxe (by Davidson) on drawing and painting,
and Media Weave (by Humanities software) on multimedia).
In developing software, creativity as an outcome should not be equated with
ingenuity or high intelligence. Creating is more consonant with planning,
making, assembling, designing, or building. Creativity is said to combine three
kind of skills/abilities:
Analyzing- distinguishing similarities and differences/ seeing the project as a
problem to be solved.
Synthesizing- making spontaneous connections among ideas, thus generating
interesting or new ideas.
Promoting- selling of new ideas to allow the public to test the ideas themselves.
III. Guided Hypermedia Projects
The production of self-made multimedia projects can be approached in
two different ways:
1. As an instructive tool, such as in the production by students of a power-
point presentation of a selected topic.
2. As a communication tool, such as when students do a multimedia
presentation (with text, graphs, photos, audio narration, interviews, video clips,
etc. To simulate a television news show.
IV. Web-based Projects
Students can be made to create and post webpages on a given topic. But
creating webpages, even single page webpages may too sophiscated and time
consuming for the average student.
It should be said, however, that posting of webpages in the internet
allows the students (now the webpage creator) a wider audience. They can also
be linked with other related sites in the internet. But as of now, this creativity
project may be to ambitious as a tool in the teaching-learning process.

REFLECTION
We find it uncreative for a student if he/she chooses to present a project
(EX: 7 Great World Wonders) in a picture with a caption below or caricatures
on a social issues. But let us put in mind that creativity includes analyzing,
synthesizing and promoting. It would be unfair for a student to draw the 7
wonders of the world even though he cant draw well. I dont think creativity is
lost when we used IT in the presentation of our projects. In a project, expense
and time is also manifested, but I dont think these aspects be given more
consideration knowing that in a project we measure the output or the finished
product. In that, we can also assess as to how much a student have invested in
his time, effort and money.

















LESSON 9
Computer as Information and Communication
Technology
INTRODUCTION
Through computer technology, educators saw the amplification of learning
along with computer literacy. Much Like reading, the modern student can now
interact with computer messages; even respond to questions or to computer
commands. Again like writing, the learner can form messages using computer
language or program.

CONTENT

Some computer-assisted instruction (CAI) was introduced using the
principle of individualized learning through a positive climate that includes
realism and appeal with drill, exercises that uses color, music and animation.
The novelty of CAI has not waned to this day especially in the basic education
level as this is offered by computer-equipped private schools. But the evolving
pace of innovation in todays Information Age is so dynamic that within the first
decade of the 21
st
century, computer technology in education has matured to
transform into an educative information and communication technology (ICT)
in education.
The Personal Computer (PC) as ICT
Until the nineties, it was still possible to distinguish between
instructional media and the educational communication media.
Instructional media consist of audio-visual aids that served to enhanced
and enrich the teaching-learning process. Examples are the blackboard, photo,
film and video.
On the other hand, educational communication media comprise the
media of communication. For example, the distance learning was implemented
using correspondence, radio, television, or the computer satellite system.
Close to the turn of the 21
st
century, however, such a distinction merged
owing to the advent of the microprocessor, also known as the personal
computer (PC). This is due to the fact that the PC user at home, office and
school has before him a tool for both audio-visual creations and media
communication.




REFLECTION
Personal Computers are useful in the learning process. Students at home
can continue using their pcs in their assignments and projects without
spending much time in the library looking for the exact book. Even if the
students are not in school, they can still continue to study, explore and search.
Aside from that, PCs are also use in communication. One can communicate
from a person in the far using the computer or can watch a movie in it. It has
also been use as a radio for some for music can be store. Typing a project
would not be difficult at all for one can delete wrong words or sentences
without erasures. In offices, PCs are useful in storing company information,
make databases for reports or programs for company use.

LESSON 10
The Computer as a Tutor
INTRODUCTION
The computer is one of the wonders of human ingenuity, even in its
original design in the 1950s to carry out complicated mathematical and logical
operations. With the invention of the microcomputer (now also commonly
referred to PCs or personal computers), the PC has become the tool for
programmed instruction.
Educators saw much use of the PC. It has become affordable to small
business, industries and homes. They saw its potential for individualization in
learning, especially as individualized learning is a problem since teachers
usually with a class of forty or more learners. They therefore devised strategies
to use the computer to break the barriers to individualized instruction.

CONTENT
Computer-Assisted Instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many
activities in his personal role as a classroom tutor. It should be made clear,
however, that the computer cannot totally replace the teacher since the teacher
shall continue to play major roles of information deliverer and learning
environment controller. Even with the available computer and CAI software,
the teacher must:
Insure that the students have the needed knowledge and skills for any
computer activity.
Decide the appropriate learning objectives
Plan the sequential and structured activities to achieve objectives.
Evaluate the students achievement by ways of tests of the specific expected
outcomes.

Today, educators accept the fact that the computer has indeed succeeded in
providing an individualized learning environment so difficult for a teacher
handling whole class. This is so, since the computer is able to allow individual
students to learn at their own pace, motivate learning through a challenging
virtual learning environment, and assist students through information needed
during the learning process.


REFLECTION
There has been a fear that someday in the future teachers will be
replaced with CAI because as an assessment it is much better if we will used
the computer to assist as in our learning for it is consistent and objective. Yes,
it is partly true and also partly wrong because we all know that there are roles
that teachers have to do that CAI cannot. A computer cannot assess and insure
if the students have the needed knowledge and skills for it does not have any
will and intellect, a teacher can decide the appropriate learning objectives while
computers do not, a teachers can plan any structured activities to achieve
objectives suited to the needs of its students and a teacher can evaluate the
students achievements by ways of tests of the expected outcomes. With CAI,
we can only expect lower level learning skills and what is only programmed in
the computer will be the only thing a student will learn unlike with a teacher,
we can learn more from him/her as we can freely asks questions or can
interact with different experiences in life.
Maybe CAI can be used on some areas of a students learning but it cant
represent in behalf of the teacher in all aspects. Drill and practice software
materials can be useful if we want excellence in the use of the computer. But to
make it a teacher, it cant never be. Teachers are still the best and suited way
for a student to learn more, computers can only assist.


Lesson 11
The Computer as the Teachers Tool
INTRODUCTION

Constructivism was introduced by Jean Piaget (1981) and Bruner (1990).
They gave stress to knowledge discovery of new meaning/concepts/principles in
the learning process. Various strategies have been suggested to foster knowledge
discovery, among these, is making students engaged in gathering unorganized
information from which they can induce ideas and principles. Students are also
asked to apply discovered knowledge to new situations, a process for making their
knowledge applicable to real life situations.
While knowledge is constructed by the individual learner in constructivism,
knowledge can also be socially constructed. Social Constructivism is the effort to
show that the construction of knowledge is governed by social, historical and
cultural contexts. In effect, this is to say that the learner who interprets knowledge
has a predetermined point of view according to the social perspectives of the
community or society he lives in.




CONTENT
The psychologist Vygotsky stressed that learning is affected by social
influences. He suggested the interactive process in learning. A more capable adult
(teacher or parent) can aid or complement what the learner sees in a given tasks or
project. In addition, John Dewey sees language as medium for social coordination
and adaptation. For Dewey, human learning is really human languaging that
occurs when students socially share, build and agree upon meanings and
knowledge.
The Computers Capabilities
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.
Communication Tool
The computer has been used in communication as evident by social
networking sites as to facebook, twitter and friendster. We can even chat/talk
friends and families anywhere in the globe through yahoo messenger or the one in
facebook or view them through the webcam. We can send messages and
information through the internet in just seconds or minutes.
Constructive Tool
The computer itself can be used for manipulating information, visualizing
ones understanding, and building new knowledge. The Microsoft Word computer
program itself is a desktop publishing software that allows users to organize and
present their ideas in attractive formats.
Co-constructive Tool
Students can use constructive tools to work cooperatively and construct a
shared understanding of new knowledge. One way of co-construction is the use of
the electronic whiteboard where students may post notices to a shared
document/whiteboard. Students may also co-edit the same document from their
homes.
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. A flight simulation program is an example of a situating tool which
places the user in simulated flying environment.

REFLECTION
The computer has provided as different uses, gives us advantages and
convenience. The trend nowadays is information technology which makes use the
computer in all its applications. Computers have been already used in schools to
provide and facilitate students learning. It is obvious that even the youngest
generation knew about it and how it is being used. Students make their
assignments, create projects, and do researches with the use of computer. It really
seemed that our present civilization is dependent on computers. It is in anyway
advantageous if used wisely and purposely.
Japan, China, Korea and other countries already made used of the use of
computer as a teacher; programmed to teach and be objective. Others also can
study anywhere in the world without going to schools and be seated inside a
classroom. One can already facilitate his own learning through the computer. It
can provide vast information, provides easier communication and facilitates
constructivism among minds of learners.


Lesson 12
Information Technology in Support of Student-
Centered Learning

INTRODUCTION
The idea of student-centered learning is not a recent idea. In fact, as
early as the 20
th
century, educational educators such as John Dewey argued
for highly active and individualized pedagogical methods which place the
student at the center of the teaching-learning process.
CONTENT
The Traditional Classroom
It may be observed that classrooms are usually arranged with neat
columns and rows of student chairs or desks, while the teacher stands in front
of the classroom or sits behind his table. This situation is necessitated by the
need to maintain classroom discipline, also allows the teacher to control
classroom activities through lecture presentation and teacher-led discussions.
Noticeably, however, after spending so many minutes in lesson
presentation and class management, students can get restless and fidgety.
Often enough, the teacher has to also manage misbehaviour in class as
students start to talk among themselves or simply stare away in lack of
attention.
The SCL Classroom
John Dewey has described traditional learning as a process in which the
teacher pours information to student learners, much like pouring water from a
jug into cups. This is based on the long accepted belief that the teacher must
perform his role of teaching so that learning can occur. This learning approach
is generally known as direct instruction, and it has worked well for obtaining
many kinds of learning outcomes. The problem with it is that the approach in
learning, however, is the fact that the worlds societies have began to change. It
may not be felt strongly to countries in which on countries who depends mostly
their economy to factory workers. Traditional and direct instruction is very
useful in these countries.
In contrast, industrialized societies we find knowledge-based economies
in which workers depend on information that can be accessed through
information and communication technologies (ICTs). Desiring to gain
effectiveness, efficiency and economy in administration, schools in these
developed economies have also adopted the support of ICTs. Their students
have now become active not passive learners, demonstrating independence and
self-awareness in the learning process.




REFLECTION
SCL environment is very useful especially if a nation wants to progress
and develop. There are some schools here in the Philippines who already
adopted the SCL environment in instruction. Others object from it since they
think that and SCL can be noisy and unwieldy.
As we all know, in the traditional classroom, a teacher can discipline
and manage his/her students. The teacher in that has always the first and
final say in the lesson. But the difference is that in the traditional classroom, a
student can sometimes feel intimidated and bored since it is always the voice of
the teacher who echoes most of the time and leads the discussion. While in a
SCL environment, it gives students the venue to interact with each other, be
motivated as everyone can participate and enjoy. It can be as noisy as it is, but
it gives the students independence and self-awareness. It does not mean that
in a SCL, the teacher can no longer do classroom management. The teacher
still is the one more knowledgeable than his/her students, but he do not
anymore act as the teacher who do talking most of the times, but he/she is
now a facilitator, open to ideas, problems and resolutions from his/her
students. I believe that SCL is fun, memorable and healthy just like training or
a workshop.

Lesson 13
Cooperative Learning with the Computer

INTRODUCTION
The creativity of the teacher would have to respond with the situation, and so
cooperative learning will likely be the answer to the implementation of IT supported
learning in our school. But the situation may not be that bad since there are motivational
and social benefits to cooperative learning and these can compensate for the lack of
hardware that educators face.

CONTENT
Cooperative or collaborative learning is learning by small groups of students who
work together in a common learning task. It is often also called group learning but to
be truly cooperative learning, 5 elements are needed:
1. common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills

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 student's social skills.
Now this mythical fear has been contradicted by the studies which show that when
students work with computers in groups.


REFLECTION
Cooperative learning makes learners learn more. Technology like computer makes studies
easier. So that if the learners collaborate with the computer the more the knowledge would be acquired
by the learners. In summary, collaborates with computer makes the learning easier and the action of its
student affects the other in a group. Cooperative learning is an effective strategy that can be use to
integrate in the computer activities to promote the competencies of the learners.



LESSON 14
THE SOFTWARE AS AN EDUCATIONAL RESOURCE
INTRODUCTION
Its more difficult to realize, however, that the computer hardware can hardly be useful without
the program or system that tells what computer machine should do.
CONTENT
There are two kinds of software:
1. THE SYSTEM SOFTWARE
2. THE APPLICATION SOFTWARE

INSTRUCTIONAL SOFTWARE can be visited on the internet or can be bought from software shops or
dealers. The teacher through his school should decide on the best computer-based instructional (CBI)
materials for the schools resource collection.
REFLECTION
The computer has paved the way for learning in a new light. It has given human race a lot of
advantages from the time it has been invented. Now the computer has been used widely and optimally
in educational settings. Most of the educational materials used by the teacher nowadays are web-based
software. It is attractive with colorful graphics, sounds and videos. The sense of patriotism among us has
slowly faded away because of computer.











LESSON 15
UNDERSTANDING HYPERMEDIA
INTRODUCTION
From the educational technology 1 course, the student has already become aware of
multimedia or an audio visual package that includes more than one instructional media (means of
knowing) such as text, graphics, audio animation and video clip.
CONTENT
The presentation of information-learning activities in hypermedia is said to be sequenced in a
non-linear manner, meaning that the learner may follow his path of activities, thus providing an
environment of learner autonomy and thinking skills.
CHARACTESTICS OF HYPERMEDIA APPLICATION
1. LEARNER CONTROL means the learner makes his own decisions on the path, flow or
events of instruction.
a. LEARNER WIDE RANGE OF NAVIGATION ROUTES. For the most part, the learner
control the sequence and pace of his path depending of his ability and
motivation.

b. VARIETY OF MEDIA. Hypermedia includes more than one media (text, graphics, audio,
video clip) but doeas not necessarily use all types of media in one presentation.
REFLECTION
Hypermedia provides personalize learning activities as it helps those slow and poor learners. It
gives activities suited to your learning objectives and needs. It presents variety of media that will really
cater those fast and slow learners. Whereas in a traditional teaching methods, the teacher would take
extra time, attention and effort to help the students who are slow in understanding the lesson.

LESSON 16
THE INTERNET AND EDUCATION
INTRODUCTION
The internet, also simply called the NET is the largest and far flung-network system-of-all-
systems. Surprisingly, the internet is not really a network but a loosely organize collection of about
25,000 networks accessed by computer on the planet. It is astonishing to know that no one owns the
internet. It has no central headquarters, no centrally offered services, and no comprehensive online
index to tell users what information is available in the system.
CONTENT
GETTING AROUND THE NET
The vast sea of information now and the internet, including news and trivia, is an overwhelming
challenge to those who wish to navigate it.
THE VIEW OF EDUCATIONAL USES OF THE INTERNET
Today, even elementary school graders in progressive countries like the United States are
corresponding via e-mail with pen pals in all 50 states. This educational activity prodded by their schools
are paying dividends from increasing the pupils interest in Geography to a greater understanding of how
people live in large cities and other places in the United States or the world.
REFLECTION
Educational software materials have also developed both in sophistication and appeal. There is
now a wider choice from rote to arithmetic or grammar lessons to discovery and innovation projects.
But real possibility today is connecting with the world outside homes, classrooms, and internet cafes.
And today schools are gearing up to take advantage of internet access, where they can plug into the
Library of Congress, make virtual visit to famous museums in the world, write to celebrities, and even
send question to head of states.






LESSON 17
EDUCATIONAL TECHNOLOGY 2 PRACTICUM
INTRODUCTION
Educational technology 2 offers student 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.
CONTENT
The practicum phase consist 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
- Participation of computer lab tutor/assistant
- Assigned number of hours in conformity with the course


The practicum phase consist in:
BASIC MICROSOFT WORD (6hrs)
The tutorials familiarize each individual learner to the basics of Microsoft word. They will learn
to use menus, and toolbars of the software.
MICROSOFT POWERPOINT (6hrs)
The tutorial is a familiarization on the basics of Microsoft powerpoint. It will train the learner to
prepare powerpoint presentations to enhance the teaching of subjects.
INTERNET AS TOOL OF INQUIRY (4hrs)
The tutorial will facilitate the finding of sources of information appropriate to a learning task.
REFLECTION
Educational technology 2 promises to bring the student teaher and the the professional teacher
trainee to the challenge of a new age-integrating technology in the teaching-learning process. The brisk
pace of technology advancement and innovation continues, but ET 2 is a preparation to bring our
teachers to move ahead with their use of teachnology in the classroom.