LB #17: Educational Technology 2 Practicum

This is the phase wherein we apply what we have learned in the real world, in an actual environment. Hands-on. This phase brings the student teacher and the professional teacher trainee to the challenge of integrating technology in the teaching-learning process. The target of the trainee is to get the learner use Microsoft Word, PowerPoint and the Internet as a tool of inquiry on their own successfully.

It is a challenge that we must overcome without doubts. Learners must be prepared to face the digital age. Thus, we must prepare ourselves, teachers, to pass on our knowledge on technology to the next generation. Be empowered! Move forward and upward!

LB #16: The Internet and Education

The Internet is by far the largest possible window to the world of information, news, communication and others. Everyday, the population of Netizens (Net users) continue to grow and new ways are continuously being developed to tour the Internet. Even elementary school graders in progressive countries are corresponding via e-mail.

Educational software materials have also developed both in sophistication and appeal. Students can now take virtual tours of historical spots included in their current lessons, interact with other people and even government officials in online interviews, and meet and greet their favorite celebrities.

Imagine how the Internet will evolve in the near future. Experts predict that it may become the centerpiece of all online communications on the planet and in some future time in the solar system! Imagine that.

LB #15: Understanding Hypermedia

Hypermedia is basically multimedia packaged as an educational computer software. Information is presented and student activities are integrated in a virtual learning environment. Examples are tutorial software and simulation instructional games.

Examples of tutorial software may include typing tutorials and other how-to's. A common simulation type of hypermedia is the one used by pilots, the flight simulator.

Given its advantage being less expensive than the real thing, hypermedia still doesn't replace the experience and learning from the actual environment of life and nature.

LB #14: The Software as an Educational Source

When you say computer, you imagine its hardware, the tangible parts. But this computer would hardly be useful without software.

The software is the system that tells what the computer should do. There are two kinds of software, the systems software which is the operating system bundled inside all computers, and the applications software which contains the system that commands the particular task or solves a particular problem.

The application software may be a custom software made for specific tasks or a commercial software packaged for personal computers.

Instructional software may be found in software shops or even in the internet. In using instructional software, the teacher should decide on the best computer-based instructional (CBI) materials for the school resource collection. The internet may provide too much information which could be completely useless. The teacher should then evaluate these CBI materials using sound pedagogical principles. The materials should provide accurate, coherent and logical information.

LB #13: Cooperative Learning with the Computer

Cooperative learning is learning by small groups of students who work together in a common learning task. Group learning if you may call it. The group should have a common goal, interdependence, interaction, individual accountability, and social skills. Group learning is advantageous since it encourages active learning, while motivating students, increases academic performance, promotes literacy and language skills and improves teacher effectiveness.

With the advent of the many uses of computers comes the fear that the computer may foster student learning in isolation that hinders the development of the student's social skills. But the computer may actually be used in group learning. In order to ensure collaborative learning, the teacher should assign students to mixed-ability teams, establish positive interdependence, teach cooperative social skills, insure individual accountability and help groups process information. The group will then realize that their group will not succeed unless everyone contributes to the groups success.

LB #12: Information Technology in Support of Student-Centered Learning

The traditional learning is a process wherein a teacher spoon-feeds the students all the information needed for the student to learn the lesson. This is the direct instruction. But times are changing. Direct instruction may apply to economies that depend on factory workers who do repetitive work without thinking on the job.

But industrialized economies may need workers who depend on information that can be accessed through information and communication technologies (ICTs). Schools in developed and developing countries have then adopted the support of ICTs. Students now become active learners, wherein they could interact with other learners. They become independent.

LB #11: The Computer as the Teacher’s Tool

The computer, as a tool, can be used by the teacher as the following:

1.      Information tool – the computer can provide vast amounts of information. The Internet itself provides an enormous database from which the user can access global information resources.

2.      Communication tool – given the fact that the internet can serve as a channel for global communication, the computer can very well be the key tool for video teleconferencing sessions.

3.      Constructive tool – the computer can be used for manipulating information, visualizing one’s understanding and building new knowledge.

4.      Co-constructive tool – learners may use constructive tools to work cooperatively and share knowledge.

5.      Situating tool – computers can now be used to create virtual reality or three-dimensional images to give the user a feeling that they are situated in a virtual environment.

LB #10: The Computer as a Tutor

The computer is one of the greatest human inventions ever made, designed to carry out complicated mathematical and logical operations. Educators saw the potential of the computer. The computer can act as a tutor relieving the teacher of many activities in his personal role as classroom tutor. However, this does not mean that the computer can completely replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. He should ensure that the students have the needed knowledge and skills for any computer activity, plan the sequential and structured activities to achieve objectives and evaluate the students' achievement by ways of tests.

The student on the other hand receive the information, try to understand instructions for the computer activity, keep in mind the information and rules for the computer activity and apply the knowledge and rules during the process of computer learning.

The computer has indeed succeeded in providing an individualized learning environment which was so difficult for a teaching handling whole classes. Computer activities are not the end-all of learning since they have to conform to the lessons/curriculum. In the years ahead, we shall see the computer in schools are a common tool for the enhancement of the student's thinking, communication and collaboration skills. Computers will become an integral component of the future classroom and not a mere machine that can deliver routine drills and exercises.

LB #9: Computers as Information and Communication Technology

We learned in EdTech1 the role of computers in education. Until the nineties, instructional media and educational communication media were still distinguishable. The former included audio-visual aids that helped in the teaching-learning process such as blackboard, film and video. The latter comprise the media of communication to audiences including learners using the print, film, radio, television or satellite means of communication.

Then at the turn of the 21st century, such distinctions merged owing to the advent of the personal computer. The user has before him a tool for both audio-visual creations and media communication. (See diagram below)

The Computer as a:

Communication Media                  Audio-visual Media

- Internet                                          - Multimedia
- E-mail (text and video)                   - Text, sound, graphics, charts, photos
- Chat rooms                                    - Powerpoint Presentation
- Blog sites                                       - CD, VCD, DVD Player
- News services (print, video clip)     - Educational Software
- Music/movie/television room           - Educational websites
                                                        - Softwares, coursewares
                                                        - School registration/records/accounting

LB #8: Higher Thinking Skills Through IT-Based Projects

There are four IT-based projects conducive to develop higher thinking skills and creativity among learners.
1. Resource-based Projects
    The teacher lets the students find their own facts and information. The teacher simply guides and facilitates.

2. Simple Creations
   Students can also be assigned to create their software materials to supplement the need for relevant and effective materials.

3. Guided Hypermedia Projects
   The production of self-made multimedia projects can be approached in two different ways:
   a) as an instructive tool; and
   b) as a communication tool.

4. Web-based Projects
   Students can be made to create and post webpages on a given topic. But then it could be time-consuming and too sophisticated for the average student. As of now, this creativity project may be too ambitious as a tool in the teaching-learning activity.

LB #7: IT for Higher Thinking Skills and Creativity

Traditionally, a teacher organizes and presents information to the student-learners. Today, the challenge is not simply to achieve learning objectives but to encourage the development of students. Students are expected to be flexible, analytical and creative. In this lesson, there are methods proposed for the use of computer-based technologies as an integral support to higher thinking skills and creativity.

Complex Thinking Skills and 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

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 student's passing, even excelling achievement tests.

LB #6: IT Enters a New Learning Environment

Useful models of school learning that are ideal to achieving instructional goals through preferred application of educational technology include Meaningful Learning, Discovery Learning, Generative Learning and Constructivism.

Meaningful Learning
This gives focus to new experience that is related to what the learner already knows. The students are encouraged to recognize relevant personal experiences. Reward structure sets a positive environment to learning.

Discovery Learning
Students perform tasks to uncover what is to be learned. It is important that the student become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.

Generative Learning
Active learners attend to learning events and generate meaning from this experience and draw inferences thereby creating a personal model or explanation to the new experience in the context of existing knowledge. Motivation and responsibility are seen to be crucial in this domain of learning. I gives emphasis to what can be done with pieces of information, not only on access to them.

Constructivism
The learner builds a personal understanding through appropriate learning activities and a good learning environment.

LB #5: State-of-the-Art ET Application Practices

Teachers and schools can no longer avoid the integration of educational technology in instruction. Educators have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt. With this, there is a greater need for teachers to acquire not only computer literacy but competence at well. There is also a need to update the current technology to keep up with the trends. Sadly, computer hardware and software bought by the school may become outdated after five years. Other instructional media may also become obsolete because of the use of computers. Planning is therefore essential when it comes to buying computer hardware and software.

Teachers in rural or developing areas are likely to object on the use of computers. There is a need for computer training for teachers thus consuming their time and money. But with continuing changes in high-speed communication, mass storage of data, including the revolutionary changes among school libraries, school educators should be open for more drastic educational changes in the years ahead.

LB #4: Basic Concepts on Integrating Technology in Instruction

The lesson clearly states that the mere use of a computer does not mean that there is integration of technology in education. Computer games doesn't substitute instructional materials. Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and extend skills.

Indications of technology integration in instruction are:
- If the quality of education is improved to a higher level.
- If there is planning by the teacher on the process of determining what kind of technology fits with the current lesson.
- If the use of technology provides the opening of opportunities to respond to these instructional issues/problems.

LB #3: Educational Technology in the Asia Pacific Region

To help educators feel secure that they are taking the right steps in integrating the use of technology in education, it would be good to know that during the last few years, several progressive countries in the Asia Pacific Region have formulated state policies and strategies to infuse technology in schools. It would be helpful to see how these countries applied the ICT policies and strategies. Click on the links to examine the prevailing ICT policies and strategies of the five progressive states/city.
- New Zealand 2001 ICT Goals and Strategies (http://www.tki.org.nz/ict/)
- Australia IT Initiatives (http://www.deet.gov.au/schools/Adelaide/text/htm)
- Malaysia Smart School-level Technology Project (http://www.ppk.kpm.my/smartschool/)
- Singapore Masterplan for IT in Education (http://www.moe.edu.sg/iteducation/masterplan/welcome.htm)
- Hong Kong Education Program Highlights (http://www.info.gov.hk/emb/eng/prog_high/schoolprog.html)

LB #2: An Overview: Educational Technology 2

Educational Technology 2 or ET2 will be focused on integrating technology into teaching and learning and mainly directed to student teachers. It will be a more hands-on application of computer skills, primarily directed at enhancing the teaching-learning through technology integration. It aims to infuse technology in the student-teachers training, helping them to adapt and meed rapid and continuing technological changes. Technology can be used to improve not only instruction but the school management program and curriculum.

LB #1: A Review of Educational Technology 1

The previous semester has been a fun ride learning what educational technology was all about. EdTech 1 taught us the roles of educational technology in our society especially as a teaching-learning tool. Looking back, the four phases of application of edtech in teaching-learning are: 1) setting of learning objectives, 2) designing specific learning experiences, 3) evaluating the effectiveness of the learning experiences vis-a-vis the learning objectives and 4) revision as needed of the whole teaching-learning process, or elements of it, for further improving future instructional activities.

LB #18: Roles and Functions of and Educational Media Center

The Educational Media Center or EMC is the media depot of a school. It is where all instructional media, equipment and other informational materials are collected, stored, and utilized. A functional EMC eases the jobs of teachers. Less time is spent searching for the right instructional material to use in class. EMC personnel can help in identifying the best materials to use and in what media. Teachers and students alike can also be taught how to use new instructional media that are available. Promoting the use of these materials will help maximize the capacity of the students and teachers in using such materials and more importantly, maximize the learning capability of the students through these materials.

LB #17: Assessment in a Constructivist, Technology-Supported Learning

The aim of studying should not be just to pass the test but rather to learn. Studying through memorization may help but the topic should also be understood. The student must be able to connect what he/she has memorized to how he/she understood it. There has to be meaning to what was memorized or else, learning is not gained.

With technology-supported learning, technology becomes the source of information for the students with the aid of technology. In assessing the learnings of the students, a paper-and-pencil will not be sufficient to measure how much they have learned. Authentic assessment is the most appropriate tool for this. The students will be assessed while performing real world tasks. They are assessed based on their performance.

LB #16: Using the Project-based Learning Multimedia as a Teaching-Learning Strategy

Collaborative work will help students better remember the lesson. Their involvement in the project will help imprint in their minds the details of the lesson. Much more, students learn to analyze, research, organize, assess, make decisions, manage time and work with others.

In the process, the teacher also learns many things from the students. It is a give-and-take process. The end-result of the project will give satisfaction to both teacher and students.

LB# 15: Project-based Learning and Multimedia: What Is It?

This project-based leaning and multimedia is a combination of learning resources to make our teaching as concrete as we can so abstractions will be clear and meaningful.

Project-based multimedia learning involves the whole class, whether in groups or as a whole. If the students understand what output is to be expected of their project, they actively participate and each student contributes to the completion of the project. The teacher can only set the goals to be achieved by the students by the end of the project and supervise them.

Students are developed greatly in many aspects. Cooperation and camaraderie among classmates, decision making skills, research skills, technical skills, intellect, imagination, creativity, responsibility, time management and more are developed. Throughout the process, the student also learns the lesson in a way that he/she won't forget as it was a participative learning process. The students learn and enjoy at the same time.

LB# 14: Maximizing the Use of the Overhead Projector and the Chalkboard

We've known the chalkboard since nursery and even in offices, chalkboards are used. It is a very helpful tool especially in schools that do not have computers, televisions and the like. There are tips on using the chalkboard to make it and effective learning tool.
- writing clearly and legibly can allow students sitting in the last rows to read what you're writing.
- be prepared on what to write on the board
- use colored chalk to highlight key points
- write on the board while still facing the class. You don't have to turn your back on your students while writing on the board.
- while students are copying their notes from the board, try to walk around and see your board work from all corners of the classroom to see its visibility
- check for glares from fluorescent bulbs and windows.
- use the chalkboard to its full potential.

There's a trivia on why chalkboards are usually called blackboard. Way back then, chalkboards were painted black and white chalk was used. Then people discovered that green is much more pleasing to the eyes and so they started painting it green. But the term blackboard was already hooked up with the tool.

Another good tool to use in place of computers and televisions is the overhead projector (OHP).
- it's simple to operate
- the instructor can face the class while operating the OHP
- creating the materials for the OHP is easy and fun.
- graphs, charts, diagrams and other visual symbols can be shown using the OHP
- you can overlay transparencies to show the after-effects of a certain process.

There's a good side to the OHP. When you use a computer, you usually store your presentation in a flash drive. The downside to this is when it has a virus or your flash drive is not detected by the computer. With the overhead projector, you don't have to worry about these things. Just turn it on, put your transparencies on and viola! you get a presentation

LB# 13: Teaching with Visual Symbols

Visual symbols make up for real things when we're in the classroom and when computers and televisions are not available. The visual aids are what helps the students understand what the lesson is all about. The are different kinds of visual symbols. These include drawings, cartoons, strip drawings, diagrams, charts, graphs and maps.

Let's expound each kind of visual symbol. Drawings represent the real thing. It helps if a teacher is capable of freehand drawing. Elaborate pictures are not necessary. Basic stick figures can do a lot.

A well illustrated cartoon can tell a story. You can get get cartoon pictures from the newspaper, magazines and posters. Sketching a cartoon can be made simple.

Strip drawings or better known as comics or comic strips can be found in newspapers. Facial expressions, conversations and gestures can be conveyed in a strip drawing.

Diagrams "show arrangement and relations of parts to a whole, relative values, origins and development, chronological fluctuations, distributions, etc" (Dale, 1969).

Charts are diagrammatic representation of relationships among individuals within an organization. A famous example is a flow chart which shows step-by-step processes and the organizational chart which shows the ranking and functions from the top ranking official down to its subordinates. Another is the family tree, using the tree chart.

Graphs represent comparison. The pie graph and the bar graph are a common example.

Maps represent the surface of the earth. Different kinds of maps can be used depending on what the lesson is about.

These visual symbols can be used in so many ways. They can be made colorful and fun. They can also be interactive if the students are asked to stick the right piece in a graph or chart.

LB#12: The Power of Film, Video and TV in the Classroom

During a Manny Pacquiao fight, from which would you rather learn about the happenings inside the ring? The radio, the live telecast on TV, or the newspaper the next day? The answer is obvious.

The television is a very powerful tool. It combines both audio and visual. People can relate to it. Watching TV is effortless. When you listen to the radio, you still have to imagine visually what's going on. With TV, it's a complete package. It can bring you worlds you haven't been to in the comfort and safety of your seats or sofa. Come to think of it, it's even better watching the Pacquiao fight on TV than being physically beside the ring because you get to see close-ups and slow-mo replays.

Being this powerful, why not use this tool in teaching? It keeps the attention of the students and retention is better with audio-visual tools. Before viewing, give your students a set of objectives and expectations in watching the film. Link the film with your lesson. Set house rules to prevent interruptions during the viewing process. Give out guide questions for them to answer after viewing.

After the film showing, ask the class to answer the questions you gave them beforehand to see whether they learned something. Afterwhich, you can let the students do the asking and discuss with them possible answers to their questions. Based on personal experience, an essay is usually made after watching the film to write down everything we have learned from it.

The television is a powerful tool. But we should not forget Ben Parker's parting words to Peter, "With great power, comes great responsibility."

LB#11: Making the Most of Community Resources and Field Trips

Field trips are the most exciting part of a lesson or class, or even the school year. The whole class takes a trip to a certain place to learn more about their lesson. As a teacher, so much preparations have to be made before conducting a field trip.

Planning should be done to avoid failure in the learning process. Contact people in charge of the locations to visit and make arrangements with them. The time and date should be given precisely as this will help them prepare the location. Transportation is also essential. You should make sure that it is safe to travel in such vehicle.

School principals should be informed about the trip and the arrangements made. Parents should also sign permission slips before the students are allowed to take the trip.

The route of the field trip should also be prepared. You can discuss this with the class for coordination.

You can also ask other teachers whether the schedule of the trip is fine with them. They might have scheduled a test prior to the planning of the trip.

A list of questions to be answered after the trip and information materials about the places to be visited will be helpful to the students.

Set objectives for the trip and write them down with the class.

Set rules to keep the students safe. Use the "buddy system" wherein students go in pairs so that they could look after each other.

Ask the students to take their own pictures or videos and notes to document the trip. A journal can also be made for each place visited.

Knowing the route means knowing what's to be seen on the way to the site and back. You can list down certain objects that can be seen along the way so the students won't just sit back and sleep in the bus. Give their eyes and interests something to feast on.

It is important that you inquire about dress codes in certain locations. Some places may have a "no shorts, no slippers" dress code. But nevertheless, ask the students to wear whatever is comfortable for them for walking and to bring extra clothes or shoes for special locations with strict dress codes.

Prior to the trip, give the students a backgrounder of the places to be visited. Knowing what to look for when they get there keeps them excited.

The benefits that a field trip can give are numerous. It gives the students a rich experience and the knowledge they gain is lasting since it is memorable for them. It brings about a lot of realization which may lead to changes in attitudes and insights.

There can also be disadvantages in field trips. Some of which are 1) it is costly, 2) it involves logistics, 3) it is extravagant with time, and 4) contains an element of uncertainty.

But nevertheless, the benefits can compensate for the drawbacks. A successful field trip is a bridge between the classroom and the community.