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.