OUR PORTFOLIO IN EDUCATIONAL

TECHNOLOGY

TITLE OUTLINEThe Student (Profile)What is Educational Technology?Technology: Boon or Bane?Systematic Approach to Teaching.The Roles of Educational Technology in learning.The Roles of Technology in Learning.Cone of Experiences.Learning through Educational Technology 2.Conceptual model of Learning.The Student after Educational Technology 2.

STUDENT PROFILE:

Name: Angelica S. RielAge:19Sex: FemaleBirth day: June 18, 1997 Nationality: Filipino Religion: ChristianStatus: SingleWeight: 50 kls.Height: 5’1Hair colour: BrownEye colour: BrownHobbies: Eating, Online surfing, Playing guitar and SingingSkills: Computer skill, Artistic skill, Data encoding.

Name: Cherry Ann P. DiazAge: 18Sex: FemaleBirth day: March 28, 1998Nationality: FilipinoReligion: ChristianStatus: SingleWeight: 39 kls.Height: 4’11Hair colour: BlackEye colour: BrownHobbies: DancingSkills: Dancing

“ Technology is more than hardware. Technology consists of the designs and the environments that engage learners.”

- D. Jonassen

WHAT IS EDUCATIONAL TECHNOLOGY?

If technology refers to “ all the ways people use their inventions to satisfy their needs and desires” then educational technology includes all educational inventions-old and new to satisfy our human need to learn. To understand the meaning of educational technology, it may be good to begin with the meaning of technology. The word “technology” comes from the Greek word techne which means craft or art. Based on the etymology of the word “ technology”, the term educational technology, therefore, refers to the art or craft of responding to our educational needs.

Educational technology is the field involved in applying a complex, integrated process to analyze and solve problems in human learning. (David H. Jonassen, et al 1999)

Educational technology is a field study which is concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process (Lucido and Borabo, 1997). As a field, it operates within the total field of education.

Educational technology is a broad term. It refers to the used of all human inventions and discoveries to satisfy our educational need and desire such as learning. These inventions and discoveries can be devices, tools, equipment, activities, procedures and processes. Include among these human inventions are the various educational media.

Educational technology is more than instructional technology in the same way that education is more than instruction.

Educational technology is different from technology in education. The latter refers to the application of technology in the operation of education institutions while the former refers to the application of technology in the educative process that takes place in such education institutions.

Actually, Educational technology has no agreed upon definition. But based on my own understanding, Educational technology is a process by which people, procedures, ideas, devices and organization are involved for analyzing, implementing, evaluating and managing solution to those problem involved in all aspects of human learning.

Technology : Boon or Bane?

“Technology is in our hands. We can use it to build or destroy.”

When you hear the word “Technology”, what comes into your mind first? Is it Boon or Bane? It is either right? It can be Boon, pleasant or in other words, helpful to us because it makes our daily works become easier and faster. And specially, it helps a lot to our studies. It can be Bane also or in other words, a destruction to us especially to our studies because it ruins the mindset of the people. It makes people become lazy.

Technology is a blessing for man. With technology, there is a lot that we can do which we could not do then. With cell phones, webcam, you will be closer to someone miles and miles away. So far yet so close! That is your feeling when you talk through cell phones to your beloved who is far away from home. Just think of how your teaching and learning have become novel, stimulating, exciting, fresh and engaging with the use of multimedia in the classroom. With your televisions that you can watch events as they happen all over the world.

However, when not used properly, technology becomes a detriment to learning and development. It can destroy relationships. Think of the husband who is glued to televisions unmindful of his wife seeking his attention. This may eventually erode marital relationship. Think of the student who surfs the Internet for pornographic scenes. He will have trouble with his development. The abuse and misuse of the Internet will have far reaching unfavourable effects on his moral life. The teacher who schedules class Tv viewing for the whole our to free herself from a one-hour teaching and so can engage in “ tsismis”, likewise will not benefit from technology.

In education, technology is bane when:

The learner is made to accept as Gospel truth information they get from the Internet.The learner surfs the Internet for pornography.The learner has an uncritical mind on images floating on televisions and computers that represent modernity and progress.The Tv makes the learner a mere spectator not an active participant in the drama of life.The learner gets glued to his computer for computer-assisted instruction unmindful of the world and so fails to develop the ability to relate to others.

We make use of the internet to do character assassination of people whom we hardly like.Because of our cell phone we spend most of our time in the classroom or in our workplace texting.We use, overuse and abuse Tv or film viewing as a strategy to kill time.

So, we cannot say that it is boon or it is bane. Being boon or bane of it depends upon the person or individual who thinks of it. It is depends upon to those who experience or benefit it. But in terms to education, it depends on how we use technology. If we use it to help our students and teachers become caring, relating, thinking, reflecting and analyzing and feeling beings, then it is boon, a blessing. But if we abuse and misuse it and so contribute to our ruin and downfall and those of other person, it becomes a bane or a curse.

“A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts.”

– C. West Churchman.

SYSTEMATIC APPROACH TO TEACHING

The system approach views the entire educational program as a system of interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the school, the teacher, the students, the objectives, the media, the materials and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

The purpose of a system instructional design is “ to ensure orderly relationships and interaction of human, technical, and environmental resources to fulfill the goals which have been established for instruction.”(Brown, 1969)

The focus of systematic instructional planning is the learner. Instruction begins with the definition of instructional objectives that consider the learner’s needs, interests and readiness. On the basis of these objectives, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, chooses also the appropriate learning experiences and appropriate materials, equipment and facilities.

The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher and defining the role of any personnel to involved in the preparation, setting and returning of these learning resources.

The systems’ approach to instruction is simple in theory but far from being simplistic in practice. It is not just a matter of teacher formulating his/her lesson objective and then directly teaching the students. There are lots of elements or factors that the teacher has to take into consideration- learner’s needs, entry knowledge and skills, interests, home background, prior experiences, developmental stage, nature and the like.

The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all elements and of all actors involved in the process.

THE ROLES OF EDUCATIONAL

TECHNOLOGY IN LEARNING“Technology makes the world a new place.”

Technology can play a traditional role, for example, as delivery vehicles for instruction lessons or in a constructivist way as partners in the learning process. In the traditional way, the learner le1arns from the technology and the technology serves as a teacher. In other words, the learner learns the content presented by the technology in the same way that the learner learns knowledge presented by the teacher.

In constructivist approach, technology is a learning tool to learn with, not from. Technology serves as a medium in representing what the learner knows and what he/she is learning.

From the traditional point of view, technology serves as source and presenter of knowledge. Technology like computers is seen as a productivity tool.

From the constructivist point of view, educational technology serves as learning tools that learners learn with. It engages learners in “active, constructive, intentional, authentic, and cooperative learning.” It provides opportunities for technology and learner interaction for meaningful learning.

From a constructivist perspective, the following are the roles of technology in learning:Technology as a tool to support knowledge construction.

For representing learner’s ideas, understanding and beliefs. For producing organized, multimedia knowledge bases by learners.Technology as information vehicles for exploring knowledge to support learning-by-constructing.

For accessing needed information and for comparing perspectives, beliefs and world views.Technology as context to support learning-by-doing.

For representing and simulating meaningful real-world problems, situations and context. For representing beliefs, perspectives, arguments, and stories of others and for defining a safe, controllable problem space for student thinking.

Technology as a social medium to support learning by conversing.

For collaborating with others. For discussing, arguing, and building consensus among members of a community and for supporting discourse among knowledge-building communities.Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting.

For helping learners to articulate and represent what they know. For reflecting on what they have learned and how they came to know it. For supporting learner’s internal negotiations and meaning making. For constructing personal representations of meaning and for supporting mindful thinking.

Whether used from the traditional or constructivist point of view, when used effectively, research indicates that the technology not only “increases student’s learning, understanding and achievement but also augments motivation to learn, encourages collaborative learning and supports the development of critical thinking and problem-solving skills.”

Educational technology plays various roles. From the traditional point of view, it serves as presenter of knowledge just like teachers. It also serves as a productivity tool. With the Internet, technology has facilitated communication among people. From the constructivist perspective, educational technology is meaningful learning tool by serving as a learning partner.

WHAT IS THE ROLE OF TECHNOLOGY IN EDUCATION, WHAT DOES IT MEAN FOR THE TEACHER?

Today’s generation of students are growing up in a digital world. Using digital devices is a huge part of their everyday experience out of school. Through Google they have access to a wide wealth of digital information, content and resources.

The transition to digital within education is leading to a raft of new exciting opportunities for education. The key factors for schools when considering technology investments are:Carefully consider technology investments in the context of their impact on pedagogyA need for a clear vision as to how the devices would be utilised and add value to the learning experience.Some concepts can be introduced, and slowly built on, without having to start with a complete radical change e.g. the flipped classroom.Take a broad approach to investment, considering both presentation style and collaborative style learning, and how the relevant devices communicate and interconnect.Consider the student’s holistic learning experience, both in-class and at home and how these can feed into each other.Recognise the impact on teachers and the amount of training that will be needed to maximise the benefit of the technology.

“ The cone is a visual analogy, and like all analogies, it does not bear an exact detailed relationship to the complex elements it represents.” – Edgar Dale

WHO IS EDGAR DALE?Edgar Dale (April 27, 1900 in Benson, Minnesota, –

March 8, 1985 in Columbus, Ohio) was an American educationist who developed the Cone of Experience. He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures. Born and raised in North Dakota he received a B.A. and M.A. from the University of North Dakota and a Ph.D from the University of Chicago.  His doctoral thesis was titled "Factual Basis for Curriculum Revision in Arithmetic with Special Reference to Children's Understanding of Business Terms." and is precursor for his later work with vocabulary and readability. He was a professor of education at Ohio State University.

In 1933 Dale wrote a paper on how to effectively create a high school film appreciation class. This paper has been noted for having a very different view of adolescent interaction with films than that taken by the Film Control Boards of the time.

He was a teacher in a small rural school in North Dakota (1919–31). He was superintendent of schools at Webster, North Dakota (1921–24), and a teacher at the junior high school at Winnetka, Illinois (1924–26). His interest in film led to position with Eastman Kodak as a member of the editorial staff of Eastman Teaching Films (1928–29).

WHAT IS THE CONE OF EXPERIENCE?

The Cone of Experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

Dale's "Cone of Experience," which he intended to provide an intuitive model of the concreteness of various kinds of audio-visual media, has been widely misrepresented. Often referred to as the "Cone of Learning," it purports to inform viewers of how much people remember based on how they encounter information. However, Dale included no numbers and did not base his cone on scientific research, and he also warned readers not to take the cone too seriously. The numbers originated from 1967, when a Mobile oil company employee named D. G. Treichler published a non-scholarly article in an audio magazine titled Film and Audio-Visual Communications.

In Educational Technology I, we are being aware the importance of computer to our learning and to our life, it helps us to be computer literate and aside from that it enhances our knowledge about the use of computer. Teachers also become an effective teacher where she/he teaches us effectively.

In Educational Technology II, it concern with “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 learner’s 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.

Educational Technology II 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:

1.To provide education in the use of technology in instruction;

2.To impart learning experiences in instructional technology supported instructional planning;

3. To acquaint students on information technology;

4. To learn to use and evaluate computer-based educational resources;

5. To engage learners on practical technology; and

6. To inculcate higher-level thinking and creativity among students.

This lesson teaches us to be aware with the use of different use of computer software including the Microsoft, power point, office word and micro excel. It also teaches us to be aware to different technologies and its advantages and disadvantages, how to use the different social media applications such as Instagram, Twitter, Facebook, and Emails with its importance, uses, advantages and dis advantages when we are using it.. Also sending important emails that we ca use in our career as teacher. As a future teacher we are given a chance to become an effective teacher someday we are being thought for a better teaching which is also helpful for both teacher and students.

WHAT IS CONCEPTUAL MODEL?

A conceptual model is a representation of a system, made of the composition of concepts which are used to help people know, understand, or simulate a subject the model represents. Some models are physical objects; for example, a toy model which may be assembled, and may be made to work like the object it represents.The term conceptual model may be used to refer to models which are formed after a conceptualization or generalization[1] process. Conceptual models are often abstractions of things in the real world whether physical or social. Semantics studies are relevant to various stages of concept formation and use as Semantics is basically about concepts, the meaning that thinking beings give to various elements of their experience.

The term conceptual model is normal. It could mean "a model of concept" or it could mean "a model that is conceptual." A distinction can be made between what models are and what models are models of. With the exception of iconic models, such as a scale model of Winchester Cathedral, most models are concepts. But they are, mostly, intended to be models of real world states of affairs. The value of a model is usually directly proportional to how well it corresponds to a past, present, future, actual or potential state of affairs. A model of a concept is quite different because in order to be a good model it need not have this real world correspondence. In artificial intelligence conceptual models and conceptual graphs are used for building expert systems and knowledge-based systems; here the analysts are concerned to represent expert opinion on what is true not their own ideas on what is true.

THE FOUR CONCEPTUAL MODELS OF LEARNING

These are :•Meaningful Learning•Discovery Learning•Generative Learning•Constructivism

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.

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:Ø  Students already have some knowledge that is relevant to new learningØ  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.

CONSTRUCTIVISMIn 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.

THE STUDENT AFTER EDUCATIONAL TECHNOLOGY II

There are lots of information and knowledge we got from Educational technology 2. We all know that the Edtech 2 is concern in the “Integration of technology in teaching and learning.” In our discussion, we had a review in Educational technology 1, that the learner was also oriented towards averting the dangers of dehumanization which technology brings into societies, through ideological propaganda, pornography, financial fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect peoples and cultures while widening the gap between rich and poor countries.

We also tackled about the objectives, essence or product of Edtech 2 such as provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners. Impart learners experience in instructional technology supported instructional planning and learned to use and evaluate computer-based educational resources and so many more.

We learned also about the importance , advantages and disadvantages of emails; the advantages, disadvantages and steps in creating online survey; the difference between individual 30 years ago and the new millennial generation in terms of social relationships, beliefs and values and availability of technology; the developing basic digital skills and the different use of social media applications such as Facebook, Instagram, Twitter, Emails, and etc.

This information or knowledge that we learned from this Edtech 2 can help to us in our career as a teacher someday. We can use it and apply it in our learning and teaching. For example, we can integrate emails, facebook, instagram, twitter and other social media application in conducting a survey or other transactions. And also, we can use it in our teaching, to be able to be more creative and advance and go in with the flow to the society that our students living. It will help to make our teaching become more interesting, fun, enjoyable and knowledgeable.

Thank You for Watching

Prepared by: Angelica S. RielCherry Ann P. Diaz

BSEd-Mathematics IIIPrepared To : Ms.Jovengrace F.Cabahug

Instructress