Lesson 1: A REVIEW OF EDUCATIONAL

TECHNOLOGY I
INTRODUCTION
The foundation for a truly satisfying exposure to educational technology has been
firmly laid down by the ET-1 course, starting with the thorough treatment of the history of
educational technology, quality education, and the roles of ET in the 21
st
millennium.

SUMMARY
In ET-1, the learner was also oriented towards averting the dangers of
dehumanisations which technology brings into societies, such as through ideological
propaganda, pornography, financial fraud, and other exploitative use of technology.
In this lesson the FOUR (4) PHASES OF APPLICATION OF EDUCATIONAL TECHNOLOGY 1
in teaching-learning is showed, namely:

Setting of learning objectives
Designing specific learning experiences
Evaluating the effectiveness of the learning experiences vis-a-vis learning
objectives
Revision as whole of the teaching-learning process, or elements of it, for further
improving future instructional activities

EDUCATIONAL TECHNOLOGY 1 SERVED:

To orient the learners to the pervasiveness of educational technology in society.
To lend familiarization on how educational technology can be utilized.
To uplift the learners to human learning.
To impart skills in planning, designing, using and evaluating the technology-
enriched teaching-learning process.
To engage learners on basic aspects of community education.
To introduce to what is recognized as the third evolution in education, the
computer.

REFLECTION
Everyone wants to make their works easy. So when technology was introduced
widely, we gladly accept it with open arms not only that we want something for a change,
but we need something that will drive us along the way to go far behind traditional ways of
living. Now that technology is already in the curriculum, students like us would be given a
chance not only for orientation, for lending familiarization, or any purposes, but as well as
to be able to tap the computer keyboard, to prepare computer designs like power point
presentations and more. In this subject we will be able to utilize some significant ideas
relevant in the teaching-learning process.



Lesson 2: AN OVERVIEW: EDUCATIONAL
TECHNOLOGY 2
INTRODUCTION
Educational Technology 2 is concerned with Integrating Technology into Teaching
and Learning In essence, the course aims to infuse technology in the student-teachers
training, helping them to adapt and meet rapid and continuing technological changes,
particularly in the thriving global information and communication technology (ICT)
environment.

SUMMARY
Educational Technology 2 is concerned with Integrating Technology into Teaching
and Learning. Specifically this is focused on INTRODUCING, REINFORCING,
SUPPLEMENTING, and EXTENDING the knowledge and skills to learners so that they can
become exemplary users of educational technology.
In essence, the course aims to infuse technology in the student-teachers training,
helping them to adapt and meet rapid and continuing technological changes, particularly
in thriving global information and communication technology ICT environment. More
specifically, the COURSE OBJECTIVES are:
To provide education in the use of technology in instruction by providing
knowledge and skills on technology integration in instruction to learners;
To impart learning experiences in instructional technology supported
instructional planning;
To acquaint students on information technology or IT related learning
theory with the computer as a tutor; to learn to use and evaluate computer-
based educational resources; to engage learners on practical technology
integration issues including managing IT classrooms, use the internet for
learning, cooperative learning through the use of information technology,
etc.; and
To inculcate higher-level thinking and creativity among students while
providing them knowledge of IT related learning theories.

REFLECTION
If we are going to talk about integration, it seems like a complete package where
all efforts are exerted just to complete the desired volume of something. Well, what makes
the course interactive and exciting is that, we are not only focusing to what kind of
Educational Technology that can be utilize in teaching and learning, but in any kind of
Educational Technology as long as it is applicable for teaching and learning, we integrate
those things just to introduce, reinforce, supplement, and extend the knowledge and skills


that we wish to achieve. It is crucial and complex but very effective. The assurance is
limitless.

Lesson 3: EDUCATIONAL TECHNOLOGY IN THE ASIA
PACIFIC
REGIONS
INTRODUCTION
To provide confidence to educators that they are taking the right steps in adopting
technology in education, it is good to know that during the last few years, progressive
countries in the Asia Pacific region have formulated state policies and strategies to infuse
technology in schools. The reason for this move is not difficult to understand since there is
now a pervasive awareness that a nations socio-economic success in the 21
st
century is
linked to how well it can compete in a global information and communication technology
(ICT) regions.

SUMMARY
And since it is understood that state policies will continue to change, it is helpful to
examine prevailing ICT policies and strategies of five progressive states/cities, namely New
Zealand, Australia, Malaysia, Singapore, and Hong Kong.

1. NEW ZEALAND
Government with the education and technology sectors, community groups, and
industry envisions support to the development of the capability of schools to use
information and communication technologies in teaching-and-learning and in
administration. Their strategies foresee schools to be: improving learning outcomes for
students using ICT to support the curriculum; using ICT to improve the efficiency and
effectiveness of educational administration; and developing partnerships with communities
to enhance access to learning through ICT.
2. AUSTRALIA
The plans for achieving the national goal for IT are left to individual states and
territories with the Educational Network Australia (EdNA) as the coordinating and advisory
body. Across the states and territories, the common features and planning, funding and
implementation strategies are: fast local and wide area networks linking schools across the
state and territory; substantial number of computers in schools, ensuring adequate access;
continuing teacher training in the use of technology for instruction; technical support to
each school; sufficient hardware and software; digital library resources; and technology
demonstration as models for schools
3. MALASIA
Technology plays many roles in a Smart Schools from facilitating teaching-and-
learning activities to assisting with school management. Fully equipping a school includes:


classrooms with multimedia, presentation facilities, e-mail, and groupware for
collaborative work; library media center with database for multimedia courseware and
network access to the internet; computer laboratory for teaching, readily accessible
multimedia and audiovisual equipment; multimedia development center with tools for
creating multimedia materials; studio/threatette with control room for centralized
audiovisual equipment, teleconferencing studio, audio room, video and laser disc video
room; teachers room with online access to courseware catalogues and databases; server
room equipped to handle application, management databases and web server; and
administration offices capable of managing databases of student and facilities, tracking
student and teacher performance and resources, distributing notices and other information
electronically.
4. SINGAPORE
The master plan has four key dimensions: curriculum and assessment; learning
resources; teacher development; and physical and technological infrastructure.
5. HONG KONG
Government aims to raise the quality of school education by promoting the use of IT in
teaching and learning. The IT initiatives are: on average, 40 computers of each primary
school and 82 computers for each secondary school; about 85,000 IT training places for
teachers at four levels; technical support for all schools; an Information Education Resource
Center for all schools and teachers; an IT coordinator for each of 250 schools which should
have sound IT plans; computer rooms for use of students after normal school hours; an IT
Pilot Scheme to provide schools with additional resources; review of school curriculum to
incorporate IT elements; development of appropriate software in collaboration with
government, the private sector, tertiary institutions and schools; and exploring the
feasibility of setting up an education-specific Intranet.

REFLECTION
The nations socio-economic success in the 21
st
century has something to do with
the infusion of technology into human activities and the pervasive awareness of these
inventions. Technology is designed to provide the needs suitable for all. And to be able to
help these inventions more meaningful and effective, these progressive countries in the Asia
Pacific regions have formulated state policies and strategies in order to achieve the
extraordinary advances of technology hoping to provide solutions for human problems in
the society and for reaching out as well to those countries that aspire for a much better
economic stability.

Lesson 4: BASIC CONCEPT ON INTEGRATING
TECHNOLOGY IN
INSTRUCTION
INTRODUCTION


There is the lingering issue on how educational technology is integrated in the
learning process. This is due to the fact that the mere use of the computer does not mean
technology has already been integrated in instruction. There is a need to provide learning
on ho educational technology can be applied and integrated into the teaching-learning
process. There is no integrative process if for example the teacher makes students play
computer games to give them a rest period during classes. Neither is there integration if the
teacher merely teaches the students computer skills because they are not computer
technicians or trainors.

SUMMARY
If one is looking for EXTERNAL MANIFESTATION of technology integration into
instruction, here are some:
Theres a change 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 and
when technology fits into the teaching-learning process;
The teacher sets instructional strategies to address specific instructional
issues/problems;
The use of technologies 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.

REFLECTIONS
Technology integration simply means of using technology in instructions. As it
improves, educational capabilities increase correspondingly. While the quality of
instruction is improved, there would be more opportunities that will come ahead in
respond to the demands of present situations. In traditional way of teaching, teachers are
the sole provider of ideas, chalk and chalkboard are used during discussion, and it is said to
be a one way process. While in IT-integrated instruction, technology serves as the provider
of information and knowledge, topics are organized and well presented therefore
discussion are impressively high and effective, and it is a two-way process of learning.

Lesson 5: STATE-OF-THE-ART ET APPLICATION
PRACTICES
INTRODUCTION
Looking through progressive state policies that support technology in education and
other new developments in the pedagogical practice, our educators today have become
more aware and active in adapting state-of-the-art educational technology practices they
can possibly adopt. The list of audiovisual aids available to or schools may not even apply


any more since modern-day computer hardware and software have rendered them
obsolete.
Due to the speedy turnover of technology advancement, it is wise therefore for school
administrators to decide on technology upgrading along medium-term (5 years) term only.

SUMMARY
The following TRENDS should be recognized by the educators:
Through school or training center, present-day student have become
computer literate;
Teachers have deemphasize rote learning and have spent more time in
methods to allow students to comprehend/internalize lessons;
Student assessments/examinations have included measurement of higher
level learning outcomes such as creative and critical thinking skills; and
Recent teaching-learning models have paved the way for instructional
approaches in which students rely less teachers as information givers.
In sum, these trends and new levels of learning require the appropriate use of state-
of-the-art instruction with the use of IT, tapping the computers information and
communication tools.
REFLECTION

Based in what I have read in Microsoft Encarta 2009, there are
many technological innovations of the late 20th century promised advancements in the
methods and effectiveness of teaching for the 21st century. Some of the most promising
innovations included access to the Internet and programmed instruction.
The revolution in computer and communications technology holds out hope that all students
will connect with more information and more people than ever before, and that learning
might become more individualized. Therefore educators should see to it that students must
not only learn how to make presentations or any simple operations in computer but they also
have to spend more time for the development of their critical thinking skills since the trends
and the new level of learning require the appropriate use of the state-of-the-art instructions
using Information Technology.

Lesson 6: IT ENTERS A NEW LEARNING
ENVIRONMENT
INTRODUCTION
It is most helpful to see useful models of school learning that is ideal to
achieving instructional goals through preferred application of educational technology.
These are the models of Meaningful Learning, Discovery Learning, Generative Learning,
and Constructivism.


SUMMARY
It is the most helpful to see useful models in school learning that is ideal to
achieving instructional goals through preferred application of educational technology.
Effective learner best interact with students in innovative learning activities, while
integrating technology to the teaching-learning process.

MODELS OF LEARNING:
MEANINGFUL LEARNING
If the traditional learning environment gives stress to rote learning and simple
memorization, meaningful learning gives focus to new experience that is related to what
the learner already knows. New experience departs from the learning of a sequence of
words but gives attention to meaning.
DISCOVERY LEARNING
Discovery 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.
GENERATIVE LEARNING
In generative learning, we have active learners to attend to learning events to
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.
CONSTRUCTIVISM
In constructivism, the learner builds a personal understanding through an
appropriate learning activities and a good learning environment.

The most accepted PRINCIPLES CONSTRUCTIVISM are:
Learning consists in what a person can actively assemble for himself and
not what he can receive passively.
The role learning is to help the individual/adapt to his personal world.

REFLECTION
In the old ways of teaching-learning process were already used with simple yet
helpful and useful model in achieving the instructional goals. But today that technology is
already infused into education, we already have experienced and have already used its
benefits. Through preferred application (in educational technology) it is now easy for us to
prepare instructional materials which will be used in the field that we are aspiring for in
the near future, that is of becoming a teacher.

Lesson 7: IT FOR HIGHER THINKING SKILLS AND
CREATIVITY

INTRODUCTION


In the traditional information of absorption model of teaching, the teacher organizes
and presents information to student/learners. He may use a variety of teaching resources to
support the lesson such as the chalkboard, videotape, newspaper or magazine, and photos.
The presentation is followed by discussion and the giving of assignment. Among the
assignments may be the research on a given topic. This teaching approach has been proven
successful for achieving learning outcomes following the lower end of Blooms Taxonomy:
knowledge, comprehension and application are concerned.

SUMMARY

Today, students are expected to be not only cognitive, but also 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.
THE UPGRADED PROJECT METHOD
Given this 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 achievement test.

THE PROCESS
The process of project implementation takes the students to the steps, efforts,
and experiences in project completion. Meanwhile, thus principles to be borne in
this that:

THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT

The process refers to the thinking/affective/psycho-motor process that
occurs on the part of the learner. This comprises the journey that actualizes
learning.
The product is the result of this all-important process consisting in possibly
summary, a poster, an essay, a term paper, a dramatic presentation, or an IT-based
product.

REFLECTION
And since technology is already infused in education today, it is expected that
students could perform a Higher Thinking Skills and Creativity in the learning process. The
Upgraded Project Method is introduced in order for them to think critically in decision
making about their projects, on how they are going to organize a certain task, how to
present their task and more. It is then the duty of the teacher to reinforce the learning
process if it is necessary.
In the completion of students project, one principle to borne in mind according to the
author is that THE PROCESS IS MORE IMPORTANT THAN THE PROJECT. This is true


because in any field, it is in the process where you can acquire knowledge or you will able
to learn how things are made.

Lesson 8: HIGHER THINKING SKILLS THROUGH IT-
BASED PROJECT

INTRODCUTION
In this lesson, we discuss four types of IT-based projects which can effectively be used in
order to engage students in activities of a higher plane of thinking. To be noted that these projects
differ to the specific process and skills employed, also in the ultimate activity or platform used to
communicate completed products to others.

SUMMARY
It is to be understood that these project do not address all of the thinking skills shown
previously in the Thinking Skills Framework. But these projects represent constructivist projects,
containing the KEY ELEMENTS OF A CONSTRUCTIVIST APPROACH to instruction, namely:
a) The teacher creating learning environment
b) The teacher giving students the tools and facilitates , and
c) The teacher facilitating learning

It is the student themselves who demonstrate higher thinking skills and creativity
through such activities searching for information, organizing and synthesizing ideas,
creating presentation, and the like.

I - RESOURCED-BASED PROJECTS
In these projects, the teacher steps out the traditional role of being a content expert and
information provider, and instead lets the students find their own facts and information.
II SIMPLE CREATION
In developing software, creativity as an outcome should not be equated with
ingenuity and intelligence. Crating is more consonant with planning, making, assembling,
designing, or building.
III GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approach in two different
ways: as an instructive tool: and as n communication tool.
IV WEB-BASED PROJECTS
Students can be made to create and post web pages on given topic. But creating web
pages, even single page web pages may be sophisticated and time consuming for the
average students.

REFLECTION
There are four IT Based projects that are introduced to perform a higher thinking skill and
those are the Resourced-Based Project, Simple Creations, guided Hyper Media Projects, and Web-
Based Projects. In resourced-based projects, the teacher should step out of traditional role wherein
he/she let the students look for the information needed. In simple creation, it is says that students
can be assigned to create their software materials to supplement their needs relevant for their task.
The production of self-made multimedia projects can be approach in two different ways such as an


instructive tool, and as a communication tool. And finally in web-based projects, in posting web
pages in the internet allows millions of viewers.

Lesson 9: COMPUTER AS AN 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.

SUMMARY
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 uses colour, 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 dynamic
that within the first decade of the 21
st
century, computer technology in education has
matured to transform into one educative information and communication technology (ICT)
IN EDUCATION.
THE PERSONAL COMPUTER (PC) as ICT
Instructional media consist of audio-visual aids that served to enhance and enriched
the teaching-learning process. Educational media comprise the media of communication.
REFLECTION
Computers are widely used nearly in every communication system nowadays. It
makes possible for us to access enormous information or exchange ideas with different
languages around the globe. It enables to spread out information so quickly. And likewise
enables us to have a wide range of new and innovative communications systems. This only
proves how dynamic computers are that we cannot tell on how far it would go in the years
to come.

Lesson 10: THE COMPUTER AS A TUTOR
INTRODCUTION

The computer is one of the wonders of human ingenuity, even in its original design
in the 1950's 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.


SUMMARY

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.
Computer-assisted instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many activities in his
personal role as classroom tutor. It should be made clear, however, that the computer
cannot totally replace the teacher since the teacher shall continue to play the major roles of
information deliverer and learning environment controller. Even with the available
computer and CAI software, the teacher must:
Insure that 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 the specific expected outcomes.

On the other hand, the students in CAI play their ROLES as learners as they:

Receive information
Understand instructions for the computer activity
Retain/keep in mind the information and rules for the computer activity
Apply the knowledge and rules during the process of computer learning
During the computer activity proper in CAI, the computer too plays its ROLES as it:
Act as a sort of tutor (the traditional role played by the teacher
Provides a learning environment
Delivers learning instructions
Reinforces learning through drill-and-practice
Provides feedback

REFLECTION
We can tell how essential computer is in school, at work, and at home. Its capability
to perform multi tasks is quite impressive. Yes, technology poses a great advantage in
facilitating learning. But even though, it still cannot replace the teacher because there are
roles of a teacher that the computer cannot perform like controlling the noise inside the
classroom, or perceiving he students behaviours and actions.



Lesson 11: THE COMPUTER AS THE
TEACERS TOOL
INTORDUCTION
In the previous lesson, we saw how the computer can act as a tutor particularly
along a behaviourist and cognitive approach to learning. But we also sa certain computer
software programs have been developed to foster higher thinking skills and creativity. In
this lesson, we shall again look at the computer, but in this time from another perspective
the computer as the teachers handy tool.
SUMMARY
Constructivist was introduced by Piaget (1991) 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 to real life situations.
While knowledge is constructed by the individual learner in constructivism,
knowledge can also be socially constructed. Social constructivism. This is an 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 perspective of the community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences.
He therefore suggested the interaction process in learning. The more capable adult (teacher
or parent) or classmate can aid or complement what the learner sees in a given class
project. In addition Dewey sees language as a medium for social coordination and
adaptation. For Dewey human learning is really human language that occurs when
students socially share, build and agree upon meaning and knowledge.
THE COMPUTERS CAPABILITIES
Given its present-day speed, flexibility and sophistication, the computer can provide
access to information, foster creative social knowledge- building, and enhance the
communication of the achieved project package.
Based on the two learning theories, the teacher can employ the computer as an:

An information Tool
A communication Tool
A constructive Tool
As co- constructive Tool
A situating Tool
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.

CONSTRUCTIVE TOOL
The computer itself can be used in manipulating information, visualizing one's
understanding, and building new knowledge. The Microsoft word computer program itself
is a desktop publishing software that allows users to organize and present their dies in
attractive formats.

CO-CONSTRUCTIVE TOOLS
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
white board where students may post notices to a shared document/ white baord. Students
may also co-edit the same document from their homes.
SITUATING TOOL
By means of virtual reality (RS) extension system, the computer can create 3-
D 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
a simulated flying environment.
REFLECTION
Looking back to what kind of education we have years back we cannot help
compare those times with what we already have at present times. The gradual development
of teaching is now in its rapid growth considering that resources that remain a threat to the
new world of inventions. As a student we are lucky enough that we can no longer
consumed a long period of time and effort for our research, presentation of reports,
projects, and many others because connecting to the internet is just a few steps to access.
With this perception we can sometimes say that the function of the teacher is no longer
important. But the author tries to emphasize that computer will only serve as the tool to
deliver relevant information to the class and not as replacement for his/her duties and
functions.

Lesson 12
INFORMATION TECHNOLOGY IN SUPPORT OF STUDENT
CENTERED LEARNING CLASSROOM
INTRODUCTION


The idea of student-centered learning is not a recent idea. In fact, as early as the 21
st

century, educational educators such as Dewey argued for highly active and individualized
pedagogical methods which place the student as the center of the learning process.
In this lesson, we shall see how the teacher can expand his options to make himself
more effective and relevant in the first millennium information age. In addition,
suggestions shall be made on how a student-centered classroom (SCL) can be supported by
information technology (IT).

SUMMARY

THE TRADITIONAL CLASSROOM
It may be observed that that classroom are usually arranged with neat columns and
rows the SCL classroom of students chairs, while the teacher stands in front of the
classroom or sits behind his desk. This situation is necessitated by the need to maintain
classroom presentation and teacher-led discussion.


John Dewey described the traditional learning process in which the teacher pours
information to students learners much like pouring water from the 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, it has
worked well for obtaining many kind of training outcomes.

Generally, the new school classroom environment is characterized by students individually
or in group:
Performing computer word processing for text or graph presentation
Preparing power-point presentation
Searching for information on the internet
Brainstorming on ideas, problems and project plans
As needed, the teacher facilitating instruction, also giving individual
instruction to serve individual needs
REFLECTION
The third revolution in education is trying to make a difference on how teaching-
learning process is conducted in traditional modes. It is in coordination with what is being asked in
our modern situation in terms of education.
In technology integration it is pointed out that traditional way of teaching is
becoming obsolete today. Students become more independent since technology caters various of
information about guidelines on how to become a active learning independently. With technology
we are able to achieve a more meaningful and reliable learning instructions that can be applied
throughout the learning process.


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 this can compensate for the lack of
hardware that educators face.
Cooperative and 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 integration 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
students social skills.
REFLECTION

Skinners teaching machines provided programmed instruction, which allowed students to
proceed through lessons by small steps, at their own pace, following an orderly sequence, and
receiving immediate reinforcement for every correct response. Skinner's work emphasized the role
of audiovisuals in facilitating individualized learning.
Studies in the psychology of learning suggest that the use of audiovisuals in education has
several advantages. All learning is based on perception, the process by which the senses gain
information from the environment. The higher processes of memory and concept formation cannot
occur without prior perception. Furthermore, learning is enhanced when material is organized
and that organization is evident to the student.
Microsoft Encarta 2009



Lesson 14: THE SOOFTWARE AS AN EDUCATIONAL
RESOURCE
INTRODCUTION
It is 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.
SUMMARY
THERE ARE TWO KINDS OF SOFTWARE:


The system software this is the operating system that is found or bundled inside all
computer machines.
The application software this contains the system that commands the particular task
or solves a particular problem.

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
Computer does not only consist of hardware that we can actually touch. It also
consists of software such as the system software and the application software. Computer
cannot perform its task since, based on its definition, it is a set of programs, procedures and
related documentations. Instructions are made possible to perform a task with the
instructional software. Microsoft windows provide convenience to the user, a new look of
text fonts, as an information center, and the plug and play for computer configuration with
added components.


Lesson 15: UNDERSTANDING HYPERMEDIA
INTRODCUTION
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.
SUMMARY
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
learners control the sequence and pace of his path depending of his ability
and motivation.

2. VARIETY OF MEDIA Hypermedia includes more than one media (text, graphics,
audio, video clip) but does not necessarily use all types of media in one presentation.

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


o Get the learners attention
o Recall prior learning
o Inform learners of lesson objectives
o Introduce the software and its distinctive features
o Guide learning, eliciting performance
o Provide learning feedback
o Assess performance
o Enhance retention and learning transfer

REFLECTION
Hypermedia is a non-linear medium of Information which includes graphics, audio, video,
plain text and hyperlink. This offers more control over the instructional environment to the reader
or student. It likewise make level the playing field among students of varying abilities and
enhances collaborative learning. To make this become useful, a teacher should get the learners
attention for proper instruction and deeper understanding of the subject.

Lesson 16: THE INTERNET AND EDUCATION
INTRODCUTION
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.
SUMMARY
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
There are promising innovations of technology in the 21
st
century like the access to
the internet and programmed instructions. The revolution in computer and
communications linked a better information in learning becomes more particularized. With


the use of internet, people could be able to link with various informative sites since it has
many interconnected computer networks. So it is very powerful when it comes to education
because it promised communication to be possible all over the world.

Lesson 17: EDUCATIONAL TECHNOLOGY 2
PRACTICUM
INTRODCUTION
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.
SUMMARY
The practicum phases 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 phases 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 power point. It will
train the learner to prepare power point 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
Application follows after learning the subject. This time students are able to perform
such tasks not only in creating documents, and saving files, but also in inserting graphics,
tables and charts, managing files, applying format in the text, sentences and graphs,
creating standards and many more.
Audiovisual devices can expose students to experiences beyond the classroom, and
they can disseminate instruction across large areas, making education accessible to more
people.