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.

IT Enters A New Learning Environment

   It is helpful to see useful models of school learning that is ideal in achieving instructional goals through preferred application of educational technology. These are the models of Meaningful Learning, Discovery learning, Generative learning and Constructivism.

          In these conceptual models, we shall see how effective teachers’ best interact with students in innovating learning activities, while integrating technology to the teaching learning process.

Meaningful learning 

      

         Meaningful learning gives focus to new experience that is related to what the learners already know. New experience departs from the learning of a sequence of words but gives attention to its meaning. It assumes that.

           Students already have some knowledge that is relevant to new learning

          Students are willing to perform class work to find connections between what they know and what they can learn.

          In the learning process, the learners are encouraged to recognize relevant personal experiences. A reward structure is set so that the learner will have both interest and confidence, and his incentive system sets a positive environment to learning.

Discovery learning

             Discovery learning students perform tasks to uncover what to be learned. New ideas and new decisions are generated in the learning process, regardless of the need to move on or depart from organized setoff activities previously set. In discovery learning, iti s important that the students become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.

Generative Learning

         Generative learning is viewed as different from the simple process of storing information. Motivation and responsibility are seen to be crucial to this domain of learning. The area of language comprehension offers examples of this type of generative learning activities, such as in 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 a piece of information, not only on access to them.

Constructivism

In constructivism, the learner builds a personal understanding through appropriate learning activities and a good learning environment. The most accepted principles of constructivism are

▪ Learning consist in what a person can actively assemble for himself and not what he can received
passively.
▪ The role of learning is to help the individual live/adapt to his personal world.

These two principles in turn lead to three practical implications:The learner is directly responsible for learning. He creates his 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 school activity with real life.

▪ The purpose of education is the acquisition of practical knowledge, not abstract or universal truth.

Reflection:

       Through these new conceptual models of learning,I knew that there are better ways to learn other than memorizing I admit that I'm a typical kind of students that sometimes I'm just memorizing without understanding but now the different view of learning as what I learned is the application of the learning not only in school but in real life situation. And as a future teacher I prepared to see how these theories of learning can be more specifically applied through the integration of educational technology in the teaching and learning process.   

Understanding Hypermedia

Hypermedia is nothing but multimedia,but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment.Most educational IT applications are hypermedia and these include:

·                     Tutorial software packages

·                     Knowledge web pages

·                     Simulation instructional games

·                     Learning project management and others

             The presentation of information-learning in hypermediais 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

Characteristics of hypermedia applications

There are two important features that are outstanding among other features---that characterize the hypermedia software:

1.)Learner control - This means the learner makes his own decisions on the path,flow or events of instruction.The learner

 has control on such aspects sequence,page content,media,feedback,etc. that he/she may encounter in the hypermedia learning program.

2.)Learner wide range of navigation routes - the learners controls the sequence and pace of his path depending on his ability and motivation.He has the option to repeat and change speed,if desired.  The learner also has a wide range of navigation routes such as by working on concepts he is already familiar with.

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

·                     Get the learner's attention

·                     Recall prior learning

·                     Inform learners of lesson objectives

·                     Introduce the software and its distinctive features

·                     Guide learning,eliciting performance

·                     Provide learning feedback

·                     Asses performance

·                     Enhance retention and learning transfer

Reflection:

       As a future teacher we are lucky to experienced the beneficial effects of using computer. Like this hypermedia a virtual learning process but using this we should understand that hypermedia in educational context  are used in order to ensure the successful integration in the learning process.This hypermedia application will serves as an instructional materials to motivate the students to learn. Using this application we should know the advantages and limitations to become effective.   

            

Software as an Educational Resource

    Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produces copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/ stores data and direct computer operations. The computer machine or hardware is naturally an attention-getter.

      It’s more difficult to realize, however, that the computer hardware can hardly be useful without the program or system that tells what the computer machine should do. This is called software.

There are two kinds of software:

1. The system software. This is the operating system that is found or bundled inside all computer machines

2. The application software. This contains the system that commands the particular task or solves a particular problem.

In turn the applications software may be:

(a) A custom software that is made for specific tasks often by large corporations, or

(b) A commercial software packaged for personal computers that helps with a variety of tasks such as writing papers, calculating numbers, drawing graphs, playing games, and so much more.

Microsoft Windows

            Also referred to as program, Microsoft Windows or Windows for short is an operating environment between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colorful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on. The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired software. Windows 95 (now improved with Windows 2003 and 2007) is software designed for Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides

▪ User convenience – just click a file name to retrieve data or click from program to program as easy as          

   changing channels in your tv screen.

▪ A new look – fancy borders, smooth and streamlined text fonts

· Information center – Windows puts all communications activities adapts/configures the computer for the

   internet

▪ Plug and play – configures the computer with added components, such as for sound and video.

Instructional Software

Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage. In evaluating computer-based educational materials, the following can serve as guidelines:

▪ Be extremely cautious in using CBIs and “free” Internet materials

▪ Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting            

  instructional materials

▪ Teachers must evaluate these resources using sound pedagogical principles.

▪ Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section)

▪ Clarity in the explanations and illustrations of concepts and principles

▪ Accuracy, coherence, logic of information

▪ Their being current since data/statistics continually change

▪ Relevance/effectiveness in attaining learning objectives

▪Absence of biased materials (e.g. gender bias or racial bias)

Reflection:

        Teacher need to become creative and resourceful to get  or to catch the attention of the learners and sustain their interest until the end of the lesson by the use of software as instructional materials but teacher needed to become skillful and knowledgeable to evaluate the best hardware and software that appropriate to the lesson and most specially to the learners.  

Computer as Information and Communication Technology

Through the technology, educators saw the amplification of learning literacy. Much like reading, the modern student can now interact with computer messages; even respond to question or to computer commands. Again like writing, the learner can form messages using computer language or programs.

          Soon computer assisted instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill exercise that uses color, music and animation. The novelty of CAI has not waned to this offered by computer-equipped private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21^st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.

USES OF THE COMPUTER AS ICT IN EDUCATION

THE PERSONAL COMPUTER (PC) AS ICT

             Until the nineties, it was still possible to distinguish between instructional media and the educational communication media.

                Instructional media consist of audio-visual aids that served to enhance and enrich the teaching-learning process. Examples are the blackboard, photo, film, and video

               On the other hand, educational communication media comprise the media communication to audiences including learners using the print, film radio, and television or satellite means of communication.  For example, distance learning were implemented using correspondence, radio, television or the computer satellite system.

The programs (capabilities) normally installed in an ordinary modern PC:

Microsoft Office-program for composing text, graphics, photos into letters, articles, reports etc

Power-point-for preparing lecture presentations.

Excel- for spreadsheet and similar graphic sheets

Internet – access to the internet

Yahoo or Google- websites; email, chat rooms, Blog sites, news service (print/video)

MSN- mail/chat messaging

Cyber link power- DVD Player

Windows media player- Editing film/video

Video games- games

Reflection:

       

         Our world is a continuous changes specially the technologies just like computers now we can gathered information in a simplest  way with the use of internet unlike the old times they can only gathered information through reading books they need to read, read, and read. Another use of computer is computer as communication technology. this is one of the great advantages of computer we can communicate to others.This communication technology will become useful when we become a teacher we can give assignments and projects through this technology. So that we are thankful that we experienced the modernization but we should keep in our mind that computer will become beneficial if we use it in a proper way.   

The Computer as a Tutor

Computer-assisted instruction (CAI)

                The computer can be a tutor in effect relieving 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.

The teacher in CAI plays its own role:

▪ 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’ achievements by ways of tests the specific expected outcomes.

The student in CAI play their own roles as learners as they;

▪ Receive information

▪ Understand instruction 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 role traditional played by the teacher)

▪ Provides a learning environment

▪ Delivers learning instruction

▪ Reinforces learning through drill and practice

▪ Provides feedback

  

CAI Integrated with Lesson

                CAI computer learning should not stop with the drill and practice activities of students in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can practice basic skills or knowledge in various subject areas. Common types of drill and practice programs include vocabulary building, math facts, and basic science, and history or geography facts. In these programs, the computer presents a question/ problem the first and the student is asked to answer the question/problem. Immediate feedback is given to the student’s answer. After the number of practice problems and at the end of the exercise, the students get a summary of his overall performance.

                 The question arises: When and how can teacher integrate drill and practice programs with their lessons? The following suggestion can be made:

▪ Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students (e.g. multiplication table, letter and word recognition, identification of geometric shapes, etc.) ▪ ▪ Ensure that drill and practice activities conform to the lesson plan/curriculum.

▪ Limit drill and practice to 20-30 minutes to avoid boredom.

▪ Use drill and practice to assist students with particular weakness in basic skills.

        In integrating computer programs in instruction, use tutorial soft ware associated with cognitive learning. While practice exercise or learning by doing is still the heart of each tutorial, the tutorial software should be able to:

▪        Teach new content /new information to students (in as much as CAI provides practice on old or already learned content)

▪ Provide comprehensive information on concepts in addition to practice exercise

▪ Can be effectively used for remediation, reviewing or enrichment

▪ Allow the teacher to introduce follow-up question to stimulate student learning.

▪ Permits group activity for cooperative learning

SIMULATION PROGRAMS

                Simulation software materials are another kind of software that is constructivist in nature. This simulation software:

▪ Teacher strategies and rules applied to real-life problems/situation

▪ Ask students to make decision on models or scenarios

▪ Allow students to manipulate elements of a model and get the experience of the effect of their decisions

           An example of such software is SimCity in which students are allowed to artificially manage a city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/ industries available.

Instructional Games

 Instructional computer games add the elements of competition and challenge.

 An example is GeoSafari which introduces adventure activities for Geography History and Science. The program can be played by up to four players to form teams. Learning outcomes can be achieved along simple memorization of information, keyboarding skills, cooperation and social interaction.

PROBLEM SOLVING SOFTWARE

                These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their own problem solving ability. Since problems cannot be solved simply by memorizing facts, the students have to employ higher thinking skills such as logic, recognition, reflection, and strategy-making

                The Thinking Things 1 is an example of a problem solving software in which the team learners must help each other by observing comparing.

MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS

                The Multimedia Encyclopedia can score a huge database with text, images, animation, audio and video. Students can access any desired information, search it vast contents and even download/print relevant portions of the data for their composition or presentation. An example is the eyewitness children’s encyclopedia.

 

Electronic books provide textual information for reading, supplemental by other types of multimedia ( sounds, pictures). These are useful for learning reading, spelling and word skills. Example are Just Grandma and Me story book which offer surprises for the young learner's curiosity.

Reflection:
                Computer as a Tutor one of the uses of computer and several advantages that can achieved like we can used in  every day teaching when we become a teacher but computer as a tutor in this new of age.Integrating computer exercises is the new task of the teacher who can find the computer software an alternative medium to the traditional learning classroom practice of delivering information and supporting learning activities. Computer in school as a common tool for enhancement of the student's thinking, communication and collaboration skills and  it does not replace the teacher, although it assumes certain roles previously assigned to teachers but teachers should not depend the learning of the students on the computer, the new role of the teacher is to facilitate. 

  Use the computer in a proper way.....