Educational-Technology-Handout.pdf

EDUCATIONAL TECHNOLOGY HANDOUT PART 1: INTRODUCTION TO EDUCATIONAL TECHNOLOGY 1.1 INFORMATION AND COMMUNICATIONS TECHNOLOGY - refers to all forms of technologies that are used to create, store, share or transmit, and exchange information - one best example of an ICT is a...

EDUCATIONAL TECHNOLOGY HANDOUT PART 1: INTRODUCTION TO EDUCATIONAL TECHNOLOGY 1.1 INFORMATION AND COMMUNICATIONS TECHNOLOGY - refers to all forms of technologies that are used to create, store, share or transmit, and exchange information - one best example of an ICT is a computer which can be divided into two major parts: hardware and software A. Hardware – the physical and tangible part/s of a computer such as: 1. Input Devices – used to enter data into the computer keyboard – inputs characters (e.g. numbers, letters, symbols) mouse – controls the cursor for commands microphone – inputs sound into the computer webcam – inputs images/graphics into the computer touch screen – inputs commands and acts as substitute to mouse 2. Output Devices – communicates with the users through monitor – visual output on screen printer – visual output on physical medium (i.e. paper) speakers – sound outpu t headphones – sound output projector – visual output through light projection 3. Storage Devices hard disk drive (HDD) – major storage device universal serial bus flash drive (USB) – portable storage device 4. Processing Devices central processing unit (CPU) – brain of the computer motherboard – contains the CPU, random access memory (RAM), hardware components B. Software – intangible part/s of a computer such as: 1. Operating System – communicates software instructions to the hardware ex. Microsoft Windows, Apple MacOS, Android, Linux 2. Application Software – end-user programs that are used to conduct specific tasks ex. Microsoft Word, PPT, and Excel, Google Chrome, VLC Media Player 1.2 EDUCATIONAL TECHNOLOGY - EdTech is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. A. Technology as Boon versus Technology as Bane - technology is boon as it improves our lives for the better but technology can technology can be bane if we abuse and misuse it.  B. Learning With Technology versus Learning From Technology - Learning with technology considers technology as alternative to teachers while learning from technology perceives technology as tools to enhance teaching and learning process – a support to teachers. C. Computer as Object of Instruction versus Computer as Tool for Instruction - As an object of instruction, ICT or computers become subject matters/learning areas while as a tool, ICT or computers serve as devices to enhance teaching and learning process. PART 2: THEORIES AND PRINCIPLES IN EDTECH 2.1 EDGAR DALE’S CONE OF EXPERIENCE (LEARNING PYRAMID) – a teaching-learning mode that focuses on 2 elements which are media and material (2M’s of Instruction). The base of the Dale’s Cone of Experience focuses heavily on direct/concrete (use of many senses) experiences and moves up to more indirect/abstract (mental processing) experiences. 2.2 JEROME BRUNER’S 3 MODES OF REPRESENTATIONS (THREE-FOLD ANALYSIS OF EXPERIENCE) – the ways on how humans store and encode knowledge or information in the memory for mastery. learning is more impressive if one proceeds from the concrete to abstract, or from specific to general because more senses are involved and the relationships are built in a more pronounced manner. 1. ENACTIVE – through actions (direct, contrived, and dramatized experiences) 2. ICONIC – through illustrations (demonstrations, field trips, exhibits, still and motion pictures) 3. SYMBOLIC – through symbols (visual and verbal symbols) 2.3 DAVID AUSUBEL’S MEANINGFUL LEARNING THEORY (SUBSUMPTION THEORY) – posits that learning must start by relating new material to relevant ideas in the existing cognitive structure (prior knowledge). Ausubel also advanced the use of advance organizers (e.g. charts, graphs, diagrams) to relate what the learners already know to the new concept to be introduced in the classroom.  2.4 MERILL’S PRINCIPLE OF INSTRUCTION – suggests that effective learning experiences are those that are problem-based. 1. PROBLEM-CENTERED – engaging student to problem solving 2. ACTIVATION – activating previous knowledge to introduce new knowledge 3. DEMONSTRATION – (teachers) demonstrating new knowledge/skill to the learner 4. APPLICATION – (learners) applying new knowledge/skill 5. INTEGRATION – integrating what the students learn into real life situations PART 3: TECHNOLOGICAL INTEGRATION 3.1 TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) – a technology integration framework that combines three major forms of knowledge which are: (1) technological (use of technology), (2) pedagogical (how to teach: teaching approaches, methods, strategies), and (3) content (what to teach: expertise and specialization). These forms of knowledge intersect into the following: 1. Technological Pedagogical Knowledge (TPK) – knowing what technology can enhance teaching 2. Technological Content Knowledge (TCK) – knowing what technology suits the subject matter 3. Pedagogical Content Knowledge (PCK) – knowing how to teach specific contents effectively 3.2 TECHNOLOGY INTEGRATION MATRIX – a matrix developed by the University of Central Florida (1982) to provide a framework for describing and targeting the use of technology to enhance learning. Levels of Technology ENTRY LEVEL ADOPTION ADAPTATION INFUSION LEVEL TRANSFORMATION LEVEL Integration (across) The teacher begins LEVEL LEVEL The teacher provides The teacher encourages the to use technology The teacher directs The teacher the learning context innovative use of technology tools to deliver students in the facilitates students and the students tools. Technology tools are curriculum content conventional and in exploring choose the used to facilitate higher order Characteristics of the to students procedural use of conventionally technology tools to learning activities that may not Learning Environment technology tools. and independently achieve the outcome. have been possible without the (downward) using technology Use of technology use of technology. It is tools. throughout the day, unconventional and gathers throughout the a worldwide audience. curriculum ACTIVE LEARNING Information Conventional, Conventional Choice of tools and Extensive and passively independent use regular, self-directed unconventional use Students are actively received procedural use of of tools; some use of tools engaged in using technology tools student as a tool rather than choice and passively receiving exploration information from the technology. COLLABORATIVE Individual student Collaborative use Collaborative use of Choice of tools and Collaboration with LEARNING use of tools; some student regular use for peers and outside Students use technology of tools tools in choice and collaboration resources in ways tools to collaborate with conventional exploration not possible without others rather than working ways technology individually at all times. CONSTRUCTIVE Information Guided, Independent use Choice and regular Extensive and LEARNING delivered to conventional for use unconventional use Students use technology student use for building building knowledge; for building of technology tools tools to connect new knowledge some student knowledge to build knowledge information to their prior choice knowledge rather than to and exploration passively receive information. AUTHENTIC LEARNING Extensive and Guided use in Independent use in Choice of tools and Innovative use for Students use technology unconventional use activities activities connected regular use in higher order learning tools to link learning activities of technology tools with some to meaningful activities activities in a local or to the world beyond the to build knowledge meaningful students’ lives; global context instructional setting rather context some than working on student choice and decontextualized exploration assignments. GOAL-DIRECTED Directions given; Conventional and Purposeful use of Flexible and seamless Extensive and higher LEARNING step-by-step task procedural use of tools use of tools to plan order use of tools to Students use technology monitoring tools to plan and monitor; and plan and monitor tools to set goals, plan to plan or monitor some student monitor activities, monitor choice progress, and evaluate and exploration results rather than simply completing assignments without reflection. Metacognition. PART 4: 4.1 ADDIE – a process that instructional designers choose to create educational programs and learning materials. It stands for Analysis, Design, Development, Implementation, and Evaluation. This model does not require strict adherence to linear approach. Each component corresponds to certain functions: ANALYSIS – setting of goal and analyzing students’ prior knowledge DESIGN – selection of objectives, content, assessment tools, and material DEVELOPMENT – organization of objectives, content, material, and etc. IMPLEMENT – execution/use of the program/material EVALUATION – formative and summative assessment to check attainment of goals 4.2 ASSURE – a six-step model that aids in the incorporation of technology into classroom instruction. It serves as a guide for teachers and focuses on the level of technological support applied. The step-by-step procedure in ASSURE are as follows: Analyze the learners’ characteristics State standards and objectives Select strategies, technology, media, & materials Utilize technology, media, & materials Require learner’s participation Evaluate and revise PART 5: EDTECH IN THE 21ST CENTURY 5.1 DISTANCE EDUCATION – A form of education where teachers and students are separated by place and time and can be bridged by other means, apart from formal setup, such as through technology. 5.2 MODULAR LEARNING/MODULAR DISTANCE LEARNING – A type of distance learning where self- learning modules (SLM), either printed or electronic, are sent to learners from distant places. 5.3 BLENDED LEARNING – Refers to learning via face-to-face with any or a blend of online distance learning, modular distance learning, and TV/Radio-based Instruction. Types of Blended Learning: 1. Flex Blended – use of online platform in delivering learning while being situated at school. 2. Lab Rotation Blended Learning – rotating from a classroom to a computer lab & vice versa 3. Flipped Classroom – instructions are given at home, may be via online, and further activities are done at school. 4. Hybrid Learning – real-time combination of in-school and at-home class setup (face-to-face and teleconferencing) 5.4 SYNCHRONOUS AND ASYNCHRONOUS – Synchronous learning is a form of distance learning where the teachers and learners meet and learn using the same platform and at the same time while asynchronous learning allows you to learn on your own schedule, within a certain timeframe, regardless of your place and time. 5.5 ONLINE LEARNING – An internet-based learning or program offered synchronously and/or asynchronously. It is also known as e-Learning and another type of distance learning. 5.6 LEARNING MANAGEMENT SYSTEMS (LMS) - An online education hub that provides a large and indispensable set of features to support educational activities such as classroom learning, distance education and continuing education. ex. Schoology, Edmodo, and Moodle 5.7 MASSIVE OPEN ONLINE COURSES (MOOC) - Asynchronous, open-access, and web-based courses found in the internet. ex. Coursera, edX, FutureLearn, Udacity, and UPOU MODeL (from the University of the Philippines) 5.8 DEPARTMENT OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (DICT) - as per R.A 10844, is the primary policy, planning, coordinating, implementing, and administrative entity of the Executive Branch of the Philippine government that will plan, develop, and promote the national ICT development agenda.