Our educators today have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt The contribution of computer to pedagogy makes up for good contribution. Teachers must therefore acquire or improve on their computer skills, as well as their computers-in-the-classroom skills.
In summary, 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 (such as, word processors, databases, spreadsheets, presentation software, e-mail, Internet conferencing, etc.) The following trends should also be recognized by educators:
Through school or training center computer courses, present-day students have become computer literate. send e-mail, prepare computer encoded class reports even make power-point presentation Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalized lessons.
Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems. Shifting focus from lower-level traditional learning outcomes, student assessment, examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.
Lesson 6 IT Enters A New Learning Environment
It is most helpful to see useful models of school learning that is ideal to achieving instructional goals through preferred application of educational technology.
In these conceptual models, we shall see how effective teachers best interact with students in innovative learning activities, while integrating technology to the teaching- learning process.
MEANINGFUL LEARNING significant learning that hard to forget gives focus to new experience that is related to what the learner already knows. DISCOVERY LEARNING explore ideas ideas are presented directly to students in a well-organized way
Meaningful Learning Discovery Learning Generative Learning Constructivism CONCEPTUAL MODELS OF LEARNING GENERATIVE LEARNING hands-on learning generate meaning from this experience and draw inferences viewed as different from the simple process of storing information CONSTRUCTIVISM creating own knowledge the learner builds a personal understanding through appropriate learning activities and a good learning environment.
Through these new conceptual models of learning, we now know that there are better ways to learn other than rote learning or memorization and that learning is for use not only in school but in real life.
Lesson 7 IT for Higher Thinking Skills and Creativity In the traditional information absorption model of teaching, the teacher organizes and presents information to student-learners. This teaching approach has been proven successful for achieving learning outcomes following the lower end of Blooms Taxonomy: knowledge, comprehension and application concerned. Higher Level Learning Outcomes To define higher level thinking skills and creativity, we may adopt a framework that is helpful synthesis of many models and definitions on the subject matter. Complex Thinking Skills Sub-skills Focusing Defining the problem, goal/objective- setting, brainstorming Information gathering Selection, recording of data of information Remembering Associating, relating new data with old Analyzing Identifying idea constructs, patterns Generating Deducing, inducting, elaborating Organizing Classifying, relating Imagining Visualizing, predicting Designing Planning, formulating Integration Summarizing, abstracting Evaluating Setting criteria, testing idea, verifying outcomes, revising FIGURE 4 THINKING SKILLS FRAMEWORK The Upgraded Project Method To explain, the project method for higher learning outcomes consists in having the students work on projects with depth, complexity, duration and relevance to the real world. In this revised project method, there is a tighter link between the use of projects for simply coming up with products to having the students undergo the process of complex/higher thinki8ng under the framework of the constructivist paradigm PROCESS PRODUCT Refers to the thinking/affective/psychomotor process that occurs on the part of the learner. Is the result of this all-important process consisting in possibly a summary, a poster, an essay, a term paper, a dramatic presentation or an IT-based product. LESSON 8 Higher Thinking Skills Through IT-Based Projects In this lesson, we shall 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. But these projects represent constructivist projects, containing the key elements of a constructivist approach to instruction, namely: a. The teacher creating the learning environment b. The teacher giving students the tools and facilities, and c. The teacher facilitating learning
Resource-based Projects In these projects, the teacher steps out of the traditional role of being a content expert and information provider, and instead let the students find their own facts and information. The general flows of event in resource-based projects are: 1. The teacher determines the topic for the examination of class (e.g. the definition of man) 2. The teacher presents the problem to the class. 3. The students find information on the problem/questions. 4. Students organize their information in response to be problem/questions. Inquiry-based or discovery approach is given importance in resource-based projects. This requires that the students, individually or cooperatively with members of his group, relate gathered information to the real world Webquest as a Resource It is an inquiry-oriented acti9vity in which most or all of the information used by learners are drawn from the web. Simple Creations Students can also be assigned to create their software materials to supplement the need for relevant and effective materials. Creativity is said to combine three kind skills/abilities: 1. Analyzing 2. Synthesizing 3. Promoting
GUIDED HYPERMEDIA PROJECTS The production of self-made multimedia projects can be approached in two different ways: 1. Instructive tool 2. Communication tool
Define the task Adopt flexibility Five key tasks Act
Brainstorm
Judge the ideas Lesson 9 Computers as Information and Communication Technology It was pointed out that the advent of the computer is recognized as the third revolution in education. The first was the invention of the printing press; the second, the introduction of libraries; and the third, the invention of the computer, especially so with the advent of the microcomputer in 1975. Soon computer-assisted instruction (CAI) was introduced using the principle of individual learning through a positive climate that includes realism and appeal with drill exercises that uses color, music and animation. THE PERSONAL COMPUTER (PC) AS ICT Instructional media consist of audio-visual aids that served to enhance and enrich the teaching-learning process. Ex. Blackboard, photo, film and video. Educational communication media comprise the media of communication to audiences including learners using the print, film, radio, and television or satellite means of communication.
INSTALLED IN AN ORDINARY MODERN PC Microsoft Office PowerPoint Excel Internet Explorer Yahoo or Google Adobe Reader MSN Windows media player Game house Cyber link Power LESSON 10 The Computer as a Tutor Computer-assisted instruction (CAI) 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 test the specific expected outcomes. On the other hand, the students in CAI play their own 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: Acts as a sort of tutor( the role traditional played by the teacher) Provides a learning environment. Delivers learning instruction Reinforces learning trough drill-and-practice. Provides feedback. CAI Integrated with Lesson When and how can teachers integrate drill and practice programs with their lessons? The following suggestions can be made: Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students. 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. 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 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 questions to stimulate students learning. Permits group activity for cooperative learning.
Lesson 11 The Computer as the Teachers Tool
In this lesson, we shall again look at the computer, but this time from another perspective the computer as the teachers handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning.
Piaget (1981) and Bruner (1990) constructivism was introduced they gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Vygotsky social constructivism stressed that learning is affected by social influences. Suggested the interactive process in learning Dewey language as a medium for social coordination and adaptation according to him, human learning is really human language that occurs when students socially share, build and agree upon meanings and knowledge
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COMPUTERS CAPABILITIES Informative Tool Constructive Tool Co-constructive Tool Situating Tool Lesson 12 Information Technology in Support of Student-Centered Learning In this lesson, we shall see how the teacher can expand his options to make himself more effective and relevant in the 21 st millennium information age. In addition, suggestions shall be made on how a student centered classrooms (SCL) can be supported by information technology (IT). THE TRADITIONAL CLASSROOM It may be observed that classroom is usually arranged with neat columns and rows of student 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 discipline, also to allow the teacher to control classroom activities through lecture presentation and teacher-led discussions. THE SCL CLASSROOM Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, who can interact with other learners, demonstrating independence and self-awareness in the learning process. Generally the new school classroom environment is characterized by student individually or in groups: Performing computer word processing for text or graph presentations 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 individualized instruction to serve individual needs. Given this new trend in teaching-and-learning, it must be pointed view, however, the traditional classroom activities especially in less developed countries will continue to have a strong place in the classroom. The option is now opened for the modern teacher to shift gears to student centered learning. Lesson 13 Cooperative Learning with the Computer
The creativity of the teacher will have to respond to the situation, and so cooperative learning will likely be the answer to the implementation of IT supported learning in our schools. COOPERATIVE LEARNING collaborative learning learning by small groups of students who work together in a common learning task. also called group learning 5 elements are needed: a common goal interdependence interaction individual accountability social skills From several studies made on cooperative learning, it is manifested that cooperative learning in its true sense is advantageous since it: a) encourages active learning, while motivating students b) increases academic performance c) promotes literacy and language skills d) improves teacher effectiveness COOPERATIVE LEARNING AND THE COMPUTER Researchers have made studies on the learning interaction between the student and the computer. The studies find out that 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. Researchers agree that the computer is a fairly natural vehicle for cooperative learning.
COMPONENTS OF COOPERATIVE LEARNING assigning students to mixed-ability teams establishing positive interdependence teaching cooperative social skills insuring individual accountability, and helping groups process information
LESSON 14 The Software as an Educational Resource Software - The computer hardware can hardly be useful without the program or system that tells what the computer machine should do.
There are 2 kinds of software: 1. The systems 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 task or solves a particular problem. Microsoft Windows - Referred to as a program. - An operating environment between the user and the computer operating system. - Windows is in itself a self-contained operating system which provides: User convenience A new look Information center Plug and play Instructional software - Can be visited on the internet or can be bought from software shops or dealers.
In evaluating computer- based educational materials, the following can serve as guidelines:
Be extremely cautious in using CBIs and free internet materials Dont be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth 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)
LESSON 15 Understanding Hypermedia Hypermedia is nothing but multimedia, but this time packaged as 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 webpages Simulation instructional games Learning project management Characteristics of Hypermedia applications Two important features those are outstanding-among other features-that characterize the Hypermedia software: 1. Learner control 2. Learner wide range of navigation routes Variety of media Hypermedia includes more than one media (text, graphs, audio, animation and 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 teachers
Assess performance Guide learning, eliciting performance Recall prior learning Inform learners of lesson objectives Introduce the software and its distinctive features Get the learners attention Enhance retention and learning transfer Provide learning feedback Lesson 16 The Internet and Education
How is everything coordinated through the Internet? This is done through a standardized protocol (or set of rules for exchanging data) called Transmission Control/Internet Protocol (TCIP/IP). To gain access to the Internet, the computer must be equipped with what is called a Server which has special software (program) that uses the Internet protocol.
Getting around the Internet Browsing- the most attractive way to move around the Internet World Wide Web- an Internets subset of text, images, and sounds are linked together to allow users to access data or information needed
A view of educational uses of the Internet There is now a wider choice rom rote arithmetic or grammar lessons to discovery and innovation projects. Today schools are gearing up to take advantage of Internet access, where they can plug into the Library of Congress, make virtual visits to famous museums in the world, write to celebrities, and even send questions to heads of states.
Lesson 17 Educational Technology 2: PRACTICUM
The essential requirements for the ET 2 practicum phase will be: A computer laboratory/special computer classroom with adequate sets of computer for hands-on tutorial learning. Participation of computer lab tutor/assistant- as the teachers technical assistant.
The practicum phase consists in: 1. Basic Microsoft Word (6 hrs.) Tutorial coverage: Microsoft word menus and toolbars Creating, formatting, editing and saving documents Assigning page layouts Inserting tabs and tables Templates and Wizards Printing 2. Microsoft PowerPoint (6 hrs.) Coverage: PowerPoint fundamentals Enhancement of PowerPoint presentation with the use of graphics, charts, audio and video Using templates and masters (slide, handout and notes) Presenting and printing a slide show. 3. Internet as tool of inquiry (4 hrs.) Course coverage: Accessing the Internet Use of Internet tools Search techniques