LESSON PLAN IN SCIENCE VI I. OBJECTIVES a. To describe the crustal movement and the Plate Tectonics Theory; b.

To appreciate the mystery behind the drifting of continents; and c. To name the different plates of the crust. II. LEARNING TASKS a. Topic: Movements of the Crust b. Concepts: a. Crust consists of several plates that float like rafts on the asthenosphere. b. Plate Tectonics describe the movement as brought about by the slow convection currents in the asthenosphere which cause continents to drift. c. Pangaea is a hypothetical land mass which the earth was thought to be like years back. c . Values: Faith d. Skills: Analysing, describing e. Strategies: Inquiry approach f. Materials: OHP g. References: Science of the Physical Creation (2nd Edition) pp. 198-199 III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. b. Motivation Students go to their group. Ten puzzles will be given to them and the first group to finish the puzzle receives +1 in the next lab activity. c. Lesson Proper

I.PLATE TECTONICS THEORY

1. Describe the mechanism of the crust. Recall oceanic and continental crust.

2. Enumerate the plates of the crust.

3. Ask how do crusts move and lead them to the idea of Plate Tectonics Theory and the Theory of Isostasy.

4. Describe the explanation of Science about Earth now and then based on the Pangaea hypothesis. II.Evaluation

1. Ask students conviction about the Pangaea issue.

III.Assignment 1. Bring a world map for the making of Pangae. (Maps must be pre-cut already) 2. 1/8 illustration board, glue, scissors
Posted by PSCA EDTECH 2 at 10:30 PM 1 comment:
TUESDAY, OCTOBER 14, 2008

LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVES At the end of the period the pupils should be able to perform the following with 85% success. A. Define and discuss the meaning of deforestation. B. Identify the causes and effects of deforestation. C. Enumerate ways on how to conserve and protect our forest. D. Participate actively during class discussion. E. Show their appreciative love for nature. II. SUBJECT MATTER DEFORESTATION Science and Health VI pages: 80-83 Materials: cassette, television, pictures Value Focus: Love for Mother Earth III. PROCEDURE A. Prayer B. News Reporting Class be ready for todays reporter and listen carefully to what the reporter reported and be sure that you can answer the questions afterwards. 1. What does the report all about? 2. What is your reaction to the news?

C. Review Before we go to our new lesson today, let me know first if you can remember what we discussed yesterday. 1. What is our topic yesterday? 2. What is air pollution? 3. What are the causes and effects of air pollution? 4. What are some ways to avoid air pollution? D. Motivation Class I have here a song entitled KAPALIGIRAN composed by a group named ASIN.I want you to sing the song written on the manila paper as I play the music .I will give the tune and we will sing the song altogether. 1. What does the song imply? 2. What does the song want to tell us? 3. What makes our community polluted? E. Lesson Proper This morning we are going to study deforestation, its effects and effects. I have here a picture on the board about bold and destroy mountains. What do you think is the causes of this? And now. Who have you here an idea what deforestation is? Deforestation is the process of cutting and removing trees without replacement. For further knowledge about deforestation I have here a movie about the destruction of the forest. I want you to focus on the movie so that afterwards you can identify the cause and effects of deforestation.

Perform the Activity CAUSES OF DEFORESTATION EFFECTS OF DEFORESTATION 1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

F. Concept Formation Give some ways to protect our forest. G. Generalization What have you learn for todays lesson?

IV. EVALUATION 1. What is deforestation? 2. What are the activities of man in your locality that destroy our forest? 3. Why trees are very important to living things? V. ASSIGNMENT 1. Make a slogan or poster on preserving our Mother Earth. 2. With the use of radio and television take down notes the different news happening to our environment. MADE BY: ERNIE JHON C. NALAS BEED 3B

MY LEARNINGS Teaching is the noblest of all human endeavors, the greatest of all privileges and the most sacred duty that one can undertake. It is the greatest work that can engage the thought and invite the activity of man in the education of the young. Learning not takes time, learning takes every where and anytime and it is continuous process. My words cannot express my warmly thanks for making this subject significant for our learning, for giving us enough knowledge on this subject ( Educational Technology ). I know this learning help me a lot for better enhancement of my learnings. I am very glad that this subject was offer. I learn much on making slide show presentation, blogging and the uses of Educational technology as a teaching tool in learning process. With the use of technology in classroom, it motivates every learner for participation. I wish that this subject have continuation because I want more learning. Thanks a lot MAAM. Made with heart of Ernie Jhon C. Nalas BEED 3B
Posted by PSCA EDTECH 2 at 4:51 AM No comments:
MONDAY, OCTOBER 13, 2008

article
IN

Submitted By: Gina Jose BEED-3B

Submitted To: Prof.Jelyn O. Alentajan

INTRODUCTION:

Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators Those who employ educational technologies to explore ideas and communicate meaning are learners or teachers. Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology, comes from the Greek "Techne" which means craft or art. Another word technique, with the same origin, also may be used when considering the field Educational technology. So Educational technology may be extended to include the techniques of the education. According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. But the term seems very stuffy and almost arrogant to those who work with the tools. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional (Systems) Design. But few of those listed below as theorists would ever use the term

"educational technologist" as a term to describe themselves, preferring less stuffy terms like educator. Educational technology (also called learning technology) is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability.

BODY: For several decades, vendors of equipment such as laptop computers and interactive white boards have been claiming that their technologies would transform classrooms and learning in many positive ways, but there has been little evidence provided to substantiate these claims. To some extent, the history of educational technology has been marked by a succession of innovations that arrive with much fanfare but often fade into the background once fully tested, as Cuban argues in the above title. Educational technology is used to improve education over what it would be without technology . One of the benefits is having a structure that is more amenable to measurement and improvement of outcomes. Some of the benefits of specific educational technologies (such as online learning and computer instruction) are listed below: Most of courses have their courses website, and instructors usually post the course material or important information on the course websites,which means students can study at a time and location they prefer and can obtain the study material very quick Computer-base instruction can give instant feedback to students and explain correct answers. More over, computer is patient and nonjudgmental, which gives the student motivation to continue learning. According to James Kulik, who studies effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes.

Learning material can be used for long distance learning and are accessible. Improve student writing. It is convenient for students to edit their written work on word processors, which in turn improves the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know. Subjects are easy to learn through a variety of educational softwares. A lot different types of educational software are designed and developed to help children or teenagers to learn specific subject, such as preschool software, computer simulators, and graphics software. Technology plays an essential role in teaching and learning nowadays. In recent years, what technologies offered us has significantly increased, along with the introductions of new educational terms, such as "virtual education," "virtual universities," "electronic universities," and "cyberspace institutions." Educational tools can help individuals acquire new concepts and ideas; they can also encourage learners to self-test, self-question, and self-regulate learning while looking for solution to complicated problems.

CONCLUSION: For many teachers, including several in our study, the task oftrying to integrate new technologies into literacy education inmeaningful and effective ways is something they tackle on therunmaking it up as they go along, grabbing ideas where they canfind them. Typically the teachers we observed did this in the midstof competing demands, often in settings complicated by the alreadyfamiliar features of the times in which we live. These features includeculturally diverse student populations, multiple linguistic differenceswithin the classroom, intensified demands for reporting and assessment, a turbulent policy environment, and changing teacher rolesand responsibilities associated with self-managing schools. Common to nearly all the classrooms was a commitment to andenthusiasm for drawing a range of new technologies into literacyeducation activities. We found evidence everywhere of energy, hardwork and perseveranceoften in the face of considerable oddsanda cheerful determination to construct purposeful activities involvingnew technologies. We were also impressed by the efforts teachersmade in looking for ways to make things work and, in some cases,to overcome trepidation born of inexperience, using whatever humanresources were available to get assistance and to go forward. However, as our intention is to contribute something of value to enhanceschool and classroom approaches to literacy and technology education, we have tended to highlight the aspects of practice we

thinkcan provide helpful clues as to how the task might be done moreeffectively. If we have paid less attention to the enthusiasm, energyand commitment than we have to aspects that provide useful leadsfor enhancing practice, it has not been with a view to downplaying
Posted by PSCA EDTECH 2 at 2:32 AM No comments:

article
IN

Submitted By: Gina Jose BEED-3B

Submitted To: Prof.Jelyn O. Alentajan

INTRODUCTION:

Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators Those who employ educational technologies to explore ideas and communicate meaning are learners or teachers. Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology, comes from the Greek "Techne" which means craft or art. Another word technique, with the same origin, also may be used when considering the field Educational technology. So Educational technology may be extended to include the techniques of the education.

According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. But the term seems very stuffy and almost arrogant to those who work with the tools. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional (Systems) Design. But few of those listed below as theorists would ever use the term "educational technologist" as a term to describe themselves, preferring less stuffy terms like educator. Educational technology (also called learning technology) is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability.

BODY: For several decades, vendors of equipment such as laptop computers and interactive white boards have been claiming that their technologies would transform classrooms and learning in many positive ways, but there has been little evidence provided to substantiate these claims. To some extent, the history of educational technology has been marked by a succession of innovations that arrive with much fanfare but often fade into the background once fully tested, as Cuban argues in the above title. Educational technology is used to improve education over what it would be without technology . One of the benefits is having a structure that is more amenable to measurement and improvement of outcomes. Some of the benefits of specific educational technologies (such as online learning and computer instruction) are listed below: Most of courses have their courses website, and instructors usually post the course material

or important information on the course websites,which means students can study at a time and location they prefer and can obtain the study material very quick Computer-base instruction can give instant feedback to students and explain correct answers. More over, computer is patient and nonjudgmental, which gives the student motivation to continue learning. According to James Kulik, who studies effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes. Learning material can be used for long distance learning and are accessible. Improve student writing. It is convenient for students to edit their written work on word processors, which in turn improves the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know. Subjects are easy to learn through a variety of educational softwares. A lot different types of educational software are designed and developed to help children or teenagers to learn specific subject, such as preschool software, computer simulators, and graphics software. Technology plays an essential role in teaching and learning nowadays. In recent years, what technologies offered us has significantly increased, along with the introductions of new educational terms, such as "virtual education," "virtual universities," "electronic universities," and "cyberspace institutions." Educational tools can help individuals acquire new concepts and ideas; they can also encourage learners to self-test, self-question, and self-regulate learning while looking for solution to complicated problems.

CONCLUSION: For many teachers, including several in our study, the task oftrying to integrate new technologies into literacy education inmeaningful and effective ways is something they tackle on therunmaking it up as they go along, grabbing ideas where they canfind them. Typically the teachers we observed did this in the midstof competing demands, often in settings complicated by the alreadyfamiliar features of the times in which we live. These features includeculturally diverse student populations, multiple linguistic differenceswithin the classroom, intensified demands for reporting and assessment, a turbulent policy environment, and changing teacher rolesand responsibilities associated with self-managing schools.

Common to nearly all the classrooms was a commitment to andenthusiasm for drawing a range of new technologies into literacyeducation activities. We found evidence everywhere of energy, hardwork and perseveranceoften in the face of considerable oddsanda cheerful determination to construct purposeful activities involvingnew technologies. We were also impressed by the efforts teachersmade in looking for ways to make things work and, in some cases,to overcome trepidation born of inexperience, using whatever humanresources were available to get assistance and to go forward. However, as our intention is to contribute something of value to enhanceschool and classroom approaches to literacy and technology education, we have tended to highlight the aspects of practice we thinkcan provide helpful clues as to how the task might be done moreeffectively. If we have paid less attention to the enthusiasm, energyand commitment than we have to aspects that provide useful leadsfor enhancing practice, it has not been with a view to downplaying
Posted by PSCA EDTECH 2 at 2:20 AM No comments:
SATURDAY, OCTOBER 11, 2008

Wilger's Lesson Plan

SAMPLE LESSON PLANS IN SCIENCE I I. OBJECTIVES a. To differentiate between the characteristics of the earths structural layers; b. To appreciate the way earth is designed to harbor life; and c. To name the boundaries among the earths layers II. LEARNING TASKS a. Topic: The Structure of the Earth b. Concepts: a. Geology is the scientific study of the earth. b. The major sections of the earth based on chemical composition are the crust, mantle and the core. c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer. c. Values: Gratefulness d. Skills: Comparing and differentiating e. Strategies: Cooperative learning; Trigger Pictures f. Materials: OHP g. References: Science of the Physical Creation: (2nd Edition) pp. 195-198

III. LEARNING SEQUENCE a. Routinary activities A 5-item check-up test will be administered. b. Motivation The apple story c. Lesson Proper I. THE LAYERS OF THE EARTH 1. Show an acteate of the earths structure and ask students to identify the layers. Ask what are the bases of identifying the layers.

2. Show a table of the differences between the layers according to the primary materials, depth, average density, and temperature. 3. Discuss the crust. Show an acetate of materials that composes the earths crust. Ask questions based on the data presented on the table. Differentiate between oceanic and continental crust in terms of the rocks that made them up.

4. Discuss the mantle. Differentiate between upper and lower mantle and the transition zone.

5. Differentiate between the Inner and Outer Core. II. INVESTIGATORY PROJECT TITLE

1. Students go to their respective groups.

2. Must list at least 3 possible IP problems for approval.

III. ASSIGNMENT 1. Bring a pre-cut Styrofoam ball that resembles the Earth. 2. Bring a styro or poster paint.

3. Newspapers and paintbrush

Posted by PSCA EDTECH 2 at 10:03 PM No comments: Labels: lesson plan
TUESDAY, OCTOBER 14, 2008

Article
Introduction The changeling state of education is in exigent need of solutions to age-old questions about teaching and learning by reason of this century's boundless technology and its societal impact. More than any period in recorded history, today's profuse heterogeneity of emerging technology has transformed daily life, particularly the lives of the many fascinated by it. The American educational system is included in that list; its sense of direction has not been spared from the chaos and distress that accompanies this unprecedented era. Many educators await the promise of technology's power to guide them and to lead improvements in the educational system. Any reasonable success, however, should bring forth change. Today, learners have the choice to attend a traditional classroom or the virtual classroom. Toppling market prices in technology, coupled with increasing power potential and popularity, facilitated an invasion of technology into mainstream education (Morrisett, 1996; Westbrook & Kerr, 1996; Means, 1994). For example, in 1981, only 18 percent of U. S. public schools had one computer for instructional use. By 1991, the estimate increased to 98 percent (QED, 1992; Means, 1994; Mageau, 1991). In 1983, the ratio of students to computers in American schools was 125:1. By 1990, the ratio decreased to 20:1 and, by 1995, it reached 9:1. Conversely, other technologies were adopted almost at the same rate. For example, between the 1991-92 school year, only seven percent of schools had CDROM drives. That number increased to 37 percent by the 1994-95 school year. In 1991, only one percent of the nation's classrooms had satellite connections, while 17 percent had them three years later in 1994. The number of computers connected to networks in schools climbed from only five percent in 1991 to 28 percent by 1994. About 53 percent of all school districts surveyed reported at least one school connected to the Internet in the 1993-1994 academic year, and 37 states provided network accounts to some 509,000 users in 1995 (Westbrook & Kerr 1996; QED, 1995). Access via computer modem, and telephone connection accelerated rapidly in the past few years, featuring e-mail connections to the Internet. According to a recent survey of Internet host computers (Morrisett, 1996), the survey recorded 6.6 million Internet hosts in 106 countries worldwide. In November 1992, about 279 million messages were transmitted over the Internet and, by November 1994, the number of transported messages reached just over one billion messages, an astounding annual growth of 90 percent. Based on these figures, the world's inhabitants should witness an upsurge to 101 million computer hosts by the year 2000. Profound investments in technology in this decade gave rise to a worldwide explosion of information; many institutions of higher education were mystified by the information chaos that accompanied it. The perturbation caused by this newcomer brought about many struggles to more clearly understand this alien science. Embroiled in obscurity and uncertainty, many lost focus of the educational mission.

Education and the Information Chaos: Current Technology Issues

Rigid, inherited beliefs, societal traditions, and economic-centered objectives are the primary fortress of an aged, declining American educational system. According to we, as educators, continue to mold a neo-twentieth century image of the school-as-factory similarly to the ways in which workers produce railway cars or motors. For example, the academiccorporate consortium, recently instituted Learning Infrastructure Initiatives. These Initiatives include an explicit study of what professors do by dissecting and categorizing the work of faculty into distinct chores, a classic, Tayloristic approach used in determining what parts should be automated or outsourced. Noble (1998) refers to such educational intervention as a highly personal human-mediated environment. According to Morrisett (1996), society has can be credited for creating technology, but technology is simultaneously creating society. These observations would also suggest that technologies are beginning to exercise a benevolent tyranny over humankind. People have become "compulsive information consumers," who favor the passive reception of information as a form of entertainment over the more challenging act of thinking. These powerful influences also exert direction over learning and learning environments. Morrisett added that institutions of higher education have adapted to these conditions but, as a result, they have also compromised the habits of the mind (study, analysis, reflection, contemplation, and deliberation) that are associated with logic. For these reasons, many blame the American educational system for the decline in quality education. As a result, many academic institutions seem to "hang on" to any thread of success by imitating, copying, and competing with each other to survive the exponential growth of emerging technologies and changing global market. Overwhelmingly, it appears that when these constituents are confronted with the intimidating prospect of change, they refrain from seeking innovative, alternative ways to improve higher education and quality of instruction. Overwhelmingly, they retreat to traditional methods that fall within the more familiar comfort zones. Technological Advancements: Approach vs. Avoidance While still in its dawning, the information explosion influenced the rise of two extremes. To one extreme, some traditional, bureaucratic institutions seem to avoid technological advance, doubting its potential to assist in improving teaching and learning outcomes. These institutions tend to dispute change and embrace obsolete beliefs, cultural constraints, and boundaries. To the other extreme many institutions confidently market themselves as "electronic universities," "Internet schools," "virtual universities," and other labels that indicate their position in the race of information technology. Many clamor for universal access and search for ways to attract students to the virtual classroom, promising the earning of degrees of choice via distance education. There has been much talk among educators that these acts begin to modify the student's worth to the academic world, as the student begins to assume both the tangible and intangible characteristics associated with those of a "customer" as opposed to the characteristics of a student. Conclusion Technology in all forms, young and old or simple and complex, can be potent tools that engage learners in meta-cognitive reflection. These tools engage learners to rethink their old beliefs, knowledge, and understandings. These tools might allow learners to compare new ideas with other individuals to assess whether new concepts and ideas are plausible and fruitful. Technologies can be educators' tools in finding creative ways that encourage students to self-test, self-question, and self-regulate learning in helping them to create solutions to complex problems. Educators need to help students realize that understanding about knowledge and beliefs are essential to human growth and development. Technologies should not estrange us from our humanity or the noble profession of

educating competent citizens. We should not become "high-tech, self-driven slaves to technology." What will happen if education continues to steadfastly bend to higher enrollments over the quality of teaching and learning? What will happen if education immortalizes the student in education with an attitude of "the customer is always right"? Could the curtailment of the educational process and the collapse of the educational system be closer than we fear? Changes in instructional design might integrate perspective theories, applications, and research related to learning, thinking, teaching, educating, integrating, mastering, and leading powerful technological advances upon the world's society. These changes may be used constructively to creatively lead the educational system to a brighter future and a more realistic information millennium. Protecting the embodiment of quality education encompasses learning to think, learning to teach, and learning to lead creatively, not only within the classroom (virtual and traditional) but also throughout all institutions of higher education. Technologies are the driving force of the world's communication. Indeed, the building of a reliable support system and the commitment to support promotional development rights is an investment worth pursuing. The rejuvenation of an unhealthy educational system is the product of intensive investment in human capital through the training of all trainers and the helping of all teachers, administrators, and staff members.

Submitted by : Leah Odango BEEd-4A (Lopsidedtech)

Posted by PSCA EDTECH 2 at 7:09 PM No comments:
SATURDAY, OCTOBER 11, 2008

article
Teachers' tech use on the rise Nearly nine in 10 educators say it has changed the way they teach By Laura Ascione, Assistant Editor, eSchool News

Roughly 86 percent of U.S. teachers say computer technology has changed the way they teach at least some, and more than half (55 percent) say it has impacted their instruction "a great deal," according to a new survey commissioned by CDW-G. The survey, conducted in February and March of this year, questioned 1,000 K-12 public school teachers. CDW-G employed market research firm Quality Education Data (QED) to conduct the study, which has a margin of error of plus or minus three percentage points. "The use of technology in the classroom is not only here to stay, but it has an increasing presence and an increasing significance in what's going on in the classroom," said Deirdre Martel, marketing research manager at QED. At least three-fourths of teachers surveyed recognized the importance of computer technology in teacher-related functions such as attendance-taking and record-keeping (86 percent), communication (83 percent), research and planning (79 percent), and classroom instruction (77 percent). These figures were up an average of 10 percentage points from last year's survey.

"It's important to note that, regardless of function, technology use is growing in almost every area," said Martel. Supporters of educational technology greeted the results of CDW-G's 2005 "Teachers Talk Tech" report as welcome news. They say the survey offers a clear indication that technology is helping to transform instructional practices. "For those of us who believe that technology can have an impact on education, it's gratifying to see that so many teachers are reporting that it's having an impact," said Keith Krueger, chief executive officer of the Consortium for School Networking (CoSN), a nonprofit organization that helps schools make smart and effective use of technology. "It's definitely a very positive survey, and teachers are starting to change the way they get information and teach," Krueger said. "The positive way to look at it is that, almost across the board, teachers say technology is changing what they're doing."

REACTION: Our world has really changed a lot. From the old generation, we are now leaving in the new generation and a modern life. Everything we need is there and we are not anymore living in the slow life but a fast and improve life. This is because of the modern science that brings us the technologies. Technology is really a greet help in education. Using technology is a brilliant way of teaching and giving information to the students. It improves the life of the students and also the teachers. Through technology, teachers could have a lesser time in preparing the lessons and students could learn beyond from what their teachers have taught them by surfing the internet. Also, through technologies like computers, teachers and students could gain current information that could not found on the book. I agree in this article that technology helps the teacher to rise. Technologies have really a great impact on education. It change the way of teaching and technology serve as source of information. From writing the on the board the lessons to be discuss using the chalk, teachers are now using projectors to present the lessons to the students. Distribution of handouts produce by the machines is also one example of fast transferring of knowledge to the students. Students can learn effectively through technology because they could not only hear it but they could also see it. In conclusion, teachers should really adapt this new way of teaching for better learning of the students. Also, technologies could not only benefit the students but also to the students. This article is really true and useful. It could open the mind of those teachers who were still living in the traditional and old way of teaching to think and decide to adapt the new generation and to used technology in teaching. And lastly, it could help them realize that technology is important and it brought a lot of changes and it is a way of reaching the development that we aim for education. by:Famela Raymundo BSPED 3
Posted by PSCA EDTECH 2 at 9:11 PM 1 comment:
WEDNESDAY, OCTOBER 8, 2008

Lesson plan in science

I. At the end of this lesson the pupils should be able to: A.Identify the animals fly, swim, crawl, walk and run. B. Classify animals to their movements.

C.Records willingness to take care of animals. II.Grouping of animals Reference;animals movie and educational tv Concepts; Animals may be grouped according to their movements. Some animals fly, swim, crawl, walk and run. Processes; Observing, identifying, classifying materials;live animals, dvd cd ,computer,tv III. A. Review previous topic about animals B. presentation of lesson C. forming of concepts D. Application E. Valuing F. Evaluation IV. Assignment

Prepared by; Richel A. Magbanua BEED 4-A

Posted by PSCA EDTECH 2 at 7:59 PM No comments:
TUESDAY, OCTOBER 7, 2008

Article in Educational Technology

Using Technology to Improve Student Achievement

A Reaction Paper Submitted to Prof. Jelyn Alentajan

In Partial Fulfillment In the Requirements of the Course EDUCATION 8 (Educational Technology 2)

Submitted by: Ronabelle J. Catahan BEEd- 3B

1st Semester 2008-2009 Introduction

Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies have been used in classrooms, and new uses of technology such as podcasting are constantly emerging. Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education . Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn . Each technology is likely to play a different role in students' learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn "with" computerswhere technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills. software, simulations, and tutorials), media for construction (such as robotics, computeraided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With everexpanding content and technology choices, from video to multimedia to the Internet, there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used

Critical Issue: Using Technology to Improve Student Achievement ISSUE: Because effective use of technology must be supported by significant investments in hardware, software, infrastructure, professional development, and support services, over the last decade, we as a nation have invested more than $66 billion investment in school technology. This unprecedented level of investment in educational technology has raised expectations of legislators and the public who are now looking for returns on this

investment, and therefore are calling for evidence regarding the efficacy and costeffectiveness of technology in K-12 schools While complex factors have influenced the decisions for where, what, and how technology is introduced into our nation's school systems, ultimately, the schools will be held accountable for these investments. How can schools ensure that the promise that technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment? To answer these questions, educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. In this updated briefing , we examine current research perspectives and findings on using technology to improve student achievement. A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities. Ten years of substantial investments have vastly improved this picture. Along with expanded access has come a growing pervasiveness of technology in society. For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives. A recent survey conducted by the Pew Internet & American Life Project found that roughly 21 million youth between the ages of 12 through 17approximately 87 percent of the entire age bracketuse the Internet. Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000. The survey also found that most teens believe that the Internet helps them do better in school (86 percent of teens, 88 percent of online teens). In a previous survey, the project found that 71 percent of online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of online young people ages 12-17 download study aides from the Internet. . The U.S. Bureau of the Census (2003) found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments. Young people are also taking advantage of new, powerful communications tools. Three-quarters of online teens use instant messaging , representing close to 16 million youth. Of those 16 million, 78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork. With the passage of the No Child Left Behind (NCLB) legislation in January 2002, testing has become not only more routine, but also increasingly high-stakes and focused more on specific content knowledge. Test results are regularly used as the measuring stick for student advancement to the next grade and as a gauge for judging the quality of schools and the educators who work in them. Therefore, efforts to integrate technology into schools and classroom practices must not only acknowledge but also provide evidence that technology assists in meeting these accountability demands. This questioning reflects the technological and business changes brought about by the Web, wireless communication and distributed work, which note have "introduced discontinuity in where and how people work, how their performance is measured, and how their objectives are set" where "assignments, work settings, peers, employers and work choices are increasingly changeable and fluid." The employer-centered workplace of predefined jobs and career paths has given way to a worker-designed environment where individuals pursue their own assignments and must effortlessly combine technical skills with an intellectual toolbox enriched with experiences, roles, team building, and knowledge. Similarly, some argue that today's students, surrounded by digital technology since infancy,

are fundamentally different from previous generations and are no longer the people our educational system was designed to teach .

Conclusion A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning. Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression.A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low. At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills. Language Learners. likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for today's information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of today's social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research. The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions
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