Lesson 1:

A REVIEW OF EDUCATIONAL TECHNOLOGY I

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

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

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

EDUCATIONAL TECHNOLOGY 1 SERVED:

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

REFLECTION
Educational Technology 1 is indeed useful for the learners because it showed out
how technology improvised the traditional way of teaching teachers used before with its
involvement. But proper orientation takes a long period of time that is why we have to take
Educational Technology 1 first.
Educational Technology 1 help students understand how important technology is
in the teaching-learning process for a better tomorrow. It was introduced to learners as an
application of technology to any process involved in operating the institution which



houses the educational enterprise. This subject shows processes on how to use the
inventions, to become aware about the fast growing technology, to appreciate the
importance of it in todays generation, and to be equipped with knowledge gained from it.

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

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

REFLECTION
In our present situation, technology plays a vital role in almost all aspects. The
traditional way of living will totally become obsolete as time goes by. Viewing up to what
technology can do 10-20 years from now, everything we do might be done by the power of
technology. If that happens, we can tell that we are already experiencing the true progress,
because that is one of the bases that a certain country is progressive.
That is why we are glad to know that technology integrated into teaching and
learning wherein the future generation has the opportunity to be acquainted with
Information Technology and to engage them on practical technology integration issues
which are relevant in the teaching-learning process.



Lesson 3:
EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC REGIONS


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

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

1. NEW ZEALAND
Government with the education and technology sectors, community groups, and
industry envisions support to the development of the capability of schools to use
information and communication technologies in teaching-and-learning and in
administration. Their strategies foresee schools to be: improving learning outcomes for
students using ICT to support the curriculum; using ICT to improve the efficiency and
effectiveness of educational administration; and developing partnerships with
communities to enhance access to learning through ICT.
2. AUSTRALIA
The plans for achieving the national goal for IT are left to individual states and
territories with the Educational Network Australia (EdNA) as the coordinating and
advisory body. Across the states and territories, the common features and planning,
funding and implementation strategies are: fast local and wide area networks linking
schools across the state and territory; substantial number of computers in schools,
ensuring adequate access; continuing teacher training in the use of technology for
instruction; technical support to each school; sufficient hardware and software; digital
library resources; and technology demonstration as models for schools
3. MALASIA
Technology plays many roles in a Smart Schools from facilitating teaching-
and-learning activities to assisting with school management. Fully equipping a school
includes: classrooms with multimedia, presentation facilities, e-mail, and groupware for
collaborative work; library media center with database for multimedia courseware and
network access to the internet; computer laboratory for teaching, readily accessible
multimedia and audiovisual equipment; multimedia development center with tools for
creating multimedia materials; studio/threatette with control room for centralized
audiovisual equipment, teleconferencing studio, audio room, video and laser disc video
room; teachers room with online access to courseware catalogues and databases; server
room equipped to handle application, management databases and web server; and
administration offices capable of managing databases of student and facilities, tracking
student and teacher performance and resources, distributing notices and other
information electronically.
4. SINGAPORE
The master plan has four key dimensions: curriculum and assessment; learning
resources; teacher development; and physical and technological infrastructure.
5. HONG KONG
Government aims to raise the quality of school education by promoting the use of IT
in teaching and learning. The IT initiatives are: on average, 40 computers of each


primary school and 82 computers for each secondary school; about 85,000 IT training
places for teachers at four levels; technical support for all schools; an Information
Education Resource Center for all schools and teachers; an IT coordinator for each of 250
schools which should have sound IT plans; computer rooms for use of students after
normal school hours; an IT Pilot Scheme to provide schools with additional resources;
review of school curriculum to incorporate IT elements; development of appropriate software
in collaboration with government, the private sector, tertiary institutions and schools;
and exploring the feasibility of setting up an education-specific Intranet.

REFLECTION
Being far behind from the achievements of our neighbouring countries in Asia in
terms of technology, our government should be doing something for this matter. They
should ensure the necessities in facilitating this program and principles should be
properly established and clearly implemented. The essence of technology nowadays is
already in the highest level around the world. It is important for us, as citizens, to be
knowledgeable enough in terms of technology because it is part of being progressive not
just for the sake of our country, but for our own progress as well as individuals. And in
order to attain this goal, instructions should be coupled with actual learning.


Lesson 4:
BASIC CONCEPT ON INTEGRATING TECHNOLOGY IN INSTRUCTION
INTRODUCTION
There is the lingering issue on how educational technology is integrated in the
learning process. This is due to the fact that the mere use of the computer does not mean
technology has already been integrated in instruction. There is a need to provide learning
on ho educational technology can be applied and integrated into the teaching-learning
process. There is no integrative process if for example the teacher makes students play
computer games to give them a rest period during classes. Neither is there integration if
the teacher merely teaches the students computer skills because they are not computer
technicians or trainors.

SUMMARY
If one is looking for external manifestation of technology integration into
instruction, here are some: theres a change the way classes are traditionally conducted;
the quality of instruction is improved to a higher level in such a way that could not have
been achieved without educational technology; there is planning by the teacher on the
process of determining how and when technology fits into the teaching-learning process;
the teacher sets instructional strategies to address specific instructional issues/problems;
the use of technologies provides the opening of opportunities to respond to these
instructional issues/problems; in sum, technology occupies a position (is a simple or
complex way) in the instructional process.

REFLECTIONS
Teachers are the ones who are responsible to make the student become exemplary
users of technology. Though students already know the boon and bane effects of
technology, proper guidance from the teachers are still necessary. There should be a
planning on when and how the process of teaching and learning begins. The teachers
techniques and strategies must be effective and suitable for the students. As they say,


technology cannot replace teachers. Yes, this is true. Because teachers are trained enough
on how to facilitate learning in school, particularly in classroom management where
learning usually takes place. That is why it is in their hands the proper learning of the
students.



Lesson 5:
STATE-OF-THE-ART ET APPLICATION PRACTICES
INTRODUCTION
Looking through progressive state policies that support technology in education,
and other new developments in the pedagogical practice, our educators today have become
more aware and active in adapting state-of-the-art educational technology practices they
can possibly adopt. The list of audiovisual aids available to or schools may not even apply
any more since modern-day computer hardware and software have rendered them obsolete.
Due to the speedy turnover of technology advancement, it is wise therefore for school
administrators to decide on technology upgrading along medium-term (5 years) term
only.

SUMMARY
The following trends should be recognized by the educators:
o Through school or training center, present-day student have become
computer literate;
o Teachers have deemphasize rote learning and have spent more time in
methods to allow students to comprehend/internalize lessons;
o Student assessments/examinations have included measurement of higher
level learning outcomes such as creative and critical thinking skills; and
o Recent teaching-learning models have paved the way for instructional
approaches in which students rely less teachers as information givers.
In sum, these trends and new levels of learning require the appropriate use of state-
of-the-art instruction with the use of IT, tapping the computers information and
communication tools.
REFLECTION
Technology evolved rapidly and what is useful today may not be applicable or
useable in the next 5 years. So as with learning, what we have learned today might not be
sufficiently indispensable in the years to come since technology keeps on developing and
people continues on innovating. As time goes by, many inventions exist. But what is
important is that learners should develop their creativity and critical thinking strategies
into a much higher level so that they can cope up easily and effectively of what is new
each day.


Lesson 6:
IT ENTERS A NEW LEARNING ENVIRONMENT
INTRODUCTION


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

MODELS OF LEARNING:
MEANINGFUL LEARNING
If the traditional learning environment gives stress to rote learning and simple
memorization, meaningful learning gives focus to new experience that is related to what
the learner already knows. New experience departs from the learning of a sequence of
words but gives attention to meaning.
DISCOVERY LEARNING
Discovery learning is differentiated from reception learning in which ideas are
presented directly to students in a well-organized way, such as through a detailed set of
instructions to complete an experiment or task.
GENERATIVE LEARNING
In generative learning, we have active learners to attend to learning events to
generate meaning from this experience and draw inferences thereby creating a personal
model or explanation to the new experience in the context of existing knowledge.
CONSTRUCTIVISM
In constructivism, the learner builds a personal understanding through an
appropriate learning activities and a good learning environment. The most accepted
PRINCIPLES CONSTRUCTIVISM are:
Learning consists in what a person can actively assemble for himself
and not what he can receive passively.
The role learning is to help the individual/adapt to his personal world.

REFLECTION
The effectiveness of teaching-learning process can be attained through on how
teacher best interact with student. In integrating technology in education, learning will
be even productive since technology provides a better understanding and deep appreciation
in the studies. Traditional learning is no longer appreciative and probably be undermined
for years to come since students will find more exciting and interesting in studying
their lessons using technology where they can possibly find more interesting moments
while they are surfing the internet.



Lesson 7:
IT FOR HIGHER THINKING SKILLS AND CREATIVITY
INTRODUCTION
In the traditional information of absorption model of teaching, the teacher
organizes and presents information to student/learners. He may use a variety of
teaching resources to support the lesson such as the chalkboard, videotape, newspaper or
magazine, and photos. The presentation is followed by discussion and the giving of


assignment. Among the assignments may be the research on a given topic. This teaching
approach has been proven successful for achieving learning outcomes following the lower
end of Blooms Taxonomy: knowledge, comprehension and application are concerned.

SUMMARY

Today, students are expected to be not only cognitive, but also flexible, analytical
and creative. In this lesson, there are methods proposed for the use of computer-based
technologies as an integral support to higher thinking skills and creativity.
THE UPGRADED PROJECT METHOD
Given this complex thinking skills, the modern day teacher can now be guided on
his goal to help student achieve higher level thinking skills and creativity beyond the
ordinary benchmark of the students passing, even excelling achievement test.

THE PROCESS
The process of project implementation takes the students to the steps,
efforts, and experiences in project completion. Meanwhile, thus principles to be
borne in this that: THE PROCESS IS MORE IMPORTANT THAN THE
PRODUCT.
The process refers to the thinking/affective/psycho-motor process that
occurs on the part of the learner. This comprises the journey that actualizes
learning.
The product is the result of this all-important process consisting in possibly
summary, a poster, an essay, a term paper, a dramatic presentation, or an IT-
based product.

REFLECTION
From the views of different experts, students today should not only be cognitive,
yet they are expected to be flexible, analytic, and creative. Yes, I agree because in todays
world, challenges keep on arising. We cannot do otherwise but to embrace the reality of
life, that we have to take our part whether we like it or not. That is why we are encouraged
to do more than what we can do. And for this, the framework of thinking skills will guide
us to think critically. But it does not necessarily mean that teachers will impede the
learning process. They should remain assisting for as long as we need them so we can
reflect on reality.


Lesson 8:
HIGHER THINKING SKILLS THROUGH IT-BASED PROJECT
INTRODCUTION
In this lesson, we discuss four types of IT-based projects which can effectively be
used in order to engage students in activities of a higher plane of thinking. To be noted
that these projects differ to the specific process and skills employed, also in the ultimate
activity or platform used to communicate completed products to others.

SUMMARY
It is to be understood that these project do not address all of the thinking skills
shown previously in the Thinking Skills Framework. But these projects represent
constructivist projects, containing the key elements of a constructivist approach to
instruction, namely:


a) The teacher creating learning environment
b) The teacher giving students the tools and facilitates , and
c) The teacher facilitating learning
It is the student themselves who demonstrate higher thinking skills and
creativity through such activities searching for information, organizing and
synthesizing ideas, creating presentation, and the like.

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

REFLECTION
This IT-based project requires the students to go beyond to what the textbook
contains. It makes the student think more to the answers that they already achieved,
because in that way of learning, the students will develop their ability to argue even
better. They can synthesize on facts and any important data relating to their studies. A
student who is creative in simple ways should be recognized, yes. But isnt it more
appreciable if he/she integrate technology into his/her own way where he/she can add more
designs and everything to his own creation? What makes your creation even more
exciting is that when browsing to the internet you will find out that almost all of the
things you need could possibly be found in there.

Lesson 9:
COMPUTER AS AN INFORMATION AND COMMUNICATION TECHNOLOGY
INTRODUCTION
INTRODCUTION
Through computer technology, educators saw the amplification of learning along
with computer literacy. Much like reading, the modern student can now interact with
computer messages; even respond to questions or to computer commands. Again, like
writing, the learner can form messages using computer language or program.

SUMMARY
Some computer-assisted instruction (CAI) was introduced using the principle of
individualized learning through a positive climate that includes realism and appeal with
drill, exercises uses colour, music and animation. The novelty of CAI has not waned to
this day especially in the basic education level as this is offered by computer-equipped
dynamic that within the first decade of the 21
st
century, computer technology in


education has matured to transform into one educative information and communication
technology (ICT) IN EDUCATION.
THE PERSONAL COMPUTER (PC) as ICT
Instructional media consist of audio-visual aids that served to enhanced and
enriched the teaching-learning process. Educational media comprise the media of
communication.
REFLECTION
From the innovation of technology we have so much appreciated the importance of
it for us presently. For those who can afford to buy one, they can use computer for as long
as they want, anytime, anywhere. It surely makes their life easier. As we can notice,
almost all of the lessons can be found in the internet. You cannot only find your topic,
but you could also search for other topics you might need. If one can provide his own
computer, hassles can be avoided.
Distance education programs enable learners and teachers to interact with each
other by means of computers, artificial satellites, telephones, radio or television
broadcasting, or other technologies.

Lesson 10:
THE COMPUTER AS A TUTOR
INTRODCUTION

The computer is one of the wonders of human ingenuity, even in its original
design in the 1950's to carry out complicated mathematical and logical operations. With
the invention of the microcomputer (now also commonly referred to PCs or personal
computers), the PC has become the tool for programmed instruction.
SUMMARY

Educators saw much use of the PC. It has become affordable to small business,
industries and homes. They saw its potential for individualization in learning,
especially as individualized learning is a problem since teachers usually with a class of
forty or more learners. They therefore devised strategies to use the computer to break the
barriers to individualized instruction.
Computer-assisted instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many activities in his
personal role as classroom tutor. It should be made clear, however, that the computer cannot
totally replace the teacher since the teacher shall continue to play the major roles of
information deliverer and learning environment controller. Even with the available
computer and CAI software, the teacher must:

Insure that students have the needed knowledge and skills for any
computer activity.
Decide the appropriate learning objectives.
Plan the sequential and structured activities to achieve objectives.
Evaluate the students achievement by ways of tests the specific expected
outcomes.
On the other hand, the students in CAI play their ROLES as learners as they:
Receive information
Understand instructions for the computer activity


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

REFLECTION
Computer is said to be the wonders of ingenuity because the creativity of the
students can be enhance and developed not only in the designs but could also carry out logical
and mathematical operations. Its potential inspired educators to use these modern instructions of
teaching. But as what it says in the book, no matter how impressive this new system is, still, it cannot
supersede the teachers performance in facilitating learning because as we all know, teachers play the
most important role in the classroom that technology cannot perform. And there is one thing to be
remembered at all times that sustainability of the resources to supply the necessities of
technology is another matter to consider since the demand is rapidly increasing.

Lesson 11:
THE COMPUTER AS THE TEACERS TOOL
INTORDUCTION
In the previous lesson, we saw how the computer can act as a tutor particularly
along a behaviourist and cognitive approach to learning. But we also sa certain computer
software programs have been developed to foster higher thinking skills and creativity. In
this lesson, we shall again look at the computer, but in this time from another perspective
the computer as the teachers handy tool.
SUMMARY
Constructivist was introduced by Piaget (1991) and Bruner (1990). They gave
stress to knowledge discovery of new meaning/concepts/principles in the learning
process. Various strategies have been suggested to foster knowledge discovery, among
these, is making students engaged in gathering unorganized information from which
they can induce ideas and principles. Students are also asked to apply discovered
knowledge to new situations, a process for making their knowledge to real life situations.
While knowledge is constructed by the individual learner in constructivism,
knowledge can also be socially constructed. Social constructivism. This is an effort to
show that the construction of knowledge is governed by social, historical and cultural
contexts, in effect; this is to say that the learner who interprets knowledge has a
predetermined point of view according to the social perspective of the community or society
he lives in.
The psychologist Vygotsky stressed that learning is affected by social
influences. He therefore suggested the interaction process in learning. The more capable
adult (teacher or parent) or classmate can aid or complement what the learner sees in a
given class project. In addition Dewey sees language as a medium for social coordination


and adaptation. For Dewey human learning is really human language that occurs when
students socially share, build and agree upon meaning and knowledge.
THE COMPUTERS CAPABILITIES
Given its present-day speed, flexibility and sophistication, the computer can provide
access to information, foster creative social knowledge- building, and enhance the
communication of the achieved project package.
Based on the two learning theories, the teacher can employ the computer as an:

An information Tool
A communication Tool
A constructive Tool
As co- constructive Tool
A situating Tool
INFORMATIVE TOOL
The computer can provide vast amounts of information in various forms, such as
text, graphics, sound, and video. Even multimedia encyclopedias are today available on
the Internet.

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

CO-CONSTRUCTIVE TOOLS
Students can use constructive tools to work cooperatively and construct a shared
understanding of new knowledge. One way of co-construction is the use of the electronic
white board where students may post notices to a shared document/ white baord. Students
may also co-edit the same document from their homes.
SITUATING TOOL
By means of virtual reality (RS) extension system, the computer can
create 3-D on display to give the user the feelings that are situated in a virtual
environment. A flight simulation program is an example of a situating tool which
places the user in a simulated flying environment.
REFLECTION
PCs have become an essential tool in education at all levels, from grammar school
to university. Many school children are given laptop computers to help with schoolwork
and homework. Classrooms of all kinds commonly use PCs. Many public libraries make
PCs available to members of the public. The Internet and World Wide Web provide access
to enormous amounts of information, some of it free and some are available through
subscription. Online education as a form of distance education or correspondence
education is a growing service, allowing people to take classes and work on degrees at
their convenience using PCs and the Internet.



Lesson 12:
INFORMATION TECHNOLOGY IN SUPPORT OF STUDENT CENTERED LEARNING CLASSROOM
INTRODUCTION
The idea of student-centered learning is not a recent idea. In fact, a s early as the
21
st
century, educational educators such as Dewey argued for highly active and
individualized pedagogical methods which place the student as the center of the learning
process.
In this lesson, we shall see how the teacher can expand his options to make himself
more effective and relevant in the first millennium information age. In addition,
suggestions shall be made on how a student-centered classroom (SCL) can be supported
by information technology (IT).

SUMMARY

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

THE SCL CLASSROOM
John Dewey described the traditional learning process in which the teacher pours
information to students learners much like pouring water from the jug into cups. This is
based on the long accepted belief that the teacher must perform his role of teaching so that
learning can occur. This learning approach is generally known as direct instruction, it
has worked well for obtaining many kind of training outcomes.

Generally, the new school classroom environment is characterized by students
individually or in group:
Performing computer word processing for text or graph presentation
Preparing power-point presentation
Searching for information on the internet
Brainstorming on ideas, problems and project plans
As needed, the teacher facilitating instruction, also giving individual
instruction to serve individual needs
REFLECTION

Computer is a multi-purpose generated multi-task at a time. It is a recreational
device for playing computer games, watching videos with webcasting, downloading
music, saving photographs, etc. Together with the Internet, PCs are a link to social
contacts through electronic mail (e-mail), text-messaging, personal Web pages, blogs,
and chat groups. It can also allow quick and convenient access to news and sports
information on the World Wide Web, as well as consumer information. The wide variety
of tasks that PC can perform could probably help facilitate learning and undermined the
traditional learning method.


Lesson 13

COOPERATIVE LEARNING WITH THE COMPUTER
INTRODUCTION
The creativity of the teacher would have to respond with the situation, and so
cooperative learning will likely be the answer to the implementation of IT supported
learning in our school. But the situation may not be that bad since there are motivational


and social benefits to cooperative learning and this can compensate for the lack of
hardware that educators face.
SUMMARY
Cooperative and collaborative learning is learning by small groups of students
who work together in a common learning task. It is often also called group learning but to
be truly cooperative learning, 5 elements are needed:
1. Common goal
2. Interdependence
3. Interaction
4. Individual accountability
5. Social skills
COOPERATIVE LEARNING AND THE COMPUTER
Researchers have made studies on the learning integration between the student
and the computer. The studies have great value since it has been a long standing fear that
the computer may foster student learning in isolation that hinders the development of the
students social skills.
REFLECTION
PCs can greatly improve productivity in school, allowing students to collaborate
on tasks from different subjects and easily share documents and information. Many
students with a PC at home are able to telecommute, working from home over the Internet.
PCs can also assist artists, writers, and musicians with their creative work, or allow
anyone to make their own musical mixes at home.
(Microsoft Encarta 2009)

Cooperative and collaborative learning encourages students to do more than what
they can possibly show and it makes them active even more. By the possibilities that
students would develop their ability to be competitive in almost all aspects, student should
establish a positive interdependency for a successful destination.

Lesson 14:
THE SOFTWARE AS AN EDUCATIONAL RESOURCE
INTRODCUTION
It is more difficult to realize, however, that the computer hardware can hardly be
useful without the program or system that tells what computer machine should do.
SUMMARY
THERE ARE TWO KINDS OF SOFTWARE:
The system software this is the operating system that is found or bundled inside all
computer machines.
The application software this contains the system that commands the particular
task or solves a particular problem.

INSTRUCTIONAL SOFTWARE can be visited on the internet or can be bought from
software shops or dealers. The teacher through his school should decide on the best
computer-based instructional (CBI) materials for the schools resource collection.

REFLECTION


The computer has truly leads us, people, to a new world of power. With it, we could
make things more than simple like editing pictures or videos, and a lot more. Form the
time it has been invented and widely used many things had become possible and
realistic.

Lesson 15:
UNDERSTANDING HYPERMEDIA
INTRODCUTION
From the educational technology 1 course, the student has already become aware of
multimedia or an audio visual package that includes more than one instructional media
(means of knowing) such as text, graphics, audio animation and video clip.
SUMMARY
The presentation of information-learning activities in hypermedia is said to be
sequenced in a non-linear manner, meaning that the learner may follow his path of
activities, thus providing an environment of learner autonomy and thinking skills.
CHARACTESTICS OF HYPERMEDIA APPLICATION
1. LEARNER CONTROL means the learner makes his own decisions on the path,
flow or events of instruction.
a. LEARNER WIDE RANGE OF NAVIGATION ROUTES. For the most part,
the learners control the sequence and pace of his path depending of his
ability and motivation.

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

In the use of hypermedia, the following instructional events will prove useful to the
teacher:
o Get the learners attention
o Recall prior learning
o Inform learners of lesson objectives
o Introduce the software and its distinctive features
o Guide learning, eliciting performance
o Provide learning feedback
o Assess performance
o Enhance retention and learning transfer

REFLECTION
Hypermedia provides the capabilities for a much sequenced and very awesome
presentation where learners get a more meaningful and organized view to grasp the
meaning of the lessons, as well as to develop the students physical and mental abilities
suitable for all types of learners (slow and fast learners). In contrast to traditional ways
off teaching, the activities for the students are limited to the point that only few can
participate.



Lesson 16:
THE INTERNET AND EDUCATION
INTRODCUTION
The internet, also simply called the NET is the largest and far flung-network
system-of-all-systems. Surprisingly, the internet is not really a network but a loosely
organize collection of about 25,000 networks accessed by computer on the planet. It is
astonishing to know that no one owns the internet. It has no central headquarters, no
centrally offered services, and no comprehensive online index to tell users what
information is available in the system.
SUMMARY
GETTING AROUND THE NET
The vast sea of information now and the internet, including news and trivia, is
an overwhelming challenge to those who wish to navigate it.
THE VIEW OF EDUCATIONAL USES OF THE INTERNET
Today, even elementary school graders in progressive countries like the United
States are corresponding via e-mail with pen pals in all 50 states. This educational
activity prodded by their schools are paying dividends from increasing the pupils interest
in Geography to a greater understanding of how people live in large cities and other places
in the United States or the world.
REFLECTION
The Internet has brought new opportunities to education. Many individuals use
the Internet for communicating through electronic mail (e-mail), retrieving news,
researching information, and a lot more. It enables us to share information and
processing power. It has made possible for people all over the world to communicate with
one another effectively and inexpensively. An individual who has Internet access can
communicate directly with anyone else on the Internet. The Internets success arises
from its flexibility. Use of it has grown tremendously. Educational institutions use the
Internet for research and to deliver online courses and course material to students.




Lesson 17:
EDUCATIONAL TECHNOLOGY 2 PRACTICUM
INTRODCUTION
Educational technology 2 offers student the experiential process of adapting to
technology integration within a student-centered paradigm. This is the practicum phase
of the course which can be done, as seen fit by the teacher, either at the end of the more
theoretical lessons or inserted between lessons.
SUMMARY
The practicum phases consist of hands-on computer tutorials which the student
teacher or professional teacher-trainee will need to make him/her capable.
The essential requirements for the ET 2 practicum phase will be:
A computer laboratory/special computer classroom


Participation of computer lab tutor/assistant
Assigned number of hours in conformity with the course
The practicum phases consist in:
BASIC MICROSOFT WORD (6hrs). The tutorials familiarize each
individual learner to the basics of Microsoft word. They will learn to use
menus, and toolbars of the software.
MICROSOFT POWERPOINT (6hrs)
The tutorial is a familiarization on the basics of Microsoft power point. It
will train the learner to prepare power point presentations to enhance the
teaching of subjects.
INTERNET AS TOOL OF INQUIRY (4hrs)
The tutorial will facilitate the finding of sources of information appropriate
to a learning task.
REFLECTION
Educational technology 2 promises to bring the student teacher and the
professional teacher trainee to the challenge of a new age-integrating technology in the
teaching-learning process. The brisk pace of technology advancement and innovation
continues, but ET 2 is a preparation to bring our teachers to move ahead with their use of
technology in the classroom.