Lesson 1

A Review of
Educational
Technology1
INTRODUCTION
The Educational Technology 1 course has truly paved the way for the
learner to become aware, appreciative and equipped to use educational technology
tools ranging from traditional to modern educational media. The foundation for a
truly satisfying exposure to educational technology has been firmly lead down by
the ET-1 course, starting with the true treatment of the history of educational
technology, quality education, and the role of ET in the 21
st
millennium.
CONTENT
In this course, learners are oriented towards averting the dangers of
dehumanization which technology brings into societies. There are areas where
learners are oriented with and needs to be aware of:
Pornography
Ideological propaganda
Financial fraud
Other exploitative used of technology
If the learners would not be aware of these areas, these will continue to affect
peoples and cultures, and would give gap between poor and rich countries. ET- 1
has something to apply which is necessary for instruction.
1. Setting of learning objectives
2. Designing specific learning experiences
3. Evaluating the effectiveness at the learning experiences
4. Revision as needed of the whole teaching- learning process









REFLECTON
When it comes to technology, we are really far behind, I mean the
Philippines. That is why our government keeps on introducing and instructing us to
use technology widely so well be competitive enough for the years to come, just
like our neigh boring countries. Yes, there is disparity of education. But I believe
that through a long run of learning and more training, we can cope up with it
gradually, despite the fact that most places here in the Philippines are not yet
familiar with computers.
Lesson 2
An Overview:
Educational
Technology 2
INTRODUCTION
Educational Technology 2 is concerned with Integrating
Technology into Teaching and Learning, meaning of which is putting
together technology into teaching and learning so that these will become one in
learners education. To specify- focused on introducing, reinforcing,
supplementing, and extending the knowledge and skills to learners so that they can
become exemplary users of educational technology.

CONTENT
ET-2 will involve a deeper understanding of the computer as well as hands-
on-application of computer skills. To infuse technology in the student-teacher
training, helping learners to adapt and meet rapid and continuing technology
changes in information and communication technology (ICT) environment.
THE COURSE OBJECTIVES ARE:
To provide education in the use of technology in instruction;
To impart learning experiences in instructional technology supported instructional
planning;
To acquaint students on information technology;
To learn to use and evaluate computer-based educational resources;
To engage learners on practical technology; and
To inculcate higher-level thinking and creativity among students.
REFLECTION
Educational Technology is not only used for recreation and playing, but
technology is one important tool that would further enhance the way of teaching
and the acquiring of learning for a teacher and a student.
We are lucky that the integration of technology into teaching and learning is now
in practice and included in the curriculum. With this, even students in the pre-
school will learn the value and importance of a computer and other technologies
aside from the neophyte knowledge that a computer is only for games and
recreation.

Lesson 3
Educational
Technology in the
Asia Pacific Region
INTRODUCTION
It is really necessary that there should be state policies and strategies in the
use of technology especially in educational institutions on a country it is because
these serves as guiding principles for educators how to go about in the adoption of
these technologies. We all know that we are now on the computer age and the use
of information and communication technology (ICT) is almost applicable in all
aspects of our lives. But not all of us knew the importance of these technologies
and how to go about it. Therefore, the infusion of which should start in the schools,
more particularly to the students curriculum.
CONTENT
Most of the countries in the Asia Pacific Region (Malaysia, Singapore, Hong
Kong, etc.) already adopted their own policies and had created an educational
technology environment in their schools. They equipped them with facilities and
venue for the facilitation of learning to students and even to teachers. Teachers are
given trainings in the use of these facilities as well as with the core skills and
competencies in the use of ICT in their classroom discussions. The state policies
for these technologies differ from one country to another depending from their
culture and geographical locations or as the need for it may arise and/or the
usefulness of which in the capacity building of their nation. But generally, most of
the countries around Asia Pacific find it a need to really institutionalize the use of
technology in their respective countries as evident to their state provisions and
policies. In other words, they find it crucial to infuse technology in the minds of
the people so that they can compete with other countries around the pacific and the
world. They know they can boom their industries through the use of technology.
Reflection
Government is really supporting each school to really pursue, the integration of
technology in education system. They really are the one who wants to improve
their education system, which is a big help to the students. for this will really give
them a proper training. this is the problem because we lack the support from our
government which is the one who can really far behind when we talk about
technology, most specially in the public schools; students dont know how to
manipulate computers.

Lesson 4
Basic Concepts on
Integrating
Technology in
Instruction
INTRODUCTION
It has been a long time issue as to how to integrate technology in the
teaching-learning process. The mere use of computer does not mean that
technology is already integrated in the instruction. A need to provide learning on
how educational technology can be applied and integrated in the teaching-learning
process is very crucial. According to Visalia (1994) in her definition of integrating
technology with teaching is that there is integration if the learning technologies are
use to introduce, reinforce, supplement, and extend skills.
CONTENT
Here are external manifestations of technology integration into
instruction:
Theres a change in 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 wand when
technology fits into the teaching-learning process.
The teacher sets instructional strategies to address specific instructional
issues/problems.
The use of technology 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.
There is actually nothing to be worry about for teachers who are still novices in
technology integration because learning how would really take time. Technology
integration into instruction is developmental and takes a gradual road to mastery
and expertise. In time, a teacher can advance from basic integration to more
complicated integrations.
REFLECTION
The quality of instruction is improved to a higher level 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.



Lesson 5
State-of-the-Art ET
Application Practices
INRODUCTION
We are all aware of the speedy turn-over of technology advancement and
upgrading technologies now-a-days. In this advancement and upgrading of
technology, educators today should become more aware and active in adopting
state-of-the-art educational technology practices for them to ride on in the system
and development of technology.




CONTENT
There is this certainty that our schools audiovisual aids may not even apply
in this modern day computer hardware and software in todays technology
advancement for the reason that we are fun of investing and not on adopting the
development and advancement of the upgraded technology. As it is said dont
invest in technology hardware or system that may become a white elephant in a
few years time. We need to adopt upgraded technology for greater computer
literacy and competency as well.
REFLECTION

Technology inside the classroom is not new during this days. And a future
mentor, we must learn how to incorporate this to our daily lessons. Nowadays, the
modern students are explorer, intelligent, so if the teachers skills when it comes to
technology is very poor, then, he can be classified as an ineffective teacher,
because he cannot meet the need of his students. However, the teachers in this
modern days can easily adopt to this major change in instruction because we are
living now in the world of computers.

Lesson 6
IT Enters a New
Learning Environment
INTRODUCTION
The four conceptual models namely Meaning Learning, Discovery Learning,
Generative Learning and Constructivism are useful in achieving instructional goals
through preferred application of educational technology. With these conceptual
models, we shall see how effective teachers best interact with their students in
innovative learning activities while integrating technology to the teaching-learning
process.
CONTENT
Meaningful Learning
This gives focus to new experience that is related to what the learner already
knows. A new experience departs from the learning of a sequence of words or
memorization through rote memory but gives attention to meaning. It assumes that:
Students already have some knowledge that is relevant to new learning
Students are willing to perform class work to find connections between what they
already know and what they can learn.
In the learning process, the learner is encouraged to recognize relevant personal
experiences. A reward structure is set so that the learner will have both interest and
confidence, and this incentive system gives positive reinforcement to learning.
Discovery Learning
This kind of 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. To make a contrast, in
discovery learning students perform tasks to uncover what is to be learned. New
ideas and new decisions are generated in the learning process, regardless of the
need to move on and depart from organized set-off activities. In discovery
learning, it is important that the student become personally involved and not
subjected by the teacher to procedures he/she is not allowed to depart from.
In applying technology, the computer can present a tutorial process by which the
learner is given key concepts and the rules learning are directly presented for
receptive type of learning. But aside from that, the computer has other uses. In a
computer simulation process, for example, the learner himself is made to identify
key concepts by interacting with a responsive virtual environment. The learner thus
discovers the concepts from the experience the virtual environment provides.
Generative Learning
In generative learning we have active learners who attend to learning events and
generate drawing from this experience and draw inferences thereby creating a
personal model or explanation to the new experience in the context of existing
knowledge. Generative learning is viewed as different from the simple process of
storing information for motivation and responsibility is said to be crucial to this
domain of learning. Examples of this in the area of language comprehension are
activities such as writing paragraph, summaries, developing answers and questions,
drawing pictures, creating paragraph titles, organizing ideas/concepts, and others.
In sum, generative learning gives emphasis to what can be done with the pieces of
information not only just an access to them.
Constructivism
In constructivism, the learner builds a personal understanding through appropriate
learning activities and a good learning environment. The two accepted principles
are:
Learning consists of what a person can actively assemble for himself and not what
he can receive passively.
The role of learning is to help the individual live/adapt to his personal world.
With these two principles in turn lead to three practical implications:
The learner is directly responsible for learning. He creates personal understanding
modelling effective learning, assisting, facilitating, and encouraging learners.
The context of meaningful learning consists in the learner connecting his school
activity with real life.
The purpose of and transforms information into knowledge. The teacher plays an
indirect role by education is acquisition of practical and personal knowledge, not
abstract or universal truths.
REFLECTION
This lesson states the conceptual models of learning. Effective
teachers best interact with students in innovative learning activities
while integrating technology to the teaching-learning process
I have learned in this lesson those new conceptual models of
learning. From the traditional setting that the students are just
receiver and the teacher always giving, the lesson which is typical
memorization and role learning. The learning is for the students
and for the teachers as well, students are active participants and
they can explore and manipulate the things they want to know







Lesson 7
IT for Higher
Thinking Skills and
Creativity



INTRODUCTION
The traditional information absorption model of teaching is that the teacher
is the one who organizes and presents information to student-learners. He/she may
use the chalkboard, videotape, newspaper or magazine and photos. Then the
presentation is followed by a discussion and the giving of assignment. But a new
challenge has arisen for todays learners and this is not simply to achieve learning
objectives but to encourage the development of students who can do more than
receive, recite and apply the knowledge they have acquired. Today students are
expected not only to be mentally excellent, but also flexible, analytical and creative


CONTENT
THINKING SKILLS Framework
The Upgraded Project Method
Given these 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
achievements tests. When the ordinary classrooms are lacking with instructional
kits, use the project method to bring students to higher domains. In a project
method, students work on projects with depth complexity, duration, and relevance
to the real world. There is already a revised project method wherein the students
would make decisions about what to put on the project, how to organize
information and how to package the outcomes for presentation while the teacher
guides and facilitates the learning process




REFLECTION
In this lesson, I have discovered that the modern students are expected be
not only cognitive, but also flexible, analytical and creative. There are methods in
this lesson that proposed for the use of computer-based technology as an integral
support to higher thinking skills and creativity. I think the Higher Order Thinking
Skills(HOTS) is the answer to this problem, that the boredom inside the classroom
will be transformed into interactive one, because the students are challenge to
think, apply, and analyze.






Lesson 8
Higher Thinking
Skills through IT-
Based Projects
INTRODUCTION
The Four Types of IT-Based Projects
-based Projects
I. Resource In these projects, the teacher steps out of the traditional role
of being a content expert and information provider, and instead lets the
students find their own facts and information. Only when necessary for
the active learning process does the teacher step in to supply data or
information. The general flow of events in resource-based projects are:
II. 1. The teacher determines the topic for the examination of the class (e.g.
the definition of man
III. 2. The teacher presents the problem to the class.
IV. 3. The students find information on the problem/questions.
V. 4. Students organize their information in response to the
problems/questions.
CONTENT
II. Simple Creations
Students can also be assigned to create their software materials. Of course, there
are available software materials such as Creative Writer (by Microsoft) on writing,
Kid Work Deluxe (by Davidson) on drawing and painting, and Media Weave (by
Humanities software) on multimedia).
In developing software, creativity as an outcome should not be equated with
ingenuity or high intelligence. Creating is more consonant with planning, making,
assembling, designing, or building. Creativity is said to combine three kind of
skills/abilities:
Analyzing- distinguishing similarities and differences/ seeing the project as a
problem to be solved.
Synthesizing- making spontaneous connections among ideas, thus generating
interesting or new ideas.
Promoting- selling of new ideas to allow the public to test the ideas themselves.
III. Guided Hypermedia Projects
The production of self-made multimedia projects can be approached in two
different ways:
1. As an instructive tool, such as in the production by students of a power-point
presentation of a selected topic.
2. As a communication tool, such as when students do a multimedia presentation
(with text, graphs, photos, audio narration, interviews, video clips, etc. To simulate
a television news show
IV. Web-based Projects
Students can be made to create and post web pages on a given topic. But creating
web pages, even single page web pages may too sophisticated and time consuming
for the average student.
It should be said, however, that posting of web pages in the internet allows the
students (now the webpage creator) a wider audience. They can also be linked with
other related sites in the internet. But as of now, this creativity project may be too
ambitious as a tool in the teaching-learning process.



REFLECTION
We find it uncreative for a student if he/she chooses to present a
project (EX: 7 Great World Wonders) in a picture with a caption below or
caricatures on a social issues. But let us put in mind that creativity includes
analyzing, synthesizing and promoting. It would be unfair for a student to
draw the 7 wonders of the world even though he cant draw well. I dont
think creativity is lost when we used IT in the presentation of our projects. In
a project, expense and time is also manifested, but I dont think these aspects
be given more consideration knowing that in a project we measure the
output or the finished product. In that, we can also assess as to how much a
student have invested in his time, effort and money.










Lesson 9
Computer as
Information and
Communication
Technology
INTRODUCTION
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.
CONTENT

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 that uses color, 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 private schools. But the evolving pace of innovation
in todays Information Age is so dynamic that within the first decade of the
21
st
century, computer technology in education has matured to transform into an
educative information and communication technology (ICT) in education
The Personal Computer (PC) as ICT

Until the nineties, it was still possible to distinguish between instructional media
and the educational communication media.
Instructional media consist of audio-visual aids that served to enhanced and enrich
the teaching-learning process. Examples are the blackboard, photo, film and video.
On the other hand, educational communication media comprise the media of
communication. For example, the distance learning was implemented using
correspondence, radio, television, or the computer satellite system
Close to the turn of the 21
st
century, however, such a distinction merged owing to
the advent of the microprocessor, also known as the personal computer (PC). This
is due to the fact that the PC user at home, office and school has before him a tool
for both audio-visual creations and media communication.
REFLECTION
Personal Computers are useful in the learning process. Students at home can
continue using their pcs in their assignments and projects without spending much
time in the library looking for the exact book. Even if the students are not in
school, they can still continue to study, explore and search. Aside from that, PCs
are also use in communication. One can communicate from a person in the far
using the computer or can watch a movie in it. It has also been use as a radio for
some for music can be store. Typing a project would not be difficult at all for one
can delete wrong words or sentences without erasures. In offices, PCs are useful
in storing company information, make databases for reports or programs for
company use.




Lesson 10
The Computer as a
Tutor
INTRODUCTION
The wonders of human ingenuity, even in its original design in the 1950s 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.
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.
CONTENT
Computer-Assisted Instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many activities in his
personal role as a classroom tutor. It should be made clear, however, that the
computer cannot totally replace the teacher since the teacher shall continue to play
major roles of information deliverer and learning environment controller. Even
with the available computer and CAI software, the teacher must:
Insure that the 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 of the specific expected
outcomes.
Today, educators accept the fact that the computer has indeed succeeded in
providing an individualized learning environment so difficult for a teacher
handling whole class. This is so, since the computer is able to allow individual
students to learn at their own pace, motivate learning through a challenging virtual
learning environment, and assist students through information needed during the
learning process.


REFLECTION
There has been a fear that someday in the future teachers will be replaced
with CAI because as an assessment it is much better if we will used the computer
to assist as in our learning for it is consistent and objective. Yes, it is partly true
and also partly wrong because we all know that there are roles that teachers have to
do that CAI cannot. A computer cannot assess and insure if the students have the
needed knowledge and skills for it does not have any will and intellect, a teacher
can decide the appropriate learning objectives while computers do not, a teachers
can plan any structured activities to achieve objectives suited to the needs of its
students and a teacher can evaluate the students achievements by ways of tests of
the expected outcomes. With CAI, we can only expect lower level learning skills
and what is only programmed in the computer will be the only thing a student will
learn unlike with a teacher, we can learn more from him/her as we can freely asks
questions or can interact with different experiences in life.

Maybe CAI can be used on some areas of a students learning but it cant represent
in behalf of the teacher in all aspects. Drill and practice software materials can be
useful if we want excellence in the use of the computer. But to make it a teacher, it
cant never be. Teachers are still the best and suited way for a student to learn
more, computers can only assist.


Lesson 11
The Computer as the
Teachers Tool
INTRODUCTION
Constructivism was introduced by Jean Piaget (1981) 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 applicable to real life situations.
While knowledge is constructed by the individual learner in constructivism,
knowledge can also be socially constructed. Social Constructivism is the 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 perspectives of the
community or society he lives in.
CONTENT
` The psychologist Vygotsky stressed that learning is affected by social
influences. He suggested the interactive process in learning. A more capable adult
(teacher or parent) can aid or complement what the learner sees in a given tasks or
project. In addition, John Dewey sees language as medium for social coordination
and adaptation. For Dewey, human learning is really human languaging that occurs
when students socially share, build and agree upon meanings and knowledge.
The Computers Capabilities
I nformative 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.
Communication Tool
The computer has been used in communication as evident by social networking
sites as to facebook, twitter and friendster. We can even chat/talk friends and
families anywhere in the globe through yahoo messenger or the one in facebook or
view them through the webcam. We can send messages and information through
the internet in just seconds or minutes.
Constructive Tool
The computer itself can be used for manipulating information, visualizing ones
understanding, and building new knowledge. The Microsoft Word computer
program itself is a desktop publishing software that allows users to organize and
present their ideas in attractive formats.
Co-constructive Tool
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 whiteboard where students may post notices to a shared
document/whiteboard. Students may also co-edit the same document from their
homes.
Situating Tool
By means of virtual reality (RS) extension systems, the computer can create 3-D
images on display to give the user the feeling that are situated in a virtual
environment. A flight simulation program is an example of a situating tool which
places the user in simulated flying environment.
REFLECTION
The computer has provided as different uses, gives us advantages and
convenience. The trend nowadays is information technology which makes use the
computer in all its applications. Computers have been already used in schools to
provide and facilitate students learning. It is obvious that even the youngest
generation knew about it and how it is being used. Students make their
assignments, create projects, and do researches with the use of computer. It really
seemed that our present civilization is dependent on computers. It is in anyway
advantageous if used wisely and purposely.
Japan, China, Korea and other countries already made used of the use of
computer as a teacher; programmed to teach and be objective. Others also can
study anywhere in the world without going to schools and be seated inside a
classroom. One can already facilitate his own learning through the computer. It can
provide vast information, provides easier communication and facilitates
constructivism among minds of learners.








Lesson 12
Information
Technology in Support
of Student-Centred
Learning

INTRODUCTION
The idea of student-centred learning is not a recent idea. In fact, as early as
the 20
th
century, educational educators such as John Dewey argued for highly
active and individualized pedagogical methods which place the student at the
centred of the teaching-learning process.
CONTENT
The Traditional Classroom
It may be observed that classrooms are usually arranged with neat columns and
rows of student chairs or desks, while the teacher stands in front of the classroom
or sits behind his table. This situation is necessitated by the need to maintain
classroom discipline, also allows the teacher to control classroom activities through
lecture presentation and teacher-led discussions.
Noticeably, however, after spending so many minutes in lesson presentation and
class management, students can get restless and fidgety. Often enough, the teacher
has to also manage misbehaviour in class as students start to talk among
themselves or simply stare away in lack of attention.
The SCL Classroom
John Dewey has described traditional learning as a process in which the teacher
pours information to student learners, much like pouring water from a 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, and it has worked well for obtaining many kinds of
learning outcomes. The problem with it is that the approach in learning, however,
is the fact that the worlds societies have began to change. It may not be felt
strongly to countries in which on countries who depends mostly their economy to
factory workers. Traditional and direct instruction is very useful in these countries.
In contrast, industrialized societies we find knowledge-based economies in which
workers depend on information that can be accessed through information and
communication technologies (ICTs). Desiring to gain effectiveness, efficiency and
economy in administration, schools in these developed economies have also
adopted the support of ICTs. Their students have now become active not passive
learners, demonstrating independence and self-awareness in the learning process.
Reflection
SCL environment is very useful especially if a nation wants to progress and
develop. There are some schools here in the Philippines who already adopted the
SCL environment in instruction. Others object from it since they think that and
SCL can be noisy and unwieldy.
As we all know, in the traditional classroom, a teacher can discipline and manage
his/her students. The teacher in that has always the first and final say in the lesson.
But the difference is that in the traditional classroom, a student can sometimes feel
intimidated and bored since it is always the voice of the teacher who echoes most
of the time and leads the discussion. While in a SCL environment, it gives students
the venue to interact with each other, be motivated as everyone can participate and
enjoy. It can be as noisy as it is, but it gives the students independence and self-
awareness. It does not mean that in a SCL, the teacher can no longer do classroom
management. The teacher still is the one more knowledgeable than his/her
students, but he do not anymore act as the teacher who do talking most of the
times, but he/she is now a facilitator, open to ideas, problems and resolutions from
his/her students. I believe that SCL is fun, memorable and healthy just like training
or a workshop.






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 these can
compensate for the lack of hardware that educators face.

CONTENT
Cooperative or 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:
Common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills





Cooperative Learning and the Computer

Researchers have made studies on the learning interaction 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 student's
social skills.
Now this mythical fear has been contradicted by the studies which
show that when students work with computers in groups.


REFLECTION
Cooperative learning makes learners learn more. Technology
like computer makes studies easier. So that if the learners collaborate
with the computer the more the knowledge would be acquired by the
learners. In summary, collaborates with computer makes the learning
easier and the action of its student affects the other in a group.
Cooperative learning is an effective strategy that can be used to
integrate in the computer activities to promote the competencies of the
learners.















Lesson 14
THE SOFTWARE AS AN
EDUCATIONAL
RESOURCE
INTRODUCTION
Its 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.


CONTENT
THERE ARE TWO KINDS OF SOFTWARE:
The system software
The application software

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


REFLECTION
The computer has paved the way for learning in a new light. It
has given human race a lot of advantages from the time it has been
invented. Now the computer has been used widely and optimally in
educational settings. Most of the educational materials used by the
teacher nowadays are web-based software.




Lesson 15
UNDERSTANDING
HYPERMEDIA

INTRODUCTION
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.

CONTENT
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 learner 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.

REFLECTION
Hypermedia provides personalize learning activities as it helps
those slow and poor learners. It gives activities suited to your
learning objectives and needs. It presents variety of media that will
really cater those fast and slow learners. Whereas in a traditional
teaching methods, the teacher would take extra time, attention and
effort to help the students who are slow in understanding the lesson.





Lesson 16
THE INTERNET AND
EDUCATION


INTRODUCTION
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.





CONTENT
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
Educational software materials have also developed both in
sophistication and appeal. There is now a wider choice from rote to
arithmetic or grammar lessons to discovery and innovation projects.
But real possibility today is connecting with the world outside homes,
classrooms, and internet cafes. And today schools are gearing up to
take advantage of internet access, where they can plug into the
Library of Congress, make virtual visit to famous museums in the
world, write to celebrities, and even send question to head of states.









Lesson 17
EDUCATIONAL TECHNOLOGY
2 PRACTICUM


INTRODUCTION
Educational technology 2 offers student the experiential process
of adapting to technology integration within a student-centred
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.


CONTENT
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 powerpoint 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 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.