Davao Oriental State College of Science and Technology

Guang-Guang, Dahican City of Mati

A Requirement in Educ. 118
Outlines of Lesson
In
Educational Technology 2


Prepared by:
Aimee Marion D. Morales
IV- BSED-English

Schedule:
TTH 9:00-10:30






Lesson 7
IT for higher thinking skills and creativity
Higher Level Learning Outcomes
Complex Thinking Skills Sub Skill

Focusing
Defining the problem, goal or subjective-
setting, brainstorming
Information gathering Selection, recording of data of information
Remembering Associating, relating new data
Analyzing Identifying idea constructs, patterns
Generating Deducing, inducting, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting

Evaluating
Setting criteria, testing ideas, verifying
outcomes, revising

The Upgraded Project Method
- A guide to teacher on his goal to help student achieve higher lever thinking
skills and creativity beyond the ordinary benchmark of the students passing.
Project Method
- Consist in having the students work on projects with depth, complexity,
duration, and relevance to the real world.
Revised Project Method
- Tighter link between the uses of projects for simply coming up with
products to having the students undergo the process of complex/ higher
thinking under the framework of the constructivist paradigm.
The process
Take the students to the steps, efforts, and experiences in project completion.
Process is more important than the product
Process- refers to the thinking/ affective/ psychomotor process that
occurs on the part of the learner.
Product- result of all important process consisting in possibly a summary,
poster, essay, term paper, dramatic presentation, or an IT based product.
Examples of IT based Products:
Resource based projects
Simple creations
Guided hypermedia projects
Web based projects











Lesson 8
Higher Thinking and Skills through IT Based Projects
Key elements of a constructivist approach to instruction:
a. The teacher creating the learning environment
b. The teacher giving students the tools and facilities, and
c. The teacher facilitating learning.
The IT based Projects
Resource Based Projects
- Teacher steps out of the traditional role of being a content expert and
information provider, and instead let the students find their own facts and
information.
- The central principle is to make the students go beyond the textbook and
curriculum materials.
- The inquiry- based or discovery approach is given importance in resource-
based projects.
- The process is given more importance than the project product.
General Flow of Events in Resource- Based Projects:
1. The teacher determines the topic for the examination of the class\
2. The teacher presents the problem to the class.
3. The students find the information on the problem/ questions.
4. Students organize their information in response to the problem/
questions.
Traditional Learning Model Resource- Based Learning Model
Teacher is expert and information
provider.
Teacher is a guide and facilitator

Textbook is key source of information Sources are varied (print, video, internet,
etc)
Focuses on facts. Information is packaged
in neat parcels.
Focus on learning inquiry/ quest/
discovery
The product is the be-all and end-all of
learning.
Emphasis on process
Assessment is quantitative. Assessment is quantitative and
qualitative.



II. Sample Creations
Students can also be assigned to create their software materials to supplement
the need for relevant and effective materials.
- KidWork Deluxe by Davidson, Creative Writer by Microsoft, and
MEdiaWeave by Humanities software are examples.
The 3 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.
The five key tasks
Define the task. Clarify the goal of the completed project to the
student.
Brainstorm. The student themselves will be allowed to generate their own
ideas on the project. Judge the ideas. The student themselves make an
appraisal for or against any idea.
Act. The students do their work with the teacher a facilitator.
Adopt flexibility. The students should be allowed to shift gears and not
follow an action path rigidly.
III. Guided Hypermedia
- HyperStudio by Roger Wagner Productions is an example of multimedia
software. Students can be assigned to produce poster designs, computer
tools and the required development of appropriate creative skills, as well.
IV. Web- Based Projects
- Students can be made to create and post webpages on a given topic. But
creating webpages, even single page webpages, may be too sophisticated and
time consuming for the average student.

Lesson 9
Computers as Information and Communication Technology
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.
Personal Computer (PC) as ICT
- The microprocessor.
The programs in the PC
Microsoft Office- program for composing text, graphics, photos into letters,
articles, reports, etc
Power-point- for preparing lecture presentation.
Excel- for spreadsheets and similar graphic sheets
Internet Explorer- access to the internet
Yahoo or Google- Websites; e-mail, chat rooms, Blog sites, news service
(print/video) educational softwares etc.
Adobe Reader- Graphs/ photo composition and editing
MSN- Mail/ Chat messaging
Windows Media Player- CD, VCD player
Cyberlink Power- DVD Player
GameHouse- Video Games









Lesson 10
Computer as a Tutor
Computer Assisted Instruction (CAI)
The teacher must be:
Ensure 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.
The Students in CAI play their own roles as learners as they:
Receive information
Understand instructions for the computer activity
Retain/keep in mind the information and rules for the computer activity
Apply the knowledge and rules during the process of computer learning.
The computer activity proper in CAI plays its role as it:
Acts as a sort of tutor
Provides learning environment
Delivers learning instruction
Reinforces learning through drill- and practice
Provides feedback.
CAI integrated with Lessons
- CAI works best in reinforcing learning through repetitive exercises such
that students can practice basic skills or knowledge in various subject areas.
The Suggestions:
Use drill and practice programs for basic skills and knowledge that require rapid
or automatic response by students.
Ensure that drill and practice activities conform to the lesson plan/ curriculum.
Limit drill and practice to 20-30 minutes to avoid boredom.
Use drill and practice to assist students with particular weakness in basic skills.
The Tutorial Software should be able to:
Teach new content/ new information to students.
Provide comprehensive information on concepts in addition to practice
exercises.
Can be effectively used for remediation, reviewing or enrichment.
Allow the teacher to introduce follow-up questions to stimulate students
learning.
Permits group activity for cooperative learning.
Simulation Programs
The Simulation software should:
Teaches strategies and rules applied to real-life problems/ situations.
Ask students to make decision on models or scenarios.
Allow students to manipulate elements of a model and get the experience of
the effects of their decisions.
- An example of this program is SIMCITY in which students are allowed to
artificially manage a city given an imaginary city environment.
Instructional Games
- Add the elements of competition and challenge.
- GeoSafari is an example which introduces adventure activities for
Geography, History, and Science.
Problem Solving Software
- More sophisticated than the drill and practice exercises and allow the
student to learn and improve on their problem solving ability.
- Thinking Things 1 is an example in which the team learners must help each
other by observing and comparing.
Multimedia Encyclopedia and Electronic Books
Multimedia Encyclopediacan store a huge database with text, images, animation,
audio, and video. Students can access any desired information, search its vast
contents and even download/ print relevant portions of the data for their
composition or presentation.
Electronic Booksprovide textual information for reading, supplemented by other
types of multimedia information. These are useful for learning reading, spelling, and
word skills.





Lesson 11
The computer as the Teachers Tool
Constructivism
- Introduced by (Piaget,1981 and Bruner, 1990). They gave stress to knowledge
discovery of new meaning/ concepts, principles, in the learning process.
Social Constructivism
- An effort to show that the construction of knowledge is governed by social,
historical, and cultural contexts. This was introduced by Vygotsky.
Learning Framework Constructivism Social Constructivism
Assumption Knowledge is constructed
by the individual
Knowledge is constructed
within a social context
Definition of learning Students build their own
learning
Students build knowledge
influenced by the social
context.
Learning strategies Gather unorganized
information to create new
concept/ principle.
Exchange and share,
formulate ideas, stimulates
thinking
General orientation Personal discovery of
knowledge
Students discuss and
discover meanings
Example 8*5- 8+8+8+8+8 Two alternative job offers
Option 1- 8 hrs./day for 6
days/ week
Option 2- 9 hrs./ day for 5
days/ week.

The Computer Capabilities
Based on the two learning theories, the teacher can employ the computer as:
An information tool
A communication tool
A constructive tool
As co-constructive tool
A situating tool

Informative tool.
- The computer provides vast amounts of information in various forms, such
as text, graphics, sound, and video.
- The Internet itself provides an enormous database from which user can
access global information resources that includes the latest news, weather
forecasts, airline schedule, sports development, entertainment news, and
features.
- Students can gather information for composition or presentation projects as
may be assigned by the teacher.
Constructive Tool.
- The computer can be used for manipulating information, visualizing ones
understanding, and building new knowledge.
- The Microsoft Word computer program itself is 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.
- The use of electronic whiteboard where students may post notices to a
shared document/ whiteboard.
- Computer Supported International Learning Environment (CSILE) an
example of integrated environment developed by the Ontario Institute for
Studies in Education. With this, students can enter their ideas in notes and
respond to each others ideas.
Situating Tool.
- The computer can create 3-D images on display to give the user the feeling
that are situated in a virtual environment.
- Flight simulation program is an example of situating tool which places the
user in a simulated flying environment.
- Multi-User Domains or Dungeons (MUDs), MUD Object Oriented (MOOs),
and Multi- User Shared hallucination (MUSHs) are examples of situating
systems.






Lesson 12
Information Technology in Support of Student-Centered Learning
The Traditional Classroom
- Classrooms are usually arranged with neat columns and rows of student
chairs, while the teacher stands in front of the classroom or sits behind his
desk.
- After spending so many minutes in lesson presentation and class
management, students can get restless and fidgety.
- The ideas of developing students to be independent learners with the end of
making them critical and creative thinkers.
The SCL classroom
- Desiring to gain effectiveness and efficiency and economy in administration
and instruction, schools in these developed economies have also adopted
the support of ICTs. Their students have now become active not passive
learners who can interact with other learners, demonstrating independence
and self- awareness in the learning process.
The new school classroom environment is characterized by student individually or in
groups:
Performing computer word processing for text or graph presentations
Preparing power-point presentations
Searching for information on the internet
Brainstorming on ideas, problems, and project plans.
As needed, the teacher facilitating instruction, also giving individualized
instruction to serve individual needs.






Lesson 13
Cooperative Learning with the Computer
Defining Cooperative Learning
- Learning by small groups of students who work together in a common
learning task.
The five elements:
A common goal
Interdependence
Interaction
Individual accountability
Social skills
The advantages
Encourages active learning while motivating students
Increases academic performance
Promotes literacy and language skills
Improves teacher effectiveness.
Cooperative Learning and the Computer
- Students can cluster and interact with each other for advice and mutual
help.
- Computer fosters the positive social behavior due to the fact that it has a
display monitor- just like a television set- that is looked upon as something
communal.
Components of Cooperative Learning
Assigning students to mixed- ability teams
Establishing positive interdependence
Teaching cooperative social skills
Insuring individual accountability, and
Helping groups process information.


Lesson 14
The Software as an Educational Resource
2 kinds of software:
1. The system software. This is the operating system that is found or bundled
inside all computer machines.
2. The application software. This contains the system that commands the
particular task or solves a particular problem.
The application software may be:
a) A custom software that is made for specific tasks often by large corporations,
or
b) Commercial software packaged for personal computers that helps with a variety
of tasks such as writing papers, calculating numbers, drawing graphs, playing
games, and so much more.
Microsoft Windows
- An operating environment between the user and the computer operating
system.
- A shell that creates the way the computer should work.
A self- contained operating system which provides:
User Convenience- just click a file name to retrieve data or click from program
to program as easy as changing channels in your TV screen
A new look- fancy border, smooth and streamlined text fonts.
Information center- windows put all the communications activities; adapts/
configures the computer for the internet.
Plug and play- configures the computer with added components, such as for
sound and video.
Instructional Software
- Can be visited on the internet or can be bought from software shops or
dealers.
The Guidelines:
Be extremely cautious in using the CBIs and free Internet materials
Dont be caught up by attractive graphics, sound, animation, pictures, video
clips, and music forgetting their instructional worth.
Teacher must evaluate these resources using sound pedagogical principles.
Among design and content elements to evaluate are; the text legibility,
effective use of color schemes, attractive lay-out design, and easy navigation
from section- to section
Clarity in the explanations and illustrations of concepts and principles.
Accuracy, coherence, logic of information.
Their being current since data/ statistics continually change
Relevance / effectiveness in attaining learning objectives
Absence of biased materials
















Lesson 15
Understanding Hypermedia
Educational IT applications are hypermedia which includes:
Tutorial software packages
Knowledge webpages
Simulation instructional games
Learning project management and others
- 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.
Characteristics of Hypermedia Applications
Learner Control. The learner makes his own decisions on the path, flow or
events of instruction.
Learner wide range of navigation routes. The learner controls the sequence and
pace of his path depending on his ability and motivation. He has the option to
repeat and change speed, if desired.
Variety of Media
- Hypermedia includes more than one media but does not necessarily use all
types if media in one presentation.
- Hypermedia still does not replace lifes experience and learning from nature
and life.
In the use of hypermedia the following instructional events will prove useful to the
teacher:
Get the learners attention
Recall the prior learning
Inform learners of lesson objectives
Introduce the software and its distinctive features
Guide learning, eliciting performance
Provide learning feedback
Assess performance
Enhance retention and learning transfer



Lesson 16
The Internet and Education
Transmission Control Protocol/ Internet Protocol (TCP/IP)
- Done through a standardized protocol or set of rules for exchanging data.

Getting around the Net
- And today schools are gearing up to take advantage of Internet access,
where they can plug into the Library of Congress make virtual visits to
famous museums in the world, write the celebrities, and even send questions
to heads of states.
- World Wide Web an Internets subset of text, images, and sounds are linked
together to allow users to access data or information needed.

A view of educational uses of the Internet
- Educational software materials have also developed both in sophistication
and appeal.
- There is now a wider choice from rote arithmetic or grammar lesson to
discovery and innovation projects.
- But today, connecting with the world outside homes, classrooms, and
Internet cafes is the real possibility.











Lesson 17
Education Technology 2 Practicum
The essential requirements for the ET 2 practicum phase will be:

A computer laboratory/ special computer classroom with adequate sets of
computer classrooms with adequate set of computers for hands- on tutorial
learning.
Participation of computer lab tutor/ assistant- as the teachers technical
assistant- to assist the learner in the use of the computer and its various
programs
Assigned number of hours in conformity with the course requirement. Tutorials
are preferably done during the weekends in order to provide continuous hours
of computer hands- on training.
The practicum phase consists in:
1. Basic Microsoft Word (6 hrs.)
- Familiarizes each individual learner to the basics of Microsoft word.
Tutorial coverage:
Microsoft word menus and toolbars
Creating, formatting, editing, and saving documents
Assigning page layouts
Inserting tabs and tables
Templates and Wizards
Printing
Upon successful completion the learner shall be able to:
Create, open, and save word documents and files
Insert graphics, tables, and charts in documents
Manage files and folder
Apply format on the text, sentences, and paragraphs
Interlink documents
Create standard documents using template

2. Microsoft Powerpoint (6 hrs.)
- Familiarization on the basics of Microsoft Powerpoint. It will train the
learner to prepare Powerpoint presentation to enhance the teaching of
subjects.
Coverage:
Powerpoint fundamentals
Enhancement of Powerpoint presentation with the use of graphics, charts,
audio and video
Using templates and masters
Presenting and printing a slide shows
At the end of the tutorial, the learner will be able to;
Create and open Powerpoint presentations
Insert objects, pictures, graphics, charts, audio, and video to create effective
presentations
Use the templates to enhance presentations

3. Internet as tool of Inquiry (4 hrs.)
- The tutorial will facilitate the finding of sources of information appropriate
to a learning task.
Course Coverage:
Accessing the Internet
Use of Internet Tools
Search Techniques
At the end of the tutorial, the learner will be able to:
Search and retrieve information from the Web
Acquire skills in locating appropriate information on the Internet
Acquire ability to use Internet tools such as search engines
Gain knowledge of search techniques such as browsing through an information
tree
Learn the ability to execute the search

To sum, 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.