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Educational Technology 2 PDF
Educational Technology 2 PDF
Truly, the foundation for a truly satisfying exposure to educational technology has been firmly
laid down by the ET-1 course, starting with thorough treatment of the history of educational
technology, quality education, and the roles of ET in the 21st millennium.
In ET-1, the learner was also oriented towards averting the dangers of dehumanization which
technology brings into societies, such as through ideological propaganda, pornography, financial
fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect
peoples and cultures while widening the gap between rich and poor countries.
* To lend familiarization on how educational technology can be utilized as media for the avenues
teaching-learning process in the school.
* To uplift the learner to human learning through the use of learning technology.
* To impact skills in planning, designing, using and evaluating the technology-enriched teaching-
learning process.
* To acquaint learners on basic aspects of community education, functions of the school media
center, and finally
* To introduce the learner to what is recognized as the third revolution in education, the computer.
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. Mainly
directed to student teachers, also professional teachers who may wish to update their knowledge of
educational technology, it is our goal that this course can help our target learners to weave
technology, with software (computer programmed learning materials) becoming a natural extension
of their learning tools.
Necessarily, Educational Technology 2 will involve a deeper understanding of the computer as
well as hands-on application of computer skills. But this is not say that the goal of the course is to
promote computer skills. But this is not to say that the goal of the course is to promote computer
skills. Rather, the course is primarily directed at enhancing teaching-and-learning through
technology integration.
In essence, the course aims to infuse technology technology in the student-teachers training,
helping them to adapt and meet rapid and continuing technology changes, particularly in the thriving
global information and communication technology (ICT) environment.
* To provide education in the use of technology in instruction by providing knowledge and skills on
technology integration-in-instruction to learners.
* To inculcate higher-level thinking and creativity among students while providing them knowledge
of IT-related learning theories.
While the course is primarily intended for the use of student-teachers, it can also be of great
to use to professional teachers, school administrators, teacher educators, and in fact anyone who is
interested on how Information Technology can be used to improve not only instruction but the
school management program and curriculum.
It may be said, too, that the study of this course on integrating Information Technology in
instruction should not be considered as a formidable task, but rather as a refreshing and exciting
study given the idea that all learning should be fun.
Lesson 3:
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 nation’s socio-economic success in the 21st century is linked to how well it can
complete in a global information and communication technology (ICT) region. This imperative among
nations has therefore given tremendous responsibilities on educators to create an educational
technology environment in schools.
And since it is understood that the state policies will continue to change, it is helpful to
examine prevailing ICT policies and strategies of five progressive states/city, namely New Zealand,
Australia, Malaysia, Singapore and Hong Kong.
GOAL
Government with the education and technology sectors, community groups, and industry
evisions to support to the development of the capability of schools to use information and
communication technologies in the teaching and learning and in administration.
STRATEGY
It forces schools to be:
· Improving learning outcomes for students using ICT to support the curriculum.
Focus Areas
· Infrastructure for increasing schools’ access to ICTs to enhance education.
· Professional development so that school managers and teachers can increase their capacities
to use ICT.
Initiatives
· An online esource center with a centrally managed website for the delivery of multimedia
resources to schools.
Australia IT initiatives
(http.//www.deet.gov.au/schools/adelaide/text/htm)
In the adelaide declaration and national Goals for schools, information technology is one of
the eight national goals/learning areas students should achieve. Students should be confident,
creative and productive users of new teachnologies, particularly ICTs, and understand the impact of
these technologies on society.
The plans for achieving the and national goal fo IT are left to individual states and
territories with the Educational Network Australia (EdNA) as the as the coordinating and advisory
body. Across the states and territories, the common features to planning, funding and
implementation strategies are:
· Fast local and wide area netwoks linking schools across the state and territory
· Library media center with database for multimedia courseware and network access to
internet
· Computer laboratory for teaching, readily accessible multimedia and audiovisual equipment
· Multimedia development cente with tools creating multimedia materials. Computer studies as
a subject
· Teachers’ oom with on-line acess to courseware catalogues and databases, information and
resource management systems and professional networking tools, such as e-mail and gruopware.
· Server room equipped to handle applications, management databases and web server
Learning resources
· Development of a wide range of educational software for instruction
Teaching Development
· Training on purposeful use of IT for teaching
· School-wide network, and school linkages whough wide area network (WAN), eventually
connected to Singapore One ( a broadband access service for high-speedy delivey of multimedia
services on island-wide basis
· An IT coordinator for each of 250 schools which should have sound IT plans
Result: a more
sophisticated
Technology-
supported
The Rizal school has a partner school in the US. A joint Science project allows the Phillipines and U.S
project
schools to exchange information on indigeneous herbal plants in both countries. Video conferencing is
demonstrating
held involving students of both schools.
global
communication
and socially
relevant
research.
To reflect in may need time fo teachers who are novices in technology integration to
become adept technology instructional integrators. There is no need to worry since technology
integration is developmental and takes a gradual route to amstery and expertise. In time, teachers
can advance from basic to morecomplicated levels of technology use in instuction
Virtue is in moderation and so, there is truly a need for teachers to balance their time for
the preparation and application of instructional tools. Through wise technical advice, schools can
also acquire the most appropriate computer hardware and software. At the same time, training
should ensure that the use of ET is fitted to learning objectives. In addition, teachers should
acquire computer skills for so that they can serve as models in integrating educational technology in
the teaching-learning process.
Lesson 6: IT enters a New Learning Environment
It is helpful to see useful models of school learning that is ideal in achieving instructional
goals through preferred application of educational technology. These are the models
of Meaningful Learning, Discovery learning, Generative learning and Constructivism.
In these conceptual models, we shall see how effective teachers’ best interact with
students in innovating learning activities, while integrating technology to the teaching learning
process.
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
learners already know. New experience departs from the learning of a sequence of words but
gives attention to its meaning. It assumes that.
Students are willing to perform class work to find connections between what they know and
what they can learn.
In the learning process, the learners are encouraged to recognize relevant personal
experiences. A reward structure is set so that the learner will have both interest and confidence,
and his incentive system sets a positive environment to learning. Facts that are subsequently
assimilated are subjected to the learner’s understanding and application. In the classroom, hands-
on activities are introduced so as to simulate learning in everyday living.
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 detailed set of instructions to
complete an experiment or task. To make a contrast, in discovery learning students perform tasks
to uncover what to be learned. New ideas and new decisions are generated in the learning process,
regardless of the need to move on or depart from organized setoff activities previously set. In
discovery learning, iti s important that the students become personally engaged and not subjected
by the teacher to procedures he/she is not allowed to depart from.
Generative Learning
In generative learning we have learners who attend to learning events and generate to
learning events and generate to learning events and generate meaning from this experience and
draw inference s thereby creating a personal model or explanations to the new experience in the
context of the existing knowledge.
Generative learning is viewed as different from the simple process of storing information.
Motivation and responsibility are seen to be crucial to this domain of learning. The area of
language comprehension offers examples of this type of generative learning activities, such as in
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 a piece of information, not only on access to them.
Constructivism
- Learning consist in what a person can actively assemble for himself and not what he can
received
passively.
- The role of learning is to help the individual live/adapt to his personal world.
These two principles in turn lead to three practical implications:
- The learner is directly responsible for learning. He creates his personal understanding and
transforms information into knowledge. The teacher plays an indirect role by modeling effective
learning, assisting, facilitating, and encouraging learners.
- The context of meaningful learning consists in the learner connecting school activity with
real life.
- The purpose of education is the acquisition of practical knowledge, not abstract or universal
truth.
All these suggestions show that teachers and schools can no longer avoid the integration of
educational technology in instruction. Especially in the coming years, when portable and mobile
computing will make computing activities easier to perform, the approaches to classroom pedagogy
must change. And with continuing change in high-speed communication, mass storage libraries,
educators should be open for more drastic changes in the years ahead.
Lesson 7: IT for Higher Thinking Skills and Creativity Higher Level Learning Outcomes
Complex Thinking Skills Sub-Skills
brainstorming
Information Gathering selection, recording of data of information
Remembering associating, relating new data with old
Analyzing identifying idea constructs patterns
Generating deducing,
inducting, elaborating
Organizing classifying, relating
Imagining visualizing, predicting
Designing planning formulating
Integration summarizing, abstracting
Evaluating setting criteria, testing idea, verifying
outcome, revising
Process
The act of proceeding; continued forward movement; procedure; progress; advance.
For example: “to learn is to change. Education is a process that changes the learner.”
Product
Anything that is produced, whether as the result of generation, growth, labor, or thought, or by the
operation of involuntary causes; as, the products of the season, or of the farm; the products of
manufactures; the products of the brain.
For example: “I like to tell people that all of our products and business will go through three phases.
There's vision, patience, and execution.”
Now let us see four IT-based projects conducive to develop higher thinking skills and creativity
among learners.
I. RESOURCE-BASED PROJECTS
The teacher steps out of the traditional role of being an context expert and information provider,
and instead lets the students find their own facts and information.
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.
Three kinds of skills/abilities:
· Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be
solved.
· Synthesizing- making spontaneous connections among ideas, does generating interesting or
new ideas.
· Promoting- selling of a new ideas to allow the public to test the ideas themselves.
The production of self-made multimedia projects can be approached into different ways:
Students can be made to create and post web pages on a given topic. But creating new pages, even
single page web pages, maybe tool sophisticated and time consuming fort the average student.
It should be said, however, that posting of web pages in the Internet allows the students
(now the web page creator) a wider audience. They can also be linked with other related sites in the
Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-
learning process.
(Internet) (Multimedia)
Email (text and video) Text, sound,
graphics
Chat rooms chart, photos
Blog sites Power-point
presentation
News services (print, video clip) CD, VCD, DVD
player
Music/movie/television room CDVCD, DVD player
Educational
software
(Internet)
Educational
websites
Software’s ,
courseware’s
School
registration/ records
Accounting
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 enhance and enrich the
teaching-learning process. Examples are the blackboard, photo, film, and video
On the other hand, educational communication media comprise the media communication
to audiences including learners using the print, film radio, and television or satellite means of
communication. For example, distance learning were implemented using correspondence, radio,
television or the computer satellite system
Close to the turn of the 21st century, however, such as 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.
v Microsoft Office- program for composing text, graphics, photos into letters, articles, reports
etc.
The computer can be a tutor in effect relieving 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’ achievements by ways of tests the specific expected outcomes.
On the other hand, the student in CAI play their own roles as learners as they;
· Receive information
· Understand instruction 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 role traditional played by the teacher)
· Provides a learning environment
· Delivers learning instruction
· Reinforces learning through drill and practice
· Provides feedback
Today, educators accept the fact that the computer has indeed succeeded in providing an
individualized learning environment so difficult for a teacher handling whole classes. This is so,
since the computer able to allow individual student to learn out their own pace, motivate learning
through a challenging virtual learning environment, assist student through information needed
during the learning process, evaluate student responses through immediate feedback during the
learning process also give the total score to evaluate the student’s total performance.
CAI computer learning should not stop with the drill and practice activities of students
in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can
practice basic skills or knowledge in various subject areas. Common types of drill and practice
programs include vocabulary building, math facts, and basic science, and history or geography facts.
In these programs, the computer presents a question/ problem the first and the student is asked
to answer the question/problem. Immediate feedback is given to the student’s answer. After the
number of practice problems and at the end of the exercise, the students get a summary of his
overall performance.
The question arises: When and how can teacher integrate drill and practice programs
with their lessons? The following suggestion can be made:
· Use drill and practice programs for basic skills and knowledge that require rapid or automatic
response by students (e.g. multiplication table, letter and word recognition, identification of
geometric shapes, etc.)
· 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.
In integrating computer programs in instruction, use tutorial soft ware associated with
cognitive learning. While practice exercise or learning by doing is still the heart of each tutorial,
the tutorial software should be able to:
· Teach new content /new information to students (in as much as CAI provides practice on old
or already learned content)
· Provide comprehensive information on concepts in addition to practice exercise
· Can be effectively used for remediation, reviewing or enrichment
· Allow the teacher to introduce follow-up question to stimulate student learning.
· Permits group activity for cooperative learning
SIMULATION PROGRAMS
An example of such software is SimCity in which students are allowed to artificially manage
a city environment. Decision-making involve such factors as budget, crime, education,
transportation, energy resources, waste disposal, business/ industries available. (Note: soft ware
may not be available on local computer shops. Still concept-learning is helpful).
INSTRUCTIONAL GAMES
While relating to low level learning objectives (e.g. basic spelling or math skills),
instructional computer games add the elements of competition and challenge.
An example is GeoSafari which introduces adventure activities for Geography History and
Science. The program can be played by up to four players to form teams. Learning outcomes can be
achieved along simple memorization of information, keyboarding skills, cooperation and social
interaction, etc.
These are more sophisticated than the drill and practice exercises and allow students to
learn and improve on their own problem solving ability. Since problems cannot be solved simply by
memorizing facts, the students have to employ higher thinking skills such as logic, recognition,
reflection, and strategy-making
The Thinking Things 1 is an example of a problem solving software in which the team
learners must help each other by observing comparing.
MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS
The Multimedia Encyclopedia can score a huge database with text, images, animation,
audio and video. Students can access any desired information, search it vast contents and even
download/print relevant portions of the data for their composition or presentation. An example is
the eyewitness children’s encyclopedia.
Electronic books provide textual information for reading supplemented by other types of
multimedia information (sounds, spoken words, pictures, animation). These are useful for learning
reading, spelling and word skills. Examples are Just Grandma and Me animated storybook which
offer surprises for the young learner’s curiosity.
In this lesson, we shall again look at the computer, but this time from another perspective,
the computer as the teacher’s handy-tool. It can in fact support the constructivist and social
constructivist paradigms of constructivist learning.
Constructivist was introduced by 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.
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. Without the computer, today’s learners may still be assuming the
tedious task of low-level information gathering, building and new knew knowledge packaging. But this
is not so, since the modern computer can help teacher-and-students to focus on more high level
cognitive tasks.
Based on the two learning theories, the teacher can employ the computer as a/an:
· As 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.
The internet itself provides and 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, as well as educational information directly useful to
learners. The internet on education can be sourced for kinds of educational resources on the
internet.
Along the constructivist point of view, it is not enough for learners to download relevant
information using the computer as an information tool. Students can use gathered information for
composition or presentation projects as may be assigned by the teacher. Given the fact that the
internet can serve as a channel for global communication, the computer can very well be the key tool
for video teleconferencing sessions.
Constructive Tool
The computer itself can be used for manipulating information, visualizing one’s
understanding and building new knowledge. The Microsoft Word computer program itself is a
desktop publishing software that allows uses to organize and present their ideas in attractive
formats.
Co-constructive Tools
Students can use constructive tools to work cooperatively and construct a shared
understanding of new knowledge. On ways of co-constructive 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.
The Computer-Supported International Learning Environments (CSILE) is an example of an
integrated environment developed by the Ontario Institute for studied in Education. Within CSILE,
students can enter their ideas in notes and respond to each other’s ideas. Manifest in the student-
generated database are higher level thinking processes-explaining, problem solving/finding,
expertise and development, literacy improvement.
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 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 example of situating systems MUDs and MOOs are text-based
virtual reality environments on the Internet. When users log on to a MOO environment, they may
interact with the virtual reality (such as by writing on a notice board) through simple text based
commands. A school-to-school or classroom-to-classroom environment is possible whereby the user
can choose to talk around the campus, talk with other users who are logged to the same site.
To caution users, the computer as a situating tool is news and still undergoing further
research and development.
It may be observed that classroom are usually arranged with neat columns and rows of
student chairs, while the teacher stands in front of the classroom or sits behind his desks. This
situations is necessitated by the need to maintain classroom discipline, also they allow the teachers
to control classroom activities through lecture presentation and teacher-led discussion.
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 mange misbehavior in
class as students start to talk among themselves or simply stare away in lack attention. To prevent
this situation, teachers often make students take time to work individually on worksheets can help
the situation.
Another option is now presented and this is adopting the idea of developing students to be
independent learners with the end of making them critical and creative thinkers.
The SCL classroom
John Dewey described the traditional learning process in which the teacher pours
information to students 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 kind of learning outcomes.
The problem with the direct instruction approach to learning, however, is the fact that the
world’s societies have began to change. Of course, this change may not be strongly felt in many
countries in which the economy longer depends primarily on factory workers who do repetitive work
without thinking on the job. The traditional classroom and direct instruction approach to learning
conform to this kind of economies.
Therefore not every group work is cooperative learning since students working on their work
sheets physically sat around a table may be working together without these features of cooperative
learning.
From several studies made on cooperative learning, it is manifested that cooperative learning in its
true sense is advantageous since it:
(a) Encourage active learning, while motivating students
(b) Increases academic performance
(c) Promotes literacy and language skills
(d) Improves teacher effectiveness
In addition, there are studies show that cooperative learning enhances personal and social
development among students of all ages, while enhancing self-esteem and improving social relations
between racially and culturally different students.
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, they cluster and interact with each other for advice and
mutual help. And given the option to work individually or in a group, the students generally wish to
work together in computer-based and non-computer-based activities. Reflecting on this
phenomenon, psychologists think the computer fosters this 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.
Therefore researchers agree that the computer is a fairly natural learning vehicle for
cooperative (at times called promotive) learning.
Components of cooperative learning
Educators are still wary about the computer’s role in cooperative learning. Thus they pose
the position that the use of computers do not automatically result in cooperative learning. There
therefore assign the teacher several tasks in order to ensure collaborative learning. These are:
· Assigning students to mixed-ability teams
· Establishing positive interdependence
· Teaching cooperative social skills
· Insuring individual accountability, and
· Helping groups process information
These are in addition to assigning a common work goal in which each member of the group will
realize that their group will not succeed unless everyone contributes to the groups’ success. It is
also important for the teacher limits learning group clusters (six is the ideal number in a group) so
there can be closer involvement in thinking and learning.
It’s more difficult to realize, however, that the computer hardware can hardly be useful
without the program or system that tells what the computer machine should do. This is called
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.
(a) A custom software that is made for specific tasks often by large corporations, or
(b) A 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
· 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 borders, smooth and streamlined text fonts
· Information center – Windows puts all communications activities (e-mail, downloads etc. in a single
screen icon); adapts/configures the computer for the Internet.
· Plug and play – configures the computer with added components, such as for sound and video.
Instructional 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 school resource collection. But beware since CBIs need much improvement,
while web-based educational resources are either extremely good or what is complete garbage. In
evaluating computer-based educational materials, the following can serve as guidelines:
· Be extremely cautious in using CBIs and “free” Internet materials
· Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music
forgetting their instructional worth
· Teachers 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 layout and design, and easy navigation from section-to-section (such as from
game to tutorial to drill-and-practice 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 (e.g. gender bias or racial bias)
The vast sea of information now in the Internet,including news and trivia,is an overwhelming
challenge to those who wish to navigate it.Everyday,the Net user-population and the available
information continue to grow,and new ways are continuously being developed to tour the Internet.
The most attractive way to move around the Internet is called browsing.Using a program called a
browser,the user can use a mouse to point and click on screen icons to surf the
Internet,particularly the World Wide Web (the web), an Internet' s subset of text,images,and
sounds are linked together to allow users to access data or information need.
The future of the Internet seems limitless.Already its complexity has spawned and continue to
spawn Net sites including new demand for services to business,industries,science,government and
even homes.Many experts predict that the Internet is destined to become the centerpiece of all
online communications on the planet and in some future time in the solar system using interplanetary
satellite communication stations.
Today,even elementary school graders in progressive countries like the United States are
corresponding via e-mail with pen pals in all 50 states.They ask probing question like,"What is your
state's most serious problems,"or how much does a pizza cost in your state?This educational
activity prodded by their schools are paying dividends from increasing the pupil's interest in
Geography to a greater understanding of how people live in large cities and other places in the
United States or the world.
Educational software materials have also developed both in sophisticated and appeal.There is
now a wider choice from rote arithmetic or grammar lesson to discovery and innovation
projects.But the 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 visits to famous museums in the world,write to
celebrities and even send questions to heads of states.
There are two important features that are outstanding among other features---that characterize
the hypermedia software:
1.)Learner control - This means the learner makes his own decisions on the path,flow or events of
instruction.The learner
has control on such aspects sequence,page content,media,feedback,etc. that he/she may encounter
in the hypermedia learning program.
2.)Learner wide range of navigation routes - the learners 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. The learner also has a wide range of navigation routes such as by working on concepts he is
already familiar with.
In the use of hypermedia the following instructional events will prove useful to the teacher:
Get the learner's attention
Recall prior learning
Inform learners of lesson objectives
Introduce the software and its distinctive features
Guide learning,eliciting performance
Provide learning feedback
Asses performance
Enhance retention and learning transfer