Name: Aira Jane M.

Bado No: No Permit

Course and Year: BSED Math III-D Date: October 7, 2020

PRELIMINARY EXAMINATION IN PROF ED7

1. Come up with your own listing on how technology can be a blessing or a curse to mankind. Feel free
to give examples drawn from life, not only from inside the classroom.
Use the table provided below
Technology as Boon Technology as Bane
With your TV, you can watch events as they When not used properly, technology becomes a
happen all over the globe. detriment to learning and development.
Erode marital relationship.
Technology has made our lives easier to the extent The learner is made to accept as Gospel truth
that repetitive and monotonous tasks need not be information they get from the Internet.
performed manually.
Technology is a blessing for man. With technology, The learner surfs the Internet for pornography.
there is a lot that we can do which we could not do We make use of the Internet to do character
then. assassination of people whom we hardly like.
Technology contributes much to the improvement The learner has an uncritical mind on images
of the teaching-learning progress and to the floating on televisions and computers that represent
humanization of life. modernity and progress.
The learner gets glued to his computer for
computer-assisted instruction unmindful of the
world and so fails to develop the ability to relate to
others.
With cell phones, webcam, you will be closer to The TV makes learner a mere spectator not an
someone miles and miles away. active participant in the drama of life. We use
overuse and abuse TV or film viewing as a strategy
to kill time.
Many human lives saved because of speedy The abuse and misuse of the Internet will have far
notifications via cell phones. reaching unfavourable effects on his moral life.
Your teaching and learning have become more Because of our cell phone, we spend most of our
novel, stimulating, exciting, fresh and engaging time in the classroom or in our workplace texting.
with the use of multimedia in the classroom.

"Technology is made for man and not man for technology.

Technology is made for the teacher and not teacher for technology."

Technology is made for the teacher and not for the teacher and
not the teacher for technology. This means that technology is meant to
serve man in all aspects of life including instruction. It is man, and in the
context of the classroom, the teacher who determines how technology
ought to be used in order to reap the maximum benefits that come along
with technology.

2. What is the role of educational technology in learning from the constructivist perspective,
demonstrated by the professors/instructors in class? In your mind, identify those roles demonstrated.
Technology can play a traditional role or in a constructivist way as partners in the learning
process. In the traditional way, the learner learns from the technology and the technology serves as a
teacher. In other words, the learner learns the content presented by the technology in the same way that
the learner learns knowledge presented by the teacher. In the Constructivist way, technology helps the
learner build more meaningful personal interpretations of life. It is a learning tool to learn with, not from.
It makes the learner gather, think, analyse, synthesize information and construct meaning with what
technology presents. It serves as a medium in representing what the learner knows and what he/she is
learning.
In a traditional way, technology serves as source and presenter of knowledge. Knowledge is
embedded in the technology. Example film showing, TV programs or the teaching sequence in
programmed instruction. Computers as a productivity tool known for its popularity of word processing,
databases, spread sheets, graphic programs and desktop publishing in 1980's plays a productive role of
technology in the classroom. In the mid 90's internet evolves, communications and multimedia have
contributed the role of technology in the classroom.
Technology serves as tools to support knowledge for representing learners’ ideas,
understandings and beliefs. It serves as information vehicles for exploring knowledge to support learning-
by-constructing. It is a social medium to support learning by conversing for collaborating with others. In a
constructivist point of view, educational technology serves as learning tools that learners learn with. It
engages learners in active, constructive, intentional, authentic and cooperative learning. It is both the
technology and a learner interaction. Technology here will not be a mere vehicle for content.
For me, whether it is traditional or constructivist point of view, it will not only increases
students learning, understanding and achievement but also augments motivation to learn, encourages
collaborative learning and supports the development of critical thinking and problem-solving-skills if
used effectively. Therefore, the use of technology in the classroom enables the teacher to do differentiated
instruction considering the differences of students' readiness levels, interests, and multiple intelligences
and learning styles. It can help learners become lifelong learners. Technology serves as the driving
vehicle that let students convinced to ride and study the driving process so that it can move, run and filled
in.
However, it says younger teachers are better than the older teachers when it comes to the most
recent technology like the computer. The younger teacher was blessed with basic computer courses in
their college curriculum. But if older teachers would like to learn about computers, they have to practice
and practice until they learn. It is part of professional development to become a "digital native" and not a
"digital immigrant". It is good to become a "netizen" or a "screenager" or a "webinars". It is pitiful to
know that older teachers mostly have no skills in computer, unless they give themselves time in learning
about computers. So I think younger teachers are blessed and highly proficient compared to the older
teachers.

3. The phases of a systematic approach to instruction may boil down or sum up to three (3). What are
they?
The focus of systematic instructional planning is the student. Instruction begins with the
definition of instructional objectives that consider the students’ needs, interest, and readiness. On the
basis of this objective, the teacher selects the appropriate teaching methods to be used and, in turn, based
on the teaching method selected, the appropriate learning experiences and appropriate materials,
equipment and facilities will also be selected.
 Systematic - organize, relating to or consisting of a system. Methodical in procedure or plan
(systematic approach). Logical, presented or formulated as a coherent body of ideas or principle
(systematic thought). Efficient, effective in class that is marked by thoroughness and regularity
(systematic efforts).
 Systematic Approach to Teaching - it is a network of elements or parts different from each
other but each one is special in the sense that each performs a unique function for the life and
effectiveness of the instructional system. The systems approach views the entire educational
program as a system of closely interrelated parts. It is an orchestrated learning pattern with all
parts harmoniously integrated into the whole: the school, the teacher, the students, the objectives,
 the media, the materials, and assessment tools and procedures. Such an approach integrates the
older, more familiar methods and tools of instruction with the new ones such as the computer.
 Purpose of a System Instructional Design - to ensure orderly relationships and interaction of
human, technical and environmental resources to fulfil the goals which have been established for
instruction.
 The focus of systematic instructional planning is the student.
 It tells about the systematic approach to teaching in which the focus in the teaching is the
students.
Systematized Instruction

1. Define Objectives- instruction begins with the definition of instructional objectives that consider the
students' needs, interests and readiness.
2. Choose appropriate methods- on the basis of these objectives the teacher selects the appropriate
teaching methods to be used.
3. Choose appropriate experiences- based on the teaching method selected, the appropriate learning
experiences, an appropriate material, equipment and facilities will also be selected.
4. Select materials, equipment and facilities- the use of learning materials, equipment, and facilities
necessitates assigning the personnel to assist the teacher.
5. Assign personnel roles- defining the role of any personnel involved in the preparation, setting and
returning of these learning resources would also help in the learning process.
6. Implement the instruction- with the instructional objectives in mind, the teacher implements planned
instructions with the use of the selective teaching method, learning activities, and learning materials with
the help of other personnel whose role has been defined by the teacher.
7. Evaluate outcomes- after instructions, teacher evaluates the outcome of instruction. From the
evaluation results, teacher comes to know if the instructional objective was attained.
8. Refine the process- if the instructional objective was attained, teacher proceeds to the next lesson
going through the same cycle once more.
Examples of Learning Activities:
 Reading
 Writing
 Interviewing
 Reporting or doing presentation
 Discussing
 Thinking
 Reflecting
 Dramatizing
 Visualizing
 Creating judging
 Evaluating
 “A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plain that
emphasizes the whole must pay the cost of failing get down to the real depth with respect to the parts."
– C. West Churchman

4. What's Jerome S. Bruner's Three-tiered Model of Learning?

Three tiered model of learning
A. Enactive= through a sequence of actions.
 The enactive stage appears first. This stage involves the encoding and storage of information.
There is a direct manipulation of objects without any internal representation of the objects.
 For example, a baby shakes a rattle and hears a noise. The baby has directly manipulated the
rattle and the outcome was a pleasurable sound. In the future, the baby may shake his hand, even
if there is no rattle, expecting his hand to produce the rattling sounds. The baby does not have an
internal representation of the rattle and, therefore, does not understand that it needs the rattle in
order to produce the sound.
B. Iconic= through a series of illustration.
 The iconic stage appears from one to six years old. This stage involves an internal
representation of external objects visually in the form of a mental image or icon. For
example, a child drawing an image of a tree or thinking of an image of a tree would be
representative of this stage.
C. Symbolic= through a series of symbol
 The symbolic stage, from seven years and up, is when information is stored in the form of a
code or symbol such as language. Each symbol has a fixed relation to something it represents.
For example, the word 'dog' is a symbolic representation for a single class of animal.
Symbols, unlike mental images or memorized actions, can be classified and organized. In this
stage, most information is stored as words, mathematical symbols, or in other symbol
systems.

5. What are the Cone of Experience by Edgar Dale?

The cone of experience is a visual model, a pictorial device that presents bands of experiences
arranged according to degree of abstraction and not degree of difficulty. The farther you go from the
bottom of the cone, the more abstract the experiences become.

a. Direct Purposeful Movement- first-hand experience which serve as the foundation od our
learning. We build up our reservoir of meaningful information and ideas through seeing, hearing,
touching, tasting and smelling.
b. Contrived Experiences- in here, we make use of representative models or mock-up of reality for
practical reasons.
 c. Dramatized Experiences- by dramatization, we can participate in reconstructed experiences, even
though the original event is far removed from us in time.
d. Demonstrations- it is visualized explanations of an important fact, idea or process by the use of
photographs, drawings, films, display, or guided motions.
e. Study Trips- these are the excursion, educational trips, and visits conducted to observe an event
that is unavailable within the classroom.
f. Exhibits- these are displays to be seen by spectators. The may consist of working models
arranged meaningfully or photographs with models, charts, and posters. Sometimes, exhibits are
“for your eye only”
g. Television and motion pictures- television and motion pictures can reconstruct the reality of the
past so effectively that we are made to feel we are there.
h. Still pictures, recordings, radio- these are visual and auditory devices which may be used by an
individual or a group.
i. Visual Symbols- These are no longer realistic reproduction of physical things for these are highly
abstract representations.
j. Verbal Symbols- they are not like the objects or ideas for which they stand. The usually do not
contain visual clues to their meaning.

6. What are the proper uses of materials you have selected well?
You may have selected your instructional material well. This is no guarantee that the instructional
material will be effectively utilized. It is one thing to select a good instructional material; it is another
thing to use it well.
 Prepare yourself - You know your lesson objective and what you expect from the class after
the session and why you have selected such particular r instructional materials. You have a
plan on how you will precede, what question to ask, how you will evaluate learning and how
you will tie loose ends before the bell rings.
 Prepare your students- Set reasonably high class expectations and learning goals. It is
sound practice to give them guide questions for them to be able to answer during the
discussion. Motivate them and keep them interested and engaged.
 Present the material. - Under the best possible conditions. Many teachers are guilty of the
R.O.G syndrome. This is means “running out if gas” which usually refers from poor
planning, using media and materials, especially if they are mechanical in nature, often
requires rehearsal and a carefully planned performance.
 Follow – up. Remember that you use instructional materials to achieve an objective, neither
to kill time nor to give yourself a break, neither to merely entertain the class. You use the
instructional for the attainment of a lesson objective. Your use the instructional material is not
the end in itself. It is a means to an end, the attainment of a learning objective. So, there is
need to follow up to find out if objective was attained or not.

7. Is there such a thing as best instructional material?

There is no such thing as best instructional materials. No instructional material, no matter how
superior, can take the place of an effective teacher. Any instructional material can be the best provided it
helps the teacher accomplish his/her intended learning. Instructional materials may be perceived to the
labor saving device for the teachers. On the contrary, the teacher even works harder when she makes good
use of instructional material. You should have a good idea of your destination, both in the over-all
purposes of education and in the everyday work of your teaching. If you do not know where you are
going, you cannot properly choose a way to get there.