Liceo de San Jacinto Foundation, Incorporated

PROFESSIONAL EDUCATION 8
Technology for Teaching and Learning 2
(Teaching in Language Education)
(MODULE 1-WEEK 1)

SHIELA D. BARRUGA
Instructor I

Students Name: _________________________________________________

Course: ________________________Year/Section: ____________________

 Lesson I: A Review of Educational Technology 1

The Educational Technology 1 (ET-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.

Learning Objectives:
1. Determine the purpose for which the instructional materials are to be used.
2. Develop an appreciation of the international and intercultural aspects of technology.
3. Promote effective cooperation and respect for individual differences when responding to
technological challenges.

Pre Test
1. Why is educational technology increase the quality of learning in education?
2. How can a teacher create an active learning environment?
3. Why are teachers more reliant on technology now than they were in the past?
4. You are being interviewed for a teaching position in the school district and have been asked
how technology can be useful tool for students. Given what you have learned in this lesson,
which of the following is the most ACCURATE and COMPLETE answer you can give?
5. Why is it important to be flexible when using digital tools?

Truly, the foundation for a truly satisfying exposure to educational technology has been
firmly laid down by the ET-1 course, starting with the thorough treatment of the history of
educational technology, quality education, and the roles of ET in the 21* millennium.
In ET-1, the learner was also oriented towards averting the dangers of dehumanization
which technology brings into societies, 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.
On the application of educational technology to instruction, Educational Technology 1
showed the 4 phases of application of educational technology in teaching-and-learning, namely;
(a) setting of learning objectives
(b) designing specific learning experiences
(c) evaluating the effectiveness of the learning experiences vis-à-vis the learning
objectives, and
(d) revision as needed of the whole teaching-learning process, or elements of it, for
further improvement of future instructional activities.

Adding to the technology sophistication of the learner, Educational Technology 1

fittingly refined the distinction between educational technology and other concepts, such as
instructional technology (which is the use of technology in instruction, different from school
management), educational media (or equipment and materials, apart from the teacher himself),
audiovisual aids (or learning media to stir the senses for more effective learning).
In sum, Educational Technology 1 served:
 To orient the learner to the pervasiveness of educational technology in society.
 To lend familiarization on how educational technology can be utilized as media 'for the
avenues teaching-learning process in the school.
 To uplift human learning through the use of learning technology.
 To impart 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.
Activity I
Fill-in the graphic organizer to summarize learning outcomes derived from Educational
Technology 1

LEARNING OUTCOMES OF ET 1:

ET

Activity 2

Explain briefly:

1. Computer shops are pervasive around schools, but these are mainly used for playing games.
Without judging on the possibly dehumanizing effects of excessive computer game habits, how
can a learner best use computer resources as they may be available in schools or at home?
2. What, if anything, is holding you back from using technology in your curriculum?
3. How do you see educational technology being successfully utilized in your classroom or
curriculum?
 Lesson 2: An Overview: Educational Technology 2

This lesson is an overview of what to expect in Educational Technology 2 (EdTech 2). In EdTech
2, the general focus on the integration of technology in the teaching and learning process. This
encompasses the teaching and sharing to the students the knowledge and skills to become better
technology learners.

Learning Objectives:
1. Understand about computers and its functions and services, applications/softwares that cater computer-
based activities.
2. Provide technology in instruction-technology is basically incorporated to education for the purpose of
teaching-learning process.
3. Evaluate computer-based educational resources as learning preferences.

Pre-Test
1. How do we apply technology?
2. What is technology for teaching and learning 2?
3. Why is it that educational technology is necessary in teaching and learning process?
4. What is teaching with technology?
5. What do you think is the best technology in classroom?

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,
this course intends to help our target learners to weave technology in teaching, 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 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 in the student-teachers training, helping them to meet
and adapt to rapid and continuing technological changes, particularly in the thriving global information
and communication technology (ICT) environment.
More specifically, the course objectives are:
 to provide education in the use of technology in instruction by providing knowledge and skills on
technology integration-in-instruction to learners;
 to impart learning experiences in instructional technology-supported instructional planning;
 to acquaint students on Information Technology or IT-related learning theories with the computer
as a tutor
 to learn to use and evaluate computer-based educational resources;
 to engage learners on practical technology integration issues including managing IT classrooms,
use of the Internet for learning, cooperative learning through the use of information technology;
and
 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 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.

Activity 1
 1.Make a ladderized diagram (like a stairway) with summary words of the learning objectives of
Educational Technology 2 course(below)
2.In small groups, also formulate your personal anticipation on what you can learn/achieve from
the course, given your own experience with computers and fun/enriching activities you presently
get from it. List your anticipated expectations in Manila paper for class presentation.

LEARNING OBJECTIVES OF ET 2:

Activity 2
1. Many college students are presently required to take Computer courses including word processing
(Microsoft Office), spreadsheet preparation (Excel), presentation techniques (PowerPoint), etc. How do
you think this will help application of skills needed in Educational Technology 2?
2. From those who have done internet surfing/searching/ reading, what do the Websites offer users?
3. Do you think there are enough websites for educational purposes? Do you think there are many users of
educational websites?
 Lesson 3: Understanding Technology Learners

. Understanding Technology learners in really a big advantage for us future teachers. We can be
able to know what appropriate material to use that suits to their abilities and skills.

Learning Objectives:
1. Engage them to a more hi-tech and modern kind of learning environment.
2. Analyze the effects of technology on student learning ability.
3. Understand the difference .between media and technologies in educational contexts

Pre Test
1. Why there’s an understanding technology learners?
2. What do you think are the benefits of technology to students?
3. How are you going to teach students to use technology?
4. What is the best way for teachers to use technology to teach?
5. What do you think is the main purpose of using technology?

Today's learners appear smarter, yet they can't read as their parents do and they are addicted to
the Internet. Even in classes, their concentration is questionable as they are uneasy to simply sit and
listen.
They become alive again through video presentations, group activities and computer classes.
The concern for new learners is valid. On the other hand, it is to be admitted that our teachers
today generally use the traditional education program applicable to learners of the past, acquainted with
linear, textual, and sequential learning. They fail to realize that the new generation of the 21s millennium
is not the kind of learner that they were, but are information technology or digital learners.
It is observed that, the new learners spend much time talking with friends on their cell phones,
sending text messages, interacting through social Internet media like the Facebook, playing video games
and surfing the World Wide Web.
Lest the concern for new learners is not well understood, it serves to know what scientists say, as
follows:
 There are positive benefits derived from the use of information technology or digital resources
and these counterbalance possible negative effects of technology on children.
 Daily exposure to high technology-personal computers, video game gadgets, cell phones, Internet
search sites-stimulates the brain by strengthening and creating neural circuits.
 A current technological revolution is creating an intellectual revolution, faster and better than
ever before.

The 19h century psychologist Jean Piaget presented a chart from childhood to adulthood with the first
two years of susceptible minds, six years of acquiring communication skills, teenage years of transition
concrete thinking, and adult years of abstract thinking and reasoning. Given the digital age today, Piaget's
traditional learning chart may have to be redefined. Even at a very early stage at preparatory school,
computer-aided instruction are offered as digital tools. Digital technology resources, such as Ipod music
devices, video game gadgets, computer games, mobile phones, and the Internet contribute to their digital
acculturation.
Truly, there are valid concerns which must be met, and among these is the feared underdevelopment
of new learners along social face-to-face interaction skills. On the other hand, there is the phenomenon of
the young generation taking on multi-tasking as they perform tasks simultaneously: watching, video,
chatting on line, downloading pictures and music,' surfing the Web, etc. True to say, research shows that
multitasking can be detrimental since this prevents concentration and the completion of specific tasks.
However, multitasking characterizes professional work in the new world of information technology.
There is the need therefore to balance the good and possibly detrimental changes observed among new
learners of this information technology age.

Activity 1
Gather data, discuss and report:
1. How many in your classmates think they belong to the technology or digital generation?
2. How many feel they should support and stride along the information technology revolution?
3. Present ideas on how to balance “butterfly-like” multitasking skills with single-task skills to
accomplish specific tasks.

Activity 2
Differentiate the parents 30 years ago and the new millennial generation using words/phrases.

Parents 30 Years Ago New Millennial Generation

Media/technologies available New technologies

Social relationships New social relationships

Beliefs or values New beliefs or values

 Lesson 4: Bridging the Generation Gap

Old generation usually compares their time with new generation. They believe that their
generation is better than now. On their times, dressing must be decent and must hide your skin from the
sight of other specially for men, they believe that the manner of dressing is letting everyone now that
you’re a respected person. In terms of technology, old people tends to feel like “dumb” not because they
can’t afford to buy new gadgets. As well all know, as people gets older their neurons and nerves function
becomes slower the reason why its hard for them to learn how to use technologies and gadgets.

Learning Objectives
1. To serve as a reminder of just how recently ICT has become common place within education.
2. Compare and contrast different generational cohorts.
3. Understand how we can bridge the generation gap, not only in teaching and learning but working with
different generation.

Pre Test
1. Why should a teacher do to bridge the gaps between generations?
2. Do you think there is a generation gap in education?
3. Why is it that this generation gap exist?
4. How are you going to reduce the generation gap?
5. What roles does technology play in creating a generation gap?

The older generation often feels there is a generation gap between them and the younger
generation. This is apparent in simple things like the manner of dressing, socializing, more intimate
relationships like friendship and marrying, etc. Still, some old things are difficult to overcome, as there
are still the caste system in India, pre-arranged marriages in China, female circumcision in Africa, and
theocratic or religion-rule societies in the Middle East. Even in education, traditional schooling has hardly
changed even with the clear evidence of a digital world. Reflect on how some teachers confine their
teaching to the board talk-test method.
In the field of education, a huge generation gap also exists and it will continue to widen unless
some changes are adopted at the proper time. In peasant third world countries where schools don't have
technology facilities, it is understandable that the transition to digital education may take time. But given
the rapid emergence of digital technology, at times referred to as information and communication
technology (ICT), there is the need to prepare for bridging the digital gap in society. First, we need to
understand the potentials of ICT:
The new network of instantaneous communication is global, overcoming borders between
countries and continents.
Much of what elders believe may not be applicable anymore to the new generation, especially
along matters of traditional value systems.
Alvin Toffler's book, Future Shock, shows how the information age has begun to create many cultural
changes in the family, societies, businesses, governments such as what he calls the throw-away society,
modular man, kinetic image, scientific trajectory, fractured family, surfeit of sub-cults, psychological
dimension, etc.
Given the speed and power of ICT for change, growth, innovation, it becomes critical that
teachers understand the gap that may be perceived between them and the new generation of learners.
Much of the old technology such as tube radio, platter records, cassette tapes, celluloid movies, antenna
television, landline phones, have vanished or are quickly vanishing today. Even in communication,
sending a written letter has become tedious with the advent of emailing and web-camera face-to-face
communication. As sophisticated technology advances at a dizzying pace, the complacency of educators
to stick to traditional education systems and approaches become futile, if not retrogressive.
Since the new generations are expected to face a future professional challenge of a digital world
ahead of them, technology-supported skills need to be taught in schools today, or else 'schools will
become a white elephant. If schools fail to respond to emergent changes and needs, new learners may lose
appreciation of the educational system, and drop out of school, as surveys show an increasing drop-out
rate every year. Learning at home and availing digital learning systems like the Open Universities may
save the day, but the situation remains bleak for schools stolidly adhering to the old educational system.

Activity 1

Read and write a one paragraph essay of one aspect of radical changes in Alvin Toffler’s book
Future Shock. Explain thoroughly.
Lesson 5: Preferences of the Technology Generation

Preferences of the technology Generation means Technology as a choice in education, as an

instructional media in the new generation. In this lesson, the new and old generation are compared. The
differences between new and old generation is that, the new generation uses multi-track activity while the
old generation uses single-track activities.

Learning Objectives
1. Differentiate the old generation and new generation.
2. Determine the technology in today’s generation.

Pre Test
1. What do you think is the difference between learning to do versus learning to pass the test?
2. What is the preferences of technology generation?
3. How it will be like to be a student without the computer and the internet?
4. If it happens to cross our mind: how did our grandparents survived in their educational endeavors
without even obtaining an idea of the existence of helpful technological aids like computers?
5. What does it mean when students consider an institution’ “advanced technology” as “so yesterday?”

What the old generation likes may not be the same as what the new generation prefers in their
life, work and leisure. Sad to say, much of the good things enjoyed by elders when they were students are
no longer available to the new generation. Post-war II gardening classes in which students engaged in
seedbed preparation, planting and nurturing of vegetable plants in wide school grounds are no longer part
of the school program. Vocational, cultural and values classes have also been minimized due to emphasis
on the basics of English, Mathematics and Science.
The state dictates educational priorities based on perceptions on the country's need to strengthen
its agricultural, business or industrial economy. As technology stages a change along a global dimension,
lawmakers are challenged to adopt wisdom in calibrating the genuine needs of development and not be
copycats of other nations, forgetting indigenous potentials in people, land, mineral resources, forestry,
and sea space which make the country rich for long-term development.
In the field of education, it is important that critical differences in perceptions between old and
young which create a generation gap need to be discussed.

Single and multi-track activity patterns

The old generation has availed of slow and single-track pattern of activities. Life has been
comfortably slower for oldies as they watch and follow television tele-nobelas like Walang Hanggan
patronize the movies of their favorite local performers, and prioritize social activities like community
outings and dance clinics. On the other hand, the new generation is exposed to quick flicking video
games, mobile phone texting, socializing through the social Web sites, and downloading
text/music/photos/video with adeptness and task-switching speed.

Texts versus visuals

 Our parents read book texts, enriched by illustrations and photos. In order to research, they go to
the school library, use the card catalogue for needed books, and sign up to borrow books for home
reading. The technology or digital generation has greater affinity to visuals (photos and video) compared
with texts. In fact, they have been exposed since childhood to cable television and video images
especially cartoon characters, and then to computer images, in such a manner that their visual fluency or
abilities have been sharpened and enhanced.

Linear versus hyper media

The past-30 year old generation has obtained information in a linear, logical and sequential
manner. On the positive side, this has made them more logical, focused, and reflective thinkers. The new
generation, however, follows a personal random access to hyperlinked digital information, less superior to
elders in focus and reflection. Thus, they appear to be more easily bored and distracted during class
lectures.

Independent versus social learners

The traditional education system gives priority to independent learning, prior to participative
work. New learners, .however, are already acquainted with digital tools that adopt to both personal and
participative work. They take the opportunity for dozens of instantaneous ways to communicate with
others-mobile calls and texts, emails, Facebook, YouTube, MySpace, Twitter, wikis, etc. Experts describe
this mode of digital learning as one that is based on experimentation, discovery and intuition.

Learning to do versus learning to pass the test

Old teachers teach students in order to help them pass tests and complete the course requirement.
On the other hand, the new digital learners simply wish to acquire skills, knowledge and habits as
windows of opportunity afford them to learn. Our parents have completed a course and have engaged in a
permanent job for most of their lives. A different work situation awaits the digital generation with
contractual, multitasked, and multi-career opportunities in a digital world ahead of them.

Delayed rewards and instant gratification

The traditional reward system in education consists in the grades, honor certificates/medals, and
diplomas. Including future jobs, the traditional school's reward system consists of unclear rewards for
performance. On the other hand digital learners on their own experience more immediate gratification
through immediate scores from games, enjoyable conversation from web-cam calls, excitement from
email chats, and inviting comments from their Facebook account.

Rote memory versus fun learning

Teachers feel obliged to delivering content-based courses, the learning of which is measurable by
standard tests. Digital learners prefer fun learning which is relevant and instantaneously useful to them.
Learning is play to new learners and not surprisingly there is much fun in the digital world outside the
school.
In sum, teachers need to connect with digital learners, and not think of them as entering their
past-30 years old traditional world. While there are apparent setbacks or limitations to digital learning,
there are opportunities to tap through:
 the new learners' digital fluency with visual learning with the use of audio visuals, media
and multimedia;
 using hyperlinked multimedia for projects that enhance work focus and reflection; and
 problem-solving activities to suit the new generation's style and preference for fun and
relevant learning.

Activity 1

1. Assess and report your perception/ experience (good and non-good) of the Facebook Social
media.
2. Prepare a grid chart differentiating the past-30 years old generation and the new digital
generation.
Activity 2

Write a reflection on our topic how does affect the preferences of today’s generation.