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TABLE OF CONTENT
Page

ACKNOWLEDGEMENT-------------------------------------2

INTRODUCTION---------------------------------------------3

TOPIC---------------------------------------------------------4-7

REFLECTION------------------------------------------------8-10

RECOMMENDATION---------------------------------------11

QUESTIONS--------------------------------------------------12-46

PERSONAL DATA SHEET-----------------------------------47

CURRICULUM VITAE----------------------------------------48

PICTURES WITH LABEL------------------------------------49-52

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ACKNOWLEDGEMENT

First and foremost, I would like to thank our Teacher

Sir, ROWEN B. BARASBARAS who guided us in doing
these projects. He provided us with invaluable advice and
helped us in difficult periods. His motivation and help
contributed tremendously to the successful completion of
the project.

Besides, we would like to thank all the teachers who

helped us by giving us advice and providing the equipment
which we needed. Also I would like to thank my family and
friends for their support. Without that support we couldn’t
have succeeded in completing this project.

At last but not in least, we would like to thank everyone

who helped and motivated us to work on this project.

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INTRODUCTION

The Educational Technology course is designed to prepare teachers for all

different grade levels with skills, concepts and understanding among other
skills to integrate technology in their lessons to enhance learning as well as to
make learning more effective.

As stated in the course outline, the main focus of this course is on the
educational uses of Information and Communication Technology; allowing for
the balancing of learning theories and educational technology applications. The
course treats fundamentals of planning, design, and production of
instructional multimedia tools. There are opportunities for students to practice
and use educational media and equipment in a cooperative learning
environment and in various micro-teaching situations. This course is based on
the notion that it is imperative that teachers provide opportunities for students
to engage in authentic learning experiences within and beyond the walls of the
classroom.

And it is designed for prospective teachers to develop and use digital and non-
digital teaching learning resources using technology tools appropriate in
various subject areas in the elementary level. Further, the course will provide
opportunities for students to use technology tools to develop individual and
project-based collaborative activities and assessment tasks and share
resources among communities of practice. It also includes information and
communication technology (ICT) policies and safety issues, media and
technology in various content areas, learning theories and principles in the use
and design of learning lessons that utilize appropriate traditional and
innovative technologies with social, ethical and legal responsibility in the use of
technology tools and resources.

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TOPIC

*What is Technology?

When you think of the word 'technology', what comes to mind? It might sound
like something from a sci-fi show, or something that has to run on electricity.
Technology makes us think of the very complex, but energy doesn't have to be
complex.

Technology is the use of scientific knowledge for practical purposes or

applications, whether in industry or in our everyday lives. So, basically,
whenever we use our scientific knowledge to achieve some specific purpose,
we're using technology. Well, there is slightly more to it than that. Technology
usually involves a specific piece of equipment, but that equipment can be
incredibly simple or dazzlingly complex. It can be anything from the discovery
of the wheel, all the way up to computers and MP3 players.

*Why Technology in Elementary Education is Important

Technology is entwined in almost part of our daily lives. It affects how we

communicate, play, socialize, and learn. Now, technology is taking a part in
classrooms. Smartboards, iPads, and Chromebooks are replacing chalkboards,
notepads, and textbooks. With the strong digital future that lies ahead of us, it
is only natural that schools are embracing the role technology can play in
improving the learning experience.

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Here are some reasons why technology in elementary education is

important.

1. It expands the possibilities for teachers

Technology expands the realm of possibilities for how teachers teach. A PBS
LearningMedia study found that three-quarters of teachers they interviewed
found many benefits of educational technology. Benefits were that technology
enables teachers to reinforce and expand the content, it motivates students to
learn, and technology allows them to respond to a variety of learning styles.
Further, 7 out of 10 teachers surveyed said technology allows them to “do
much more than ever before” for their students.

2. Technology makes education more flexible

Matt Wallaert, a behavioral scientist at Bing, says, “We don’t all have to study
the same thing anymore. One kid can be interested in butterflies and take a
journey down that path, while another can be learning about rockets, and both
are learning practical skills of physics.” Everyone learns differently. Hence,
with a classroom full of children with different learning abilities, technology
allows us to implement differentiated instruction.

3. Technology makes learning exciting

Technology occupies an important space in students’ lives. When not in the

classroom, almost everything students do is connected to technology. A study
by IT Trade Association CompTIA, found students prefer learning with
technology. Overall, they feel that it makes learning more interesting and fun.
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Additionally, this study found that technology helped improve students’

retention rates.

4. Technology prepares students for the future

Finally, technology in elementary education is important because it helps

prepare students for the digital future. It teaches 21st-century skills are
necessary to be successful in today’s world. Now, a majority of jobs have a
digital component that will only grow and get more complex as time goes on.
Therefore, technology prepares students for their future. Further, it sets them
up to be successful in our increasingly digital economy.

To those who are still unsure about using technology in elementary education,
Dylan Arena, Ph.D., co-founder and chief learning scientist at Kidaptive says,
“Technology by itself will almost never change education.” Further, Arena says,
“The only way to change educational practices is to change the beliefs and
values of teachers, administrators, parents, and other educational
stakeholders– and that’s a cultural issue, not a technological one… It’s about
processes and people rather than bits and bytes.”

*Types of Technology

Since technology can be so simple or so complex, there are many types of

technology. One type is mechanical technology, which includes wheels, cams,
levers, gears, belts, and engines. Things that turn, or allow motion in one
direction to cause a different kind of motion, are mechanical. The wheel is
probably one of the most important technological advances in human history,
and yet it's super simple.

Perhaps the type of technology that we're most familiar with in modern life is
electronic technology, usually just called electronics, which is a complex form
of technology that uses electric circuits to achieve a goal. Electric circuits can
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also vary in complexity. If you have a look at a circuit board with dozens of
apparently random pathways mixed in with various components, you know
how complex electronics can be. But, anything that runs on electricity is
electronic. This includes computers, washing machines, dryers, MP3 players,
car radios, televisions—anything you plug into the wall outlet. You can also
split technology into types based on purpose. There's industrial and
manufacturing technology, medical technology, communications technology,
and others.

Industrial and manufacturing technology is technology with the goal of either

producing a product on a large scale, or performing another large-scale
function where customers are not directly present. For example, you might be
manufacturing cars or generating electricity. Cars are created using
mechanical robots, which is very advanced technology.

Medical technology is technology that serves the purpose of diagnosing,

treating, or preventing disease. This can include things like MRI scanners,
which take images of the inside of the human body; ventilators, which breathe
for people; or even simply drugs and medicines that people take to make them
better.

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REFLECTION

As an educator learning new tools in technology, I had the opportunity to

become an expert on, not only using technology efficiently in the classroom
with presentational purposes, but also to develop my own activities which bring
as much educational information as fun to my class. My most basic skills
involve the use of PowerPoint and the Internet in the classroom among others.

Technology will be a great asset in my classroom, as a motivational aid and

a teaching tool to help students succeed. The realms of technology in the
classroom have expanded far beyond mere word processing and basic
presentations with images, and technology is now a prime way to motivate
students. Now, those same programs used for simple tasks are capable of so
much more. For example, instead of merely creating a PowerPoint presentation,
teachers can use video games, before used only for children’s entertainment,
now can be learning tools instead with a proper introduction. By using
technology in this fashion, students can become more engaged in instruction
and achieve a more substantive learning experience.

Upon completing this course it was very challenging at first given the fact
that I was learning new tools in technology, but with determination and
perseverance I was able to be successful at gaining the knowledge and skills I
needed to create these tools. Completing this course has afforded me with a
wealth of knowledge on the various tools I can use in the classroom to create
meaningful learning but first I must commend my lecturer Mrs. Michele
Mcfarlane for a job well done on providing me with the experience and
knowledge needed to complete this course. As a teacher, completing this
course has paved the way for greater success in delivering my lessons. This
course had given me more knowledge of the various tools that I was not aware
of such as creating my own websites/blogs, doing quizzes online, creating

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rubrics, podcasts, and interactive presentations among others that I can now
proudly say I can master. This course has also taught me the skills and
concepts needed to plan effective lessons that cater for all my students despite
their different learning styles.

Despite the shortcomings, technology has a tremendous impact upon

education today in the era we are currently in. We are now in the digital age
where information is at out fingertips. Technology helps provide students with
easy access to information via the Internet that before involved trips to
libraries. In addition, this access to information can be free to students, by
utilizing resources such as Wikipedia in a responsible fashion. Technology can
also be a gateway to the vast realms of creativity for students, allowing them to
participate in activities that they never would have dreamed possible. For
example, students can create their own websites/blogs from scratch, which
allows them to be creative while they will design it from its conception to
completion. While it is important for teachers to understand that they cannot
become completely dependent upon technology as a means to enhance their
own teaching strategies, when technology is integrated into a teacher’s
instructional calendar it can be a tremendous benefit to students in the
classroom.

As I continue to reflect I have come to realization that the advantages of

using technology in the classroom are many both inside and outside the basic
classroom. In the class, on the other hand, I have experienced that the use of
technology, when efficiently applied, can bring variety rising motivation and
attention in the students and may change attitudes towards learning. The use
of presentation tools such as PowerPoint or helps to fulfill this goal. Besides,
technology also helps in a good extent to bring information to the students. The
use of a teaching platform using technology in educational environments
provide chat rooms, emails, message boards or voice recording which facilitate

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the communication between the student and the instructor. Since

communication is the primary goal inside and outside the classroom, these
tools are very useful to maintain contact with the students when developing
communication skills.

My personal observation has showed me that technology is a positive tool in

the classroom. It brings advantages in the teaching process both for educators
and for learners. Motivation and changes of attitude arise when efficiently
employed. However, to reach a good understanding on the use of technology, it
is necessary to receive instruction. Furthermore, it is necessary to rethink its
use, apply accurate methods, and design new possibilities that better reach the
goal of the class, inside and outside the educational room.

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RECOMMENDATION
Technology includes computers, calculators, and other learning
tools that can help students with a diversity of learning needs and
preferences. In addition, technological tools provide teachers with
an enhanced array of strategies for instruction. Research indicates
some promising uses of technology as a means of helping learners
understand mathematics concepts more deeply and effectively
(Heid, 1988; Hembree & Dessart, 1986), and continued research
into the pedagogical implications of various uses of new technology
is needed. Such instructional use of technology, to be effective,
requires appropriate subject matter understanding on the part of
teachers.

A key step here will be for the Federal government to follow through
as soon as possible with its commitment to make the Internet
available to all schools. The Internet has potential value for
networking students and teachers, and for dissemination of
educationally valuable materials. At a different level, the
technological opportunities for teacher learning, for professional
collaboration, and for building of networks around professional
interests are burgeoning and promise an end to the traditional
isolation of teachers. Literature in professional development is quite
clear on the benefits of providing professional development
opportunities within a support community (Lord, 1994).
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QUESTIONS

1.WHAT IS EDUCATIONAL TECHNOLOGY?

Educational technology is a term used to describe a wide array of

teaching-and-learning software and hardware that’s increasingly
being used in college and university classrooms. The ultimate goal
of educational technology, also referred to as Ed Tech, is to enable
an improved learning environment, which in turn is meant to boost
student outcomes. It has also been proven to increase student
engagement and participation in class.

Educational technology isn’t meant to replace an educator’s

instruction. Instead, it’s meant to supplement their instruction by
making lectures more collaborative and interactive. “Technology will
never replace great teachers, but in the hands of great teachers, it’s
transformational,” says George Couros, Adjunct Instructor in the
Graduate School of Education at the University of Pennsylvania and
author of The Innovator’s Mindset.And Educational Technology is
the field of study that investigates the process of analyzing,
designing, developing, implementing, and evaluating the
instructional environment, learning materials, learners, and the
learning process in order to improve teaching and learning.

Educational technology in education is important because it helps

today’s teachers to integrate new technologies and tools into their
classroom. Teachers are able to upgrade and improve the learner-
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centeredness of their classroom. It enables teachers to engage their

students in unique, innovative, and equitable ways. Teachers are
also able to expand their network and connect with other teachers
and educators nationally and globally.

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2. HOW DOES EDUCATIONAL TECHNOLOGY DIFFER FROM

TECHNOLOGY IN EDUCATION?

Educational Technology is the study and ethical practice of

facilitating learning and improving performance by creating, using,
and managing appropriate technological processes and resources
while Technology in Education is the study of technology, in which
students "learn about the processes and knowledge related to
technology".

Technology of education deals with systematic application of the

resources of scientific knowledge of the processes of learning that
each individual has to pass through in order to acquire and use
knowledge. Technology in education refers to the use of
technological hardware in education.

Hardware aspect of educational technology refers to machine aspect

of educational technology which includes tape recorder, computer,
OHP etc. Software aspect of educational technology includes
audio/video cassettes, microfilm, slides etc. while the former is
based on engineering principles; the latter is based on psychological
and sociological principles.

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3. HOW DO EDUCATIONAL TECHNOLOGY INSTRUCTIONAL

TECHNOLOGY AND TECHNOLOGY OF INTEGRATION,
EDUCATIONAL MEDIA RELATE TO ONE ANOTHER?

Educational technologists often employ the term instructional

media to represent all of the devices that teachers and learners use
to support learning. However, for many educators the terms
educational technology, instructional media, and instructional
technology are used interchangeably, and they are used so here.
Educational technology has both general and specialized meanings.

To the lay public and to a majority of educators, the term refers to

the instructional use of computers, television, and other kinds of
electronic hardware and software. Specialists in educational
technology, in particular college and university faculty who conduct
research and teach courses on educational technology, prefer the
term instructional technology because it draws attention to the
instructional use of educational technology.

This term represents both a process and the particular devices that
teachers employ in their classrooms. According to the Association
for Educational Communications and Technology, one of the
principal professional associations representing educational
technologists, "Instructional Technology is a complex, integrated
process involving people, procedures, ideas, devices, and
organization for analyzing problems, and devising, implementing

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evaluating, and managing solutions to these problems, in situations

in which learning is purposive and controlled.

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4. DISCUSS THE PROS AND CONS OF THE USE OF FILM

VIDEO, AND TV IN THE CLASSROOM?

Showing a film in class may engage students, but engagement

cannot be the only reason for showing movies in the classroom.
Teachers must understand that the planning for viewing a film is
what makes it an effective learning experience for any grade level.
Before planning, however, a teacher must first review the school's
policy on the use of film in class. After checking on the film policy,
teachers design the resources for the film to determine how it fits in
a unit with other lesson plans. There may be a worksheet to be
completed as the movie is being watched that also provides the
students with specific information. There may be a plan to stop the
film and discuss specific moments.

Pros of Using Movies in Class

Movies can extend the learning beyond the textbook. Sometimes, a

movie can really help students get a feel for an era or an event. For
example, if you are a STEM teacher, you might want to show a clip
from the movie "Hidden Figures" that highlights the contributions of
Black women to the space program of the 1960s.

Movies can be used as a pre-teaching or interest-building exercise.

Adding a movie can build interest in a topic that is being learned
while providing a small break from normal classroom activities.

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Movies can be used to address additional learning styles. Presenting

information in numerous ways can be the key to helping students
understand topics. For example, having students watch the movie
"Separate But Equal" can help them understand the reason behind
the court case Brown v. Board of Education beyond what they can
read in a textbook or hear in a lecture.

Movies can provide teachable moments. Sometimes, a movie can

include moments that go beyond what you are teaching in a lesson
and allow you to highlight other important topics. For example, the
movie "Gandhi" provides information that can help students to
discuss world religions, imperialism, non-violent protest, personal
freedoms, rights and responsibilities, gender relations, India as a
country, and so much more.

Movies can be scheduled on days when students could be

unfocused. In day-to-day teaching, there will be days when
students will be focused more on their homecoming dance and the
big game that night, or on the holiday that starts the next day,
rather than on the topic of the day. While there is no excuse to
show a non-educational movie, this could be a good time to watch
something that complements the topic you are teaching.

Cons of Using Movies in the Classroom

Movies can sometimes be very long. A showing of a film such as

"Schindler's List" with every 10th grade class (with their parent's

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permission, of course) will take an entire week of classroom time.

Even a short movie can take up two to three days of classroom
time. Further, it can be difficult if different classes have to start and
stop at different points in a movie.

The educational part of the film may only be a small portion of the
overall movie. There may be only a few parts of the movie that
would be appropriate for the classroom setting and truly provide an
educational benefit. In these cases, it is best to just show the clips if
you feel that they truly add to the lesson you are teaching.

The movie may not be completely historically accurate. Movies often

play with historical facts to make a better story. Therefore, it is
important to point out the historical inaccuracies or students will
believe that they are true. If done properly, pointing out the issues
with a movie can provide good teachable moments for students.

Films do not teach themselves. Showing a movie such as "Glory,"

without putting it in the historical context of African-Americans and
their role in the Civil War or providing feedback throughout the
movie is little better than using the television as a babysitter for
your children.

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5. DESCRIBE HOW FILM, VIDEO AND TV SHOULD BE USED TO

REAP MAXIMUM BENEFITS.

There’s nothing quite like a video to grab a teenager’s attention in

the classroom. Well chosen videos can be fun, motivating and
educational and are often a welcome break from more traditional
classroom activities. Video content makes children connect faster.
Effective educational videos significantly improve the memory
process by facilitating thinking in the manner of asking questions.
Asking questions leads to better research skills, collaboration,
organizational skills, and problem-solving.

Television can teach kids important values and life lessons.

Educational programming can develop young children's
socialization and learning skills. News, current events and historical
programming can help make young people more aware of other
cultures and people. Video has a huge advantage over reading texts,
writing activities and listening exercises in that it’s instantly
engaging. Students young and old are attracted to video and many
even see them as a treat when used in class.

Whether a video is authentic or made specifically for an ESL

audience, it has been designed to catch and keep your students’
attention. As all teachers know, this is a key part of a successful
class. Once the students are interested in the content, they will be
ready to learn and be receptive to the activities you have planned.

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6. WHY ARE THE FILM, VIDEO AND TV POWERFUL IN THE

CLASSROOM?

The film, video, and TV are powerful instructional tools. When they
are used appropriately and moderately, they can make the
teaching-learning process more concrete, lively, colorful and
interactive. Misuse and abuse of their use in the classroom and
even at home has far reaching damaging effects in the development
of children’s imaginative and thinking powers and sensitivity to
human life. The Film, the Video and the TV are indeed very
powerful. Dale (1969) says, they can:

Transmit a wide range of audio – visual materials, including still

pictures, films, objects, specimen and drama. Bring models of
excellence to the viewer. Bring the world of reality to the home and
to the classroom through a “live” broadcast or as mediated through
film or videotape. Make as see and hear ourselves world events as
they happen. Be the most believable news source. Make some
programs understandable and appealing to a wide variety f age and
educational levels.

Become a great equalizer of educational opportunity because

programs can be presented over national and regional network.
Provide us with sound and sights not easily available even the
viewer of a real event though long shots, close up, zoom shots,
magnification and split screen made possible by the camera. Can
give opportunity to teachers to view themselves while they teach for
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purposes of self-improvement. Can be both instructive and

enjoyable. According to a 1992 study conducted by Synergy
Broadcast Systems, “Video in the classroom is an important tool
used to support the four key components of learning.”

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7. WHAT ARE THE EDUCATIONAL BENEFITS OF THE USE OF

FILM, VIDEO AND TV IN THE CLASSROOM?

The use of videos and audiovisual materials in the classroom

enhances the creativity and attention of students and leads to
direct results in learning. When it comes to getting students
involved and participating in class activities, videos will
undoubtedly be a perfect tool. Help the students to learn, thanks to
the visual nature of videos, to understand non-verbal elements,
which are fundamental in communication. With videos, the children
will learn from the body language and gestures of the speakers and
develop skills such as empathy. Familiarize the students with other
languages and facilitate their learning

Nowadays, both adolescents and children are used to seeing dozens

of videos daily; it is their basic channel of communication and they
are already in the habit of using videos as sources of information.
Using videos in the classroom is a very good idea. Not only does this
provide a teacher with a wide range of extraordinary benefits but it's
a fun experiment for kids as well and they will certainly appreciate
the entire experience to begin with. It's all about having the right
approach and attention to detail here something that every teacher
should focus on if he/she wants to deliver the best results.

Moreover, videos can easily showcase 3D images, animations,

unique concepts and so on. They will also integrate experiments
that are hard to perform in class or which can pose quite a lot of

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danger. On top of that, videos have the ability to bring literature,

music, history and many other interesting things directly in front of
the users. It's fun, easy to do, refined and it does provide you with a
very good value. You should totally consider it just because it helps
quite a bit!

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8. WHAT ARE SOME DISADVANTAGES OR LIMITATIONS OF

THE USE OF TV?

Some people claim that television is the root of all evil, while others
think of television as a best friend. Some blame television for
society's violence, consumerism, and misinformation, while others
see it as a rich resource for education and global understanding. I
know many people who just can't seem to live without TV. As soon
as they get home, they turn it on. Even if they have work to do,
family to be with, or friends to see, they do it all with the TV on. For
many of us, television is such a constant presence in our lives that
we haven't stopped to question whether or not it is good, and most
never ask ourselves if and how television might be hurting us. The
disadvantages of the use of tv is

Sex, crime, and violence are frequently depicted on television and

may have negative effects on impressionable children (and adults!).
Kids who see violent acts are more likely to display aggressive or
violent behavior and also to believe that the world is a scary place
and that something bad is going to happen to them. Ongoing
studies have shown a lasting correlation between watching violence
on television and aggression that begins in childhood and continues
into adulthood. Viewers sometimes imitate violent, criminal, sexual,
or other risky behavior they see on television... and end up in
trouble, in jail, or in a hospital as a result.

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Watching too much television is not good for your health. Studies
have shown that there is a correlation between watching television
and obesity. Excessive TV watching (more than 3 hours a day) can
also contribute to sleep difficulties, behavior problems, lower
grades, and other health issues.

Television makes us antisocial, taking the place of family and

friends.

It's a waste of time. Watching television fills the time a person might
have spent doing important, enriching things like interacting
socially with other human beings, being physically active,
discovering the outdoors, reading, using one's own imagination, or
accomplishing other things like working or doing homework or
chores, or spending time with enriching hobbies like art, music, etc.

There's nothing good on, anyway. With hundreds of channels

available, viewers can spend hours just flipping channels trying to
find something worthwhile.

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9. WHAT ARE THE BASIC PROCEDURES OUGHT TO BE

FOLLOWED FOR EFFECTIVE USE OF TV AS A FORM OF
LESSON ENRICHMENT?

For enrichment of the lesson with the use of tv, we have to do the
following:

1.Prepare the classroom.

- Darken the room.

- The students should not be seated too near nor too far. No
student should farther fom the set than the number of feet that the
picture represents in inches.

Example:

24-inch set means no student farther than 24 feet from the set.
(Dale, 1969)

2. Pre-viewing Activities

- Set goals and expectations.

- Link tv lesson with past lesson and/or with your students'

experiences for integration and relevance.

- Set the rules while viewing.

- Put the film in context. Give a brief background, if necessary.

- Point out the key points they need to focus on.

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3. Viewing

- Don't interrupt viewing by inserting cautions and

announcements you forgot to give during the pre-reviewing stage.

- Just make sure sights and sounds are clear.

4. Post-viewing

- To make them feel at ease begin asking the following question:

1.What do you like best in the film?

2.What part of the film makes you wonder? Doubt?

3.Does the film remind you of something or someone?

4.What questions are you asking about the film?

- Go to the questions you raised at the pre-viewing stage. Engage

the students in the discussion of answers.

- Tackle questions raised by the students at the initial stage of the

post-viewing discussion.

- Ask what the students learned. Find out how they apply what
they learned.

- Summarize what was learned.

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10. GIVE EXAMPLES OF VISUAL SYMBOLS AND THE

APPROPRIATE CORRESPONDING LEARNING OUTCOMES.

Visual symbols are representations of direct reality, which comes in

the form of signs and symbols. The following is a detailed
discussion on the different kinds of visual symbols, which are
drawings, sketches, cartoons, comics or strip drawing, diagrams,
charts and graphs, maps, and posters.

*Visuals must be directly relevant to the audio content.

*Redundancy between visuals and audio must be avoided. If words

are displayed, viewers must be given time to read it.

*Visual displays should be big enough to be seen by the farthest

pupil.

*Visual displays must be attractive.

*Visual displays must be aesthetically presented to maintain good

taste.

*Visual symbols is very important in teaching process because most

students are visual learners , the teacher should provide some
visual presentation like drawing. Maps charts and graph through
this the student are easily to understand the given information .

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11. EXPLAIN THE ELEMENTS OF PROJECT-BASED

MULTIMEDIA LEARNING.

Project-based multimedia learning is a method of teaching in which

students acquire new knowledge and skills in the course of
designing, planning, and producing a multimedia product.

*Dimensions of Project-Based Multimedia Learning

Project-based multimedia learning has seven key dimensions: core

curriculum, real-world connection, extended time frame, student
decision making, collaboration, assessment, and multimedia. Like
air, fire, water, and earth, it's possible to have one of these
dimensions present without the rest.

Core curriculum

Assessment

Activities for developing expectations

Regardless of the teaching method used, data must be gathered on

what students have learned. When using project-based multimedia
learning, teachers face additional assessment challenges because
multimedia products by themselves do not represent a full picture
of student learning. Students are gaining content information,
becoming better team members, solving problems, and making
choices about what new information to show in their presentations.

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At the foundation of any unit of this type is a clear set of learning

goals drawn from whatever curriculum or set of standards is in use.
We use the term core to emphasize that project-based multimedia
learning should address the basic knowledge and skills all students
are expected to acquire, and should not simply be an enrichment or
extra-credit activity for a special few. Often, these projects lend
themselves well to multidisciplinary or cross-curricular approaches.

Activities for improving the media products

Activities for compiling and disseminating evidence of learning

Ideas

Notes

Real-world connection

Student decision making

In project-based multimedia learning, students have a say.

Teachers look carefully at what decisions have to be made and
divide them into “teacher's” and “students'” based on a clear
rationale. For example, a teacher might limit students to a single
authoring program to minimize complications that might arise were
students allowed to use any software they chose. And yet she can
also give students considerable leeway in determining what
substantive content would be included in their projects. Though the
teacher is clearly in charge, she tries to enlarge the area for

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students to make decisions about the form and content of their

final products, as well as the process for producing them.

Project-based multimedia learning strives to be real. It seeks to

connect students' work in school with the wider world in which
students live. You may design this feature into a project by means
of the content chosen, the types of activities, the types of products,
or in other ways. What is critical is that the students not only the
teacher perceive what is real about the project.

Collaboration

We define collaboration as working together jointly to accomplish a

common intellectual purpose in a manner superior to what might
have been accomplished working alone. Students may work in pairs
or in teams of as many as five or six. Whole-class collaborations are
also possible. The goal is for each student involved to make a
separate contribution to the final work and for the whole to be
greater than the sum of the parts. Collaborative projects not only
involve many features of typical cooperative learning strategies but
also transcend them in this focus on synergy and the production of
a jointly authored multimedia product.

Ideas

Extended time frame

Ideas

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Multimedia

In multimedia projects, students do not learn simply by “using”

multimedia produced by others; they learn by creating it
themselves. The development of such programs as Hyper Studio,
Kid Pix, and Netscape Composer has made it possible for students
of all ages to become the authors of multimedia content. As
students design and research their projects, instead of gathering
only written notes, they also gather and create pictures, video clips,
recordings, and other media objects that will later serve as the raw
material for their final product.

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12. WHAT IS PROJECT BASED MULTIMEDIA LEARNING?

Project-based learning is actually much more than simply setting a

project at the end of the class or whole course, it, in fact, connects
academic situations and teaching to real-world problems. And
Project-based learning (PBL) or project-based instruction is an
instructional approach designed to give students the opportunity to
develop knowledge and skills through engaging projects set around
challenges and problems they may face in the real world.

Applying knowledge for problem-solving allows the learners to raise

their thinking to a new level and develop collaboration and
leadership skills.

Project-based learning presents an open-ended, appropriately

complex question. Students should have to do deep research, draw
on existing knowledge and come up with a solution in the form of a
final project whether that's a presentation, proposal, essay or other
product. The students are offered opportunities to research the
themes they are interested in and craft the data they receive into
some interesting and useful outcomes.

The main idea behind project-based learning is to teach students to

draw insights from various sources and utilize multiple skills to
tackle the assignment. Instead of being taught the concept by the
teacher, students are required to ask questions in order to start the
project.

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13. WHAT ARE THE DISADVANTAGES OF THE USE OF

PROJECT-BASED LEARNING AND MULTIMEDIA PROJECT?
With such great benefits and advantages of project-based learning,
it also has some disadvantages that cannot be ignored when
choosing this approach of education for students.

*It’s Time Consuming. An effective project-based learning design

requires a large amount of time as it may take time to collect
materials and information about the projects.

*Lack of Interest. Sometimes it may happen that students feel a

lack of interest in their project subject which might distract their
minds from the project.

*Needs a Dedicated & Hardworking Staff. To be honest, not teachers

can be hard-working and completely dedicated to their students.
But, the PBL approach really needs hardworking staff dedicated to
the projects of their students.

*Uncomfortable for Differently Abled Students. The project-based

learning approach might be uncomfortable for differently abled
students. They sometimes may not feel encouraged to finish their
projects in the given period of time.

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15. WHICH FORM OF ASSESSMENT FITS A CONTRUCTIVIST

TECHNOLOGY SUPPORTED LEARNING ENVIRONMENT?

Constructivist theory is a theory to explain on how knowledge is

constructed in the human being when b information comes into
contact with existing knowledge that has been developed by
experiences.

Constructivism as a theory of learning has existed for over

one hundred years but has not been widely accepted or applied in
public schools. This theory is just a posed of behavioral theory. It is
used to encourage students especially in facilitating student
centered learning activities. It is more than technology enhance
instruction. It recognizes that learning is supported in many
different ways, even if there is no formal teaching involve. Students
study and learn based on the way they are tested. The type of
assessment anticipated appears to influence how and what they
learn. Therefore, the quickest way to change the way students learn
is to change the way learning is assessed.

In a technology-supported classroom, the student learns from and

with the technology. Technology is seen as a source of information
that the students learn from in the same that the teacher are the
source of information.. the students master facts from the concepts
from technology and with the aid of technology. For example, when
a teacher is engaging students in a learning opportunity, the
instructor begins to question. The process of questioning not only
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interests students in a topic, but also gives the instructor an idea of

the amount of prior knowledge a learner will bring to the
experience.

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16. WHAT ARE THE ROLES OF EDUCATIONAL TECHNOLOGY IN

LEARNING?

Educational technology in education is important because it helps

today’s teachers to integrate new technologies and tools into their
classroom. Teachers are able to upgrade and improve the learner-
centeredness of their classroom. It enables teachers to engage their
students in unique, innovative, and equitable ways.

Technology provides students with easy-to-access information,

accelerated learning, and fun opportunities to practice what they
learn. It enables students to explore new subjects and deepen their
understanding of difficult concepts, particularly in STEM. And
technology in education allows students to flip the notion of a
classroom on its head by choosing when and where to learn. Video
lectures, recordings, and digital resources make it possible for
students to learn at their own pace.

The benefits of using educational technology also include the

improvement of learners' mental and physical health. By using
these tools, students are able to enhance their learning and their
cognitive skills, which in turn helps them improve their academic
performance as well as their physical health. And the main role of
technology is Accessing, using, critiquing and communicating

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information from a variety of sources and in a variety of ways;

Seeking, negotiating and creating alternative viewpoints; Critically
assessing information as they build their understanding; Posing
and testing solutions, making inferences and modeling thinking.

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17. IS TECHNOLOGY A BOON OR A BANE?

Technology can be referred to as the greatest blessing to mankind.

We have attained a great height in different fields that have been
possible because of technological developments. Today our nation is
equipped with enormous defense capabilities. We have reached the
moon and made a lot of achievements in space technology to date.
As a matter of fact, it is said that Excessive use of anything
becomes Poison.

The same is applicable in the case of technology. No doubt it is a

boon for us but it depends upon the way we are utilizing it. If we are
making use of the technology in a limited manner it will be never a
bane to us but can be a bane if used excessively or negatively. It
has been observed that technology is a boon in its own right. But,
technology has its own disadvantages. There are various
disadvantages related to the usage of technology, like social media
and gadgets, which are highly viewed. And no doubt it is a boon for
us but it depends upon the way we are utilizing it.

If we are making use of the technology in a limited manner it will be

never a bane to us but can be a bane if used excessively or

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negatively. Technology is easy to be spelled of but has a very vast

explanation. Technology enhances the usefulness of goods and
services. It aims at creating value. Technology can be both material
and non-material (virtual). Technology includes instruments, tools,
machines and other devices that benefit human life from simple to
complex.

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18. WHAT IS A SYSTEMATIC OR SYSTEMS APPROACH TO

TEACHING?

The systematic approach to teaching provides a method for the

functional organization and development of instruction. This
method applies to preparation of materials for classroom use, as
well as for print and non-print media. Inputs to the systems
approach include well defined objectives, analysis of the intended
audience, special criteria desired by the customer, analysis and use
of existing resources, and a team of instructional system specialists,
subject matter experts, writers, and visual specialists.

Outputs are functional relations trees, functional block diagrams, a

teaching sequence chart, and frames (a combination of words and
visuals on a specific topic from the teaching sequence chart). The
three step production flow consists of content requirements,
content development, and use. Material is divided into levels of
detail, so that the student studies only until he has reached the
level he needs. At each level of detail, the material is treated as a
whole, then in its parts, and finally recombined into a functional
whole. Visuals illustrating the concepts are included.

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19. WHAT IS THE CONE OF EXPERIENCE?

The Cone of Experience is a learning model introduced by Edgar

Dale that illustrates the concreteness levels of learning experiences
based on the medium. It takes the shape of an inverted cone, which
shows the abstract learning experience at the peak and progresses
into the most concrete experiences down to the base. Despite its
shape, it’s not meant to be a basis of what mediums are the least or
most effective. Its levels are not arranged in a hierarchy. Dale
emphasizes that the Cone is merely a visual analogy of the
progression of abstract learning experiences to concrete ones.
Similarly, it represents that the more concrete the learning
experiences are, the more senses are involved seeing, hearing,
tasting, touching, and feeling.

The main purpose of the Cone of Experience is to help you identify

and select the right audiovisual mediums and resources for your
training initiatives. It's not meant to be a roadmap for a lesson or
convey least effective to most effective learning experiences.

In instructional design, the Cone of Experience can help you

create rich learning experiences by using different training
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methods and making interactive training lessons. You can also

use it as a guide when considering what learning resources to
develop. This way, you can better balance or combine abstract and
concrete learning experiences. 
While all these may seem like an overwhelming responsibility,
applying them can be convenient with the help of learning
experience design tools. Here, you can use different learning
strategies all on one platform. 
Ed App, an adaptive learning platform, is a perfect example of this
training solution. It has microlearning and gamification features
that make lessons short, straightforward, and fun. Using
its course creation tool which includes many interactive
templates, you can combine many learning experiences from the
Cone, such as verbal symbols, visual symbols, recordings, videos,
and so much more.   

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20. REASON OUT WHY THE USE OF INSTRUCTIONAL

MATERIALS EFFECTIVE IN THE TEACHING AND LEARNING
PROCESSES.

Instructional materials are essential since they help the teacher and
learners avoid overemphasis on recitation and rote learning that
can easily dominate a lesson. Resource materials allow learners to
have practical experiences which help them to develop skills and
concepts and to work in a variety of ways. And instructional
materials make learning more interesting, practical, realistic and
appealing.

They also enable both the teachers and students to participate

actively and effectively in lesson sessions. They give room for
acquisition of skills and knowledge and development of self-
confidence and self- actualization. And instructional materials
provide the core information that students will experience, learn,
and apply during a course. They hold the power to either engage or
demotivate students.

Instructional materials are the content or information conveyed

within a course. These include the lectures, readings, textbooks,
multimedia components, and other resources in a course. These
materials can be used in both face-to-face and online classrooms;
however, some must be modified or redesigned to be effective for the

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online environment. The best instructional materials are aligned

with all other elements in the course, including the learning
objectives, assessments, and activities.

Instructional materials provide the core information that students

will experience, learn, and apply during a course. They hold the
power to either engage or demotivate students. This is especially
true for online courses, which rely on a thoughtful and complete
collection of instructional materials that students will access,
explore, absorb, and reference as they proceed in a course.
Therefore, such materials must be carefully planned, selected,
organized, refined, and used in a course for the maximum effect.
The planning and selection of instructional materials should take
into consideration both the breadth and depth of content so that
student learning is optimized.

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PDS

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CURRICULUM VITAE

LOVELY M. CAPUL

Prk. 2 Kaligutan, Laak

Laak, Davao De Oro

Cell. # 09655388615

lovelycapul29@gmail.com

PERSONAL DATA

Age: 22

Gender: Female

Date of birth: September 29, 2000

Civil Status: Single

Religion: UCCP

Father: Ronilo L. Capul

Mother: Vevincia M. Capul

EDUCATIONAL BACKGROUND

ELEMENTARY: Kapatagan Elementary School

SECONDARY: Kapatagan National High School

TERTIARY: Laak Institute Foundation Incorporated

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PICTURES WITH LABEL

This is the first meeting of face to face classes. That I’m

sitting at the back.

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And this picture this is the time that we are going to report
our prepared output.

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This time I am the one who give quiz to our classmate

about the report we tackled, by multiple choice.

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This picture is the time that sir Rowen tell us to have a

documentation in every meeting, so that we have pictures that we
are going to attach in our portfolio that’s why we got a selfie!. And
this is too late because this is the last meeting and we must start to
make our portfolio. And this is Rogine one of my groupmates.

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SUBMITTED TO:
SIR ROWEN B. BARASBARAS

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SUBMITTED BY:
LOVELY M. CAPUL 3rd YEAR BEED

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