ROLES OF COMPUTER 2 Significant Instructional Design Models

• Informative tool 1. ADDIE Model – General, ensures quality

• Communicative tool
• Productivity tool
• Situating tool
• Presentation tool
• Word processing
at all times thru evaluation in each
process
2. ASSURE Model – Specific, gives
importance to learners and quality
improvement

NEGATIVE ROLE FACTORS AFFECTING EdTech

• Addiction 1. Human Factor
• Fake News 2. Instructional Method
• Laziness 3. Practice Constraints
• Defamation – LIBEL – CYBER LIBEL
• Bullying COGNITIVE REPRESENTATIONS OF THE WORLD
• Cybercrime BY BRUNNER
• Identity theft 1. Enactive – action , activities, exercise
2. Iconic - set of images that stand for the
SOCIAL MEDIA NORMS concept
Transparency 3. Symbolic – based on abstract,
Relevance discretionary and flexible thought
Sensitivity
Authenticity BANDS OF EXPERIENCE
Communication 1. Direct
2. Contrived
WHAT IS AN EDUCATIONAL MEDIA? 3. Dramatized
Channel – Avenue - Instrument 4. Demonstrations
-Of communication 5. Study trips
for educational purposes 6. Exhibits
to promote learning 7. Television and motion pictures
8. Still pictures, recordings , radio
EXAMPLES: 9. Visual Symbols
Books 10. Verbal Symbols
Magazines
Newspapers DALE’S CONE OF EXPERIENCE
Radio 10% Read
Television 20% Hear
Internet 30% See
50% Hear & see
PROPERTIES OF AV 70% Say & write
1. Fixative 90% Teach
2. Distributive
3. Manipulative 2 Types of E-Learning
1. Synchronous
5 DOMAINS OF EDTECH 2. Asynchronous
1. Management
2. Design ATTRIBUTES OF MEANINGFUL LEARNING
3. Development 1. Active
4. Utilization 2. Collaborative
5. Evaluation 3. Constructive
4. Authentic
5. Goal-directed
Generations of Computer
1. 1st Generation WHAT ARE COMPETENCIES AND WHY ARE THEY
2. 2nd Generation IMPORTANT?
3. 3rd Generation  Competencies refer to a combination of skills,
4. 4th Generation knowledge, behavior, and attributes that enable
5. 5th Generation effective or better job performance. With teaching as
a complex job, a teacher uses a combination of
TYPES OF COMPUTER competencies to deal with the changing education
• Supercomputer context. With regional integration, the challenge
• Mainframe becomes more complex to make sure that the 5
• Minicomputer million teachers in Southeast Asia possess the
• Microcomputer essential competencies necessary for optimal
• Desktop computer performance.
• Laptop  The Southeast Asia Teachers Competency Framework
• Notebook is envisioned to be a helpful guide in improving the
• Palmtop performance of teachers across the region. As a frame
of reference, the SEA-TCF is a development tool to
MASSIVE OPEN ONLINE COURSES address the evolving demands of teaching profession.
• Caters a wide variety or array or a very The competencies listed in the framework should be
diverse client based market interpreted based on local context and specific needs.
• Follows a process
• Accessible DEFINITION OF ESSENTIAL COMPETENCIES
• Big number of learners 1. Knowing and understanding what to teach
• Syllabus is the ability of teachers to deepen and
• Anywhere – anytime broaden their knowledge on what to teach,
understand education trends, policies, and
Learning resource / av/edtech hub center curricula and be updated on local, national,
• Functions as resource center to ALL regional, and global developments.
• Sponsors a seminar workshop for teachers 2. Helping students learn is the ability to know
and admins on the use latest presenter their students, use the most effective
agent of teaching teaching and learning strategy and assess
and give feedback on how students learn.
Pre Pandemic SEAMEO has prioritized revitalizing 3. Engaging the community is the ability to
teacher education as one of its priority agenda from partner with parents and caregivers, involve
2015-2035, hoping for teaching to become a the community to help students learn, and
profession of first choice in the region encourage respect and diversity.
4. Becoming a better teacher every day is the
GURO21 Course ability to know oneself and others, practice
 Gearing Up Responsible and Outstanding Teachers in human goodness and then master the
Southeast Asia for the 21st Century, or GURO21, is a teaching practice.
competency-based, multi-modal learning course
designed to enhance the capabilities of Southeast The 4 essential competencies consist of 12
Asian teachers in addressing the teaching-learning general competencies, 31 enabling competencies, and
requirements of the 21st century. 136 success descriptors. The enabling competencies are
 The course focuses on competencies essential for a set of performance criteria while success descriptors
teachers in the 21st century. Teachers will gain explain the observable behaviors expected of a high
knowledge on new learning perspectives in the light performing teacher. All these are helpful in promoting
of the changes and challenges in the 21st century. common standards of performance among teachers
 The course also promotes the professional and across Southeast Asia.
personal readiness of teachers so that, in turn, they
would be able to help their students become 21st
century-ready, too.

What is 21st Century Citizenship?
A 21st Century Citizens:
1. Informed, engaged and active
2. Literate in civics
3. Proficient in core academic subjects and
interdisciplinary knowledge, such as environment
literacy, financial, economic, business and
entrepreneurial literacy and health literacy
4. Empowered with global competencies and 21st
century skills
5. Capable of participating safely, intelligently,
productively and responsibly in the digital world
Why is 21st Century Skills Important?
21st Century skills are linked to better job and job
satisfaction. Real world problem solving skills are the
primary driver of work quality.
What does a 21st century education look like?
Students work in teams tackling projects dealing with
real local and global problems Teachers help students ask
tough questions and work through problems, but not
provide all the answers Students apply their knowledge
and prove what they know by presenting to classmates
and their community Parents support students and
schools by participating, supporting, and connecting at
home and in the community. Get hands-on with at-home
and local activities Explore the world through maps
Immerse your family in world culture cuisines, books,
music, and language Choose a community project to join
with your kids. Share what you’re doing with other
parents Encourage teens to share their technology skills
Philippine Setting
The DepEd Commons educational platform continues to
improve and grow in resources. It has become an
important tool for both teachers and learners. Recently,
the DepEd EdTech Unit has announced the availability of
PowerPoint Presentations alongside its videos. A simple
steps was shared by the DepEd EdTech Unit team on how
to download the PowerPoint materials.
TECHNOLOGY INTEGRATION
Utilization of Appropriate Technology in Teaching
Educational Technology
The Educational Technology has paved the way
for the learners to
• be aware,
• appreciate
• be equipped
In using tools ranging from traditional to modern
educational media.
The learner should also be oriented towards averting
the dangers of dehumanization which technology
brings into societies, such as through:
 ideological propaganda
 pornography
 financial fraud
 other exploitative use of technology
These dangers continue to affect people and
cultures while widening the gap between rich
and poor countries.
1. In sum, Educational Technology 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
teaching-learning process in the school.
 to uplift the learner to human learning through
the use of learning technology.
 to impact skills in planning, designing, using and
evaluating the technology-enriched teaching-
learning process.
 to acquaint learners on basic aspects of
community education, functions of the school
media center, and finally
 to introduce the learner to what is recognized as
the third revolution in education, the computer.
Technology Integration Matrix
Is there really a need to integrate
technology to education?
Progressive countries in the Asia Pacific
Region have formulated state policies and
strategies to infuse technology in schools.
The five progressive states/city imposing ICT
policies and strategies in schools are:
• New Zealand
• Australia
• Malaysia
• Singapore
•Hong Kong.
Goal of technology integration
- Government with the education and
technology sectors, community groups, and
industry envisions supporting to the
development of the capability of schools to
use information and communication
technologies in teaching- and-learning and in
administration.
Strategy of technology integration
• Improving learning outcomes for students
using ICT to support curriculum
• Using ICT to improve the efficiency and
effectiveness of educational administration
• Developing partnerships with communities
to enhance access to learning through ICT
Focus areas
• Infrastructure for increasing schools' access to ICTs to
enhance education
• Professional development so that school managers and
teachers can increase their capacity to use ICT Initiatives
• ICT professional development schools
• An on-line resource center with centrally managed
website
• A computer recycling scheme
• A planning and implementation guide for schools
• Media resources to schools
EdTech in Australia
Planning, funding and implementation
strategies:
1. Fast local and wide area networks
linking schools across the state and
territory
2. Substantial number of computers in
schools, ensuring adequate access
3. Continuing teacher training in the
use of technology for instruction
4. Technical support to each school
5. Sufficient hardware and software
6. Digital library resources
7. Technology demonstrations as
models for schools
EdTech in Malaysia
1. Teaching-and-Learning includes:
2. Classroom with multi-media,
presentation facilities, e-mail and
groupware for collaborative work
3. Library media center with database
for multimedia courseware and
network access to the internet
4. Computer laboratory for teaching,
readily accessible multimedia and
audiovisual equipment
5. Multimedia development center
6. Studio/theatre with control room
7. Teachers' room with on-line access
to courseware catalogues and
databases, information and
resource management systems and
professional networking tools, such
as e-mail and groupware
8. Administration offices capable of
accessing the network
EdTech in Singapore
Strategies
1. Development of a wide range of educational software
for instruction
2. Use relevant internet resources for teaching- and
learning
3. Convenient and timely procurement of software
materials Teacher development
4. Training on purposeful use of IT for teaching
5. Equipping each trainee teacher with core skills in
teaching with IT
6. Tie-ups with institutions for higher learning and
industry partners EdTech in Singapore
7. Physical and technological infrastructure
• Pupil computer ratio 2:1
8. Access to IT in all learning areas in the school
9. School wide network and school linkages through wide
area network (WAN), eventually connected to Singapore
ONE - Universal Access to Broadband (Singapore)
EdTech in Hong Kong
Initiatives
1. Computer rooms for the use of students after normal
school hours
2. Review of school curriculum to incorporate IT
elements
3. Development of appropriate software in collaboration
with government, the private sector, tertiary institutions
and schools
4. Exploring feasibility of setting up an education- specific
Intranet
EdTech in the Philippines
2. DepEd is committed to integrate ICT in public schools.
The DepED ICT4E Strategic Plan: It identifies the
following as the role of ICT in Philippine education:
 revitalize our schools to make them into
dynamic, collaborative and innovative learning
institutions where students can become more
motivated, inquisitive and creative learners.
 link up our students with the vast networked
world of knowledge and information to enable
them to acquire a broad knowledge base and a
global outlook and provide them with the
resources for the development of a creative
mind;
Initiatives
 develop in our students skills and capabilities to
critically and intelligently seek, absorb, analyse,
manage and present information;
 create new knowledge and products; and
 develop in our students habits of self-learning to
nurture the attitude and capability for lifelong
learning.
Initiatives Achieving the vision of ICT in
Philippine education in the next five years,
DepEd commits to:
 completely integrate ICT into the curriculum,
which includes the development of multimedia
instructional materials, and ICT enabled
assessment;
 intensify competency based professional
development programs;
 establish the necessary ICT infrastructure and
applications.
 develop processes and systems that ensure
efficient, transparent and effective governance
Current Trends:
MOBILE PHONES Mobile learning is hardly a new trend,
but we have now reached the point with near ubiquitous
cellphone ownership among adults, and growing
ownership among children. More than three-quarters of
teens own a cellphone, and about 40% own a
smartphone. As such, these mobile devices will help
unlock some of the promise of “anytime, anywhere”
learning opportunities. BYOD (BRING YOUR OWN
DEVICE) A related trend to mobile learning. More schools
will grapple with their policies surrounding students
bringing their own devices to school. They do so already,
of course, although cellphones in particular are often
required to be turned off or stowed in backpacks or
lockers. It isn’t just cellphones that are brought from
home now either. There are iPod Touches, tablets,
laptops, e-readers, and netbooks, and schools will weigh
whether or not students will be permitted or even
encouraged to bring their own devices to school. Current
Trends in EdTech
GAMING
Game-based learning has been on the cusp of being “the
next big thing” in learning for a while now.