SEd SS 316

Technology for
Teaching and
Learning 2
 EDUCATIONAL TECHNOLOGY: AN OVERVIEW
• Five Domains of Educational By the end of the lesson, the
Technology students will be able to:
• Design, Development and Utilization of 1. Review the basic concepts about
Educational Technology educational technology for schema
activation
• Principles in the Selection, Development
and Utilization of Educational 2. Evaluate the extent of technology
Technologies integration into the classroom of in-
service teachers
• The Promise of Digital Technology
• Technology Integration into the
Classroom
• The Role of Educational Content
• Technology and Assessment
 Educational Technology DEVELOPMENT

DESIGN • Print Technologies

• It is the study and ethical • Audio Technologies
practice of facilitating • Instructional System • Still Visuals
learning and improving Design • Audio-visual
performance by creating, • Instructional Technologies
using and managing Strategies • ICTs
appropriate technological • Learner
Theory • Electronic
and Technologies
processes and resources. Characteristic Practice
• Integrated
EVALUATION Technologies

• It is a field dedicated to the • Problem Analysis

theory and practice of • Measurement UTILIZATION
design, development, • Formative MANAGEMENT
utilization, management and Evaluation • Media Utilization
evaluation of process and • Summative • Project Management • Implementation
resources for learning. Evaluation • Resources • Institutionalization
Management • Policies and
• Management of Regulations
Delivery Systems
• Diffusion of
Innovation
 TECHNOLOGY FOR
TEACHING AND LEARNING 1
▪ explores basic knowledge and skills and values in
the use of technology for teaching and learning.
▪ includes ICT Policies and safety issues, media and
technology in various content areas, learning
theories and principles in the use and design of
learning lessons, teaching-learning experiences
and assessment tasks that utilize appropriate
traditional and innovative technologies
considering social, ethical and legal responsibility.
▪ follows a lecture-type in a flexible format.
▪ understanding of the concepts and principles of
learning displayed in the conduct of the activities
imbedded in the developed learning resources.
TECHNOLOGY FOR TEACHING
AND LEARNING 2
• which will focus on the application,
design, production, utilization, and
evaluation of Information and
Communications Technology (ICT)
materials for teaching and learning in particular
subject specializations and other related
programs aligned to the K to 12 curriculum
(Secondary English Language Education,
Secondary Filipino Language Education,
Secondary Science Education, Secondary Math
Education, Secondary Social Science Education,
Secondary Values Education, Technology and
Livelihood Education).
 Five Domains of Educational Technology
1. DESIGN. It is the planning phase of educational technology.
2. DEVELOPMENT. It is the process of producing learning materials from a
detailed plan (design).
3. UTILIZATION. It is the actual use of knowledge and skills and usually includes
the practical application of information or procedures on a regular basis. It is the
action phase.
4. EVALUATION. It is a dynamic process which allows people to obtain and judge
the worth of data about how students learn specific content information under
varying instructional condition.
5. MANAGEMENT. It is the linchpin which binds all the domains of educational
technology together.
 Design, Development and Utilization
of Educational Technology
1. ADDIE Model ANALYSIS. During analysis, the designer identifies the learning problem, the goals
and objectives, the audience’s needs, existing knowledge, and any other relevant
characteristics. It also considers the learning environment, any constraints, the
delivery options, and the timeline for the project.
The ADDIE model is
a systematic DESIGN. It is a systematic process of specifying learning objectives. Detailed
instructional design storyboards and prototypes are often made. The look and feel, graphic design, user-
model consisting of interface and content are determined here.
five phases: analysis,
design, development, DEVELOPMENT. The actual creation (production) of the content and learning
materials based on the design phase.
implementation, and
evaluation. IMPLEMENTATION. The plan is put into action and a procedure for training the
learner and the teacher is developed. Materials are delivered or distributed to the
student group. After delivery, the effectiveness of the training material is evaluated.

EVALUATION. It involves formative (during the early stages of the design process)
and summative evaluation (following the implementation of the project).
 Design, Development and Utilization
of Educational Technology
1. The ASSURE Model
Analyze Learners

It is an ISD process that was modified to State Objectives

be used by teachers in the regular
classroom. The ISD process is one which
teachers and trainers can use to design Select Media and Materials
and develop the most appropriate learning
environment. This was constructed by Utilize Media and Materials
Robert Heinich, Michael Molenda of
Indiana University and James D. Russell
of Perdue University. Require Learner Participation

Evaluate and Revise

 Principles in the Selection, Development and
Utilization of Educational Technology
1. PURPOSE. They must be focused on helping learners to motivate them in the
learning process.
2. APPROPRIATENESS. They should be appropriate to the level intended in terms
of vocabulary level, difficulty of concepts, methods of development, interest.
3. MEANINGFULNESS. They must contain purposive activities and must contribute
to their growth and developmental stages.
4. BREADTH. They should encompass all round development of varying group of
learners.
5. RESPONSIVENESS. They must be responsive to the needs and demands of the
society.
6. AUTHENTICITY. They must present accurate and updated information.
 Principles in the Selection, Development and
Utilization of Educational Technology
7. SPLIT-ATTENTION PRINCIPLE. Words should be presented as auditory
narration rather than visual on-screen text.
8. USEFULNESS/UTILITY. Audio-visual aid must be useful to a particular teacher
as s/he works for a particular group of learners. They must help the teacher to deliver
the subject matter in a better way as well as helping the learners to learn the subject
matter.
9. COMMUNICATION EFFECTIVENESS. They must relay information clearly
and effectively.
10. INTEREST. They should catch the interest of the users, stimulate curiosity, satisfy
the need to know, and encourage creativity and imaginative response among users.
11. COST EFFECTIVESS. The cost per student of media presentation diminishes as
the number of students using it increases.
 Principles in the Selection, Development and
Utilization of Educational Technology
12. PRESENTATION. They must be presented at the right time and at the right way.
13. PORTABILITY (Handy). They must be handy for the teachers and students to
handle them well.
14. CORRECTNESS. Correct facts or information must be in the materials for a
better learning process.
15. SIMPLICITY. They must be simple but inspiring for the learners and should not
confuse them.
16. ASSESSMENT. Evaluating the technology is needed for further revisions and
improvements.
 ADD-ONS
A. General Principles in the Use of Instructional Materials

1. All instructional materials are aids to instruction. They do not replace the teacher.
2. Choose the instructional material that best suits your instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before classes start to be sure it is working
properly.
 LET NOTE
B. Criteria for Selecting Instructional Materials

1. Relevance of the lesson- the materials must help carry out the objectives of the
lesson. They must suit the purpose of the lesson and motivate the students into
positive reactions.
2. Appropriateness- the materials should be suited to the students’ age level,
background knowledge, skills developed and level of maturity.
3. Quality of materials- the media should be well-designed and of high technical
quality. They must be the latest edition, durable and pleasant to look at it.
4. Objectivity- selection must be free from bias and advertising propaganda. Consult
experts who know the equipment and how they can be operated efficiently.
5. Availability- check in advance to see that the equipment and materials are
available when you need them.
 REFLECTION
1. A teacher learned that there are no available instructional tools that that are
appropriate for his learning targets and content. What could be done to remedy the
problem? Explain.
2. Of all factors that you can think of, which is the least considered in students’
learning?

3. Why is analyzing learners a must in selecting instructional materials?

4. How do we ensure that the educational tools that we are using are appropriate for
our learners?

5. What purpose does technology serve in the educational landscape?

 REVIEW
Which of the following statements is incorrect about the contributions of
technology to student learning?

a. The quality of learning can be improved.

b. The delivery of instruction can be more interesting.
c. The method of teaching and learning becomes more interactive.
d. The role of the teacher can be changed into knowledge dispenser.
 REVIEW
Which of the following should Teacher A primarily consider in
determining his teaching-learning objectives and use of instructional
media?

a. The assessment tool to be used

b. The learning activities
c. The learner
d. The teacher
 REVIEW
Which is not a basic consideration in selecting and evaluating the content
of an educational technology tool?

a. Does it match the content?

b. Can it easily be dismantled?
c. Will it motivate and maintain interest?
d. Is there evidence of its effectiveness?
 REVIEW
Which of the following statements is correct about the domains of
educational technology?

a. Design is the production stage while development is the planning

phase.
b. Both the design and development are the planning stage.
c. Evaluation is synonymous with implementation.
d. Utilization is the action phase.
 REVIEW
Teacher B presented real samples of rocks in her General Science class.
What principle did she apply?

a. Appropriateness
b. Authenticity
c. Responsiveness
d. Simplicity
 The Promise of Digital Technology
• Digital technology offers seemingly
endless possibilities for information
retrieval, manipulation, creation and
presentation, in addition to
communication and the introduction of
new ideas in education.
• Research has consistently demonstrated
that appropriate computer support can
facilitate students’ sustained attention and
engagement (Beauchamp and Hiller,
2014; Wegerif, 2007).
• The Mode Dimension of the Computer
Practice Framework identifies three
categories of impact on engagement.
• There has been a shortfall in its far-
reaching impact envisaged by some on
classroom practice (OECD, 2015).
• Classroom practice often does not appear
to fully utilize the potential of digital
technology, nor to capitalize on many
young people’s extensive use, and
experiences with, technological tools
outside of the classroom (Gillen et al.,
2007; Rasmussen and Ludvigsen, 2010).
• Simply putting computers into classroom
practices employed by teachers to support
learning, and indeed while little regard
for pedagogy.
 The teacher’s subject The selection of learning
Learning about learning knowledge and purposes and assessment activities

Learner characteristics Learning

(age, stage and PEDAGOGY environment
knowledge)

Complex relations between The teacher’s view of learning

The learning context and how to support it
teachers and learners
 The Mode Dimension of the
Computer Practice Framework (Twinning, 2008)
1. Support: The support that ICT offers is about improving efficiency
and effectiveness without changing the curriculum content. The use of
‘drill and skill’ software or an ‘integrated learning system’ (ILS) falls
into this category.
2. Extend: Curriculum content and/or process are different due to the use
of ICT, but these changes could take place in a classroom context
without a computer or related ICT.
3. Transform: Curriculum content and/or process are different, and these
changes could not have taken place in a classroom content without a
computer or related ICT.
 The SAMR Model (Peuntedura, 2014)
1. Support: The support that ICT offers is about improving efficiency
and effectiveness without changing the curriculum content. The use of
‘drill and skill’ software or an ‘integrated learning system’ (ILS) falls
into this category.
2. Extend: Curriculum content and/or process are different due to the use
of ICT, but these changes could take place in a classroom context
without a computer or related ICT.
3. Transform: Curriculum content and/or process are different, and these
changes could not have taken place in a classroom content without a
computer or related ICT.
 UNESCO ICT Competency
Standards for Teachers (Peuntedura, 2014)
This framework considers teachers’
development of technology use in six
areas. The framework is useful in
a. Understanding ICT in education drawing out different
competencies that teachers
b. Curriculum and assessment should have for meaningful
technology use, and helps
c. Pedagogy teachers to understand and
d. ICT progressively deepen their
approach to using ICT.
e. Organization and administration
f. Teacher professional learning
 Education Endowment Foundation
• It is a UK-based independent charity that works to raise that attainment of children
by funding and evaluating educational innovations to extend and secure the evidence
on what works.
• Research conducted for the EFF has identified that digital technology is currently
associated with moderate learning gains across age groups and for most of the
curriculum. The cost of investing in technology is also relatively high: expenditure is
estimated at 300 euro per pupil for equipment and technical support, and a further 500
euro per class ((20 euro per pupil) for teacher professional development (TPD).
• The relatively limited and fragmented nature of the current knowledge base can
make it difficult to draw general conclusions about the potential of technologies that
can be used for educational purposes.
 Education Endowment Foundation
• Perhaps the most significant element of the EEF’s digital technology summary is the
conclusion that the effective use of technology is driven by learning and teaching
goals, rather than by specific technologies driving learning outcomes.
• Introducing technology on its own does not lead to an increased attainment.
Moreover, motivation to use technology does not always translate into more effective
learning, particularly if the use of the technology and the learning outcomes are not
closely aligned.
 EFA in South-East Asia and sub-Saharan Africa
In developing regions, challenges to providing quality EFA are exacerbated by
the prevalent low-resource contexts, and raising quality in primary education is
a key concern for the post-2015 development agenda (UNESCO, 2014).
Education programmes are often developed in isolation, without drawing on
established evidence for educational effectiveness. This results in a “perpetual
state of piloting,” rather than the development of coherent, sustainable, large-
scale impactful programmes. Digital technology use in schools, often
considered a solution, is thus having limited impact.

This report offers key messages for raising the quality of teaching and
learning in developing regions, highlighting the central role of the teacher,
teacher education opportunities, technology and educational content.
Thank
you!!!