TECHNOLOGY

FOR TEACHING
AND LEARNING
1
 Members:
• Leonoras,Lea Michelle
• Ramos, Michaella
• Desamparado, Jessavel
• Bedayo, Johnrupert
• Sobrio, Rowelyn
ELEMENT
S FOR
USING
TECHNOL
Element 1.
Motivation
 Gaining Learner Attention
According to learning theorist Robert Gagne,
gaining the learner's attention is critical first event
in providing optimal conditions for instruction.
Although other aspects of instruction must direct
this attention toward meaningful learning, the
visual and interactive features of many technology
resources seem to help focus student's attention
and encourage them to spend more time on
learning task.
Encouraging the Learner through production
Work

Production work makes learning

more meaningful to students. The
teachers often try to engage them in
creating their own technology-based
products .This strategy has been
used effectively with word
processing, hypermedia, computer
generated art and
Increasing Perceptions of Learning Control

Many students are motivated by feeling,

they are in control of their own learning,
Learner control seems to have special
implications for at-risk students and
others who have experienced academic
failure. When students perceive
themselves as in control of their learning,
the result has been called itrinsic
motivation or being motivated by the
 What is itrinsic?
Something that is intrinsic, innate, or originating
from within is referred to as intrinsic. Intrinsic
motivation, in the context of motivation, is the desire
to partake in a behavior or activity for its own
reason, without the aid of rewards or incentives from
outside sources. Personal interests, satisfaction, or a
sense of accomplishment from the activity itself serve
as sources of intrinsic drive. Extrinsic drive, which
derives from outside forces like incentives,
recognition, or pressure, is thought to be less long-
lasting and durable.
 Technology Use as Motivation
Motivating students to learn more has
assumed greater importance in recent
years as we recognize strong correlations
between dropping out of school and
undesirable outcomes such as criminal
activity. The drive to keep students is an
urgent national priority.
o Improved access to information:
Technology provides students with instant
access to a wealth of information and
educational resources, regardless of their
location or physical resources.
o Enhanced engagement and interaction:
Technology-based tools and resources can
make learning more interactive and
engaging, helping students to better
understand and retain information.
o Increased collaboration:
Technology allows students to collaborate on projects
and assignments in real-time, regardless of geographic
location.
o Personalized learning:
Technology can provide students with personalized
learning experiences that cater to their individual
needs, abilities, and interests.
o Improved assessment and feedback:
Technology enables teachers to assess students'
progress and provide feedback more efficiently and
effectively, leading to better learning outcomes.
o Preparation for the future:
The use of technology in education
prepares students for a future in which
technology plays a central role in both
their personal and professional lives.
Overall, the integration of technology into
education has the potential to greatly
enhance the learning experience for
students and improve outcomes.
Element 2.
Unique Instructional
Capabilities
• Linking Learners to
Information Sources
Through hypertext systems, as
seen on many Internet Web
pages, students can select a
keyboard from a screen and
get pointers from several other
sources with information on
the same topic. These lead to
other related sources and
topics, forming an endless
chain of information.
 Kozma (1991) also
reports that interactive
visual media (videodisc
applications) seem to
have unique instructional
capabilities for topics that
involve social situations
or problem solving. He
notes that these media
provide powerful visual
means of “representing
social situation and tasks
such as interpersonal
problem solving, foreign
language learning. Or
moral decision making”.
Students’ progress can be recorded and reported in many
ways. Preparing portfolio on class accomplishment can be
recorded in a log book or in an electronic diary. A system of
recording students’ progress can be done through
computers’ program which can be availed of by both
students and the parents within and after a grading period.
There are many ways by which
the learners can use technology
to link with information needed
in their lessons and in solving
problems for lifelong learning.
Several computer programs
enable students to solve
statistical data, researches
about different topics and
other data related to their
interest ranging from parents
within and after a grading
period.
Element 3.
Support for New
Instructional Approaches
• Planning and implementing new approaches to teaching and
learning that meet the needs of each student.
• Teachers must make pedagogical decisions every day, from
introducing tools and materials for learning to facilitating
engaging classroom experiences. Making these decisions on
how best to support their students’ learning is an ongoing
challenge, as teachers balance content, skills, student needs,
and resources. Specifically, educators are tasked with
differentiating lessons for the full variability of learners in their
classrooms, while also integrating active learning throughout
curriculum. As they seek to achieve these goals, educators are
also learning how to integrate technology tools to create these
compelling learning opportunities for all of their students.
• Teaching with Technology Personalized Learning Providing
Feedback Higher Order Thinking Questions
Element 4.
Increased Teacher
Productivity
Cooperative Learning
Freeing time to work with students by
helping with production and recording
keeping tasks .
Providing more accurate information
quickly
Allowing teachers to produce better-
looking more "Student-friendly" materials
quickly.
Using technology resources can help
teachers cope with their growing
paperwork load. Teachers and
organizations realized that they can
spend more time analyzing student
needs and having direct contact with
students.
Element 5.
Required Skills
for an
Information Age
TECHNOLOGY
LITERACY
 Technology Literacy
Technology Literacy is the ability to effectively
use technology to access, evaluate, integrate, create and
communicate information to enhance the learning process
through problem-solving and critical thinking. In addition,
technology literacy is the ability to use, understand, create
and manage digital technologies.

Teachers across the nation are implementing technology

literacy in their classrooms to help students become digitally
literate.

It involves understanding how technology can be used to

achieve specific goals. 
 There are a few examples of technology literacy

• Creating content
• Communication
• Research
• Virtual and Augmented Reality.
INFORMATION
LITERACY
 Information Literacy
Information Literacy Although information literacy skills
may be simply a subset of the technology literacy skills,
some educators think they are so important that they should
receive special emphasis (Truett 1996; Roblyer, 1998).
(Johnson and Eisenberg, 1996) introduced the “Big Six”
skills namely,
1) task definition,
2) information-seeking strategies,
3) location and access,
4) use of information,
5) synthesis, and
6) evaluation.
It is the ability to find, evaluate,
organize, use, and communicate
information in all its various formats,
most notably in situations requiring
decision making, problem solving, or
the acquisition of knowledge. It is a
combination of research skills, critical
thinking skills, computer technology
skills, and communication skills.
Visual literacy
 Visual literacy
• Is considered as subset of technology literacy. Christopherson (1997)
& Roblyer (1998), emphasized the need for improved visual literacy
skills so many people are heavily using images on visual
communications.

• It is the ability to read, write and create visual images. It is a concept

that relates to art and design but it also has much wider applications.
It is also about language, communication and interaction.

• Visual literacy skills equip a learner to understand and analyze the

contextual, cultural, ethical, aesthetic, intellectual, and technical
components involved in the production and use of visual materials. 
THANK YOU
FOR LISTENING!