Colegio De San Sebastian

College Department
Sablayan, Occidental Mindoro

COURSE MODULE IN ASSESSMENT IN EDUCATIONAL TECHNOLOGY 1

1st SEMESTER
School Year 2021-2022

VISION: Colegio De San Sebastian, a Christian-oriented community envisions the total development of its member- spiritually,
morally, intellectually, and technologically- so that they may become responsible, innovative, socially committed, locally active and
globally competent individuals.
MISSION: It aims to provide relevant and quality education and achieve academic excellence through discipline, hard work, and
critical thinking. It hopes to contribute to the global community individuals who are willing to LEAD and to SERVE for COUNTRY
and for GOD.
GOALS: Colegio De San Sebastian aims to institutionalize faculty and staff development, upgrade learning facilities and
equipment; produce relevant curriculum materials; provide opportunities for holistic development of students and establish linkage
with the community.
OBJECTIVE: To produce graduates who are Christ- centered, permeated with the gospel of love, justice, honesty, and service;
prepared to meet the challenges of a globally competitive world; through hard work, positive attitude, critical thinking, and effective
decision making.

COURSE CODE: EdTech 1

COURSE TITLE: Educational Technology I
CREDIT UNITS: 3 units
COURSE DESCRIPTION: This course is designed to introduce the basic learning theories and principles as bases for the
design, development, implementation and evaluation of instruction using education technology. Students are expected to acquire
skills in integrating technology in various content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
COURSE OUTCOMES:
1.Define educational technology and explain its relationship with other terms in the teaching learning situation;
2. Trace the development of educational technology under different era and the corresponding educational technology used;
3. Give the roles and function of educational technology;
4. Prepare and present a multi-media presentation on a specific lesson and grade level/ year level;
5. Give the importance of putting up and maintaining an educational media.

INSTRUCTOR: MR. RALPH V. DIAZ

FACEBOOK PAGE:

https://www.facebook.com/ralphdzzz/
PHONE NUMBER:
Globe: 09052116476

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 SECTION II
Learning Theories and the
Instructional Design Models

Section Intended Learning Outcomes (SILO)

• Integrate the theories and the different instructional design models in designing models
for a learning experience.

LEARNING THEORIES RELATED TO EDUCATIONAL TECHNOLOGY

ENGAGE
Teachers are now aware that teaching and learning can be enhanced by technology. Likewise, technology begins to
change the vision of education because it appears to be an important component of a teaching-learning program. Nowadays, many
teachers are using technology along with the application of appropriate theories of learning.
Technology allows students and teachers to live within the four pillars of education: learning to be, learning to do, learning
to live together, and learning to learn. Because of these, Information and Communication Technology focused on computer
assisted instruction. Both teachers and student use the computer to learn new ideas and recent research which are unknown and
search about them. New innovation of technology is shaping the future of higher education and influencing teaching
methodologies. The globalization of the technology continues to change the way we live and work. Teaching and learning are more
effective when the technology is added to the classroom and when used to improve students’ learning and to help them reach their
goals. Effective use of technology will also benefit that learning process the learning process if it motives the learner and provides
and authentic learning experience thar continues beyond the virtual and physical classroom. Also, teachers have to be aware of
the interest student have a technological world and take this interest and use it as a means to develop competitive individuals for
the society, the country and the world.

LEARNING
WHAT IS LEARNING?
The following diagram and discussion will make you realize what learning us.

LEARNING

It is the process of acquiring, It involves relatively permanent

remembering, and applying changes in behavior or
skills, knowledge, attitudes, knowledge as a result of an
and other modes of response. experience or practice.

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The concept about learning in the diagram exemplify that learning is both a process and a product. It is also
emphasize acquiring knowledge or skill after an experience practice.

This is illustrated below:

• Clara does not usually eat amplaya at home. Her teacher in technology and Livelihood Education showed a
Powerpoint presentation about the food value of ampalaya such as a good source of Vitamin A, Vitamin C,
Iron, and Phosphorus. Following the lesson, the class prepared recipes using ampalaya as the main
ingredient. Her mother was so glad to know that Clara learned to eat vegetables.
• Ramon was amazed with the knowledge he learned from surfing the internet though his computer. He
obtained different views about the things he can access from the internet.
• David was taught to use the electronic mail by his teacher. He found that he could hear fresh news from
friends thought e-mail. From then on, he checks his e-mail everyday and send e-mail to them.

What have been your behavior after being exposed to the following skills:

• Knowing the value of dental hygiene

• Facebook
• Surfing materials about the lesson using a cellphone
• knowing the value of fruits and vegetables

PRINCIPLE OF LEARNING AND THEIR APPLJCATION IN THE CLASSROOM

The teacher make use of principles in designing classroom episodes. Classroom episodes are the collection of
activities to realize the intended learning outcomes the following the principles of learning and how they can be
applied in the classroom setting.

PRICIPLES INTENDED LEARNING OUTCOME CLASSROOM EPISODE

Learning by doing is more effective Show authentic sense though finger Encourage the student to move
than sitting and listening painting freely like a wind blowing. Let the
students move their hands like
blowing wind. Students apply finger
painting on a cardboard imitating
how the wind blows
Present concept in various ways Explore the reaction of metal to acid Have the student pour ½ cup of
vinegar in an aluminum pot and let
it stand for 30 minutes to hour and
heat it. Pour the vinegar in a glass
and see what happened. There’s
discoloration to the portion of the
pot where the vinegar was heated.
There’s also a change in the color if
the vinegar.

Acid reacted on metal.

Application: do not use metal in

keeping fruit salad in the
refrigerator. The salad will be
spoiled. Why?
The fruit salad has pineapple which
is acidic. The pineapple will react to

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 the metal container, which will give
the salad a rancid taste.

Learning is aided by formatting and Explaining how colors are produced The teacher asks the students how
asking questions using primary colors. the color are produced.

The teacher asks the following

questions:
1. what are the primary colors?
2. which color is produced if you
mixed red and yellow? ( student get
their water color and mix red and
yellow in a container)
3. which color is pr which color is
produced if you mixed red and
blue? (Students do the same as in
number 2 but using red and blue
colors.)
Which color is produced when you
mixed yellow and blue?

More effort is put forth when task Compare and contrast the cellphone Some students hold on to their
challenging. and computer cellphones and look at what they
can do with it. Other students are
seated in the front of a computer
and list what they can do with it.
Student with cellphone report their
list of can be done with the
cellphone and service can be
obtained from it.
The same will be done by those in
front of the computer.
Student then summarize their
findings.
Readiness is related to the learner’s Describe the events that will Illustrate the effect of a strong
stage of development and their happen when there is a typoon. typhoon.
various learning.
Write a story about what happen to
crop and plants when there is a
typhoon.

LEARNING THEORIES
How teachers view the role of technology and media in the classroom depends very much on their beliefs
about how people learn. Over the past half-century, there have been several dominant theories of learning. Each has
implications for instruction in general and for the use of technology and media in particular. Driscoll (2asis005)
discusses learning theories and their impact on teaching decisions in greater detail.

The analysis and application of the learning theories will also determine the appropriate technology
application in classroom to ensure the efficient and effective integration. Technology made us a lot modifications on

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how teachers and student access, gather, present, and transmit information by giving them more power in the
classroom. (Dooley, 1999).

Learning theories provide a pedagogical basis for understanding how student learning As McLeod noted:

Each theoretical perspective offers benefits to designer but the perspective must be taken into context
depending upon the situation, performance goal(s) and learners. And since the context in which the learning takes
place can be dynamic and multi-dimensional. Some combination of the three learning theories and perhaps other
should be considered and incorporated into the instructional design process to provide optimal learning.

Learning theories provide a pedagogical basis for understanding how students learn. As McLeod notes:

Each theoretical perspective offers benefits to designers but the perspectives must be taken into context
depending upon the situation, performance goal(s) and learners. And since the context in which the learning takes
place can be dynamic and multi-dimensional, some combination of the three learning theories and perhaps others be
consider and incorporated into the instruction design process to provide optimal learning.

Behaviorism
Here are the key concept about behaviorism and their relevance to educational technology.

Key Concepts

• Behaviorism is the theory of animal and human learning that focuses on objectively observable behavior and
discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new
behavior.
• Experiments of behaviorist identify conditioning as a universal learning process. There two different types of
conditioning, each yielding a different behavioral pattern:
1. Classic Conditioning occur when natural reflex responds to a stimulus. The most popular example is
Pavlov’s observation that dogs salivate when they eat or even see food. Essentially, animals and people
are biologically ‘wired’ so that a certain stimulus will produce a specific response.
2. Behavioral operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant
conditioning is a simple feedback system. If a reward or reinforcement follows the response to a
stimulus, then the response becomes more portable in the future. For example, leading behaviorist B.F.
Skinner used reinforment techniques to teach pigeons to dance and bowl a ball in a mini-alley.

In behaviorism, the learner are passive and just responding to stimuli. The teachers design the learning
environment. They shape the learners’ behavior by positive and negative responses reinforcement. The
teacher presents the information, then the student demonstrates their understanding from the teacher’s
presentation. Students’ assessment in the form of tests.

In behaviorism, the following are the relevant educational technology which can be used.

1. Observation of learners are bases for identifying material for reinforcing learning. Example are cards,
mathematics counters, pictures and charts to be used for learners who learn best with the use of visual.
2. Selecting stimulus. Some learners need varying stimuli to learn. There are learners who learn faster being
exposed to the real object or actual experience while others learn from pictures and stories.
3. Educational technology used by the teacher can help elicit the outcome which are easily observed like use
and production of proper words in writing are easily observed like use and production of proper words in
writing in story, creating greeting cards for special occasions, using the dictionary to get the word meaning =,
throwing and catching ball correctly in physical activities and other observable behavior which correspond to
expected outcomes.

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 4. Educational technology to be utilized in developing mastery learning can be used in behavioral approaches.
Students are repeatedly exposed to a technology until such time that mastery of a skills, knowledge and
attitudes is manifested outcomes.
5. Technology to promote motivation, classroom management, and special education need are also used in
behaviorism. Example, is the technology or art of story telling to motivate student to imbibe values like
honestly, respect, patriotism, good classroom behavior like orderliness and systematic presentation of
assignment, good and proper eating habits, thoughtfulness and cooperation.

Possible Learning Activities is Behaviorism

1. Instructional cues to elicit correct response. Examples are: hand signals, signages like danger, speak softly,
speak louder, forming circles or lines and direction (left, right, up, down, forward, etc.)
2. Practice paired with target stimuli. Teachers can provide standards which the students a follow for proper
action and behavior like standard for reading properly, standard for joining a field trip or safety rules when
working in a laboratory.
3. Reinforcement for correct response. The teachers can adopt varied ways to encourage student to do well in
class like praises. Tap on the shoulder, a smile, ask the class to clap for good deeds and many more
acknowledgement of success in class work.
4. Building proficiency. The teachers can adopt ways to encourage student to be proficient in communication
skills, mathematics skills, work skills and other class activities.

COGNITIVISM
KEY CONCEPT
Cognitivism focuses on the “brain”. It involves processing and storing information. Instructional designers
must analyze thoroughly and consider appropriate task needed to allow learners to process the information
effectively and efficiently they received. Instructional material designers must consider the relevant learners
characteristics that will promote or impede cognitive processing of information such as the following:
• Conduct task analysis and learner analysis
• Create test
• Create learning materials according to any of the instructional Design Models.

Constructivism
Key Concepts

Learning is an active process in which learners construct new ideas or concepts based upon their
current/past knowledge, social interactions, and motivations.

• Educators focus on making connections between fact and fostering new understanding in student.
Instructions tailor their teaching strategies to student responses and encourage student to analyze,
interpret, predict information. Teachers also rely heavily on open-ended question and promote
extensive dialogue among students. Constructivism calls for the eliminations of a standard curriculum.
Instead, it promotes using curricula customized to the student’s prior knowledge. Also, it emphasizes
hands-on problem solving.

Constructive is a movement that extends beyond the ideas of cognitivism, considering the engagement of
student in meaningful experience as the essence of experiential learning. Shifting from passive transfer of
information to active problem solving and discovery, constructivists emphasize that learners create their own
interpretations of world information. They argue that the students situate the learning experience within their own
experience and goal of instruction is not to teach information for their own understanding. The role of instruction is
not to teach information for their knowledge rather than to dispense facts. Constructivist believe that learning
occurs most effectively when student are engaged in authentic task relate to meaning context (i.e., learning by

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doing). The ultimate measure of learning is therefore the ability of the student to use their knowledge to facilitate
thinking real life., an approach that fits with the learning abilities of 21 st century learners need for an uncertain
future, in which they must solve problems that not only capitalize on their existing knowledge but also require them
to seek additional information or skills in finding effective solutions.

RELEVANCE OF CONSTRUCTIVISM TO EDUCATIONAL TECHNOLOGY

Constructivism is characterized by open-ended expectation where results and methods of learning

themselves are easily measured and may not be consistent with the learner.

TECHNOLOGY UTILIZATION

Principle of Effective Instruction

As a classroom teacher, your role is to establish learning environments that foster the defined outcomes for
your learners. At times, those outcomes may be based on local or national learning standards; at other times they
maybe based on negotiated outcomes with individual learners. Whichever direction you take, you need to think
continually about how to engage your student in the learning process.

As educators continually seeking ways to improve our practice, it is important to consider how to engage
learners in their learning. Because one common feature across all classroom setting is the variety of learning levels
needs among student, it is also critical to determine the best ways to meet the needs of all our learners. Teachers
need to become skilled at differentiating instruction to ensure instruction to ensure that all learners are challenged
adequately and appropriately in their learning.

The following principles of effective instruction have evolved from a variety of sources.

1. Assess prior knowledge. Before you can properly provide instruction, you should gather relevant information
about each student’s knowledge and skill level. You need to know knowledge your student already have learned. To
learn from most materials and activities, student must possess prerequisite knowledge and skills. ( Newby, Stepich,
Lehman, &Russell, 2010)

2. Consider individual differences. Learners in term of personality, general aptitude, knowledge of a subject, an
many other factors. Be aware of multiple learning needs of your students. For example, whether a language other
than English is spoken in a child’s home. You need to consider the technology and media experiences your students
have had and what resources are essential to help your students learn. Effective instruction allows individuals to
progress at different rates, cover different materials, and even participate in different activities (Cooper & Varma,
1997).

3. State objectives. For you and your students to know where instruction is going and what is to be accomplished,
the goals must be specified. Learning objectives must match expected outcomes or standards. (Mager, 1997).

4. Develop Metacognitive skills. The skills of selective monitoring, evaluating and adjusting their approaches
enhance students’ learning and help to make them lifelong learners. Learners need assistance in understanding how
they learn and what resources help in that process. (Nelson, 1992).

5. Provide social interaction. Teachers and peers serving as tutors or group members can provide a number of
pedagogical as well as social supporters. Learners gain experience and expertise when collaborating with others in
and beyond the classroom. (Jonassen, Howland, Marra & Crismond, 2008).

6. Incorporate realistic contexts. Learners are most likely to remember and to apply authentic knowledge presented
in a real world context. Rote Learning leads to “inert knowledge”; that us, learners know something but cannot apply
it to real life, students benefit from understanding how their knowledge and skills fit into the world around them.
(Bransford, Brown & Cocking, 2000).

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 • Engage students in relevant practice. The most effective learning experiences are those requiring
learners to practice skills that build toward the desired outcome. Learner participation increases the
probability of Learning. Practice, especially in varying contexts, improves retention rate and the ability
to apply the new knowledge, skill or attitude. Practice promotes deeper, longer lasting learning.
(Morrison & Lowther, 2010).

8. Offer frequent, timely and constructive feedback. Student learning requires accurate information on
misconceptions, misunderstandings, and weaknesses. Learners need to know if their thinking is on track. Feedback
may come from a teacher. A tutor, electronic messages from a computer, the scoring system of a game or oneself. In
addition to knowing that responses are incorrect, students need to know why they have been unsuccessful and how
they can improve their performance. Further, knowing details about their correct responses in terms of how and
why they are accurate helps students understand more about what they have learned (Black & William, 1998).

Principles of Effective Technology Utilization

Teachers are expected to be competent in the use of technology in their teaching (Bowing, D’Onofrio, & Marker
2006). This is especially true when working with 21st century learners and addressing the skills outlined for them, for
which teachers not only need to use technology effectively in their teaching but also need to guide students in using
those tools to enhance their learning. The advent of newer technologies requires critical decisions related to the best
tools to integrate into teaching.

The National Education Technology Standards for Students (NETS-S), noted in the following list specifically
outline expectations for students use of technology to guide their learning (International Society for Technology in
Education (ISTE), 2007).

• Creativity and Innovation

• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving, and Decision Making
• Digital Citizenship
• Technology Operations and Concepts

Many of these standards address the essential elements for success in acquiring 21st century knowledge and
skills. Teachers also have standards for acquiring these skills. These are also provided by the ISTE namely:

• Student Learning and Creativity

• Digital-Age Learning Experiences and Assessments
• Digital-Age Work and Learning
• Digital Citizenship and Responsibility
• Professional Growth and Leadership

As a teacher, you will be expected to enhance students’ abilities to engage in the use of technology to
support their learning and address these six areas of competency, also known as technology literacy skills.

You can combine knowledge and skills related to content areas and information literacy skills by using
technology in ways that help students learn information and communicate knowledge. For example, in a
science lesson on weather, you can present a problem to your students that will require them to search
websites for data or information, use communication tools to collaborate with outside experts, generate
solutions to the problem collaboratively, and present their ideas to classmates using creative resources. By
approaching your instruction in that manner, you have addressed many of the standards by which your
students will be measured and will be given guided practice in developing their knowledge and skills.

Principles of Effective Media Utilization

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We are continually learning from multiple sources of media that provide us with information and challenge our
thinking. As users of these sources, we need media literacy skills to know how to access them, how to understand
and analyze the content, and how to create new media messages (Stanburry, 2009).

Text, Television, video and a host of the other media sources that will be covered within this textbook are all valid
and vital sources of information. Your role is to guide your students to use these media as sources for their learning
in ways that are wise, safe and productive. For example, students need to learn to find multiple sources to verify
facts that may have heard on the television news. They need to learn to be critical users of these resources to ensure
that they are well-informed and their conclusions are accurate. As mentioned earlier, the ISTE NETS-S address many
of the skills learners need to be successful consumers of the media resources surrounding them.

Furthermore, your teaching approach should provide students with opportunities to explore how to use these media
resources to communicate their knowledge.

Principles of Effective Text Utilization

Text is everywhere in students’ learning experiences. Text materials include textbooks, fiction and nonfiction books,
newspapers, booklets, computer screens, magazines, study guides, manuals, and worksheets, as well as word-
processed documents prepared by students and teachers. Textbooks have long been the foundation of classroom
instruction. The other forms of technology and media discussed in this textbook are frequently used in conjunction
with and as supplements to text-based materials. The 21st century learner encounters text as a means to gather
information or to communicate is known as text literacy. The two aspects to becoming literate in the use of text as
part of the learning process are reading and writing. Reading is the ability to generate text through tools such as
pencils, pens or computers to communicate. Both skills develop over time and the technology and media you use as
a teacher can help address their development.

Advantages

• Availability. Text-based materials are readily available on a variety of topics and in many different formats.
• Flexibility. Text us adaptable to many purposes and may be used in any well- lit environment.
• Portability. Texts are easily carried from place to place and do not require any equipment or power supply.
• User friendly. Properly designed text materials are easy to use, requiring no special effort to “navigate”
through them.

Limitations

• Reading Level. The major limitation of text materials is the reading level needed for comprehension. Some
students are nonreaders. Others lack adequate literacy skills for text materials above their reading level. Still
others lack the prerequisite knowledge to comprehend the vocabulary and terminology.
• Memorization. Some teachers require students to memorize many facts and definitions, which diminishes
text materials to mere memorization skills.
• Vocabulary. Some textbooks introduce a large number of vocabulary terms and concepts in a short amount
of space, placing a heavy cognitive burden on students which may be overwhelming for some.
• One way presentation. Because most text materials are not interactive, they tend to be used in a passive
way, often without comprehension.
• Curriculum Determination. Sometimes textbooks dictate the curriculum rather than supporting it. Textbooks
are often written to accommodate the curriculum guidelines of particular states or provinces. Consequently,
the preferences of these authorities disproportionately influence textbook content and its treatment.
• Cursory appraisal. Selection committees might not examine textbooks carefully. Sometimes textbooks are
chosen by the “five-minute thumb test” whatever catches the reviewer’s eye while thumbing through the
textbook.

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Integration

The most common application of text materials is presenting information. Students are given reading
assignments and held accountable for the material during class discussions and on tests. Teacher-made handouts
can also complement a teacher’s presentation or students may use them to study independently. Students can use
text materials to augment either teacher-presented information or other forms of media. Students frequently refer
to supplementary printed materials (such as books and magazines from the media center) to locate information on a
specific topic not covered in their textbook.

Teachers need to understand the best ways to use text to facilitate learning. Designing good text-based
materials involves a few basic elements:

• Font choice. Remember to select a clear font that helps learners to read the information. Select only one or
two fonts; It is not necessary to use many different typefaces in a single document. Keeping it simple and
clean is best when selecting fonts for your text materials.
• Background and patterns. When putting text on a page, website or presentation, use backgrounds that are
not busy with distracting images. Don’t scrimp on the page margins or use of space. It is better to use double
spacing and wide margins, making it easy for learners of all ability levels to read.
• Arrangement. Use space and text styles like bold and italics, to help your learners find the information
quickly and easily. By using headings and changes in text styles, you guide your learners through the material
to help them garner the most important information. This is especially useful when you have challenged
readers in your classroom.
• Check and revise. Always be sure to proofread your materials. Spell-checker software helps but it is not
perfect. You might mean to type the word “then” but only manage to type “hen”. Your spelling checker will
accept this as correct, when the meaning is clearly impacted by the misuse of the word. You should also
carefully review and prepared to revise your phasing of certain critical text such as instructions to help
ensure that all your students will understand the message correctly.

Text based materials are used in all subject areas and with students with all ages once they learn to read. The media
center provides a variety of text materials on countless topics and in almost every conceivable format. Guidelines
and examples are found in When to Use Text-based materials and Using text materials in the classroom.

Evaluation

As a teacher, you will want to consider all the types of text based materials your students will be
encountering in your classroom as well as their individual reading abilities. You’ll want to be sure that they are able
to read and comprehend the messages that they encounter. Address your students’ literacy levels by assessing their
reading ability and putting them into appropriate learning groups to develop reading and literacy skills. Address
materials by taking the time to evaluate all reading materials in your classroom. For example, textbooks are often
prepared at a general grade-specific reading level without regard to the actual reading levels of individual children in
your classrooms. You will also want to be sure that your students can read other content area text and resources as
well. You will find the selection rubric: text materials at the end of this chapter helpful when you review text-based
materials in your classroom.

When to Use Text-Based Materials

Use when student learning will be enhanced by…

GUIDELINES EXAMPLE
Reading text information for which they will be held Students read an assigned article from an online
accountable source.
Supplementing teacher-presented material Students use library books, encyclopedias, or
newspapers to add to their knowledge of a topic.

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 Using handouts that guide them through learning Students use a step-by-step guide to write a book
activities report.
Implementing the Survey, Question, Read, Recite and Students survey, ask questions, read, recite, and review
Review method (SQ3R) printed information about the Bill of Rights.

Using Text Materials

Get learners actively involved with the materials. One technique is to have students use the “SSQ3R”
method: Survey, Question, Read, Recite, and Review.

• Survey stage requires students to skim through the text material and read the overview and/or summary.
• Question stage requires students to write a list of questions to answer while reading.
• Read stage, students are led to look for the organization of the material, put brackets around the main ideas,
underline supporting details and answer the questions written in the previous step.
• Recite requires them to test themselves while reading and to put the content into their words.
• Review suggests that the students look over the material immediately after reading it, the next day, a week
later, and so on (Robinson, 1946).

Direct student reading with objectives or question, and provide a worksheet if one is not included with the
materials.

Emphasize the use of visuals in text materials and teach students to study visuals in an effort to increase
their comprehension of the content.

APPLY:

Name:_________________________________________________ Date:____________________

LESSON PLANNING

This activity will apply certain theory to a particular lesson you plan to teach.

Write a Lesson plan about a topic you are interested to teach using any of the three theories of learning.

Use the format below:

Lesson
Outcomes
Materials
Procedures

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 Answer the following:

1. What theory did you employ in your lesson?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. What strategies did you use to clearly show the theory in the discussion?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. How was technology utilized?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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 ASSESS:

Name:________________________________________________ Date:_______________________

Comparing Theories

This activity will show the comparison among the three theories of learning that are related to Educational
Technology.

Show through a table the comparison of the different learning theories as to key concepts, relevance to
educational technology, strategies applying the different theories and the technology competencies.

Key Concepts Relevance to Strategies Technology

Educational Competencies
Technology

Behaviorism

Cognitivism

Constructivism

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