TECHNOLOGY FOR TEACHING AND LEARNING 2

-THE SYNERGY OF TECHNOLOGY WITH BASIC LEARNING THEORIES,

PRINCIPLES AND PRACTICES-

BASIC LEARNING THEORIES

Your Intended Learning Outcome:
 Discuss the basic learning theories and tell how synergy with specific
educational technology can be achieved

BASIC LEARNING THEORIES VIS A VIS TECHNOLOGY APPLICATION

 USING PRESENTATION IN TEACHING
Teacher can use computers to create visually and audibly appealing presentation that utilize a
variety of media tools. By using presentation software applications, students can also develop
their project outputs and reports to be able to share in the class or in the World Wide Web.
Both teachers and students can learn variety of skills in the process of planning, developing,
presenting, and evaluating their presentations.
Akpinar (2014) endorses the use presentation software applications like animation as they
improve students understanding of static electricity concepts. Another study conducted by
Eliyawati & Mudzaki (2017) presented that using presentation software like multimedia is
student-centered and teachers and teachers can teach by context approach and a context-
oriented approach. Smith & Suzuki (2015) found out that presentation software like screen-
capture used in the class improved the performance of secondary school students because the
embedded multimedia lessons are accessible outside their classroom.
Presentation software applications are commonly used in business and other disciples for
presentation. These are also very powerful tools in the classroom.
Presentation software applications allow learners to;
1. Present subject report with audio, visual, image and animations;
2. Develop and present their group project using real-world visual presentation
3. Present charts, tables, graphic, charts, and others that are useful to facilitate their
understanding subject concept
4. Show data store in graphic organizers that cannot be fully presented by a printed material
5. Develop digital investigation report or digital science investigatory reports
6. Show result of survey, questionnaire and other forms of assessment activities
7. Articulate and crystalize their ideas using the special features of presentation software apps
8. Experience learning process through the integration of content in the presentations
9. Enjoy developing their project; thus, are highly involved
10. Commit to the quality of their work, both content and form, because they don’t only
present what their classmate hear but what they also see;
11. Present information in condensed form and focusing on salient points because of the
limited area in slide presentations; hence, avoiding digression and drifting
12. Communicate their ideas in an innovative manner and express themselves in ways they
feel comfortable with
The following are some guidelines that Brooks and Gavin (2015) shared in designing
presentation:
Basic Instructional Design in Preparing Presentation
1. Setting Up the Presentation Class
It is not enough to simply tell students to go and do a presentation. Students have to be taught
the skills involved in giving a presentation. This can include such things as when to use eye
contact, how to organize a presentation, how to connect to audience, how to use body
language and manage time and how to construct an effective PowerPoint presentation. Since
oral presentations involve multiple communication and language skills, it is focus on the
specific presentation skills that are needed to present in front of others. These included things
like voice projection, eye contact and the use of gesture.
2. Organization of the Presentation
Proper organization of information is one of the most important competencies that must be
develop amongst students. Hence, before beginning to work on developing presentation, it is
important to understand the genre of oral presentation. There is a need to learn how to
separate the presentation into meaningful sections and presenting each section separately to
reduce the cognitive work that required of I presentation.
3. Presentation Skills
In developing oral presentations, it is very important to consider to spend time in the delivery
of their outputs. These items are important to the students for two reasons. First of all, they
enable students to be successful when they present in the class. Secondly, the language and
grammar students learn in the course of giving a presentation will be useful students learn in
the course of giving a presentation will be useful for them in other situations that involve
spoken English (Thornbury,2005)
4. The Use of Visual Aids
Visual Aids are an important part of oral presentations because they provide support for both
the speaker and listeners during the presentation. Visual aids can be used to give more details
about the topic, help the audience members to understand what is being said, and serve as
concrete reminder of the message for both the audience and the presenter. The type of visual
aid used can vary depending on the topic of the presentation. Visual aids helped cater
different learning styles.
5. Performing Self-Reflections
The final stage of each oral presentation involves students writing a self-reflection of their
own presentation. Writing skills are further enhanced together with the ability of the students
to do self-reflection.
USING SPREADSHEETS
Spread sheets are very helpful in introducing some lessons. Through spread sheets, one can
teach with tables and charts, make a table and a graph, compute students’ grades. Spread
sheet programs are not only beneficial to business but are also beneficial to any subjects.
Apart for being built around a grid of cells that hold numerical data, spread sheets also
contain text, dates and other content that can be presented in science course for discussions.
There are essential ideas that teachers may consider doing when employing spread sheets;
1. Reinforce learning scientific and mathematical languages in other fields.
2. Add well-designed charts and tables to reports to enhance students’ non-verbal reading
skills.
3. Allow students to create their own charts, graphs, tables, and the like, their computational
skills and spatial skills are developed and enhanced.
4. Give students completed chart and see if they can reconstruct underlying worksheet. This
goes a long way toward helping them to understand the relationship between the data and the
chart.
5. Require that science laboratory and research papers contain some type of chart to help
support their findings. Encourage them to look for samples form the World Wide Web.
6. Let students explore websites that have table presentations for teaching and let them
discuss how these were used to facilitate the acquisition competencies.
7. Let the students look for charts in learning materials like textbooks and others and discuss
why these were used.
8. Teach the principles of financial literacy and management as it is also important to learn
these concepts in the context of life skills.
9. Explain numerical concepts by showing the relationship between numbers and their
concrete representation in charts and graphs.
10. Demonstrate how spread sheets are useful in preparing assessment and evaluation tools
for students’ performance.
Two Fundamental Characteristics of Cognitive Functioning: Organization and Adaptation
ORGANIZATION – is the systematic arranging of perceptual and cognitive information into
meaningful patterns called cognitive structures.
It is actually putting the information concepts and ideas gained together and relating them
into internally organized wholes.
It is integrating new learning to the old or existing ones.
What one previously knows and understands are not disregarded. They are being enhanced as
the learner widens his perspective about the issues or tasks on hand.
It further means, the acquisition of new knowledge and adding them to the stock knowledge
one already possesses.
ADAPTATION, on the other hand, is the process thru which the person seeks an equilibrium
or balance between what he/she perceives, knows, and understand. This involves
assimilation, which is the process of fitting what is perceived and experienced into existing
cognitive structures.
This is choosing the experience that has meaning and relevance, the very same principle that
is being espoused by CONSTRUCTIVISM.
Critical thinking, judgement, and application and evaluation of the worth of the material or
information must be undertaken by the learner in order to be able to get the most useful and
functional information.
SYSTEMATIC BEHAVIOUR THEORY