Republic of the Philippines
ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
R.T. Lim Boulevard, Baliwasan, Zamboanga City
PED 8: Technology for Teaching and Learning
“Theories and Principles in the Use and Design of Technology Driven Learning Lesson”
NAME: Jaituni, Rhidzka A.
Ibrahim, Farhaiza
Inut, Marylen
Jimera, Patrick
COURSE CODE: PED 8
COURSE/YEAR/SECTION: BTVTED FSM 11-G
Week 7 – Current Trends and Practices of Technology in the 21 st Century
A – ACTIVITY
Before we start our formal discussion, the class will have an activity regarding on the topic.
We named the activity “Pick Me!” , where in students are divided into three groups or four groups
depending on how many learners are in the class. When everyone are in their groups already, each
member of the group has their own assigned numbers. Then they will be given a picture to analyze
and understand. Everyone in the group should give ideas and thoughts on the picture that were given
to them because after that we will pick a number and whoever number is picked, will be the presenter
of the picture that was given to them and share to the class the ideas and thoughts they talked about.
A- ANALYSIS
After all picked presenter of each group shared their ideas and thoughts on the picture
given to them, now the presenters will ask them questions on how do they find the activity,
what are their observations on the activity they did, what can they say to the pictures and
what is the connection to our lesson for this day.
A – ABSTRACTION
CURRENT TRENDS AND PRACTICES OF TECHNOLOGY IN THE 21 ST CENTURY
• The emerging trends in educational technology focus on connectivity, versatility and
student-centered learning.
EDUCATIONAL TRENDS
1. VIDEO-ASSISTED
LEARNING – Video-assisted learning enriches the lessons and directly influences student
performance.
2. B L O C K C H A I N T E C H N O L O G Y - Blockchain technology has a significant
role to play in the education sector, especially in data storage.
3. Artificial Intelligence - applications that perform complex tasks that once required human
input
- One of the most promising applications of using AI in education technology is
automating activities like grading.
4. Gamification - Students can learn valuable information while feeling like they’re playing
a fun game.
- It can also create a positive environment in the classroom and help students
collaborate.
5. Immersive learning with VR and AR - Immersive learning is a style that engages
students’ senses. Whereas VR provides a constructed reality, AR gives a better and
enhanced view of the image.
6. Cloud Technology - Students can access programs and files from any device, including
laptops, desktops, tablets and phones.
PRACTICE OF BLENDED LEARNING
Definitions and Development
Of Blended Learning
- The author would like to view blended
learning as a “a combination of strategies and
approaches in the process of teaching and learning
using web-driven instructional resources.”
MODELS OF BLENDED LEARNING
Horn and Staker (2014), came up with the graphic visual representation of blended learning. The graph
illustrates the combination of brick-and-mortar classroom representing the face-to-face instruction with
blended learning.
1. Rotation Model - Students rotate on a fixed schedule or at the teacher’s discretion between learning
modalities, at least one which is online learning.
FOUR SUB-MODELS UNDER ROTATION MODEL
• Station Rotation - Students rotate through all of the stations, not only those assigned to
them.
This approach observes the following simple steps;
STEP 1 – Create Collaborative Learning Stations or CLS.
STEP 2 – Assign specific learning task for each collaborative learning station.
STEP 3 – Give clear and simple directions.
STEP 4 – Give ample time for the CLS to complete their assigned learning task.
STEP 5 – After completing the assigned learning task on a specific time allotted, the
students will move or transfer to the next CLS and perform the given task of that CLS.
STEP 6 – After the students have completed the rotation to the different CLSs, a teacher-led open
discussion can follow where the teacher pursues, and put in context the learning experiences of the
class from the different learning stations.
• Lab Rotation Model - The students rotate to the computer laboratory or in multimedia room for
the online learning stations.
• Flipped Classroom - The content is primarily delivered online which makes flipped classroom different
from the other rotation models where the students simply do their homework online at night.
• Individual Rotation - The teacher provides the individual student schedules.
2. Flex Model - Provides the students with an individualized and customized mobility on more flexible
schedules among learning modalities.
3. A La Carte Model - This focuses on a course that a student takes entirely along with the other
experiences that the student is having at a brick-and-mortar school or learning center.
4. Enriched Model - Students seldom meet face-to-face with their teacher. It differs from a fully online
course because face-to-face learning session are optional and only when required (Horn & Staker,
2014).
TWO TYPES OF ONLINE COMMUNICATION
• Communication, as Wiener (1950) defines it, is a matter of exchange of messages “between man and
machines, between machines and man, and between machine and machine”.
Asynchronous Communication
- Associated with learning anytime and anywhere.
Synchronous Communication
- Doing specific task at the same time.
THREE FORMS OF ONLINE INTERACTION
•According to Moore and Kearsley, “Active learning will not take place in an online environment unless
the interaction is deliberately planned and the teacher encourages it.
• Moore (1989) cited and defined (3) forms of interaction in distance education.
Teacher to Student Interaction
• This type of interaction requires real-time communication and, therefore, it is synchronous.
• The chat room is one basic tool where teacher-to-student interaction normally takes place.
• This type of interaction requires real-time communication and, therefore, it is synchronous.
• The chat room is one basic tool where teacher-to-student interaction normally takes place.
Student to Content Interaction
• Refers to the time the learner spent interacting with course content including textbooks,
PowerPoint lecture, presentations, web pages, and discussion forums. (Su, Bonk, Magjuka, Liu, &
Lee, 2005).
• The development of Open Educational Resources in various forms further provides teachers
and students with an array of instructional resources for student-content interaction.
Student to Student Interaction
• This type of interaction takes place between and among online students.
OTHER FORMS OF INTERACTION
Learner/Interface Interaction
• The process of manipulating of tools to accomplish a task. (Hillman, Willis, and Gunawardena 1994)
Vicarious Interaction
• Introduced by Sutton (2000)
• “when a student actively processes both sides of a direct interaction between two other
students or between another student and the instructor”.
Teacher-to-Content
•Cited by Friesen and Kuskis (2012)
• The development of the Open Educational Resources in the Web poses several issues and concerns
particularly to novice online teacher.
LEARNING MANAGEMENT SYSTEMS
•Defined as course management software used to deliver educational and training programs online.
TOOLS AND RESOURCES OF LMS AND THEIR FUNCTION
•Help users design, develop, and organize their online programs.
Workspace - “My Workspace” is a place where you can keep personal documents, create new sites, maintain a
schedule, store resources, and much more.
Announcement Tool - Another LMS tool where online teacher may use to post announcement for the class.
Resources - A tool designed to serve as a repository of all instructional materials such as journal articles,
PowerPoint lecture Presentations, videos and other multimedia materials.
Syllabus - This tool is where online syllabus is posted.
Chat Room - A virtual classroom where the teacher and students meet in real-time.
Discussion Room -Another LMS tool where asynchronous communication between the teacher and the
students and between and among online students can take place.
Assessment Tool - Online teachers can likewise give online tests.
Whisper Button - Teachers may use this tool to communicate to a particular student or a group of students for
any particular message intended only for them and not for the entire class.
CLASSROOM MANAGEMENT IN A VIRTUAL LEARNING ENVIRONMENT
• The use of the chat room for synchronous communication requires some set of rules or guidelines for
effective teaching and learning to take place in an online environment.
GUJDELINES IN MODERATING SYNCHRONOUS SESSION IN A CLASSROOM
• The teacher greets the students upon entering the Chat Room.
• To check the attendance, you may advise students to state their name and location.
• Do not the class discussion if majority of the class is not present.
• Spend time to socialize with students by way of asking light and friendly questions while waiting for the
others to enter the Chat Room.
• Advise students not to post their answers unless they are asked to.
• Encourage students to reflect to on the questions raised by the teacher, and on the answers of their
classmates while waiting for their turn to react or participate in the discussion.
• The teacher should follow up or sustain the discussion by way of encouraging the students to their reactions.
• Use the messages or whisper button to address specific needs or concerns of a particular student or group of
students. Avoid reprimanding students in the Chat Room.
• Schedule chat session in a group of 10 to 12 students to promote and sustain online interaction.
• Try to use emoticons to motivate the students and to enliven the discussion.
• In the event of a need to leave the Chat Room, always post a note so that everyone is aware of your exit. Do
the same when you return.
• Always encourage students to think and reflect at all times. Prepare questions that will engage students in
higher cognitive thinking.
• The teacher or the chat moderator is encouraged to use a different font style and color for ease in
identification.
• Predict the closing time for the chat. Summarize class discussions and conclude the meeting by way of
commending the students for their participation.
• As a general rule, observe other pointers on netiquette.
• Guidelines must be made clear to the students prior to a chat session (Habulan, 2004).
A – APPLICATION
After the discussion, the class is tasked to do the application or seatwork consisting of identification,
enumeration, and reflection prior to the lesson discussed.
The seatwork that will be taken by the class is shown below.
Name:_________________________ Date:___________
Program/Year/Section:_____________ Course Code:______
PART I
Direction: Read and identify what is being asked in the following sentences.
1. Students rotate through all of the stations, not only those assigned to them. – Station Rotation
2. This type of interaction takes place between and among online students. – Student-to-student
interaction
3. It can be defined as online course organizer software. - LMS
4. It is an LMS tool used to conduct synchronous online session. – Chat Room
5. He defines communication as a matter of exchange of messages. Wiener 1950
PART II
Direction: Give the Models of Blended Learning.
Rotation Model
Flex Model
A La Carte Model
Enriched Model
PART III
Reflection: Were you able to experience the forms of interaction in the classroom? What did you observe?
