ecalional

tedhnolog
Brenda B. Corpuz, Ph. D.
Paz I. Lucido, Ph. D.

LORI LORIMAR PUBLISHING INC.

Published by MAR
POBiSHiN
 sure thatat you
you don'
makc
book, just
most
from this from the
title to
o the peTSOnA
the
To get (18)
lessons
cighteen for
coherence. Missino
of the together
any part
postscript.
The parts

is like ending
were

with a
strung
broken chain.
You fail
to get a wh
wholistic panviey Table of Contents
two
of the lesson.
of balance. Input
nput ca
cquals Page
the principle
One principle
in nature is
The personal
effort you put
into this cours
course 1s outpy FOREWORD
What does
that imply?
If you want
to get
much out of
this coequa
output you get. invest little in course ACKNOWLEDGMENT
to the leaming Those who
this much. LETTER TO THE TEACHER
you
must be ready
to give
Those who
invest so
much will reap that
rean course
will get a little in return.
much LETTER TO THE STUDENT EX

too.
to be actively involvot
you the
opportunity
This book gives
to the Making the Connecti in h
process
from the Activity h.hae
learning something to ponder on
will leave you Meaning of Educational Technology 13
Even the Postscript

lesson.
let's strike the iron while it is h
Challenged? Then
Inspired?
Have fun!
Ler's
buckle down for leaming. Technology: Boon or Bane? 2

B.B.C.
The Roles of Educational Technology in Leaming 9
P.I.L

Systematic Approach to Teaching 36

The Cone of Experience

Using and Evaluating instructional Materials 55

Direct Purposeful Experiences 62

Teaching with Contrived Experiences

 Dramatized
Experiences 80
with
Teaching

ESSON
10
Demonstrations in Teaching
89

Resources and Field Trips 96

Meaning of Educational
Community
Most of
Making the
Technology
"Technology is more than hardware. Technology consisls of the designs
12 The Power of
Film, Video and TV in the
Classroom
104 and the environmenls that engage learners."
-

D. Jonassen

l 13
Visual Symbols 112
Teaching with
Focus Questions:
Projector and What is educational technology?
of the Overhead
Maximizing the Use How does educational technology differ from
the Chalkboard
137
technology in education?
How do educational technology, instructional technology
n 5 Multimedia: What It Is? 149
and technology integration, educational media relate to
Project-Based Learning and one another?

Multimedia
INTRODUCTION
Using the Project-Based Learning
as a Teaching-Learning Strategy 159 The organization of this course on Educational Technology
on the broad meaning of educational technology. That's
is based
I
why we start this course with a comprehensive understanding of
Assessment in a Constructivist, the term educational technology
Technology-Supported Learning 172

Brainstorming
Roles and Functions of an Educational Media Center 182 In two minutes, write down anything that comes to mind
REFERENCES 193 when you hear the phrase educational technology. (Teacher
AFTERWORD 196 writes them on the board.)

Read what you wrote.

xi
13
 Lesson 1- Meaning of Educational Techrnology

1.c.
their educational needs and desires,
ANALYSIS and discoveries
learning
to satisfy

Qvestions for Discussion

Educational technology is 'a complex, integrated process
the board, what Is
on
and organization for
involving people, procedures, ideas, devices,
written
Of the words
most evaluating. and
common? analyzing problems and devising, implementing, of
involved in all aspects
that are
related? If yes, how
how are thev managing solutions to those problems,
Communications
words
Are there human Iearning. (Association for Educational
technology:
rclated?
and Technology, 1977. The definition of educational
1-l6,
what most peo educational technology,
you draw
on In he definition of
What conclusion
educational technology is?
can
think A summary,
Washington D.C.: AECT).
and
of the designs
concept
on
educational
onal technoi
technology Educational technology consists
or
Is this common learners... and reliable technique
answer.
environments that engage
adequate?
Defend your
method for engaging learning such cognitive learning strategies
as
et al 1999).
and critical thinking skills." (David H. Jonassen,
in
about how problems
Educational technology is a theory
ABSTRACTION human learning a r e identified and
L. Peck, Brent G. Wilson, 1999).
As
solved. (David H. Jonassen,
a theory, cducational
Technology Kyle and
Educational of principles that explain
Meaning of technol0gy has an "integrated set

meaning of educational technology, it may predict observed events."

understand the
technology To of technology. The word a
with the meaning field involved in applying
relers to all the be good to begin word techne which Educational technology is a
in
Greek problems
ways peopBe use comes
from the
process to analyze and solve
integrated
heit invenions to
"technology"
the etymolog)y
of the word "technology" the complex,
H. Jonassen, et al 1999).
craft or art. Based on
the art human learning (David
setisty their needs therefore, relers to or craft of concerned
is
educational technology, which
term Educational technology is a field study
and desires educational needs. and resources for
to our educational methods
then educational responding with the practice of using (Lucido and
to process
only machines of facilitating the learning
refers
technology
technology Many people
think that the ultimate goal the total field
of
inctudes s and the like. All these form part As a field, it operates within.
computers, tv, videos, Borabo, 1997).
such as these and
educationa
educational technology is all more! education.
invendons - old of technology but "planned, systematic like teaching. It is
It is a profession
technology is
machines. a
and new to satisty Technology is no1 just Educational intellectual
outcomes a process the theory,
planned to implement
to achieve of organized effort
u r numan need method of working is the applied side of scientific made up
practical application
of e d u c a t i o n a l
technology

ieam. a product. Technology technique, and

not
also refers to any valid and et al 1999).
development."(Dale, 1969) Technology (David H. Jonassen,
above,
from basic research
derived technology given
reliable process or procedure that is the definitions of educational
broad termn. It
From
technology is a very
wikipedia.org?wiki/Educational
method."(http://en.
using the scientific "all the say that
educational
process
or

Technology refers to we can

in o u r method,
scientific findings
technology#Perspectives_and _meaning) their is the application
of
e d u c a t i o n in
order to effect
discoveries to satisfy field of
use their
inventions and working in the design, leaming
ways people Vol 19). So, procedure of and
instructional

World Book Encyclopedia, embraces

curriculum

needs and desires"(The inventions learning. It

u s e their
cducational
refers to how people
technology
 Eduaational Technology
16 Lesson 1-Meaning of Educational Technology 17
It is also a fiela
of teaching-learning.
environment, theories
of all human inventions for t
the use
and a profession. It is students leaeam.
in order that
to realize their mission

There are
to

other terms
teach

that are associated with cdueas

cation
SAPRISATIONL
across terms
like technology in eds 1. Work in small groups. Explain what educational technology
technology. We come
and technology integration in ed is by using this graphic organizer.
instructional technology
with ation
books, educational media. Are they synonymous educatio
technology?
of technolno.
Technology in in education is "the application
Technology
the institutions
those processes involved operating
in
ducation is any of lt includes the applicatio
which
he apphicaton house the educational enterprise. o
of technology technology to food, health, finance, scheduling, grade, reporti
to any of those and other processes which support education within
orting
institutione
processes
(David H. Jonassen, et al, 1999).
involved in
operaling the Instructional technology is a part of educational technologu
institutions Instructional technology refers to those aspects of educationat
which house
technology that "are concerned with instruction as contrasted to
the educational
designs and operations of educational institutions. Instructionat
enlerprise.
technology is a systematic way of designing, carrying out, and
Educational
evaluating the total process of learning and teaching in terms of Technology
specific objectives" (Lucido and Borabo, 1997).

Technology integration means using "learning technologies to

instructional introduce, reinforce, supplement and extend skills." (Williams, ed
technology 2000). Like instructional technology, it is a part of educational
is a part of
educational
technology. Technology integration is part and parcel of instructional
technology technology, which in tun is a part of educational technology.
Instructional Educational media are channels or avenues or instruments
technology relers of communication. Examples are books, magazines,
to those aspects
radio,
newspapers,
television and Internet. These media also
of educational serve educational
technology that purposes
are concerned
Which of the terms above are
with instruction. very much related to
educational technology? Which one is least related?
Educational media
are channels
Of avenues or

instruments of
Communication.
 Lesson 1-Meaning of
Educational Technology 19
EAahnalTchoby1
18 Circles given beloue
ow,
the three
concentric

technolo
o
show
2. Using technology,
instructional

logy 5. Indvidual Acdtvty Acomplsh thls Leemhg Bank

educational
media and techne
that
much
broader
than
educational

nology Depoalts
(How I
DMdends
use what I leamed In my Mo)
integration. (WhatI leamed)

education technology from technology in

Differentiate
3.
the help of
these arroWs. The direction a
education by
differ.
the arrows suggests that they

Educational technology is a broad term.

to mean just
Often times, however,
hardware. It refers
SUHMNG UP
narrow meaning,
it is given a
discoveries to satisfy our
to the use of all
human inventions and
inventions and
educational need and desire, i.e., learning. These
procedures
discoveries can be devices, tools, equipment, activities,
inventions are the

V and processes.
various
instructional
Included among these human

educational media. Educational technology

technology in the same way

than instruction. Technology integration
is part of
is more than
that education is more
instructional

of educational technology.
technology which, in turn, is part
from technology in education.
Educational technology is different

The latter refers to the application

of technology in the operation
institutions while the former refers to the application
of education
boards and other place in such
4. Are the chalkboards and bulletin of technology in the educative process
that takes
traditional equipment also
learning included in the term
education institutions.
educational technology?
 Educebonal Technology 1

20

MAKING THECONECTON ESSON

of Teaching. Was ede
on Principles
Recall your
course
ever
mentioned?
IfIf nonot,
relatedWeTeto
technology

Technology: Boon or Bane?

instructional
or that are rela
technology that course
learned in
there terms
that you

educational technology? Technology is in our hands. We can use it to build or destroy

Educational Technology
Postscript
-

More!
is Hardware and
educational technology is lim
We sometimes think that
made to understand
mited
We were
Focus Question:
to tools and equipment.
material for it : also includ
that
than
educational technology is more
instructional and currien Is teohnology a boon or a bane?
processes, procedures
and activities,
icular
environment and systems. Likewise, we think
designs, learming that
the recent human inventia
educational technology includes only tions
like video, computer, CD-ROM and INTER ERNET as thoug the
traditional tools like the chalkboard that teachers have been usi NTRODUCTION
no matter ho Ater understanding what educational technology is all about,
for all the years are not part. The chalkboard,
old, is also a human invention and so definitely forms part at it may be good to refiect on whether this thing called technology
educational technology. In fact, even today every classroom has is a boon or a bane to education, a blessing or a curse to
chalkboard. The chalkboard remains to be a popular equipment in education.

the classroom.

ACTINTY
Read the paragraphs given below and analyze the message
of the comic strips/photograph given below, then come together in
small groups to discuss your answers to the question: Is technology
a boon or a bane? Stated more simply is it a blessing or a curse?
a blessing or a detriment to a person's development?

A. Barely a month ago, I gave a tele-address from Malacanang

to the site of the 4h National Convention of Philippine
Government Organizations for Information Technology (GO-
IT). The convention was held in Tacloban, Leyte, an island in
southern Philippines several hundred kilometers from Manila.
My rather heavy work schedule prevented me jrom being

21
 Lesson 2-Technology: Boon or Bane? 23
Educational Technoogy 1

22 believer a n d
but as a firm
tool, I mads te
question "Do instant messaging,
convention,
at the management
reactions to the
present
technology
as a
the airwaveo " B. Below are
members
of true gadgetry bring family
over
disciple e-mail, cell phones and other
with them was nd
participanis
with
tele-address. I spoke interaction vith them
no closer or drive them apart?"
that the qua-lity of than
my
i had occurred in
truly felt y to communicate at
home
less meaningful
and rewarding
had saved
valuable time, and "Using a lot of high-tech gear and sees
I communication
time" and "real place". more Jor the day.
Just a s impore is a poor proxy for face-10-face
result, was able to do
something valuable tope omnipresent technological ties as threatening to intimacy."
accomplished
audience and I and mind-bogglin
my B.L.
can be fascinating people toge to each other
".Typing to each other instead of talking
Technology ana

what it can do. It can bring distant places I1 can tranee such as teens using
but powerful
connections.
can only lead to problems down
the road,
invisible
establishing openng them up to ol activities." G.W
and cultures by
economies e-mail to deceive parents about their
societies, new expeciations and crenn because of
raising "My wife and I talk throughout the day
ideas and other options,
more
and rechannel previously
unkn relatives is
new needs.
It can release instant messaging. My communication with far-fung
endeavors, allowi
or wasted energies into more productive
creative goals.
ving very much enriched by it." R.K
when I
relationship would suffer
more
its to pursue
But the fact remains that unless technologY and all ther
users
thought our marital months.
modernization are invesled with hu left my wife for a consultancy job abroad for eighteen
agents and factors of
social good, then they wil be a la
and
accepting,
values and used for the
amusement of a few.
itle E-mail missives made us more aware, more

more than expensive toys for the more communicative." M.C.P

For one thing, the pervasiveness of technology "How can computerized communication, in place of Jace-
created learning environment
we never even imagined just and hugs, deepen dialogue?
has no more geographic'boundarie
to-face family communication

few decades ago. Learning the school campus. T.H.

confined to
It is no longer (Source: http://www.sfgate.com/cgi-bin/article/cgi?file=lchronicle/archive/20)
The learer now acquires knowledge anywhere, anytime
recreation areas, in the street
in the home, in workplaces, in
the learner has become his or her own investigalion seeking

knowledge. And the teacher? He or she is no longer the sole

provider of instruction. C. Study these comic strips. Find out what it depicts about the
Together with many, many other stakeholders in education
the teacher must now provide learner-centered choices in consequence of the use of technology on relationships, learn-
knowledge acquisition. These choices include the choice of ing and life.
place and time where to access and receive instruction, the
choice of learning styles, and the choice of channels and
delivery systems through which learners gain knowledge.
The learner today, theoretically at least, has countless Ito ang karibal
choices; and the teacher must be there to help the learner ko!
choose wisely..
.Z
(Excerpt from the speech delivered by His Excellency President Fidel
V. Ramos on the 6th SEAMEO INNOTECH International Conference in
Manila, Philippines on November 11-13, 1997.)
 Lesson 2-Technology. Boon or Bane?
25
LAN

ABSTRACTiON
Technology is a blessing for man. With technology, there is a
lot thatwe can do which we
could not do then. With cellphones,
webcam, you will be closer to someone miles and miles away.
So far yet so close! That is your
feeling when you talk through
a cell phone to a beloved who is far away from home. Just think
of the many human lives saved because of
speedy notifications
via cellphones. Just think of how your teaching and leaming have
2
become more novel, stimulating, exciting, fresh and engaging with
the use of multimedia in the classroom. With your tv, you can

watch events as they happen all over the globe. President Ramos
had a lively interaction with his audience in Tacloban in his tele
ACCESSING PORNOGRAPHC WEBSITE NOT AtI address without disnupting his work schedule in Manila. I know of

LONEN one Ph. D student who defended his dissertation with one member
of the panel in Japan interrogating the Ph. D candidate through
teleconferencing.
However, when not used properly, technology becomes a
detriment to learning and development. It can destroy relationships
Think of the husband who is glued to tv unmindful of his wife
seeking his attention. This may eventually erode marital relationship.
Think of the student who surfs the Internet for pornographic
scenes. He will have trouble with his development. The abuse and Technology is a
misuse of the Internet will have far reaching unfavorable effects blessing for man.
on his moral life. The teacher who schedules class tv viewing for
With technology,
the whole hour to free herself from a one-hour teaching and so there is a lot that
can engage in "tsismis", likewise will not benefit from technology. we can do which
Based on the readings you just did and the analysis of the Neither will her class truly benefit from the whole period of tv We could not do
comic strips, discuss in your small groups your answer to thi viewing then.

question. In education, technology is bane when:

Do you have any experience similar to what you read? the learner is made to accept as Gospel truth information
they get from the Intemet
the learner surfs the Internet for pornography

?AMALYIS the learner has an uncritical mind on images floating on

televisions and computers that represent modernity and
When not
Used propery
Guide Questions: (The teacher facilitates the class discussion)
progress technology
1. What blessings did technology bring? the tv makes the learner a mere spectator not an active becomes a
2. detriment to
What problems did technology likewise bring? participant in the drama of life
leaming and
3. Is technology good or bad? the learner gets glued to his computer for computer
development
assisted instruction unmindful of the world and so fails to
 Lesson 2- Tochokoy: Boon or Bane?

others
2
relate to
to
the ability character assassi
we
develop
make use of the
ntemet

like
10 do
ination B. Each group must get a quotation and together must explain its

whon we hardly meaning8.

of people most of o
our
ur time in
we spend
cell phone, 1. "Technology or perish." John R. Pieree
because of our
texting
workplace
classroom
o in our

the abusc tv or iim viewing as

and a
overuse
use
wc

kill time.
to
strategy is
civilization,
2. AIl our technological progress, our very
criminal."
asked at the beginning of like the axe in the hand of the pathological
the question
Let's go
back to
bane to
cducation? Itdepende Albert Einstein
boon or

iesson. is technology
use it too help our students
If we

we use technology. relecting and analv

how thinking.
relating.
teachers
become caring.
boon, a blessing. But if we ah
buse
then it is a
and feeling beings,
our ruin and downfall and tho
se 3. "If there is a technological advance without
social advance,
contribute to
in human
and misuse it and so
or a curse.
there is, almost automatically, a n increase
becomes a bane
other persons,
it misery." - Michael Harrington
of

APPLCATION technology can be place of the teacher in the

classroom?
own listing on how a C. Can technology take the
A. Come up with your Feel free to give examples
ples Discuss in your small group.
mankind.
curse to
a classroom. Use the
blessing o r inside the
from life, not only from
drawn
table provided
for you.

Technology as Bane
Technology as Boon to serve its ultimatee
school head. For technology
D. You are a
in
yourinvolve faculty
purpose of improved learning, you
in
the u s e of technology
the f o r m u l a t i o n of guidelines
on
with
meeting and c o m e up
the classroom. Simulate a faculty
them here.
written guidelines. Write

2.
 E d u a k n a l Technolngy 1

the improvemen
to
much
of i the
ESSON
contributes
humanization

Technology to the t
process
and
used properly,
it beco
teaching-lcaning
when not

SUMMING UP indeed
blessing.
instruction
But
and
human
progress
and developme
nent
detriment Technology
to is made for man and not man for techn.cher
not the teark0g logy
is made for the
teacher and
is meant to serve for The Roles of Educational
Technology
that technology man
Technology is
technology.
This means

of life
including
instruction.

teacher,
lt is man.
who determinea
and Technology in Learning
in all aspects the
how
to reap the may:
made lor man classroom,
of the "Technology makes the world a new place."
and not man
the context

technology ought to be
used in
with
order

technology.
aximum
for technology along
benetits that
come

Technologyis
made tor the The integration
of technology
in the instructionalnstructional proces
teacher and not towards:
must be geared
Focus Question:
the teacher for meaningful learning
interactive and What are the roles of oducational technology in learning?
technology and critical thinking
t h e development of creative
and nurturing of teamwork
t h e development

efficient and effective teaching

INTRODUCTION
Ater understanding the comprehensive meaning of educational
let us now dwell on the roles of educational technology
MAKONG THE CONNECTION technology.
and whether it is a boon or a bane in the teaching-learning
applications that you
learned from
our v
Recall computer them now process.
How are applying
you
courses.
basic computer Find out how your comD uter
studies? Do an act of service.
is not yet computer literatate.
your
applications
She may be your
mother
can help a teacher

or
who
sister or friend. la AcTMITY
1. Go back to your learning experiences in school. Recall
specific ways by which the use of educational technology
for the gift helped you learn.
Thank God
Postscript
-

2. Get a partner then share your experiences.

of new technology
3. Volunteer to share your experiences with the rest of the
came up with the final manuscript
recall at this point how I
I
Master's thesis and doctoral dissertation. Computens
class.
of both my
were a rarity. then so
I had to type the final copy of my thesis
and dissertation. In my haste, many
would be typing beyond the margin or
times I would not notice I
would commit typographical ?ANALYSIS
the page again. There traditional role, i.e., as delivery
errors. To remedy, I had to repeat typing Technology can play a

was no other recourse. vehicles for instructional lessons or in a constructivist way as

may commit as many typographical partners in the learming process. In the traditional way, the leamer
Now with the computer,
errors as I can and I have not to re-do the whole thing again. learns from the technology and the technology serves as a teacher.

How convenient! What a liberation! 29

 Educalonal Technokogy 1

30

the learner
leans the
content

learner learns
resentedkno by the
presented Lesson 2-Tedhnology: Boon or Bane?
31
In other words,
technology in
the same way
that the
way, tech knowledge not be mere delivery vehicle for content. Rather it is used

atiomolnsogyof
constructivist
as
In the
the teacher. facilitator of thinking and knowledge construction.
presented by

helps theleamer build

more
meaningful
personal interpretali
interprettechno
c o n s t r u c t i v i s t approach,
From a constructivist perspective, the following roles of
the mology
are
world. In the
life and his/her
with, not from.
lt makes technology in learning: (Jonassen, et al 1999).
is a learning tool
to learn
information and construct mo
learner From the
Technology as tools
gather, think, analyze,
synthesize
presents.
Technology
serves as a medie neaning
lium
support knowledge construction:
to
Jor representing learners' ideas, understandings and
constructivist's
point of view
with what technology what he/she is leam beliefs
representing what the learner
knows and
ming. Jor producing organized, multimedia knowledge bases by
educational
technology serves
learners as leaming tools

Discusslon Question:
Technology information vehicles for exploring
as that leamers leam

shared, which greater role

knowledge to support learning-by-constructing: with.

Based on the experiences did for accessing needed information

technology-as-tea.
technology play in your
leaming experiences: teacher Jor comparing perspectives, beliefs and world views
the learning process?
technology-as-partner in
or
Technology as context to support learning-by-doing:
Jor representing and simulating meaningful real- world
problems, situations and contexts
ABSTRACTON Jor representing beliefs. perspectives. argumenis, and
stories of others
point of view, technology serves Jor defining a safe. controllable problem space for
From the traditional
It is assumed that "knowled. student thinking
From the source and presenter of knowledge. edge
traditional
is embedded in the technology (e.g.
the content presented hu Technology as a social medium to support learning by
point of view,
films and tv programs or the teaching
sequence in programmed conversing:
technology presents that knowledge the for collaborating with others
serves as source
instruction) and the technology
student (David H. Jonassen, et al, 1999). for discussing. arguing, and building consensus among
and presenter of
members of a community
knowledge. Technology like computers is seen
as a productivity tool. The
jor supporting discourse among knowledge-building
of word processing, databases, spreadsheets, graphic
popularity communities
and desktop publishing in the 1980s points to this
programs Technology as intellectual partner (Jonassen 1996) 10
Technology like
computers is seen
productive role of educational technology. support learning-by-reflecting
as a productivity With the eruption of the INTERNET in the mid 90s Jor helping learners to articuiate and represent whut
tool. communications and multimedia have dominated the role of they know

technology in the classroom for the past few years. for reflecting on what they have learned and how they
came to know it
From the constructivist point of view, educational technology
Jor supporting learners internal negotiations and
serves as learning tools that leamers leam with. It engages leames
meaning making
in "active, constructive, intentional, authentic, and cooperative
Jor constructing personal representations of meaning
learning. It provides opportunities for technology and learner for supporting mindful hinking
interaction for meaningful learning. In this case, technology will
 Educational Technology 1
32 Lesson 3-The Roles of Edrcatonal
Tecnciogy in Leamng
33
traditional or constructivist point of
Whether used from the
research indicates that technology not stripand present their
view, when used effectively, own thinking also by way of a
understanding and achievement comic strip.
"increases students' learming,
only
motivation to leam, encourages collaborative
but also augments 2. Give
of critical thinking
at least 3
or functions of
uses
and supports the development
and educational
learning
and Fagnano, 1999). Russell Categorize them either as technology as teacher technology.
(source of
problem-solving skills" (Schacter knowledge) or technology as partner in learning (one that
claims that the proper implementation
and Sorge (1999) also engages the student in
of technology in the classroom gives students more "*control of thinking and in the construction of
tends to move classrooms from teacher.
knowledge and meaning). Use the table given below. An
their own learning and...
that are more learmer-centered.
example for each category is given for you.
dominated environments to ones
classroom enables the teacher to do
The use of technology in the
differentiated instruction considering the divergence of students
Technology tacher Technology a parther Ih leamng
readiness levels, interests, multiple intelligences,
and learning styles
students become lifelong leamers.
Whether used Technology also helps 1. Video presentabon on he tounist spots 1. Settng up an experiment shown through
from the in the county
video presentation and requiring the
tradidional or
student to predict the outcome of the
Constructivist point|
of view, when APUCATON expeniment

used efectively
research
1. Based on the roles of educational technology
from the
indicates tha constructivist's perspective given above, identify under which
technology not
role and process is illustrated by each of the following:
only increases
students' leaming, a. Water samples from ponds, streams and faucets were
understanding and then transmitted to researchers who
achievement but analyzed locally,
pooled the data and returned them to all sites, where
also augments
students drew conclusions and compared them with those
motvation to
leam, encourages of other classes (Jonassen, 1999).
collaborative
b. Students were asked to give a graphic presentalion of the
learning and
Supports the causes and effects of alcoholism.
development of c. Students were asked to conduct an in-depth research on
cical thinking the causes and effects of global warming by the extensive
and problem use of books, journals and the Internet and to give a
soving skills. powerpoint presentation of their findings.
d. Students were assigned to gather proposals from various
sectors on how to solve the present rice crisis and on
how to prevent the same in the future and make a video
presentation on their interviews.
e. Student groups were asked to read and analyze a comic
 Euratnal Technokogy 1
34

Lesson 3-Te Roles of

3The constructivists' thinking is this: Technology cannot ch Educatonal Technokogy in Leaming 35
students. Rather, leamers should use the technologies to teach
themselves and others. Do you agree with the constructivists? Personal Postscript
Discuss with your group. You will be asked to share
our
answers with the class. No Other Choice But To Learn How to
Use Recent
Technology in the Classroom
The younger
generation of teachers is admittedly better than
the older generation of
s there anything pedagogically wrong with the traditional Use teachers when it comes to the use of
4 the most recent
of technology as a presenter of knowledge like the teacher as technology, like the computer. The younger crop
of teachers, unlike the older
a source of knowledge? Discuss in your small group then share generation, was blessed with basic
computer courses in their college curriculum. But if the older
your answer with the class.
group of teachers would like to remain
by keeping their teaching fresh,
responsive and relevant
is no choice but to leam
interesting and challenging, there
how to use them. An "idiot's
guide" to
Computer may encourage you to learm how to use the
s. Why use technology in teaching? Answer this question based in your teaching. computer
on what you leamed from this Lesson. Present it in your own It is part of your continuing
creative way, other than merely enumerating them.
become
professional development to
a
"digital native" and not remain a digital immigrant."
It is good to become a *

netizen" or a "screenager" able to

participate not only in seminars but also in webinars".

Educational technology plays various roles. From the traditional

SUWWING UP point of view, it serves as presenter of knowledge just like
teachers. It also serves as a productivity tool. With Internet,
technology has facilitated communication among people. From the
constructivist perspective, educational technology is a meaningful
learning tool by serving as a leaming partner.

MAKING THE CONNECTION

Recall how the roles of technology from the constructivist
perspective, were demonstrated by your professors/instructors in
class or by speakers/facilitators in seminars you attended. In your
mind, identify those roles that were demonstrated.
 Lesson 4-Systematic Approach to Teacing 37

Define objective
Systematic Approach dentity conteri
Choose appropriate
to Teaching may pay
the cost of
faling to consider the
of fafailing to 9et
of
methods Refine
procass
the parts the cost
must pay
A plan that emphasizes the whole Churchman
emphasizes
C. West
whole, and a plan that with respect to the parts."- Choose appropriate
COWn to the real depth experiences Learners vala
gutcomies

Select materals, Implement

Focus quesdion system's approach equipmant, and faciliti nstruction
systematic or to
What is a

teaching Assign
personnel toles
systematic approach
ch
What are the elements of a
Figure 1. Systematized Instruction
teaching?

INTROUCTON
2. Read your written statements about the chart on
systematized
The broad definition of educational technology encompas instruction. Each one is expected to listen and note common
systems or designs
of instruction. In this Lesson, let's disecu
scuss statements read.
to instruction.
system's or a systematic approach

AMISS
Guide Questions for Discussion
1. Who is at the center of the chart? What does the central
1. In your small groups, study the chart on systematized
location in the chart mean?
instruction. Pay close attention to the parts. Write at least 2. What are the
steps of the instructional process or the parts
statements on the figure. of a systematic instruction?
3. What does each step mean?

36
 Edtucational Technology1
38 the systematic or
Lesson
4-Syslematic Appoach to Teaching
chart
show 39
does the the elements Will he/she teach
In what way Are
4.
to instruction? do
using the deductive or the inductive
systems
approach of one
another or It depends on
his/her instructional method?
independent
phases of
instruction
matter, rcadiness of objective, nature of the subject
students and the
they relate to one
another?
teacher himself or herself. facilitating skills of the
Examples of
learning activities that the teacher can choose
from, dependingon his/her

learners?
lesson content, readiness instructional objective, nature of the
also to the of the students, are
be made to
point interviewing, reporting doing reading, writing,
5. Can the
arrows
or
thinking, reflecting, presentation, discussing
and evaluating. dramatizing, visualizing, creating judging
Some
examples of learning resources for
The focus of are
textbooks, workbooks, instructional use
systematic
television programs, videoprogrammed materials, computer,
instructional
planning is the
ABSTRACTION transparencies,
clips, lat pictures, slides and
maps, charts, cartoons,
posters, models, mock
to Teaching ups, fannel board
student. Systematic Approach materials, chalkboard,
instructional like. real objects and the
focus of systematic
chart, the
As depicted in the with the definition a f
Instruction begins After
planning is the
learner.
consider the learners
needs, intereste instruction, teacher
evaluates the outcome of instruction.
that From the evaluation results, teacher comes
istructional objectives the teacher selecte
objectives, ts to know if the
and readiness. On the
basis of these instructional objective was attained. If
used and, in turm, based the instructional
the appropriate teaching
methods to be
the appropriate leamino
was attained, teacher proceeds to the next lesson
objective
chooses also the same going through
the teaching method selected, cycle once more. 1f
materials, equipment
and facilities.
attained, then teacher instructional objective was not
appropriate
experiences and diagnoses
why it was not learmed in order
what was not learned and finds
out
materials, equipment
and facilities
of learning to introduce a
The use
the teacher assist for improved student remedial measure
personnel to performance and
necessitates assigning the appropriate
personnel
involved in the preparation objective. This way no leamers will be attainment
left behind.
of instructional
and defining the role of any
resources. (In some schoo
of these learning
setting and returning /librarian who take care of th
custodian
settings, there is a
who operate the equipment
resources and/or technician
learning
The effective use of learning resources is
while teacher facilitates.)
the motivation level
dependent on the expertise of the teacher, or

involvement of the learners in the leamine

responsiveness, and the
instructional objective in mind, the teacher
process. With the
with the use of the selected teaching
implements planned instruction
method, learning activities, and learning materials with the help of
the teacher.
other personnel whose role has been defined by

Will the teacher use direct instruction or indirect instruction?

 Edcatonal Technology 1
40 propro Lesson 4-Systematic Approach to Teaching
views the
entire
educational
gram 5 41
approach orchestrated lean
The systems It is an
interrelated parts. into the whole

JUMMING UP
a system of

pattem with

school, the teacher,

closely
all parts
the students,
harmoniously

tools and
the objectives,
procedures.
Such an
integrated
media. the
apDro
the
the APPLCATON
1. Test Your
and
materials,
assessment
and tools of
familiar
methods
instrue
ction Understanding of a
Systems Approach
more Put a before the item that characterizes a systems
integrates the older, approach
such as the computer. to instruction and an before the item that does NOT characterize
with the new ones
is simple in ther
The systems' approach to
instruction

Is not just a
heory
mat
a systems approach. Get a learning partner then compare and

but far from being

simplistic in practice.
It
atter
directl
discuss your answers. Then compare your answers with the answer
his/her lesson
objective and then ctly key on page 202.
of teacher formulating
are a lot of
elements or factors that . The function of one part can be performed by
the student. There learners" needs, ent
teaching
take into
consideration-
entry another part of the system.
the teacher has to background, prior experience
knowledge and skills,
interests, home aces, 2. One element can be substituted by another
the like. The teacher, in the choi
nature and element in the system.
developmental stage, learning activities, and
teaching method, 3. There is interaction among
of the most appropriate of his/her subject mate parts of the system.
nature
considers the
learning resources,
the developmental staoa 4. Elements are independent of each other.
her/his capability,
availability of resources, lesson objective. Her/hie _5. There is interdependence of elements.
of course his/her
of his students, and is likewise dependent 6. The phases of instruction are viewed in
method for learning
choice of a s s e s s m e n t takes after gein
teacher isolation.
The action the
on the lesson objective.
assessment results, acceptability
assessment results is
based on the 2. Here are Instructional Design Questions (Marzano, 2007) that
students, like a tutorial clas
to parents and pertain to an effective classroom instructional design.
of remedial measure

extra hour after class devoted to tutorial

after class hours. Will an concerned?
1. What will I do to establish and communicate leaming
students and parents
be acceptable to the goals. track student progress, and celebrate success?
connected to one another. If one 2. What will I do to help students effectively interact with
The phases or elements are
new knowledge?
instructional process fails, the outcome
element or one phase of the 3. What will I do to help students practice and deepen their
affected. The attainment of the
which is learning is adversely understanding of new knowledge?
on-the synergy of all elements and
learming objective is dependent 4. What will I do to help students generate and test
of all actors involved in the process. hypotheses about new knowledge?
is "to ensure 5. What will I do to engage students?
The purpose of system instructional design
a
interaction of human, technical, and 6. What will I do to establish or maintain classroom rules
orderly relationships and which have been
fulfill the goals and procedures?
environmental resources to
7. What will I do to recognize and acknowledge
established for instruction" (Brown, 1969).
adherence and lack of adherence to classroom rules and
procedures?
8. What will I do to establish and maintain effective
relationships with students?
high expectations for all
9. What will I do to communicate
students?
effective lessons organized into
10. What will I do to develop
a cohesive unit?
 Lesson 4-Systematic Approach to Teaching
Educabonal Technokogy 1 43
of a
42 phases/
elements
syster
with the on System
in Figures y s t e m a t i z e d i n e e Accomplish this Learning Bank
questions
Match these Individual Activity -

instructional
design given
elements/steps
of
ction
Design
Instructional

all the in the DMdends

Instruction.
Are
I present complete-the
Deposlt (How will apply that Insight?
in the Figure Which one is more
(Ary Inskght Drawn from the leson?)
shown Marzano? instruction?

Questions of systematized
of
questions o r
the steps

presentation
of the systems's approach
systems's apnn.

own graphic
. Make your
to instruction.

Postscript
The Phases of a Systemaitie
If we reduce the pha
to Instruction. ases
Approach
of a systematic approach
to instruction,

The first of
the three
the phases
may
1s formulation
MAXOING THE CONNECTION
boil down to three. 1. Review the parts of a lesson plan learned in Principles of
The second is the proces.
of instructional objectives.
The third phase is assessment af Teaching. Find out if the parts of a lesson plan contain the
of instruction itself.
which will once
more lead to the formulation af elements of a system of instruction as discussed in this Lesson.
learning Match the parts of a lesson plan with the elements of a
instructional objectives.
system's approach to instruction.
instruction to three does
Reducing the phases of a systematic elements in a
Does the teaching
the systematic
not reduce the complex interaction of cycle contain the 1.Establishing
of the systematic
to instruction. The main phases main elements of a Leaming
approach The second
instructional approach involves many other sub-phases. systems approach to Objectives
phase which is the instructional process
itself may have two sub instruction?
the implementation of the
phases: planning for instruction and What do the arrows
instructional plan itself. Planning for instruction involves a lot
of processes, too. A teacher who plans for
instruction considers indicate? 4.Evaluating| 2.Assessing
methods of teaching, activities and technology that are appropriate Progress Learners
Toward
to the lesson objective, to the learners and to the nature of the Entry
lesson content. The instructional phase may begin with a review Learning Capabilities
Objectives
portion of past lesson, followed by motivation and the lesson
development which may end in an application of what was leamed. ource: W. Goodwin and
This paves the way to the assessment phase which is anchored
the stated lesson objective/s.
on
1. Klausmefer,(1975)
acilitating Student
earning, New York:
3.Designing
In short, a systematic approach to instruction is a network of Harper & Row.
Selecting
elements or parts different from each other but each one is special Implementing|
in the sense that each performs a unique function for the life and Learning
effectiveness of the instructional system. activities
Figure 2. Model for Facilitating Pupil Learning
 a AcCTNTY
A. Study the Cone of Experience gjven bekow. Analyze teow the
he Cone of Experience does not bear an exact and
elements are arranged from the bottom upward irow tup
and e al analogies, it down.
Te coe sa arelyy
elements it represents.-
Edgar Dale
e i aetdnshio t ihe omper

Verboi
Symbol

isuol Sy
Focus Questons
dings Rado
What is the Cone of Experience?
S11 Pictar
What are the sensory aids in the Cone of
Experience? otion Picture

What are its implications to teaching? Educotion

Televisio

Exhibits

NTRODUCTON
Study Trips

After discussion on the systems' approach to

a
instruction,
let us tackle
Edgar Dale's Cone of Experience to get acquainted Demonstrations

with various instructional media which form

part of the system's
approach to instruction. Dramatized Experiences
If you remember the 8 M's of
instruction, one element is
media. Another is material. These 2 M's Contrived Experiences
(media, material) are
actually the elements of this Cone of Experience to be discussed
in this Lesson.
Direct Purposeful Experiens

Figure 3. The Cone of Experience

44
 Lesson 5-The Cone of Experience
47

AMIYSS ABSTRACTION
Discussion Quesdions:
aids found
in the Cone a
learning Tne cone of Experience is a visual model, a pictorial
device
are the
1. What
that presents bands of experience arranged according to degree
Experience?
in the Cone of abstraction and not degree of difficulty. The farther you go
of reality aranged
How are the experiences from the bottom of the cone, the more abstract the experience
2
of Experience? becomes.
closest to the real world?
3. Which way is
Dale (1969) asserts that
world, in this sense
farthest from the real
4. Which way is the pattern of arrangement of the bands of experience is not
most abstract? immediate
difficulhy but degree of abstraction -

the amount of
of experiences difficulty sensory participation that is involved. A still photograph of
a
5. Is the basis of the arrangement
of abstraction (the amount of tree is not more dificult to understand than a dramatization
of experience or degree
paticipation involved)?
of Hamlet. It is simply in itself a less concrete teaching
immediate sensory
material than the dramatization (Dale, 1969).
6. Do the bands of experience (e.g. direct experiences, Dale further explains that "the individual bands of the Cone
inflexible patten?
contrived experience, etc.) follow a ngid, of Experience stand for experiences that are fuid, extensive, and
Or is it more corect to think that the bands experience in
continually interact" (Dale, 1969). It should not be taken literally in
and blend into one another?
the Cone overlap its simplified form. The different kinds of sensory aid often over-
device mean that all lap and sometimes blend into one another. Motion pictures can be
7. Does the Cone of Experience
must move systematically from base silent or they can combine sight and sound. Srudents may merely
teaching and learming view a demonstration or they may view it then paticipate in it.
The diferent
to pinnacle? kinds of sensory
Does the Cone of Experience mean that all teaching and aid orten overtap
8. Is one kind of sensory experience more useful educationally and sormetmes
learning must move systematically from base to pinnacle, from
than another? biend imto one
direct purposeful experiences to verbal symbols? Dale (1969)
another. Moton
9. Can we overemphasize the amount of direct experience categorically says: pictures can be
that is required to leam a new concept? No. We continualhy shuttle back and forth among silent or tey
can corsbie
various kinds of experiences. Every day each of us
sight and sound
10. Are the upper levels of the Cone for the older student and acquires new concrete experiences through walking on the
SRdents may
the lower ones for the child? street. gardening. dramatics, and endless other means. Such meray vW a
learning by doing. such pleasurable return to the concrete demonstaton or
11. The base of the Cone of Experience (direct purposeful is natural throughout our lives - and ai every age level. On ney may vew A
experiences) is much wider than its apex (verbal symbol). hen participate
the other hand, both the older child and the young pupil
Does this have any educational significance?
Any meaning make abstractions every day and may need help in doing this
that you can derive?
well.
12. What is the Cone of
Experience?
 In our teaching, then, we do not always begin with dine Lesson 5- The Cone of Experience
experience at the base of the Cone. Rather we begin wit ec 49
and so that
the kind of experience that is most appropriate the need.
to we can
make the real-life accessible to the
ds students
and abilities of particular learner in a particular learnino perceptions and
understanding.
For instance a mock up of
the capsule for the Apollo,
situation. Then, of course, we vary this experience with man
many exploration of the moon, enabled the North
American Aviation Co. to
other tvpes of learning activities (Dale, 1969). study the problem of lunar flight.
Remember how you were taught to tell time? Your
One kind of sensory experience is not necessarily teacher
more may have used mock up, a clock, whose hands
a
educationally useful than another. Sensory experiences are mixed turn to set the time
you could
and interrelated. When students listen to you as you give you were instructed to set. Simulations such
your as
playing "sari-sari" store to teach subtracting centavos from
lecturette, they do not just have an auditory experience. They also pesos is another example of contrived
have visual experience in the sense that they are
"reading" your election of class and school oficers
experience. Conducting
facial expressions and bodily gestures. by simulating how local and
national elections are conducted is one more example of contrived
One kind We face some risk when we overemphasize the amount experience.
of sensory of direct Dramatized experiences
experience to learn a concept. Too much reliance on By dramatization,
experience is not in reconstructed experience, even participate we
can
concrete experience may actually obstruct the process of meaningful a
though the original event is far
necessarily more generalization. The best will be striking a belance between concrete removed from us in time. We relive the outbreak of the
educationally revolution by acting out the role of characters in a
Philippine
and abstract, direct participation and
useful than symbolic expression for the drama.
learning that will continue throughout life.
another. Sensory Demonstrations It is a visualized explanation of an important
experiences It is fact, idea or process by the use of
photographs, drawings, films,
are mixed and true
that the older a person is, the more abstract
his displays, or guided motions. It is showing how things are done.
interelated. concepts are likely to be. This can be attributed to physical
A teacher in Physical Education shows the class how
maturation, more vivid experiences and sometimes to dance
greater tango.
motivation for learning. But an older student does not
live purely
in his world of abstract ideas Study trips - These are excursions. educational trips, and
just as a child does not live only in
Too much reliance the world of sensory experience. Both old and visits conducted to observe an event that is unavailable within the
on concrete young shuttle in a
world of the concrete and the abstract. classroom.
experience may
What Exhibits These are displays to be seen by spectators.
actually obstruct are these bands of experience in Dale's
Cone of
the process They may consist of working models arranged meaningfully or
Experience? It is best to look back at the Cone
itself. But let us
of meaningful photographs with models, charts, and posters. Sometimes exhibits
expound on each of them starting with the most direct. are "for your eyes only". There are some exhibits, however, that
generalization.
The best will be Direct purposeful experiences- These first hand experiences
are include sensory experiences where spectators are allowed to touch
striking a balance which serve as the foundation of our
learning. We build up our or manipulate models displayed.
between concrete reservoir of meaningful information and ideas
through Television and motion pietures - Television and motion
hearing, touching, tasting and smelling. In the context seeing,
and abstract
direct participation of the pictures can reconstruct the reality of the past so effectively
and symbolic teaching-learning process, it is learning by doing. If I want my that we are made to feel we are there. The unique value of
expression for student to leam how to focus a the messages communicated by film and television lies in their
compound light microscope, I will
the learning that let him focus one, of course, after 1 feeling of realism, their emphasis on persons and personaity.
showed him how.
will continue their organized presentation, and their ability to select, dramatize
Contrived experiences -

In here, we make
throughout life. use of a
highlight, and clarily.
representative models or mock ups of
reality for practical reasons
 EsucIMONa' 1tuDOR.

Lesson 5- The Cone of Experience

These are visual and 51
Radio
Still pictures, Recordings, individual or a groun
devices which may
be used by an

auditory The radio

Still pictures
broadcast of
lack the sound
an
and motion of a
event may often
actual
be
sound film.
likened to a
televiscd APPLICATION
visual dimension.
broadcast minus its
A. Harvard psychologist, Jerome S. Bruner, presents three-tiered
Visual symbols These are no longer realistic reproduction a
model of
these a r e highly abstract representations learning where he points out that every area of
of physical things for knowledge can be presented and learned in three distinct steps.
maps, and diagramns.
Examples are charts, graphs, Study his model of learning given below:
the objects or ideas for
Verbal symbols They are not like
-

They
stand. usually do not contain visual clues to Third THROUGH A SERIES
SYMBOLIC
which they OF SYMBOLS
fall under this category. lt may be a
their meaning. Written words
an idea (freedom of speech), a
THROUGH A SERIES
word for a concrete object (book), Second ICONIC
OF ILLUSTRATIONS
scientific principle (the principle of balance),
a formula (e=mc?)
First THROUGH A SEQUENCE
in the ENACTIVE
What are the implications of the Cone of Experience OF ACTIONS

teaching-leaning process?
1. We do not use only one medium of communication in SYM 8 OLIC
isolation. Rather we use many instructional materials to

help the learner conceptualize his/her experience.

2. We avoid teaching directly at the symbolic level of ICONIC

thought without adequate foundation of the concrete.
We avokd
Learners concepts will lack deep roots in direct experi
teaching directly ence. Dale cautions us when he said: "These rootless ENACTIVE
at the symbolic
level of thought experiences will not have the generative power to produce
Figure 4. Bruner's Three-Tiered Model of Learning
without adequate additional concepts and will not enable the learner to deal
foundation of
the concrete.
with the new situations that he faces" (Dale, 1969 Source Philip T.
Torres. Learning Excellence. (1994). Mandaluyong. MM: Trainin9
Systems Associates. Inc.
Students' 3. When teaching, we don't get stuck in the concrete. Let
concepts will lack us strive to bring our students to thc symbolic or abstract It is highly recommendedthat a learner proceeds from the
deep roots in level to develop their higher order thinking skills. ENACTIVE the ICONIC and only after to the SYMBOLIC.
to
direct experience
The mind is often shocked into immediate abstraction at the
highest level without the benefit of a gradual unfolding.

Question: Are the implications of the Cone of Experience in

the teaching-learning process the same things that
are recommended by Bruner's three-tiered model of

learning?
 Educational Tochnology 1 Lesson 5- The Cone of Experiernce 53
52
Edgar
Dale's
Cone of Experieng
of

aids in
moPer
learning level in Bruner's odel?
Which
to
each tier
or

provided.
Wi D. Small Group Work
of %, '/>, and ,
correspond/s

on
the spaces
If you teach a lesson on the meaning
pattern in Dale's
answers

your
how will you proceed if you follow the
the concrete moving toward
Cone of Experience beginning with
S Y M B O L I C

the abstract.

Werbal
Smbos
Visual
Edgar Dale's Cone of Experience is a visual representation
Symbols
Recordings Rado
of learning resources arranged according to degree of
move away from the base of
abstractness.
the cone, the
SUMMINGUP
The farther you
Stl Pictures resource becomes. Arranged
from the
ICONIC more abstract the learning
in the
Motion Pictures least to the most abstract the leaning resources presented
Cone of Experience are:
Educabional direct purposeful experiences
Televsion
.contrived experiences
Exhibts dramatized experiences
.demonstrations
Sudy Trips EN-AC TIVE study trips
exhibits
Demonstrabons .educational television
motion pictures
Dramadized Experiences recordings, radio, still pictures
visual symbols
Contrved Experiences
.verbal symbols
The lines that separate the learning should
Direct Purposehul Experiences
not
experience
be taken to mean that the learning experiences are strictly
delineated. The Cone of Experience should not be taken
literally. Come to think of it. Even from the base of the Cone,
whi is ct purposeful experiences, we already use words
- verbal symbols - which are the most abstract. In fact, we use
words which are verbal symbols, the pinnacle of the cone, across
the cone from top to bottom. Or many times our verbal symbols
C. A Math professor asked a Math student
why(a +b) =a+2abtb
specializing in Mat are accompanied by visual symbols, still pictures.

Three pitfalls that we, teachers, should avoid with regardto

(a+ b) the use of the Cone of Experience are:
She proceeded with: using one medium in isolation. foundation of
moving to the abstract without an adequate
Is this concrete experience.
a concrete
is a concrete
explanation of the
equation? If not, w getting stuck in the concrete without moving to the
representation of the
equation? abstract hampering the development of our students' higher
thinking skills.
 Educatona! Technology 1

54

MAKINGTHECOMNECTON
Experience, can
lesson on
the Cone ot you
I.After a Literature discoura
teachers in
our
why version
Using and Evaluating
comic
explain illustrated

reading only
comics or
pocketbooks?
nOve
be read in
which can

the dictum in philosophy "thereis Instructional Materials

2. How does first in s o m e way
th
in the mind that
was not ugh t "You should have a good idea of your destination, both in the over-all
learned rom the
from the Cone
purposes of education and in the everyday work your teaching.
to what you of
senses" relate
f you do not know where you are going, you cannot propeny
Experience? "ln the Garden of Unknown
Whitehead said: choose a way to get there.
3. Alfred North before he named them
Adam sawthe animals
the animals befor
traditional system,
children name efore he
relate this remark to the
see them." How would you Cone
of Experience? Focus Question
the Cone of Experience, comnu
4. When Dale fomulated
educational or home settinos
nputen What guidelines should be considered in the selcction
were not yet a part and use of instructional materials?
they are not part of the original Cone. The computer
engages the learner,
who uses
technology actively Seeing
hearing and physical activity at the keyboard as wa
as range of mental
skills. Where will the computer h INTRODUCTON
on the Cone?
After being acquainted with different instructional materi-
how
The Cone of als through Edgar Dale's Cone of Experience, let us, learn
PS Personal Postscript -

to select and use these materials in order to achieve our desired

Experience: A Reminder
learning objectives.
If we want our students to remember and master wha
was taught, we cannot ignore what the Cone of Experience remind
us: to make use of a combination of as many learning resources
as we can and to proceed to the abstract only after we have
AcTNTY
study the comic strip below. What do the
conversa-
Read and
presented the concrete. Do we have to end in the abstract? Or
tions between Charlie Brown and Linus imply about field trips?
should the abstract lead us again to the concrete and the concrete
to the abstract again'? So learning is from the concrete to the
abstract, from the abstract to the concrete and from the concree' UR TEACHER 0OK US ON A |IT WAS AREALSTOOP FIELD, AND 0 0U THINK DOUBT I7 uHEN
/WE HAD A Ri6HTOULL E 6ON OUVE NON
ODTIME AT FIELD TRIP. WE WENT OUT, ANDE SAW IUE
to the abstract again? lt beeomes a WE SAD THIS GREAT BIG FIELD THERE,AND E SAN THAT FIELD! CN ANY MOREFIELDOUVE
cycle. SCHOL DAY. FIELD TRIS:J REH HE ALL

There was once a teacher for whom

students wrote tnis
comment every time the students
were asked to evaluae
their teacher at the end of the
chalkboard" semester "he never used the w 55
Edvcsteo Tcthnoingy 1

Lesson 6- Using and Evaluating Instrudtional Matarials

57

Does the material have culture bias?

2ANALYSIS l s the material appropriate for the age, intelligence, and
Discussion
Quvesdons for "Tt was
"It was real
res experience of the learners?
Gude Linus
said:
field
From the
c o n v e r s a t i o n ,

ficld.
What enses were
senses
at Is the physical condition of the material satisfactory? An
. that

we
saw
it.. we
saw
H example, is a photograph properly mounted?
ficld trip? I s there a teacher's guide to provide a briefing for
in the specifie
accomplish
something
or Lim
field trip effective use? The chance that the instructional material
2. Did the so' will be used to the maximum and to the optimum is
do you say
Why
increased with a teacher's guide.
Can the material in question help to make students better
ABSTRACTON materials
usea to tain instraction
attain inst
thinkers and develop their critical faculties? With exposure
to mass media, it is highly important that we maintain and
instructional
One of the
strengthen our rational powers.
objectives is field trip. out for a field
enough to bring the class
other ins
trip Does the use of material make learners collaborate with
It is not

make them observe

anything or everything

and clear
or use

reason at all. tructiong

Perhan one another?
for preparation thaets
materials no
in by Linus,
to the
field trip joined .Does the material promote self-study?
is what happened that he learned
to cite something specifiC frm
he seems not able I s the material worth the time, expense and effort
the field trip. materials such involved? A field trip, for instance, requires much time,
For an effective
use of instructional s fek effort, and money. Is it more effective than any other less
to be observed, first of al
trip, there are guidelines that ought al, expensive and less demanding instructional material that
in their use.
their selection and second, can take its place? Or is there a better substitute?
It is one thing
The Proper Use of Materials to select a good
Selectons of Materials instructional

The following guide questions express

standards to consider You may have selected your instructional material well. This material, it is
materials: is no guarantee that the instructional material will be effectively another thing to
the selection of instructional use it well
Does the material give a true picture of the ideas the utilized. It is one thing to select a good instructional material, it
it is always good to a is another thing to use it wel.
present? To avoid misconceptions,
when the material was produced.

.Does the material contribute meaningful content to t

topic under study? Does the material help you achieve te
instructional objective?

. I s the material aligned to the curriculum standardsand

competencies?

I s the material cuture and

grades sensitive?
P
FFallou
-