Educadonal Technoogy 1

158 Besides typical basi c

competencies. s
skills and
foundation
Murname above,foundation
three (3) given
by
like the making decisions, th:
that include
thinking
skills (reasoning,

problems) and personal qualities

ies innkingas
(such
creatively, and solving are also as important,
self-management)
responsibility and

These skills are exactly the sort of skills that studente

learning. Why
Using the Project-based Learning Mutimedia
multimedia
not use
as a
when engaged in project-based
project-based multimedia
learning more often?

students are not very familiar with th Project-based Teaching-lLearning Strategy

leaming enables classrooms to
If you and your
if at this time there are students
the undervalued part of the "invisible emphasize this
cumiculum' what author Daniel
doubt
computer (although I has called Goleman
don't know how to use the computer nowadays because "emotional intelligence."
are required computer
courses), you can still go project-ha sed
multimedia by using other appropriate media.
teaching ly only
contribution of the
lament is you will miss the novel computer
to Focus Question:
My entire teaching
the teaching-learning process. career, I had
What are the steps involved in the use of felt that Iwas
multimedia learning trategy? project-based charge I was the
in

one who planned

the lessons,
decided how they
would be presented,
NTRODUCTION asked the
questions, assigned
the homewok,
After learning about the what of chose the time for
see how we go about it if we want to
project-based
leaming, let us the tests and the
benefit from this tems on the test.
In Appendix A you will find a strategy. Teaching was all
concrete example of this about me, and if
strategy. the students did
not lean, il was
because they were
azy or did frot
Toilow my dhrections

ACTN Or just were not

paying attention
to me

Small My perceptions
Group Work You are
planning for the school year and Certainiy have
convinced of the benefits of a changed in the last
strategy, you decide to use it inproject-based multimedia learning
lessons where you feel is
few years. Now
Irealize that my
appropriate. Enumerate the steps mes eal ycd s plannng
initial you have to undertake in your what needs to be
planning. Write them here. leamed and seting
p sitsatons where
sludents can find
the answers for
 Lesson 16-Using the Project-based
Educational Technology 1 Leaming Mutimedia as
aTeachingLeaming
160 Strateyy
161
Content Standards
Performance Standards
Health Grade 7 The leamer consistently Competencies
steps
too the
the followin.
following The leaner demonstrates demonstrates healthful The learner...
Compare your
list of
al who are experts stepy
erts inin projee understanding of practices in order to 1.conducts a survey
the pressing of
Michael
Simkins, et. environmental health prevent and control
suggested by to attain community common community and
based multimedia learning environmental health environmental
n the
problems
K to 12
content and pertormance wellness
problems
the
1. Go over
ncies to
competencies
to determ
determine object ommunity
and
standards

that the
multimedia iect will addres
project wil water supply
and content

Figure 29,
are rom 22 subjec
examples from food supply
effectively. On disease control
Science and Health.
in Grade 7 sanitation
and beautification
Performance Standards Competencies peace and order
Content Standards
health and medical
Grade 7 Science The learner practices Thelearner care
conservation and demonstrates how moral and spiritual
The leamer protection of resources places on Earth may
demonstrates and be located using a recreational program
(soil, water, rocks drug abuse prevent
understanding of the in coordinate system.
minerals, fossil fuels) and control
physical features of the the community. describes the location
Philippine archipelago pollution
of the Philippines
and its natural pests and rodents
resources, including the with respect to the
continents and oceans Community disaster
ways by which these preparedness
resources are conserved of the world.
and protected 2.critically analyzes the
describes the major impact of
landforms and bodies
of water in the community and
environmental issues
Philippines. and problems on
recognizes that soil, people's health
water, rocks, coal, and 3.locates, evaluates and
other fossil fuels are uses community health
Earth materials. resources to help
solve community nealth
recognizes that Earth
problems
materials provide many
of our resources. Community recyclng
describes ways of Cormmunily resources
using Earth's resources and polkcies

wisely Heath education and

promotion
investigates the effects
of unwise use of Strict implementaton
Earth's resources. of anviroimental laws

Figure 29. Examples of Content and Performance Standards and Competencies

from the K to 12 Curriculum
 Educatonal Technokgy 1 Using the Proj
Lesson 16-USing
Projecl-based Leamung Mubmedia as a
162
time you spend comparea
need to spend e Toaching-Leaming Strategy
Estimate how much 163
2. available.
much time
is
to how

3. Make
clear and explicit
parameters
and proceduro

decision making. Take note

. no.
orocedures that
Take
ABSTRACTION
must be
observed in
making ere
where thev they
tha
students in
decision can be Coals and objectives are
always the
involving advantages.
When we plan
starting points of
involved has
educational a multimedia
to.
to enable
arrangements
planning. learning project as a
4. Set
collaborative
working aching strategy,
teac
we
begin by clarifying our
and skills
knowledge and to objectives. From the list of goals and
students to share
their
objectives
and content
found in
another's strengths. the K to 12 Curriculum Guide, we select which
build on one
you will
need and wh
what are a project-based
ones will lend

5. Determine what resources themselves to multimedia learming strategy. Since

available.
this
thi strategy requires much time, we need
be realistic in to
the
aunt of time we have to spendas seen
amour
against time available
or face failure and disappointment afterwards
available?
What library materials are Another important thing is to
determine the resources
available
students collect or
from library materials, community
What information
can your what resources both material
going for field trins and human, Internet, news media since this project calls for
resources can they gather by ips in
multimedia. To trim down time devoted to a
the community? multi-media project,
in the community wh0 can serve Simkins et al (2002) suggest the following:
Are there people as
in the area your sthudents are studying?
resources .Use technology students already know.
Is Internet available? Use time outside of class wherever possible.
television and radio as sources of .Assign skills practice as homework.
Consider newspapers,
information. Use "special" classes (like art or music) as extra time.
Depending what your students project involves
on . Let students compose text and select and prepare graphics
need to do original research by and sounds as they plan.
your students may
conducting experiments, doing surveys, interviewing, or
studies.
preparing their own case
Consider the possibility of your students doing original
researches themselves. Let us make clear to our students our policy
6. Plan on how you will measure what students learn. on decision making and collaboration for smooth working relations.
Finally, we must have a plan on how we are going to evaluate
learning.
Gulde Question for Discusslon:
So you have decided on the objectives and content with

How do your steps compare to the steps given by the which to use the project-based multimedia strategy and have
do next
determined resources available. What are you going to
experts? Rate yourselves as planners. Are you excellent, very goo,
etc?
Simkins, et al (2002) suggest the following:
 Lesson 16-Using the Project-based Leaming Multmedh a
s t i o n l Thmology
eachugisaning Strategy
STARTS
THE
PROJECT
file type
and section title helps to
keep things organized
BEFORE
Put in makes it easer to merge elements later on. and

projecnutshell
milestones.
and
description
Describe your nr
project
Prepare the classroom. Organ1ze boks, printer paper and any
Create about.
. is all 6.
project instructional
what your
less.
Inchude your
other nurces so students can accesS them any
forty (40)
wonds or
compónents
studente w
Make room
on the bulletin boards for independently.
Include the
project
date. Set
deadlines, R.
By hanging printouts of
objectives.
their due writie student work, chedules, and organizational charts.
responsible for and you
have a full gras

brief
abstract of your project,
and that
your focus will not the
a
THE PROJECT (ONE OR TWO DAYS)
of your project
INTRODU
essence

Help the students develop a "big picture" to understand

derailed look like
this:
the work ahead. Make clear what they will be making, who
milestone may
A
Estmated ime
their
audience will be and what you
expect them to learn
and demonstrate in terms of the K to 12
SIage 2 weeks
Standards and
Competencies.
Before the project starts
1-2 days 1. Review project documents. You can ask students to work
Introducing the projed with the project documents you have produced. Encourage
1-3 days
your students to ask questions about the project to
Leaming the technology
3 days- 3 weeks clarify what you have written.
research and planning
Preliminary 2. Perform pre-assess ments. Your students can write
3-5 days
pre-assessment questions based on your learning goals to
Concept design and storyboarding
1-3 weeks further clarify expectations.
First draft producton 3. Perform relevant activities. You can show students
1-3 weeks
presentations anything you can find that is similar to what they will
Assessing. testing, and finalizing
1-3 days be producing such as a Web site or
Concluding activities
your own miniproject
you did to learn the technology. You can also brainstorm
5-13 weeks
Total class time for topics, organizational ideas, and dseign ideas.
Figure 30. Overview of a Typical Project 4. Group students. Form small student groups from three

people outside to five students per group. Here are some grouping
Work with real world connections. If you have
2
-

clients or assessors (evaluators) work strategies:

the classroom involved as

schedule and include their By topic interest

with them to make an appropriate
ideas for activities. By student talent and expertise -

This works for a

balance of talents and skills in the groups.

3. Prepare resources. Seek the assistance of your librarian or
By student choice
school media specialist.
Randomly - This is fine to enable them to devclopP
4. Prepare software and peripherals such as microphones. Ask the the skills to work with others.
help of technical people. S. Organize materials. Give each group a folder that stays
in the classroom. All their group work such as storyboards.
5. Organize computer files Finding files eats most of your time folder.
if you group journals, and research notes goes in that
are not organized. Naming files and folders after their
 Loseon 16-Using the Proiecd-based Learning Mitimesia aa

TECHNOLOGY (ONE TO
THREE DAYS) TsacrinniLnTn Sia
LEARNING THE can tell stories of interfaces that caused dificuli 107
students rk with
to work with whateve
chance for the studa.
If some
Givea
be using. As a class or in groups, sketch
they will out your
overall d
and technology ask them
software and processes
nresentation. Then have groups create
faniliar with
the tools
new to multimedia. help the their storyboard
oards.
aiready
the others. if students are
new

medi then A storyboard is a

paper-and-pencil sketch
the enti. of
the different
you
rain
that involve
using presesentation, screen by screen or, in
of video,
ntire
the cas
with lessons and vPe
begin students are colearners
you both ot. Each pane of the
storyboard shows what text, shot by
and your
Remember. you
tion, and interactivity buttons will go on
motio
images, sounds,
leam as you go. the screen and
they will be arranged.
There should be no how
design. This is a
AND PLANNING (THREE DAY TO sketch: me spent making
it beautiful is quick
PRELIMINARY RESEARCH PROJECT SIZE) withlin
time wasted. The panes Astoryboard is
DEPENDING ON areconnected to show how the
THREE WEEKS,
immerse themselves
example, a home page with six
buttons
presentation flows. For
for six
a paper-and

At this stage,
students should in
the six topic creens from each button. See topics connects to
pencd sketch
necd to understand to creat
they ereate theit Appendix A for of the entre
content or subject matter
in relevant experienca
Project Storyboard. Butterfly presentabon,
will engage ces
presentations. Students
collect information and gather ideas. Field Requiring storyboard provides a natural check-in
a Screen by screen
conduct research to
vOu and gives your students an point for or, in the case of

teacher-guided lessons, student

research, interviews, observationn, and opportunity to plan ahead. Then, video,
that might occur during this staoe
when other questions arise, the fiow chart or storyboard
questioning are all activities a concrete reference point for what becomes
to do next.
Students can tag and collect information they think might Ibe Here are a few design tips to
valuable for their presentations: compelling photographs, quotes
keep in mind
throughout
storyboarding and production:
sounds, and other media they encounter in their research. Durine
.Use scanned, handmade artwork to makeproject look
a
field trips, they can take photographs for their presentations personal and to manage scarce
Students can keep records of URLs (uniform resource locators or Student artwork is unmatched as a technology resources.
Web addresses) and content of Web sites they find. This is a good way to assure a
project
has heart. Keep clip art or
time to emphasize fair-use and plagiarism issues, as well as stamps to,a
minimum-they
the make presentation look canned.
a
importance of crediting sources.
.Keep navigation- the way users
will get from one screen to of your presentation
cONCEPT DESIGN AND STORYBOARDING the next-consistent
the whole throughour
(THREE TO FIVE DAYS) presentation. "Back" and "Next" buttons, if you
have them, should
appear at the same place on each
After collecting initial screen (for
information, hold a brainstorming example, the lower right corner). Always
session where the whole class or a include a way to get to the home
subgroup defines a tentative or the page beginning
approach to the subjects and discusses some of the presentation.
ideas. Now that students know preliminary design
something about the subject mate, Organize information similarly throughout so users can
what do they want to find what
say? How best can they address their client's they are looking for.
or
audience's needs and interests? Care for
What is the collaboration. Check
and how will
they organize their
primary messag in with groups to make
information to
present it?
Sure they are
collaborating successfully and that conflict is
Now is the time not
derailing their
make it useful to the
to talk about
organizing presentatn0 a t0 productivity.
audience. Your Organize manageable steps. Break down the project's
a bit of
experience with how Web students probably have qu steps into manageable daily
components considering
sites are
usually organizeu
 Educatonal Technokogy 1
MUtrnedia as a
168 comparatively
more time leachingLeaming Stategy
that the
project
requires
CONCLUDING
CONC
ACTIVITIES (ONE TO THREE DAYS)
succeed.
often.
This is to
ensure
hat mistakes
that
Allow timne for students to
presentand show
Check and
assess
therefore can bee be off their
early
enough
and
correcteced work.
You and they proud of what
they have done hard
are seen
is produced. to share it with others.
before the
final.product will
want

emorable oject even more special. Concluding activ

make a
and

PRESENTATIONo there is obvious, authentic

an
FINALIZING Often
Of
ASSESSING,
TESTING, AND to your real-world
connection. You willconcluding activity related
(ONE TO THREE WEEKS) audience and celebrate your
present to
to think about: fi accomplishment. You can your target ta

There are two kinds

of testing
Functional testing means tryin nctionaond about scheduling your project so the end
coincides with a
testing and
user testing.
through the presentation.
the event, such as Parents' Night or
vent, end-of-the-quarter sc)school
buttons, taking all possible
paths
and the like. User testino
g mear
can organize
can o
an exhibition day or a activity.
multimedia fair with You
missing images, where the school views
for errors,
to members
target audience the
of th teachers
semester. (Adapted from
all the
multimedia projectsother
showing the presentation navigate it and undand the Michael Simkins, for
finding out can successtully
if they
audience Is younger
understand
studente
Taualin& Barbara Means (2002), Karen
Increasing
Cole, Fern
it. For example, if your target
those students go throuoh
user Through Multimedia Projects, Virginia, USA: ASCD.)
Student Learnis
would include watching the
testing
sure the text is appropriate for Remember to take time to review the ups and
presentation and making their niect with students and anyone else who
downs of the
reading level.
of suggestions for improvement. participated. Take note
note
Assessment means critical evaluation of your presentatin.
ation. The end-of the-quarter activity that is
Ideally this comes from than one source. Possible assese.
more
sors to 12 curiculum is very expected
the K
opportune for project-based multimedia
of
include your students, you, members of your target audience
nce, learming.
content experts, and design experts.

The key idea about testing and assessing

do it while students still have time to fix the
is this: You
problems they
have
find
t
AePFUCATON
or students will find the enterprise pointless and demoralizing. 1. Do a
multimedia presentation of
After assessment and
testing, your students will be revisine learning to a group of Education project-based multimedia
and making a."release candidate," a version
everyone thinks is Principles of Teaching or to a studentsof enrolled in
just about perfect. The release candidate is tested
further, and faculty development for them togroup teachers for
at this
stage no new content or features are added. know what
Only things based multimedia
leaming is, its main features,
project-
like crashes,
mortifying factual errors or offensive
material, and and
disadvantages, and a concrete example toadvantages
typos are fixed. After a round of illustrate
fixes, you make a new release it.
candidate and test it. This
process continues until the deadline.
you're out of time, you're out of At the conclusion of the
candidate becomes the final time, so stop! The last release
you went
project, evaluate the process
or deliver as
version, which you post, through
then discuss lessons
learned. THE
appropriate. copy, archive, EXAMPLE IN
final version and
If there are
you have a client or
serious problems with the FOR YOU TO BE
A IS A APPENDIX
"MUST-READ" ITEM
add a "read me" real-world audience, just ABLE TO DO WHAT YOU ARE
file or page ASKED.
that
problems and (if you know) warns the user about these
explains how they be might fixed.
 LG
aming Mutimedia as a

170
Educaborsal Technolbgy 1

ultimedia
Teaching-Lsaming Stategy
of
project-based

1)
learnin
cl
171
The
effective

planning.
use

Initial planning
how much
involves:

time is
clarifyin MAXONG THECONECTION
thorough ne
SUMMENG UP
requires determining

objectives, 2) in
decision making, 33) s
goals and
determining ting
involvement

and extent of students' identifying

nd det
and
4) Is it correct
to say that the
collaboration,
the node to
mode to measure lesson
up forms
of
and 5) deciding
on
do is basically the same vwith the steps inplanning that
are needed, teachers
resources

what students learm. include: 1)

fore the befo nultimedia project given here? Make the comparison. implementing
of the project
phases
The various
of the project,
ject, 3) learning
the
and planning, 5) Co
introduction

project starts, 2)
research
technology, 4)
preliminary
draft production, 7) aseaP
storyboarding, 6) first
design and presentations,
and ding
7) concludin activit
testing, and finalizing were outlined in
steps
for each phase this
The suggested
Lesson. thousand words, Figure 31
picture is worth a may
If a
involved in a
multimedia project le sson
capture the steps
plan. Personal Postscript-Don't Get
Overwhelmed!
Planning
a theme,
Setting a goal, choosing
specifying the purpose.
Don't be turned off by the many
steps presented here on
Researching uSing project-based multimedia leaming. Just bear in
mind that we
information from a
Cllecting use the strategy to enable the student to remember
variety of sOurces and understand
better content as they perform real-world tasks such as
Organisingg for answers to problems, analyZing,
researching
Aranging and displaying the ideas
assessing, making decisions,
(wnting, layout, graphics, etc.) working with others. You are not tied to the steps shown
Managing here.
Provided you know what you want to
accomplish, common
Developing sense will tell you how to get there. But
Puting everything into the computer
Aing up taane
dhivirin the work
every beginner needs a
roadmap to simplify her task. After
tng schtsks.
staying on t k
your first venture into project-
based multimedia learning, you may be able to
come up with a
Communicating more simple roadmap.
Presenting the project to an audience

Evaluating In case your schools

lack computers and other more
What worked?
recent technological gadgetsand students are not familiar wit
What needs improvement?
and are not skilled in
computers, then make use of a combination
of media available. It will
still be project-based multi-media
Figure 31. Steps on the Process of Multimedia Creations learning.
Source: Wiliams, Michael D. ed.
(2000) Integrating Technology Into Teaching and
Leaning: Concepts and Applications,
Singapore: Prentice Hall.
 UULDvst,
Techrnokgr Sppotd Leameg
173

ESCON AALYSS
DiscUsslon Questions:
Constructivist,
Assessment in a 1 What assessment practices were expressed
in the
TechnologySupporedLearning single
conversation?

evaluated using any 2. Do you favor such practices? Why or why not?
assessed or student
cannot be and products of
Complex leaming
examine both
the processes
messure. We must

leaning
ASTRACTION
Focus Quastons
tits a constructivist From the conversation we gather that some students:
assessment
Which form
of .memorize very much for the test
technology-supported leaming environment?
fit their style of test preparation to the kind of test and
.study only for passing score and a passing grade

The questions we raise are: "Is it really bad to memorize

cartoon below then reflect on tha for the test?" and "Is it not good to study for a score and for
Read and analyze the
a grade? The answer to both questions is a NO. It is not bad to
questions:
memorize for the test. Examinees even take in Memory Plus food
At least maka-score
Ganon naman mag E, ano supplement to increase their power to memorize. Neither is it bad We should
the meaning of ako at makapasa
patest si Titser ah! ngayon
for and
photosynthesis. Memory work! kung
namemo-
no! to study scores grade. However,
should go beyond
we 90 beyond
memorizing for tests and we should not study only for a passing memorzing fo
ze mo
tests and we
Ba't mine yong score and a passing grade.
memonze
definition should not st.
mo yan? photosyn In a constructivist classroom, leaming transcends memorization 0nly for a pes
thesis SCOre and a
of facts. It is putting these isolated facts together, form concepts
and make meaning out of them. It is connecting the integration of
passing grac

Questions:
R these facts and concepts to daily life. It is seeing the relevance of
these facts and concepts to what we value and treasure in life. f
this is what learning is from the eyes of the constructivist, then
. Do you also memorize when dehinitely, the pure memorization (sometimes without understand1ng)
you prepare for tests
2. Do you like it? done for a mere recall test does not jibe with such belief

3. Why do you have to What then is the assessment practice that will be congruent
memorize?
4. with the constructivist's thinking? It is a higher level form ot
Would you still memorize
even if teacher's style of esu assessment that will require the display of the basic skitls o
172 changes?
 17
Losson
-Assessment Construcdtvisi,
in a
Technokogy+ Suupre usniry
EalibvlTechnokgy1 175
more
complex sskills
the
174 and
eva
and

aluating
computing
critiquing
speaking,
and analyzing,
writing learned, skills of workin 4
social
concepts

applying and the will call

will Student presents Student presents
creating, assessment Audierce has dificuity
integrating
and
level
form of for O r T u O n

information in a information in a logical

tollowing presentatrn AudenCA Cart
Such
higher
The
nal paper-and-pencj te
traditional
logical,interesting sequence that the because student does urdarstand yAtn
skills integrat sequence that the audlence can follow.
others. a s s e s s m e n t .

ed not because ther

foms of measure
basic
with audience can lollaw. consistenty vsa a
G 9equertA
alternative
inadequate
to logical sequenca.
to be
skills. indormabkon
will prove
skills and social Student demonstrates Student is at ease Student is
higher-order-thinking
suect Knowedgo full knowledge (more and provides
uncomfortatie wth Sudent doe not have
than required) by expected informaton raçhs of intormaton,
appropriate fo answenng all class answers to all and is able to answer stydert canno
is most
the questions with questions only nudimentary
anwer questios
assessment
more about au explanations and but fails to abru sjpc
Authentic

(You
will learn entic elaboration. elaborate.
questions
Authentic nt.)
thentic
classroom.
assessment.
constructivist on
assessment two subjects
in your written oral
and oral expression
exnn

measures
assessment

collective
abilities, Student's graphics Studen's graphics Student occasionaly
Student ues
skills, (like computer
killy explain and reinforce relate to text and
measures
Grphic USes graphics that
collective abilities assessment

skills,
manipulative SCreen text and presentation. rarely suppon text uperhus graphics
-wnitten and oral skills, analytical to work
collaboratively.
presentation. and presentation.
and ability graphics,
expression skils, creativity,
integration,
anatytical skills, students perform real world tan
assessment, Presentation has no Presentation has Presentation has
manipulative skills authentic Student's presentaton
In
"authentic". It is an
assessment
of a process
of Mecherios misspelling or no more than two three has tour of more
(like computer thus the word includes performano grammatical errors misspelings andlor misspellings arndlor
authentic
assessment
grammatical errors.
speling errors andior
skills) integration, product. That
is why reliable measure
grarmmatical errors. granmatcal eors
is a
creativity, and The performance
or product
assessment.

proof of the acquisition of a Eyo Contact

Student maintains Student maintains eye Student occasionaly Student reass a of
ability to work
and the product is a eye contact with contact most of the Uses eye cotact but eport with no eye
skills learned Again the mere audience, seldom
colaboratvely and product are assessed. time but frequently stil reads mos! of Contac
skills. These performance So what do we eed?
returning to notes. returns to notes. report
these.
cannot evaluate
paper-and-pencil test
to do it more objectively Student uses a clear Studen's voice is Student's voice Student mumbkes
and evaluate and,
We need to observe Ebaudon
volce and correct, clear. Student is low. Student incomecty prongunces
rubric. (You will be taught how to
with the aid of a scoring precise pronunciation pronounces most words incorrecty terms,
For now it of terms so that all corectly. Most pronounces tems. speaks loa quietly for
make a scoring rubric
in your assessment courses.)
audience members audience members can Audience members students in the b9ck
of a scoring rubric to get an
to see a sample can hear hear presentalion. have dificulty f dass to he.
may be sufficient
and to see its place in assessment. Please presentation. hearing presentation.
idea of what it is about
see Fig. 32.
Figure 32. Multimedia Project and Performance Rubric

You and your students may develop a rubric. It can be a

collaborative effort for both of you teacher and students

which is
-in line with the practice of self-assessment,
highly favored and encouraged. In fact with scoring nubric,
standards are clearly set at the beginning for you and your

can assess ther

students and with that rubric your students
much of the
own performance or products. In this case,
as 2
fear for tests gets dispelled. Assessment is accepted
 Lesson 17-Assessment in aTect
Supoortnd Leas
Eduron Tacnotogy Envormert
176 177
natural and
nomal part of
the leaming process. Thes. process. There are hat occurs. Assess learning as it is
occurring. This is process
students will be tested and that How do we assess if
secrets on
how or erformance assessment.

our studen
dents
dents then.
more
no
will be asked.
The students themselves the constructivist's way of thinking, behaving
kind of questions and
have learned

know how their progress gets

assessed.
living? The standing and
rubric for understa improving meaningful
in Figure 34 may give you an idea?
in a
technology-supported environ envi
vironments

Assessment
and creative
necessarily
includes display of skillful of
because that is what is naturally
and recent,
technologies, old
technology-dominated
cxpected of us in the real
world, a
literate and fluen
world Aseeeang Acdiy
need to be computer
In the 21* century, we
These technology and intepras
OT
To what
extent does the environment you have
based on these activities?
created
promote manipulation of rea-word
become helpless.
we get lost or obiects and observations
students present answers Leemer Interecdon with Real-Workd Obpct
skills are demonstrated when our
have found to two or more assigned problems or present . the
they Litle of the Leamers are
learner's time is often
have worked on for a purpose with the use engaged in activities
group project they spent engaged with involving tools and
need performance-basa
various technologies. These presentations tools and objects found objects found
assessment. It is a direct assessment, w outside school.
assessment or product Outside school
and creative skills, their analytical and
do not test their computer Obeervadon and Rañecion
multiple-choice -type of test o
integrative skills by way of a Students rarely Students often stop and Students share frequent
alone. Instead, we measure their computer
test their computer skills think about or record think about the activities observations about their
skills directly in an authentic or real-life setting. Where do the the results of actions in which they are engaged.
activity with peers and
need to use their computer skills in life? That becomes the taken during actvities. interested aduts
natural setting of the test in computer skills.
Leamer Interadtons
A technology-supported classroom maximizes the use of old Students manipulated Students manipulated Students maniputated
none of the variables or some variables and all or nearly all varables
and new technology. Students are expected to demonstrate leaming controls in environment. controls in environment. controls in environment
with the use of both old and new technology. For instance,
students may use transparencies and OHP to demonstrate the Tool Use
Students used no Students used some Students used nearty all
learned skill of topic presentation or may choose to use powerpoint cognitive tools. cognitive tools to support cognitive tools
presentation. To assess their manipulative skill, we conduct direct explorations/manipulations. effectively.
assessment with the help of a scoring rubric. From the eyes of
a constructivist, learning is an active, constructive, intentional,
authentic and cooperative process, so should the ways in which
we assess leamers and the criteria that we use to evaluate them.

Obviously the traditional paper-and-pencil that cannot assess this

type of learning.

How then should we evaluate

learning? Definitely, the paper
and-pencil test won't fit. If it is the meaning and interpretations or
experiences that individual students and groups construct that wE
have to evaluate, there will be
different answers and there may
not be one right answer. So what we assess should be the proces
 Lesson 17-Assessment in a lechnokogy-Supported Learning Environment
Edusatina Tectinoogy
179
178

Assesing Construcdon
does the
environment you have
created cause
leamers
pUzzling dissonan
to perceive puzlino
ApooaingAuhendcty
Compledity
To what extent
to explain the incongnuity? face The tasks learners face Students accept challenges
and form mental models tasks
learners
are embedded in theme-
The for as they exist in real
designed word.
DlssonancaPuzing
Learners are consistenty have
been
into based units that cross using languages, math,
separated
Leamers frequently (.e., disciplines and present
Students engaged in seem to be operating striving to resolve disparity schools
"subjects" and developed science, and technologies to
between observed and issues in context. accomplish important lasks.
eaming activities sincere to simplity learning).
based on a
because activites Curiosity about the on a sinceredesire to
are required, rather
topic of study. know. High-Order Thinking
than being an intrinsic of Students are often asked Leamers routinely
percentage
A large to develop ideas and
nterest is expected is generate hypotheses.
Mental Models and Makdng Meaning
what
memorization. Students solutions, often in groups, Conduct investigations,
Constructing Leamers are often Learners routinely
asked to evaluate, and demonstrate the assess results, and
Loarners rarely create
make sense wrestle with new are rarely abilities to create and reason.
their own understandings expected to synthesize, or create. make predictions.
of how things work.
of new experiences experiences, becoming
and develop theories. experts at identifying
Recogntzing Problems
and solving problems.
Students occasionally face Students frequenty face
Students are not expected
il-structured challenges and il-structured challenges and
Assessing Cooperatdon to be problem finders,
To what extent does the environment you have created promote meaningful interaction amona estudenty but are instead expected
are expected to refine their develop proficiency in
To what extent are learners developina skil to be able to
solve occasional problem as well identitying and
and between students and experts outside of school? as solve it.
well-structured problems defining problems.
related to social negotiation in leaming to accept and share responsibility?
Interaction Among Leemers Right Answers
Learners are
Little of the The problems presented are
often immersed in activities The "problems" presented to
learners' time is
in which collaboration with Learners tend to have "right answers, new to the leamers, and generaly
spent gainfully engaged with "correct solutions that the students are involve complex solutions of
other students. peers results in success.
Expected to eventually reach. varying quality, rather than
right answers.
Interecdtion with People Outside of School
Little of the Learners are
leamers' time is often involved in activities Assessing Intendonality
in which there is
To what extent does the environment you have created cause learmers to pursue important, well
spent gainfuly engaged with significant learning
experts outside of school, outside of school. articulated goas to which they are intrinsically committed? To what extent can leamers explain thei
activity in terms of how the activities relate to the attainment of their goals?

Soclal Negoiation
Lite evidence that Learners are often Leamers collaborate
Goal Direcdiedess
eamers work together
Learners are often Leamers are generally engaged
observed in the process with ease. Negotiations
to develop shared under- of
pursuing activities that have in activities that contribute
coming to agreement become almost invisible, little to do with the to the attainment of
standing of tasks or on the nature of
problems yet the ideas of all team attainment of specified goals.
of solution strategies. and on best courses of action. members are valued.
specified goals.

Acceptance and Distriburtion of Roles and Responsiblty Setting Own Goals

Roles and responsibilties Roles and responsibilities Learning goals are Leamers are sometimes Leamers are routinely
are shifted infrequently,
Students make their own provided by educators. involved in the establishment responsible for developing
are shifted often, and decisions concerning
most capable iearners Such changes are accepted of learning goals. g0als
accept more responsibility roles and responsibilities,
by both the most and freely giving and accapling
than the less capable. Regularting Own Leaming
least capable. assistance as necessanry. Leaners' progress Learners are involved Leamers are
is monitored by responsible for
as partners in
others. monitoning and reporting
monitoring and reporing
progress toward goals.
progress toward goals.
 Lasson
17-Assessment ina consuucTVISL,
180
Edtucatnl Tecneogy 1
1echnovogy-Supported Learning
181
2. Do out-of-context drill items learned in Principles of
Teaching have a place in constructivist assessment?
o Leam
Leaming How The culture of the leaming
Litte emphasis is placed environment promotes frequent
0n metacognition. There discussion of the processes
are few opportunities and strategies (both successtul
to discuss the leaming and unsuccessful) involved in For assessment of higher-order-thinking skills, which is
process with peers leaming more sound to do-give the graphic organizers that
or educators students
use or allow them
to research on other
as Focus of Actvity graphic organizers
Articulation of Goals Leamers descnbe the activities to use or ask them to create their own organizers?
Leamers dont see the relationship in which they are engaged in
betveen the activities in which terms that relate directly to
they are engaged and the specified leaming goals.
specitied leaming goals.
of Leaming Goals 4. Which visual symbols (e.g. graphics) in Lesson 13 can
Technology Use in Support The use of
The use of technology
The use of technology
makes a technology be used for assessment purposes in a constructivist
seems unrelated to the
contributes to the
to
pOwernul contribution
the
technology-supported classroom?
specifed learning goals.
altainment of specified atainment of
leaming goals. specified learming goals

Rubric for Understanding

and lmproving Taking It to the Net
Figure 34.
Meaningful Leaning Environments . For thinking maps visit www.thinking maps.com

2. Create visual tools -graphic organizers-on the screen, visit

The traditional paper-and-pencil tests are not adequate
www.inspiration.com
SUMMINGUR assess learming in a constructivist technology-supported leamin
The authentie forms of assessment such as performance ad
product assessment, are more reliable and adequate to me
measure Postseript
students' communication, analytical, integrative, evaluative and
collaborative skills. In a technology-supported learning environmen Students study and learn based on the way they are tested.
the students are not only users of technology product, thev The type of assessment anticipated appears to influence how and
themselves are authors of technology product. Scoring nubrics an what they learn. Therefore, the quickest way to
change the way
therefore, a must in assessment.
students leam is to change the way leaming is assessed.

In a technology-supported classroom, the student learns

from and with technology.
Technology is seen as a source of
MAING THE COMECTON information that the students learn from in the same way that
you, the teacher, are a source of infomation. The students master
1. In your Principles of facts and concepts from technology and with the aid of
Teaching, you learned that "leaming technology
is a personal process "then what Isn't this the essence of
mode of assessment computer-assisted instnuction? Is it in order
is most then to assess the students' learning of intfomation by way of the
appropriate? (Corpuz, B and G. Salandanan,
Principles of Teaching, 2007). Wil self-assessment be traditional paper-and-pencil test? We caution the teacher, however,
make
appropriate? to his/her paper-and-pencil test as authentic
We combine the traditional paper-and-pencil test
as he/she
with authentic
can.

aSsessment to assess analytical integrative and collaborative skills,

skills that are taught in a constructivist classroom.
 esson 18-KoRes anJ Funcion an
Eduçabonal Madia Centns
183

ESON18 MeolorVislon

Media Center functior as a vital instrumen

The Educational

hasic. ic requirement Jor quality cation by enriching all

Roles and Functions of an rll
as
u
schools educational process.

Educational Media Center

e ave sad that the best ideas in the workd are to be found in a modem
ftects
and supports the philosophy of
nlements the school's aims and
the
school
It
shares
and impi objectives.
ay But the moden sucatonal medta canter must indude excellence
the teaching and learnin
aned media not
mereiy in matenias- Eager Ldk
printed It is
invoed in
process.
a source center
in u, forms of commun:
diferent
teis
accompanying technology organized and housed for
and
their easy
accessibility a n d use.

i s a learning laboratory. It provides materials which will

Focus Questons nt the curriculum; it
enrich and in encourages individual
What is an educational media center? and inquiry: it provide materials and facilities
exploration
for
and self-directed learning.
What roles and funo ions does an educational research
media It is a teaching ageney. lt teaches students how to find
center perfom to serve the
teaching-learning process?
information; it stimulates new interests; it encourages students
What elements must an EMC have for it to
function as one?
efectively to use a variety of media; it keeps teachers informed about new
materials and welcomes their suggestions for purchase.

It is a service agency. In it, all procedures are established

HNTROOUCTION as the basis of service to students and teachers; schedules are

changed and altered when necessary to serve a need; materials

Let and equipment are circulated; use of media center faciliies by

usdevote the last lesson to a
Educational Media Center discussion of an individuals and groups is encouraged.
(EMC),
instructional materials, which include
after having seen
how A coordinating agency - It serves as central depository for
in classroom instruction. multimedia, can be
integrated various forms of media; it encourages the use of those kinds of
materials which are most appropriate for the specifc learming task
materials which can be used by individual students
and
it provides

ACTNTY
Below is
teachers as well
in the school where anyone
as for small group or

may come at any

class needs; it is
ime.
one place

l
an
excerpt and listening
the information
on
about Ateneo de A center for recreational reading, viewing
Manila Educational Media materials to fufhll the curren
Center (EMC) lifted provides a variety of recreational
from its website,
http://gradeschool.ateneo.edu/libraryl.
small group answer the Read it very well, then in
your
needs
of the range of interest and
abilities for the studeniy
selection of these matenus
182
questions below. provides assistance to students in the
uses; it
is concence
individual and group
provides facilities for
 Lesson 18-Roles and Funcions of an
184 Educational Technology 1 Educational Media Centlar
185
as theabitual one; it
hab.
readers as
well
uses a of print and non-print materials
about the reluctant
to encourage uSe of
use
of material Circulation

Variety of
promotional
techniques fo 4.
The EMC lends out various ypes of materials to studenis
recreational purposes. and teachers. To nake it serve efficiently, at the same time
resource cent.
other community nters
As a stepping
stone to
the s. the use of its resources, the EMC has
prepared
habits, it introduces some
maximize

fo desirable lifetime
intellectual

in other
community resour tuden;
urce cer
guidelines that were discusse and approved by the Committee
o the resources
available ducational Media Resources and Services,
It encourages ne
the Standing
encourages their use
in adult life.

other media.
ersonal committee of the
school chaired by the AHA4.
Ownership of books and
5. Reference

The EMC attends to request such as bibliographic

EMC Services information from the cad catalog, search through books,
1. Orientation neriodicals, pamphlets, documents and non-print materials.
All new teachers are given an orientalion on the EMo
A logbook of question asked is available at the circulation
its program, role in the total Ateneo academic organizatio
IC counter. The logbook also serves as a data for the librarians

services, facilities, guidelines and procedures during

ion,
their in in their selection, purchase, organization and publicity of
service program. Hands-on training on the Use of the differen
materials. There are computers with Internet facilities that help
ent facilitate this service.
equipment is part of the new teacher program. The students
are also given an orientation on their first Media 6. Bibliographic Service
Instruction
Program (MIP) class.
There are listings of materials and periodical articles
2. Selection of print and non-print materials to publicize the new materials and periodical articles in the

The librarians EMC.

continually select and acquire print and
non-print materials that suit the needs, interest and special 7. Media nstruction Program
abilities of the students and teachers. Teachers,
middle The Media Instruction Program (MIP) aims to teach
supervisors, and the administration are
encouraged to take
active part in the selection students to be skilful and discriminating users of print and
process.
non-print media. t is designed to develop the habit of inquiry
3. Organization of print and non-print materials and stimulate the growth and development of the young mind
A technical librarian organizes all the in independent thinking. lt also aims to develop appreciation
purchased
non-print materials for easy retrieval. The Resource print
and for the diferent forms of media. MIP is given to all classes
the computerized Organizer, from Prep to Gr. 7 at least seven times a year
system of library organization by the
Solutions is already in G-Soft
use to
facilitate effective and eficient 8. Class Supervised Research
organization and retrieval
procedures, as well
tools such as asthe other It is a scheduled program of activity particularly in
the Dewey Decimal
CA. Cutter's Classification System and the Science and Social Studies. It refers to the class periods
Three-Figure Author Table.
allotted to these subjects where the students are brought to the
EMC to do the research for a particular topic.
Edcatonal Technology1
Lesson 18-Roles and Funcions of an
Educatonal Media Cente
9. Grade Level
newspaper 187
tion toto aa newspor
Each grade level is given a subscription
their choice. It is a service rendered to ensure that newspaper
the f. of ANALYISIS
s
pdated daily on curent events locally and internat faculty for Discussion:
10. Mags-on-Wheels nally. Gulde Questons
Based on what you read, what is
center?
an
educational media
Selected professional and general interest journal Da vou agree that an EMC Is not only a vital
routed in the
different grade levels and service areas are f auality education but also
instrument
service is given to maximize the
diferent subscriptions The
a
requirement of
quality
professional and for education? (Go back to the
mission/vision statement
personal growth of the school
community above.)
11. Photocopying Service EMC
Is an an
independent entity in the sense that
it has
A
its own philosophy and aims distinct from the
school?
self-service photocopying machine is available for tha Is an EMC devoted only to the acquisition and
faculty Xerox materials needed. Students may also
to distribution
request of educational media?
photocopying of library materials. A corresponding amount is What roles and functions does educational media
an
charged. center perform to serve the
teaching-leaming process?
12. Video and Sound In what sense is an EMC a:
Production
Simple productions for class instruction, program resource center?
and
schoolwide presentations are put together in the Audio-Visual
area. leaming laboratory?
13. Multi-media Services teaching agency?
service agency?
Different non-print media-materials are acquired. Teachers
are
encouraged to maximize use of their materials. The coordinating agency?
procedures for reservation and usage is teacher-friendly. recreational reading center?

stone to other community resource centers?

a stepping
Discusslon Questions
1. What do you services does EMC
see as the best features of this EMC? Based on Ateneo's experience, what an

offer?
What must an EMC possess in order to function etBectively
2. How different is this EMC
from the EMC that as one?
had? you have/ An EMC s a
facility designed
for the housinN
and udization of
all educatonal

medie wtwa hs
 Lesson 18-Roles and Functions of an
188
Educationa! Technology 1
Educational Media Center
189
the media center accessib to all
Is classrooms and
lecture/conference rooms?
ABSTRACTION Is there educational media
technology informationn
dissemination?

An EMC is a facility designed for the housing and utilizas

zation Is there proper cooperation between faculty and the
of all educational media within the school. It is a basic requiremment nrofessional media staff in the planning,
An EMC renders for a school to render quality service. It is not independent
of t
pro
developing, and
arious kinds school. Rather, like any part of the human body, it is a unit using media for instructions?
of services. the school that cooperates with other units or departments In particular,
are faculty members
assisted by the media
ts services the school fulfill its mission and realize its vision at center staff in analyzing teaching needs and in designing.
help by livin
boil down to
up to the school's philosophy and aims. It serves a ving selecting and using educalional media to meet these
mproving the myriad of o

roles, among which are: 1) center of resources, 2) laboratory f needs?

feaching-leaming or
I s there an adequate storage, hling and
orocess by learning, 3) agent of teaching, 4) service agency, 5) coordinatina retrieval/borowing
making it more agency, 6) recreational reading center, and 7) a stepping stone
to system for instructional hardware and software/materials?
interactive, other resources of the community. Is the center capable of technical
operations
collaborative, An EMC renders relating
various kinds of services. Its services
boit to technical assistance, equipment repair and
interesting and down improving
cleaning,
authentic.
to the teaching-leaming process by making it more
continuous upgrading of facilities?
interactive, collaborative, interesting and authentic. .Is there a capability for production of
What must an EMC have to be a functional grapbics, audio,
visual and other media materials for instruction?
EMC?
The evaluation questions for a functional EMC
(Lucido & 3. Classroom facilities
Borabo, 1997) give the following elements.
1. The institutional media services Are classrooms designed for and provided with
essential
I s the administration committed to a media facilities for effective use of educational media?
program?
I s the program
of media
services administered by
Specifically, are
classrooms equipped for full light control,
a
media electrical outlets, appropriate ventilation and media
specialist through media center?
I s the center operations space?
operating at the same level as other major
institutional services of the school? . Are classrooms equipped with a bulletin board, chalkboard,
Are there clearly defined projection sereen, map rails, etc. for instruction using
policies, procedures, and plans media?
for short, medium and
long term coverage? 4. Media program
I s the center
provided with appropriate facilities, finances Are there clear-cut administration policies on the media
a regular budget) and staff (both technical
Is the center
and
clerical)? program?
capable of giving media and/or educational I s there
media technology advises/assistance adequate source/system of funding?
an
to the faculty? I s there appropriate hiring of media center supervisions
2 Media and instruction creating and techuical personnel, consultants and clerical
staff?
.Are the faculty encouraged to use media as
part of instruction? an
integral
. Are classrooms equipped and/or
possible use of
adapted for the best
educational media?
190 Educational Technokogy 1
Lesson 18-Roles and Funcions of
an
Educatonal Mesa Center

APUCATON 191

.Come up with a metaphor or a simile

or
on the followi
simile inn aa Sen ole
MAKING THE CONNECTON
of EMC. Explain your metaphor
two.
an
sentence or
Here is an excerpt or an on-line brochure of an EMC
Example:
An EMC is like
An EMC is a resource center- an w. according to the
excerpt given below, can
warehouse. (t is from there that we buy our rice A the students' and teacher's utilization of EMC? W. promote
ame way that at a
cheaper price in this period of crisis in the sam your
answer here.
get our instructional materials from an EMC). Ne

2. Use any of the bands of

experience (instructional materi
EXCEPT WORDS or VERBAL SYMBOLS in Dale's Ca
Experience to present / illustrate the services rendered h
EMC. an TOPTOP 10
NEW FICTION
Example - Orientation service by role-playing NEW
wN BoOKS
Most BomOwed
Books from June to December
NIRUANONAL
SUMMING UP An EMC is facility
of the school system tasked to
a

maintain, care and promote the full efective use of

media. It houses both old and new
acquire
educational
technologies meant to make
2007.

1. A highly imaginative story of

urban legend. Neverwhere.
ECANOROOY
learning more efficient and effective. It facilitates and ensures by Neil Gaiman tops our
the optimum use of all instructional media. It list!
organizes
activities for students and teachers alike for them to learning
and improve on their upgrade
technology manipulative skills all for
the purpose of
motivating them to keep on
communication, analytical, integrative, creative developing
skills for meaningful
lifelong
their
and collaborative
learming.
BOOK
REVIEWS2, EW
NEW
MN
Reviews of non-fiction
Reeord Sound with your
own pC
Learn about
books written by the
This is madepossible only by an EMC that is adequately Audacity and more!
members of the Academia
equipped not only
with material resources but
most important of all Book Club.
by manpower resources, the media specialists and the
assistants.

2
192 Educatona Technokogy 1

Functional EMC
Postscript -A
Motivates and Inspires

facilitates our job.

REFERENCES
functional EMC
To have a
us when we
technician is
there to help
Imagine, a
like
equipment
have no confidence in manipulating
Someoneis
aptop for a powerpoint presentation.
need a visual material likee
there to help us when we

locating an instructional
a poster or map. Usually
time. With a
material we need eats up our
media specialist and caring assistants,
knowledgeable Print Resources
we are spared.
Armstrong, Thomas (1994). Multiple Intelligences in the
school put
It has to be overemphasized that
a
Classroom. Alexandria, Virginia: Association for Supervision
the right in the EMC. All the
persons
technologies and Curiculum Development.
waste if the
housed in the EMC will be laid to
media specialist and the assistants are not very Bilbao, Purita P., Brenda B. Corpuz, Gloria G. Salandanan &
Avelina T. Llagas (2006). The Teaching Profession. Quezon
knowledgeable and are not committed to the operation City: Lorimar Publishing Inc.
and manipulation of educational media.
Brown, James W. & Richard B. Lewis (1969). AV Instructional
Materials Manual. New York: McGraw- Hill Book Co.
Brown, James W., Richard B. Lewis & Fred F. Harcleroad
(1969). AV Instruction Media and Methods. New York:
McGraw-Hill Book Co.

Dale, Edgar (1969). Audiovisual Methods in Teaching. New

York: The Dryden Press.

Grabe Mark & Cindy Grabe (1998). Integrating Technology for

Meaningful Learning. Boston: Houghton Miffin Co.
Jonassen, David H., Kyle L. Peck & Brent G. Wilson (1999).
Learning with Technology: A Constructivist Perspective.
New Jersey: Prentice Hall Inc.
Latta, Raymond F. & Carolyn J. Downey (1994) Tools for
Thousand Oaks. California: Corwin Press,
Achieving TQE.
Inc.
Educational
Lucido, Paz I. & Milagros L. Borabo (1997).
Katha Publishing Co.
Technology. Quezon City:
Art and Science of
Marzano, Robert J. (2007). The
Association for Supervision
Teaching. Alexandria, Virginia:
and Curriculum Development. 193