EDUC 108: TECHNOLOGY FOR TEACHING AND LEARNING 1

DEFINITION OF TERMS and Technology, Seels, B.B. &Richey, P.C.

1994).
1. Technology refers to methods, processes,
and devices used for practical purposes. It 9. Software refers to program control
includes instruments from pencil and paper instructions and accompanying
to modern electronic gadgets and tools for the documentation stored on disks or tapes when
practical task. not being used in the computer. By
extension, the term refers to audiovisual
2. Information and Communication
materials (Smaldino, 2005).
Technology and Literacy or ICT Literacy is
the use of digital technology, communication 10. Multimedia is a sequential or
tools and networks to access, manage, simultaneous use of a variety of media
integrate, evaluate, create and communicate formats in a given presentation or self-study
information (Guro 21, 2011). program (Smaldino, 2005).
3. Educational Technology refers to the 11. Internet is a massive network of
utilization of technology in teaching and networks, a networking infrastructure. It
learning, which includes both the non- connects millions of computers globally,
digital (flip charts, pictures, models, realia, forming a network in which any computer
etc.). And digital (electronic tools: hardware, can communicate with any other computer as
software, and connections, etc.).\ long as they are connected to the internet. It
is generally defined as a global network
4. Digital Literacy refers to the ability to
connecting millions of computers
discover, assess, utilize, share, and generate
(http://www.webopedia.com).
content with the use of information
technologies and the internet (Cornell 12. World Wide Web (www) is also called a
University). Web, which is a graphical environment on
computer networks that allows you to
5. Digital Learning is an instructional
access, view, and maintain documentation
practice that utilizes technology to
that can include text, data, sound, and videos
reinforce students’ learning experience. It
(Smaldino, 2005). It is a way of accessing
covers the use of a broad spectrum of
information over the medium of the internet.
processes that comprises blended or virtual
It is an information-sharing model that is
learning. It can come as online or off-line,
built on top of the Internet.
which utilizes digital technology
13. Web Access is the ability of the
6. Online Digital Tools and Apps use an
learner to access the Internet at any point
Internet connection to access the
during the lesson to take advantage of the
information needed, like Skype. It is a
array of available educational resources.
telecommunication application software
product that focuses on providing video chat 14. Webquest is an inquiry-oriented lesson
and video calls between computers, tablets, format in which most or all information that
mobile devices via the Internet and to regular learners work with comes from the web.
telephones. These can be created using various programs,
including simple word processing documents
7. Off-line Digital Tools and Apps can still
that include links to websites.
be used even if there is no internet
15. Productivity Tools refers to any type of
access. Among these are Canary Learning,
software associated with computers and
Pocket, Evertone, iBooks, KA LITE (Gupta,
related technologies that can be used as
Prinyaka, 2017).
tools for personal, professional, or
8. Instructional Technology refers to the classroom Examples: Microsoft Office, Apple
theory and practice of design, development, Works – word processing, grade and record-
utilization, management, and evaluation of keeping, web page production, presentation)
the processes and resources for learning (KFIT-Unesco 2016).
(Association for Educational Communications
16. Technology Tool is an instrument used videos. Wikipedia is one of the most widely
for doing work. It can be anything that recognized of all the wikis (Watters, 2011).
helps you accomplish your goal with the use
20. Flipped classroom utilizes a reverse
of technology. These technology tools can be
instructional delivery, where the teacher is
classified as:
required to use the web resources as
a. Data/Calculation Tools. Examples: homework or out of class activity as initial
spreadsheets, Excels, Sketchpads, probability instruction of the lesson, which will be
constructor discussed during class time.
b. Design Tools. These are used to make 21. Podcast is a video or audio multi-media
models and design, creating, and building. clip about a single topic typically in the
Included here are Family Tree Maker, format of the radio talk show. The two
GollyGee, and Crazy Machines, among essential functions of a podcast are to
others. retrieve information to disseminate
information (Eash, 2006). productivity
c. Discussion Tools. Four different
approaches utilize discussion and interaction 22. Google Apps is a cloud-based teaching
on the Internet. These are threaded tool which is stored in the Google server and
discussion forum, Blogging, Live chat, and is available for students both at home and in
Video Teleconferencing, Netiquette, and school. It includes the Gmail, a free-mail for
Safety on the Net. all; Google calendar – a tool used for
organizational purposes; Google sites that
d. Email Tools. Emails are great
provide options for developing blogs and
communication tools for sending messages,
wikis; and Google docs are used for
photographs, videos, and other files. It allows
sophisticated word processing and editing for
you to reach out to others around the world.
the document.
Examples are google mail, Ymail, Yahoo mail,
and many more. 23. Vlog is a video blog where each entry is
posted as a video instead of the text.
e. Handheld Devices. Handheld devices have
become popular among learners. These 24. Facebook is a popular social networking
include Personal Digital Assistants, global site used by students and adults worldwide
positioning system, (GPS) and Geographic to present information on themselves and the
Information system (GIS) in the classroom, world.
Portable electronic keyboards, Digital
25. VOIP (voice over internet protocol) is a
cameras, Mobile phones, Palm, Handheld
category of hardware and software that
computers.
enables people to use the Internet as a
17. Webquest is a teacher structured transmission medium for telephone calls
research experience for the students that are by sending voice data in packets using IP
primarily based on the use of the World Wide rather than traditional circuit transmission.
Web and typically takes one or more
instructional periods (Bender & Waller,
2011). MODULE 1:
18. Blog is an online journal where posted LESSON 1: MEANING OF TECHNOLOGY
information from both teachers and students FOR TEACHING AND LEARNING
is arranged. There are three kinds of blogs:
blogs used for communication, blogs used for TECHNOLOGY
instruction, and blogs used for both (Ferriter Techne - craft or art
& Garry, 2010).
logos - discourse or study
19. Wiki, an editable website usually with
limited access, allows students to
collaboratively create and post written work
EDUCATIONAL TECHNOLOGY
or digital files, such as digital photos or
- art or craft of responding to our educational Technology in Education - It is the
needs application of technology to any of those
process involved in operating the institutions
which comprises the educational enterprise
TECHNOLOGY FOR TEACHING AND (Jonassen, et al, 1999)
LEARNING
Instructional Technology - It is a systematic
- a planned systematic method of working to way of designing, carrying out, and
achieve planned outcomes evaluating the total process of learning and
teaching in terms of specific objectives
(Lucido and Borabo, 1997).
Technology as a Process or Product Technology Integration - the learning
A. PROCESS technologies to introduce, reinforce,
supplement and extend skills
- focuses on achieving a specific series of
actions or steps that lead to a desired result. Educational Media - These are channels,
It emphasizes the journey rather than the instruments or avenues of communication
end product. such as books, magazines, newspapers,
radio, television, and computers and among
B. PRODUCT others that may serve for educational
purposes.
- focuses on creating a tangible good or
service that fulfills a particular purpose. It
emphasizes the end result rather than the
steps involved. 3 Domains of Educational Technology
1) Technology as tutor

What is Educational Technology? 2) Technology as a Teaching tool

1. According to AECT (Association of 3) Technology as a Learning tool

Educational and Communication 1) Technology as tutor
Technology) (1977), it is complex, integrated
process involving people, procedures, ideas, - assumes the role of the teacher
and organization for analysing problems and
2) Technology as a Teaching tool
devising, implementing, evaluating, and
managing solutions to those problems - supports, enhances, and strengthens the
involved in all aspects of human learning. teaching and learning process
AECT - problem 3) Technology as a Learning tool
2. According to Jonassen, et al (1999) it - LMS (Learning Management Systems)
consists of the designs and environments
- online classrooms
that engage learners and a reliable method
for engaging learning such as cognitive
learning strategies and critical thinking skills.
LESSON 2: UNDERSTANDING
Jonassen – learning engagement and TECHNOLOGY FOR EDUCATION
cognitive skills
BOON
3. According to Lucido and Borabo (1997), it
is a field study which is concerned with the - blessing
practice of using educational methods and BANE
resources for the ultimate goal of facilitating
the learning process. - curse

Lucidi & Borabo – practical application DISADVANTAGES

1. The learner is made to accept as Gospel
truth information they get from the Internet.
2. The learner surfs the Internet for 4. opens new fields in educational
pornography. research
5. adds to the competence of teachers
3. The learner has an uncritical mind on
6. supports teachers' professional
images floating on televisions and computers
development
that represent modernity and progress.
B. Learners and Learning
4. The TV makes the learner a mere spectator
not an active participant in the drama of life. 1. supports learners how to learn on
their own
5. The learner gets glued to his computer for
computer assisted instructional unmindful of three categories of knowledge
the world and so fails to develop the ability to
a. Declarative Knowledge
relate
- what, when, where, who
6. Using the Internet for character - facts
assassination of people whom we hardly like. - memorization
- direct instruction
7. Spending most of the time in using a
b. Structural Knowledge
mobile phone in classroom or in our
- synthesis of declarative to
workplace.
attain a form of learning
8. We use overuse and abuse TV or film c. Procedural Knowledge
viewing as a strategy to kill time.to others. - application of structural and
declarative knowledge
- How
Integration of technology in the 2. Enhances communication skills of
instructional process must be geared learners through social interaction
towards: social interaction - transmittal of
a. Interactive and meaningful learning. information from one person to another
b. The development of creative and basic communication patterns
critical thinking.
c. The development and nurturing of a. one to one
teamwork.
b. one to many
d. Efficient and effective teaching.
c. many to many

Technology is made for the teacher and social interaction through technology
not the teacher for technology. Technology is
- technology as a medium for
meant to serve man in all aspects of life
communication
including instruction. In the context of the
classroom, the teacher, who determines how social interaction around technology
technology ought to be used in order to reap
the maximum benefits that come along with - technology is the subject
technology. - technology ang topic
- may pinagawang activity using canva,
pinag-usapan with classmates
- may bagong phone, tinanong ang specs
LESSON 3: ROLES OF TECHNOLOGY IN
LEARNING social interaction with the support of
technology
A. For Teachers and Teaching
- teacher and student are interacting
1. provides enormous support to the
teacher as the facilitators of learning
2. modernized the teaching-learning
environment
3. improves teaching and learning
process and ways of teaching
 - interaction between 2 parties to solve a
particular problem posed by technology
- Google docs: editing at the same time

3. upgrades learners' HOTS, such as

critical thinking skills, problem solving
skills, and creativity
Critical thinking
- reasoned decision
Creativity
- think flexibly, fluently, originally, and
elaborately
Seven Creative Strategies (SCAMPER) fully comprehend instruction about a new
skill or learning objective
Substitute
Combine
LESSON 5: DALE'S CONE OF
Adapt EXPERIENCES
Modify/Magnify/minify - visual representation that allows teachers to
Put to Another Use understand ways on how to increase the
retention rate of students by involving the
Eliminate learner
Reverse - shows continuum learner
- 11 stages of experiences that a child will
undergo to learn
benefits of technology as a support when
it comes to communication - Edgar Dale
- breaks the barrier of distance - base is more concrete; top is abstract
- netiquette - based on concreteness and abstraction

LESSON 4: SYSTEMATIC APPROACH TO

TEACHING
Systematized Instruction
- follows a step-by-step process of how the
learner will learn the topic
- break down the lesson into a series of steps
- series of steps interconnected with one
another
- the students are at the center
- the process of breaking a skill down into
individual components so for students and
identify the appropriate teaching method or 1. Direct Purposeful Experiences
prompting strategy that allow for students to - actual hands-on experiences
- learning by doing - direct experiences
- foundation of learning 2. Iconic
- independency - pictures
- experience is the best teacher 3. Symbolic
- example: Practice Teaching - symbols or figures
2. Contrived Experiences - highly abstract
- models or substitute for a child to
experience
MODULE 2
- cadavers
LESSON 1: USING AND EVALUATING
- Others' experiences are the best teacher INSTRUCTIONAL MATERIALS
3. Dramatized Experiences Selection of Materials
- role play 1. Does the material give a true picture of
ideas they present? To avoid misconceptions,
- “as if” situations
it is always good to ask when the material
4. Demonstration was produced.

- learners are the audience 2. Does the material contribute meaningful

content to the topic under study? Does the
5. Study Trips material help you achieve the instructional
- Field trips objective?

6. Exhibits 3. Is the material aligned to the curriculum

standards and competencies?
- a combination of previous levels
4. Is the material culture-and grades-
7. Television sensitive?
- educational videos 5. Does the material have culture bias?
8. Motion Pictures 6. Is the material appropriate for the age,
intelligence, and experience of the learners?
9. Audio Recording, Still Radio, Still
Pictures 7. Is the physical condition of the material
satisfactory? An example, is a photograph
10. Visual Symbols
properly mounted?
11. Verbal Symbols
8. Is there a teacher’s guide to provide a
briefing for effective use? The chance that the
instructional material will be used to the
Read - 10% maximum and to the optimum is increased
Hear - 20% with a teacher’s guide?

See - 30% 9. Can the material in question help make

students better thinkers and develop their
Hear & See - 50% critical faculties? With exposure to mass
Write - 70% media, it is highly important that we
maintain and strengthen our rational powers.
Do - 90%
10. Does the use of material make learners
collaborate with one another?
3 Modes of Learning 11. Does the material promote self-study?
1. Enactive
12. Is the material worth the time, expense instructional material for the attainment of a
and effort involved? A field trip, for instance, lesson objective. Your use the instructional
requires much time, effort and money. Is it material is not the end itself. It is a means to
more effective than any other less expensive an end, the attainment a learning objective.
and less demanding instructional material So, there is a need to follow up to find out if
that can take its place? Or is there a better objective was attained or not.
substitute?
LESSON 2: DIRECT, PURPOSEFUL
The Proper Use of Materials EXPERIENCES AND BEYOND
You may have selected your Definition
instructional material well. This is no
According to Dale (1969), these are
guarantee that the instructional material will
concrete and firsthand experiences that make
be effectively utilized. It is one thing to select
up the foundation of our learning. These are
a good instructional material, it is another
the rich experiences that our senses bring
thing to use it well.
from which we construct the ideas, the
According to Smith and Nagel (1972), concepts, the generalizations that give
to ensure effective use of instructional meaning and order to our lives. They are
material we should follow their guide sensory experiences.
acronym PPPF:
Examples:
1. Prepare Yourself
- preparing meals
You know your lesson objective and - making a piece of furniture
what you expect from the class after the - doing PowerPoint presentations
session and why you have selected such - performing a laboratory experiment
particular instructional material. You have a - delivering a speech
plan on how you will proceed, what question - taking a trip
to ask, how you will evaluate learning and
Indirect experience
how you will tie loose ends before the bell
rings. These are experiences of other people
that we observe, read or hear about they are
2. Prepare your Students
not our own self-experiences but still
Set reasonably high class expectations experiences in the sense that we see, read,
and learning goals. It sound practice to give and hear about them. They are not a
them guide questions for them to be able to firsthand but rather a vicarious or indirect
answer during the discussion. Motivate them experiences.
and keep them interested and engaged.
Climbing a mountain is first hand,
3. Present the Material direct experience. Seeing it done in films or
reading about it is a vicarious, substitute
According to Smith (1972), many
experience. It is clear, therefore, that we can
teachers are guilty of the R.O.G Syndrome.
approach the world of reality directly through
This means “running out of gas” which
the senses and indirectly with reduced
usually result from poor planning. Using
sensory experience.
media and materials, especially if they are
mechanical in nature, often requires For example, we can bake black forest
rehearsal and a carefully planned cake or see it done in the TV or read about it.
performance. Wise are you if you try the
Why are these direct experiences
materials ahead of your class use to avoid a
described to be purposeful?
fiasco.
Purposeful because the experiences
4. Follow Up
are not purely mechanical. They are not a
Remember that you us instructional matter of going through the motion. These
material to achieve an objective, not to kill are not “merely sensory excitation”. They are
time nor to give yourself a break, neither to experiences that are internalized in the sense
merely entertain the class. You use the that these experiences involve the asking of
questions that have significance in the life of reproduction of a real thing in a small scale,
the person undergoing the direct experiences. or large scale, or exact size- but made of
They are also described a purposeful because synthetic materials. It is a substitute for a
these experiences are undergone in relation real thing which may or may not be
of purpose, i.e. learning. operational.
Why do we want our students to have a If the teacher use a planetarium it is
direct experience in conducting an considered as mock-up. According to Brown
experiment in the laboratory? (1969), a mock-up is an arrangement of a real
device or associated devices, displayed in a
Because it is done in relation to a
way that representation of reality is created.
certain learning objective.
It is maybe simplified in order to emphasize
Where should these direct, purposeful certain features. It may be an economical
experiences lead us to? reproduction of a complicated or costly
device, to be observed for learning purposes.
Out of these direct experience,
thoughts or meanings following reflection If the teacher use preserved specimen
must flow or run the risk of a lesson it is fall under specimens and objects.
consisting of activity after another activity
 Specimen is any individual or item
enjoyed by the learners who cannot make
considered typical of a group, class or
connection with the activities themselves.
a whole.
If direct, purposeful experiences or  Objects may also include artefacts
firsthand sensory experiences make us displayed in a museum or objects
learn concepts and skills effectively, what displayed in exhibits or preserved
does this imply to the teaching-learning insect specimens in science
process?
If there is a school election process in
1. Let us give our students opportunities to practice it is a form of simulation.
learn by doing. Let us immerse our students
According to Orlich, et al (1994),
in the world of experience.
simulation is a representation of a
2. Let us make use of real things as manageable real event in which a learner is
instructional materials for as long as we can. an active participant engage in a learning
behaviour or in applying previously acquired
3. Let us help the students develop the five skills or knowledge.
senses to the full to heighten their sensitivity
to the world. Another instructional material included in
contrived experiences is a game. Games are
4. Let us guide our students so that they can played to win while simulations need not to
draw meaning from their firsthand have a winner.
experiences and elevate their level of thinking
process. Why do we make use of contrived
experiences? We use models, mock ups,
LESSON 3: TEACHING WITH CONTRIVED specimens and objects to:
EXPERIENCES
1. Overcome limitations of space and
Contrived experiences is the second time
band of experiences in Dale’s Cone of 2. To “edit” reality for us to be able to
Experience. These are “edited” copies of focus on parts or a process of a system
reality and are used as substitutes for real that we intend to study
things when it is not practical or not possible 3. To overcome difficulties of size
to bring or to do the real thing in the 4. To understand the inaccessible
classroom. These experiences are designed to 5. To help the learners understand
stimulate to real life situations. abstractions
If the teacher used or described an According to Orlich, et al (1994), there are
atom or the earth he/she use a model. ten (10) general purposes of simulation
According to Brown 1969), a model is “a and games in education. These are:
 1. To develop changes in attitudes. 2. Pantomime
2. To change specific behaviors.
– is the art of conveying a story through
3. To prepare participants for assuming
bodily movements only.
new roles in future.
4. To help individuals understand their 3. Puppets
current roles.
5. To increase the student’s ability to - Dale (1996) claims that puppets, unlike the
apply principles. regular stage play, can present ideas with
6. To reduce complex problems or extreme simplicity-without elaborate scenery
situations to manageable elements. or costume-yet effectively.
7. To illustrate roles that may affect one’s Types of Puppets:
life but that one may never assume.
8. To motivate learners. a. Shadow puppets
9. To develop analytical process.
– flat black silhouette made from lightweight
10.To sensitize individuals to another
cardboard and shown behind the screen.
person’s life role.
b. Rod puppets
Games are used for any purposes such as:
– flat cut out figures tacked to a stick, with
1. To practice and/ or to refine
one or more movable parts, and operated
knowledge/skills already acquired.
from below the stage level by wire rods or
2. To identify gaps or weaknesses in
slender sticks.
knowledge or skills.
3. To serve as a summation or review. c. Hand puppets
4. To develop new relationships among
– the puppet’s head is operated by the
concepts and principles
forefinger of the puppeteer, the little finger
LESSON 4: TEACHING WITH DRAMATIZED and thumb being used to animate the puppet
EXPERIENCES hands.
“All dramatization is essentially a d. Glove-and-finger puppets
process of communication, in which both
– make use of old gloves to which small
participant and spectators are engaged. A
costumed figure are attached.
creative interaction takes place, a sharing of
ideas.”– Edgar Dale e. Marionettes
Something dramatic is something – flexible, jointed puppets operated by strings
that is stirring or affecting or moving. A or wires attached to a cross bar and
dramatic entrance is something that catches maneuverer from directly above the stage.
and holds our attention and has an
emotional impact. If our teaching is dramatic, 4. Role-playing
our students get attracted, interested and – is an unrehearsed, unprepared and
affected. If they are affected and moved by spontaneous dramatization of a “let’s
what we taught, we will most likely leave an pretend” situation where assigned
impact on them. Dramatized experience can participants are absorbed by their own roles
range from the: in the situation described by the teachers
1. Formal Plays LESSON 5: MAKING THE MOST OF
– these depicts life, character, or culture or a COMMUNITY RESOURCES AND
combination of all the three. They offer FIELDTRIPS
excellent opportunities to portray vividly Planning field trips includes:
important ideas about life. An example is a
historical pageant that based in a local 1. Preliminary planning by the teacher
history, presented by local actors. Play and
According to Brown (1969), for
pantomime require much time for
preliminary planning by the teacher the
preparation and so cannot be part of
following should be follow:
everyday classroom program.
 a. Make preliminary contacts, a experiences which are fundamental to
tour on final arrangements with learning that lasts.
the place visited.
2. Field trips bring us to the world beyond the
b. Make final arrangements with
classroom. The real world connection is more
the school principal about the
work but the befits of broadening teaching
details of the trip such as time,
beyond textbooks far outweigh the little bit of
schedule, transportation
time it takes from a teacher’s schedule.
arrangements, finances, and
permission slips from parents. 3. Field trip has a wide range of application.
c. Make a tentative route plan, It is not meant only for children. It is for
subject to later alteration based adults also. It is for all subject areas also.
on class planning and
objectives. 4. According to Dale (1969), field trips bring
d. Try to work out mutually about a lot of realizations which may lead to
satisfactory arrangements with changes in attitudes and insights. It can
other teachers if the trip will mature curiosity, build zest for new
conflict with their classes. experience, and a sense of wonder.
e. Prepare a preliminary lists of Disadvantage of Field Trips
questions or other materials
which will be helpful in These educational benefits can compensate
planning with the students. for the drawbacks of field trips, some of
which are: 1. It is costly.
2. Planning with students joining the trip
2. It involves logistics.
a. Discuss the objectives of the trip
and write them down. The main 3. It is extravagant with time.
objectives should be included in
4. Contains an element of uncertainty
the permit slip given to parents
and should be consulted later Community Resources
when the trip is evaluated.
Community resources can be persons
b. Prepare a list of questions to
and places in the community. For persons,
send ahead to the guide of the
let us begin with the parents. Many of them
study trip.
can be resource speakers in their field of
c. Define safety and behaviour
expertise. A dentist maybe invited to talk to
standards for the journey there
the children on how to care for their teeth. A
and for the trip site itself.
journalist may serve as resource speaker on
d. Discuss and decide on ways to
the parts of newspaper and how to write an
document the trip. Everyone is
editorial. There are a lot of people in the
expected to take a note.
community who can be excellent resource
e. List specific objects to be seen
speaker.
on their way to the site, on the
site of the field trip and on their As to places to visit, popular
way home from the site. destinations are museums, zoos, botanical
f. Discuss appropriate dress. gardens, historical places, place of exhibits,
Comfortable shoes for walking resorts an others. Performance like a play, a
are important. concert, and dance presentations also part of
g. Before the trip, use a variety of community resources. Public and private
learning materials in order to libraries, school, colleges and universities can
give each student a background also be community for learning resources
for
Educational Benefits of Field Trip
1. The acquisition of lasting concepts and
change in attitudes are rooted on concrete
and rich experiences. Field trips are
opportunities for rich and memorable