to impart learning experiences in instructional

A REVIEW OF EDUCATIONAL 
technology supported instructional planning.
TECHNOLOGY 1  to acquaint students on information technology or IT
related learning theories with the computer as a tutor
THE EDUCATIONAL TECHNOLOGY 1  to learn to use and evaluate computer-based
educational resources:
 course has truly paved the way for the learner to
become aware, appreciative and equipped to use LESSON 3 UNDERSTANDING TECHNOLOGY
educational technology tools rangong from traditional
LEARNERS
to modern educational media.
 On the application of educational techonology to
 Today’s learners appear smarter, yet they can’t read as
instructional, educational Technology 1 showed the
thier parents do and they are addicted to the internet.
phases of application of educational technology in
 They become alive again through video presentations
teaching- learning, namely;
group activities and computer classes.
 Setting of learning objectives
 On the other hand it is to be admitted that our teachers
 Designing specific learning experiences
today generally use the traditional education program
 Evaluating the effectiveness of the learning experiences
applicable to learners of the past acquited with linear,
vis-a-vis the learning objectives and
textual, sequential learning.
 revision as needed of the whole teaching - learning
 they fail to realize that the new generation of the 21st
process, or elements of it for further improvement of
millennium is not the kind of learner that they were, but
future instructional activities.
are information technology or digital learners.
 It is observed that, the new learners spend much time
 Adding to the technology to the technology
talking with friends on thier cellphones, sending text
sophistication of the learner, Educational Technology 1
messages, interacting through social internet media like
fittingly refined the distinction between educational
facebook, playing video games and surfing the World
technology and other concepts such as instructional
Wide Web.
technology and other concepts such as instructional
technology.
Lest the concern for the new learners is not well
understood, it serve to know what scientists says as
In sum Educational Technology 1 served:
follows:
 To orient the learner to the pervasiveness of
educational technology in society.  There are positive benefits derived from the use of
 To lend familiarization on how educational technology information technology or digital resources and these
can be utilized as media for the avenues teaching- counterbalance possible negative effects of technology
learning process in the school on children.
 To uplift human learning through the use of learning  Daily exposure to high technology-personal computers,
tecghnology video game gadgets, cellphones, internets search sites-
 To impart skills in planning, designing, using and stimulates the brain by strengthening and creating
evaluating the technology - enriched teaching learning neural circuits.
process  A current technological revolution is creating an
 To acquaint learners learners on basic aspects of intellectual revolution, faster and better than ever
community education, functions of the school media before.
center and finally
 To introduce the learners to what is recognized as the LESSON 4 BRIDGING THE
third revolution in education, the computer.
GENERATION GAP
LESSON 2 An Overview: Educational
Technology 2  The older generation often feels there is a generation
gap between them and the younger generation. This is
In essence, the course aim to infuse technology in the apparent in simple things like the manners of dressing,
student- teachers training, helping them to meet and adapt socializing, more intimate relationship like friendship
to rapid and continuing technological changes, particulary in and marrying, etc.
the thriving global information and communication  In the field of education, huge generation gap also exists
technology (ICT) environment. and it will continue to widen unless some changes are
adopted at the proper time.
More Specifically the course objectives are:

 to provide education in the use of technology in

instruction by providing knowledge and skills on
technology integration in instruction to learners;
First we need to understand the pontenials:
 As the teachers adjust their teaching to effectively match the
 the new network of instantaneous communication is new digital world of information and communication
global, overcoming borders between countries and technology (ICT) they must be clear on what basic
continent. knowledge, skills and values need to be developed by digital
 Much of what elders believe may not be applicable learners.
anymore to the new generation, especially along
matters of traditional value system. SOLUTION FLUENCY

 This refers to the capacity and creativity in problem

solving. It requires whole brain thinking executed when
LESSON 5 PREFERENCES OF THE students define a problem, design the appropriate
TECHNOLOGY solution, apply the solution, assess the process the
result.
The state dicates educational priorites based on perceptions
on the country’s need to strengthen its agricultural, business INFORMATION FLUENCY
or industrial economy.
This involves 3 subsets of skills namely :
TEXT VS VISUAL a. An ability to acess information may invovle not only of
the internet but other sources like the CD-ROM
 Our parents read book texts. enriched by illustrations software.
and photos. b. An ability to retrieve information, retrieved information
 In order to research, they go to the school library, use may include not only text, but images, sound and video.
the card catalogue for needed books, and sign up to The searches must be perceptive of trends in the digital
borrow books for home reading. info scope, in the accurancy of data and in the
methodology for data gathering.
LINEAR VS HYPER MEDIA
c. An ability to reflect on assess and rewrite for instructive
 The past- 30 year old generation has obtained information packages.
information in a linear, logical and sequential manner.
On the positive side, this has made has made them
more logical focused, and reflection thinkers. COLLABORATION FLUENCY

INDEPENDENT VERSUS SOCIAL LEARNERS  This refers to teamwork with virtual or real partners in
the online environment.
The tradiotional educational system gives priority to  There is virtual interaction in social networking and
independent learning, prior to participative work. New online gaming domain.
learners, however, are already acquainted with digital tools
that adopt to both personal and participative work. MEDIA FLUENCY

LEARNING TO DO VERSUS LEARNING TO PASS THE TEST There is a need for an analytical mind to evaluate the
message in a choosen media, as well as a creative ability to
On other hand, the new digital learners simply wish to publish digital messages.
acquire skills, knowlegde and habits as windows of
opportunity afford them to learn CREATIVITY FLUENCY

DELAYED REWARDS AND GRATIFICATION Artistic proficiency adds meaning way of design art and story
telling to package a message.
The traditional rewards system in education consists in the
grades, honor certificates/medals and diplomas. DIGITAL ETHICS
Including future jobs, the traditional school’s reward system
consists of unclear rewards for performance. The digital citizen is guided by principles of leadership global
responsibility, environmental awareness global citizenship
ROTE MEMORY VERSUS FUN LEARNING and personal accountability.

The teacher feel obliged to delivering content-based courses, HIGHER THINKING SKILLS
the learning of which is measureable by standard test.
Digital learners prefer fun learning which is relevant and  Entering the new world of information and
instantaneously useful to them. communication technology opens the way for complex
and higher cognitive skill.
LESSON 6 DEVELOPING BASIC DIGITAL  While Bloom’s Taxonomy of thingking Skill can serve as
SKILLS a general framework of skill a new era of creativity in
the digital world has led to introducing a kind of
 framework that requireds information processing idea
creation and real world problem solving skill

4Ds also exemplies the instructional shift

and digital learning

 Define the Problem

 Design the Solution
 Do to Work
 Debrief of the Outcome