HYACINTH B.

DAGANGAN BEED II - A

NAME YEAR & SECTION

10 - 24 - 21
DATE SCORE

SUMMARY
Technology for Teaching and Learning 1

In module 1, it explained the technology changed the world so fast. While

there exists technology in the past as non-digital technology, the current
digital technology has been a factor that shrunk the world and made it flat. It
has provided a new environment for learning, new ways teachers teach and
also new ways of how learners learn, in the beginning, it has created a divide
between the digital natives and the digital immigrants. However, as the years
go by, such divide has become narrower and even blurred. Thus has led to the
new educational revolution in teaching and learning which has been
triggered by technology and resulted to better learning outcomes in the 21st
century. The roles of technology for teachers and teaching and for learners
and learning according to Stosic (2015), educational technology has three
domains: technology as a tutor, technology as a teaching tool and technology
as a learning tool. There are numerous roles that technology plays in the job
of teachers. As a tool, technology has opened wider avenues in management
of resources and management of learning. Likewise, it has modernized the
teaching- learning environment in schools. Here are some examples of the
myriad of roles that technology can do for teachers and teaching: technology
provides enormous support to the teacher as the facilitator of learning,
technology has modernized the teaching-learning environment, technology
improves teaching-learning process and ways of teaching, technology opens
new fields in educational researchers, technology adds to the competence of
teacher and includes scientific outlook and technology supports teacher
professional development. For learners and learning, there are three
categories of knowledge according to Egbert (2009) declarative knowledge,
structural knowledge, and procedural knowledge. Teacher play a significant
role in supporting learners with technology, as a role model teacher should
display and practice critical thinking processes, so that the learners can
imitate them.

In module 2, globalization is a reality and ICT has become a fundamental part

of the process. A networked society is one in which the entire planet is
organized around telecommunicated networks of computers. The powerful
use of network has broken boundaries, provided opportunities for inclusion
and collaboration. However, there will also be a struggle for those who do not
have access or those who are excluded, marginalized and powerless. Thus
need to establish policies in the use of ICT is imperative. More recent
technological innovations increased the reach and speed of communications
which can be grouped into three categories: information technology,
telecommunication technologies and networking technologies.
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial
to the modern society. The other concern is civil liberties which refer to
human rights and freedom. These include freedom of expression, the right to
privacy, the right to communicate and intellectual property rights. Access to
the use of internet and ICT, access means the possibility for everyone to use
the internet and other media. In richer countries, basic access to internet is
almost available to all with faster broadband connections. There are still
countries where access to internet is still a challenge.

E-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology.
It highlights the need to educate children and young people about the
benefits, risks and responsibilities of using information technology.

In module 3, an important element in engaging learners is when the strategy

used in delivering the lesson uses an instructional material. When properly
and appropriately used, it can spice up a classroom activity. These
instructional materials may come in varied forms. One group refers to the
conventional and non-digital tools. A classroom will always need chalkboard
or a writing board that may come in varied forms and shapes. Bulletin boards,
flip charts, diorama as, puppets, terrarium, and the like, will always find their
significance in any classroom. However, nowadays, lessons can be made more
relevant and engaging for learners as digital tools are integrated.

The teachers need instructional materials to enhance teaching and learning.

Instructional materials are defined as print and non- print items that are
rested to impact information to students in the educational process (Effiong
& Igiri, 2015). Examples of instructional materials are drawings, kits,
textbooks, posters, magazines, flip charts, newspaper, diorama, pictures,
recording videos and the like.

Instructional materials have several roles in teaching and learning which

include the following: (1) they promote meaningful communication and
effective learning; (2) they ensure better retention, thus making learning
more permanent; (3) they help to overcome the limited classroom by making
the inaccessible can be developed; and (5) they encourage participation
especially if students are allowed to manipulate materials used (Brown et al.,
2005; Effiong & Igiri, 2015).

Instructional materials are the supplementary materials, which help the

teacher to make his/her presentation concrete, effective, interesting
meaningful and inspiring. In any teaching and learning process, instructional
materials play a vital role as they provide sensory experiences to the learners.
The primary aim of teaching materials is to provide the teachers the layout of
the way for teaching in the classroom.

Instructional materials are a great help in stimulating and facilitating the

learning of the learners. According to Wright (1976: 1) as cited in Cakir (2006)
many media and many styles of visual presentation are useful to the language
learner. All audiovisual materials have positive contributions to language
learning as long as they are used at the right time, in the right place. In the
teaching and learning process, learners use their eyes as well as their ears but
their eyes are basic in learning.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

Lesson1. In some form or other, education has been around since the
beginning of the human species. This is because education, the process of
facilitating learning, has always been a necessity. After all, without education,
no generation can be adequately fitted for the duties to perform in the world.
Each succeeding generation inherits the accumulated knowledge of the
preceding one, generally becoming increasingly better.

For most people today, school and education are considered synonymously.
This is not surprising given that the experience most of us will have in schools
is what is arguably the most important part of formal education. For example,
it is within the school setting that most of us learn to read, develop our skills
in social interaction and encounter authority that does not come from a
parent.

During the ancient period, two systems of education were developed, Vedic,
and Buddhist. Formal education was practical and aimed to train scribes and
priests. It was extended from basic reading, writing, and religion to higher
learning in law, medicine, and astrology. Generally, youth of the upper classes
were prepared to become scribes, who ranged from copyists to librarians and
teachers.

In 1330 only about 5% of the population could read or write. It was extremely
rare for peasants to be literate. Some lords of the manor had laws banning
serfs from being educated.

It was usually only the sons from rich families that went to school. There were
three main types of schools in the 14th century: the elementary song-school,
the monastic school and the grammar school.

The elementary song-school was usually attached to a large church in a town.

At this type of school young boys were taught to sing Latin hymns and songs.
If there was an educated priest available the boys might learn how to read
and write.

Monastic schools were for boys being trained for the church. The boys were
taught by monks and all lessons were concerned with religious education.
Monastic schools sometimes taught local boys from poor families. In
exchange for lessons these boys worked as servants in the monastery. For
example, sometimes boys from Yalding were given permission to work at St.
Mary Magdalene Priory in Tonbridge. This priory had been established by
Richard de Clare in 1140.

Grammar schools were usually part of a cathedral or large church. The main
concern of these schools was to teach boys Latin grammar. Grammar schools
were very similar to the schools established by the Romans. As well as
grammar the boys were taught logic (the art of arguing) and rhetoric (the art
of public speaking). They also followed the Roman example of not spending
much time on subjects such as mathematics and science.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

During the early Renaissance period, children, male and female, attended
school in Florence. Women from the nobility or upper classes often had
obligations that required literacy. With the rise of higher education,
households were able to employ poor university students as tutors.
The only discipline applied in this system is the discipline of natural
consequences. Naturalism has no faith in formal education. To the naturalists,
formal education is artificial and vicious. Good education can be had only by
a direct contact with nature.

Naturalism in education stands for the doctrine of “follow nature” in

education. It wants all education to be in strict conformity with the nature of
the child. It stands for complete freedom to be given to the child in learning.
He is to be left alone, absolutely free. Let him learn from the pages of nature
without interference from any quarter. He is to be thrown into Nature as an
explorer and discoverer.

Naturalism emphasises free and spontaneous self-expression of the child. Its

watchword is “Back to Nature” as expounded by Rousseau and Gandhiji. Thus,
the whole of the child’s learning will come from his own experiences and
their natural consequences. His whole education will be according to the
natural laws of human development.

During most of the nineteenth century the primary education was provided
mainly by the church and mainly for the children of poor parishioners. It was
not earlier than in the 1860s that the government started to participate in the
development of the education sphere.

The education which is taught in the schools today is the modern education.
Modern education teaches about the skills required today that is the skills of
science and technology, science of medical science etc. In addition to
listening, the modern education includes writing, visualizing, imagining, and
thinking skills.

Lesson 2. Educational technology is a term used to describe a wide array of

teaching-and-learning–related software and hardware that’s increasingly
being used in college and university classrooms. The ultimate goal of
educational technology, also referred to as Ed Tech, is to enable an improved
learning environment, which in turn is meant to boost student outcomes. It
has also been proven to increase student engagement and participation in
class.
Educational technology refers to technology that usually helps facilitate
collaboration in an active learning environment. By using educational
technology, educators can create digital, interactive textbooks, gamify
lessons, take attendance, assign homework, hold quizzes and tests and get
real time results related to teaching material, style and format. Educational
technology is disrupting traditional education and teaching methods by
offering both teachers and students the ability to learn in an environment
that makes use of now-common devices such as smartphones, laptops and
tablets.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

Lesson 3. Technology can play a traditional role or in a constructivist way as

partners in the learning process. In the traditional way, the learner learns
from the technology and the technology serves as a teacher. In other words,
the learner learns the content presented by the technology in the same way
that the learner learns knowledge presented by the teacher. In the
Constructivist way, technology helps the learner build more meaningful
personal interpretations of life.

It is a learning tool to learn with, not from. It makes the learner gather, think,
analyze, synthesize information and construct meaning with what technology
presents. It serves as a medium in representing what the learner knows and
what he/she is learning.

Lesson 4. In moving toward the pinnacle of the Cone from direct, purposeful
experiences to verbal symbols, the degree of abstraction gradually increases.
As a result, learners become spectators rather than participants (Seels, 1997).
The bottom of the Cone represented “purposeful experience that is seen,
handled, tasted, touched, felt, and smelled” (Dale, 1954, p. 42). By contrast, at
the top of the Cone, verbal symbols (i.e., words) and messages are highly
abstract. They do not have physical resemblance to the objects or ideas. As
Dale (1969) wrote, “The word horse as we write it does not look like a horse or
sound like a horse or feel like a horse” (p. 127).

Dale (1969) explained that the broad base of the cone illustrated the
importance of direct experience for effective communication and learning.
Especially for young children, real and concrete experiences are necessary to
provide the foundation of their permanent learning. The historical
importance of Dale’s Cone rests in its attempt to relate media to
psychological theory (Seels, 1997) and the Cone has shaped various sets of
media selection guidelines ever since. For example, influenced by Dale, Briggs
(1972) delineated general principles for media selection according to the age
of learners, the type of learners, and the type of task.

As noted above, Dale’s Cone has been frequently misunderstood and misused.
Dale’s Cone is often confounded with the “Remembering Cone” or “Bogus
Cone” (Subramony, 2003, p. 27) which claims that learners will generally
remember 10 percent of what they read, 20 percent of what they hear, 30
percent of what they see, 50 percent of what they hear and see, 70 percent of
what they say, and 90 percent of what they both say and do. Even though
Dale did not mention the relationship between the level of the Cone and a
learner’s level of recall, many practitioners mistakenly believe that the bogus
“Remembering Cone” was Dale’s work. A Google search reveals an astonishing
number of attributions of the “Bogus Cone” to Edgar Dale. Molenda (2003)
concludes that the so-called empirical evidence for the “Remembering Cone”
appears to have been fabricated by petroleum industry trainers in the 1960s.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

In addition to this confusion, the implications of Dale’s Cone have been

misunderstood or misapplied. For example, Dale’s Cone has been used to
maintain that more realistic and direct experience is always better. However,
Dale (1969) demurred, writing that, “Too much reliance on concrete
experience may actually obstruct the process of meaningful generalization”
(p. 130). Also, Dale noted that providing realistic learning experiences may not
be efficient in terms of cost, time, and efforts. Instead, Dale suggested that
teachers should balance combinations of concrete and abstract learning
experiences.

Lesson 5. Flat pictures are representations of objects or things on a flat

surface. They are the cheapest and the most readily available of all learning
materials. Many of them are free. Teachers and students can gather pictures
from magazines, newspapers, advertisements, pamphlet, posters, circulars
and other things. But like all other learning , materials, their values vary and
their selection and use should be given careful considerations.

Photographs are also still pictures, which can be mounted or unmounted,

photographic reproductions taken from a magazine, newspaper or books.
They appear in black and white or in full color. They can be filed by subjects
or displayed in the bulletin board. In the choice of photographs, teachers
should choose those that suggest motion or the candid shots, as they are
more interesting and life-like. Shotgun pictures do not pose so much
challenge and interest; hence discussion about them is limited.

Illustrations are non-photographic reconstruction or representation of reality,

etched or drawn by an illustrator, the teacher or the students/learners
themselves. Illustrations show the direction at which movement must take its
course or instruction on how to go about assembling a toll in science or a
material or equipment. This can be used for specific situations. Illustrations
can be in black and white or in full color. They can be prepared ahead of time
or the teacher can draw them on the chalkboard while the class is going on.
Like the photographs they can be used by individual students/pupil or for a
group of learners.

Flashcards are valuable materials for drill activities particularly in the

teaching of Mathematics, English, and Filipino. Drills are very important
means of fixing the skills and automatizing the responses of pupils/students.
Flashcards serve the purpose when used very well. Flashcards come in the for
of word cards, phrase cards, sentence cards, mathematical combination cards
and picture cards.

Lesson 6.The teaching with visual symbols is the use of different materials.
Graph is worth a thousand words. Drawing is not real thing but have a
concrete visual. Cartoons is novelty you our teaching. Strip Drawing is comics
or comic strips. Diagrams are any line drawing shows arrangement. Charts are
diagrammatic representation relationship. Maps are surface of the earth.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

Visual symbols come in many forms-drawing, cartoons; strip drawing (comic

strip), diagram, map, chart, and graph. For these visual symbols to be at your
fingertips, you ought to be skilled at making them. The collection,
preparation and use of these various visual symbols depend to a great extent
on your own resourcefulness and creativity. They may be used in different
ways and in different phases of the lesson depending on your purpose. If you
use them skillfully, your classroom may turn into a beehive of busy students.

Lesson 7. Audio, in the form of voice recordings, musical soundtracks, sound

effects, audio description, and real-time two-way communication, can
improve the clarity, accessibility and depth of all types of learning materials
and environments. Sound is a powerful tool in engaging students with their
subjects and their peers, and for reaching them in new environments, and
through new channels. Virtual learning environments (VLEs) and social media
platforms allow students access to learning materials through all sorts of
online devices, both mobile, and in the home or classroom, and audio
materials Sound enhancement is also of course an important access point for
students with disabilities.

However, it is important to consider the file size, format and method of

delivery to ensure that your students receive the best possible experience, in
particular when using third party service. Due to the fact that neither you nor
IT services control any third-party services, there are times when these
platforms may be unavailable and contingency plans need to be made and
implemented if the content is essential to a teaching session.

Lesson 8. Even in an average sized room, students in the back rows may have
trouble reading words in a small handwriting, Unless the floor of the
classroom is sloped, students of average height sitting behind the first two
rows will not be able to see the bottom of the board. To find the effective
bottom of the board, sit in the last row while your class is occupied with
some task and note the line below which a student of average height would
find it difficult to copy notes. You might want to mark this line with a piece
of chalk. If there is a desk at the front of the class, keep it clear of objects
(e.g., lectern or briefcase) that might obstruct vision.

Try to keep your work visible for as long as possible. If you are right-handed,
fill the right-hand panel first, then move to the panel on the left and
continue your writing. This way you won't block students' view. If you're using
a sliding, three-layered chalkboard, fill the middle board first, then push it up
and pull the front board down. When the front board is full, push it up and
use the back board. And remember, students may not be able to read even
very large words if they are scrawled or written too lightly.
If you ask them to analyze an idea, they won't begin to think analytically until
they've finished copying. When you want to make a point, stop writing. Let
your students catch up to you (they may be lagging behind by two or three
lines). Then begin your discussion. Similarly, if you've engaged in a long
discussion without writing very much on the board, allow them time to
summarize the discussion in their own minds and to write their summary
down in their notes before you again begin to use the board or to speak.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

Students are sure to be frustrated if the instructor modifies part of his/her

board work before they have a chance to copy it. A physics instructor may
reach a crucial point in the derivation of an equation and then quickly erase
and replace terms. A biology instructor may draw a diagram and then rapidly
change first one part of the diagram and then another to show a process. A
good rule of thumb is: Erase only when you have run out of space to write (if
you find that you've made a mistake, don't go back over the last three panels
madly erasing minus signs!). Then erase only the oldest or least important
work, and erase the entire panel to avoid implying a connection between the
new work and any un-erased work.

Lesson 9. Three-Dimensional (3d) Instructional Media the three-dimensional

materials are very useful in the event that real-life materials are impossible to
be brought in the classrooms to provide students with certain amounts of
direct, purposeful, rich, and meaningful learning experience in accordance
with Dale’s “Cone of Experience". Content: Some of the most commonly used
types of 3-D materials are the objects and specimens, models and mock-ups,
diorama, puppets, and even resource person

Objects and Specimens Objects are concrete materials such as plants,

animals, tools, and artifacts used in providing direct experience Specimen is a
part or aspect of some item that is a typical sample of the character of others
in its same class or group, enable us to learn many things that would
otherwise be unobtainable. Objects and specimens enable us to build
generalizations that would otherwise cost prohibitive amounts of time and
effort

Advantages: less abstract and more concrete attracts students’ attention

students become more familiar with objects Limitations: need bigger storage
prone to possible damage some objects have limitation in availability and
may not be able to find Models and Mock-ups are modified real things-
reproductions of costly or delicate items that can be provided at reasonable
cost and are safe to use, replicas of real objects that can be larger or smaller
than the real thing

Types of Models 1. Solid Models Mainly for recognizing external features as in

the case of globes 2. Cross-section/ Cut-away Models Show internal structures
such as that of a tree showing the pith and other internal parts 3.
Construction Models Can be assembled or disassembled to show parts to
whole relationship 4. Working Models Indicate how the things being
represented and operated

Advantages allow learner to examine model or mock- up which may not be

easy in the real object functioning model/mock-up allows learner to handle
and operate create high interest and permit close up observation of how it
works can provide learning experiences that real objects cant provide
working models can illustrate basic operations of real device and provide
important details allow learner to independently study the item at their own
convenience make classroom discussion more effective
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

Lesson 10. An overhead projector (OHP), like a film or slide projector, uses
light to project an enlarged image on a screen, allowing the view of a small
document or picture to be shared with a large audience.
In the overhead projector, the source of the image is a page-sized sheet of
transparent plastic film (also known as "foils" or "transparencies") with the
image to be projected either printed or hand-written/drawn. These are placed
on the glass platen of the projector, which has a light source below it and a
projecting mirror and lens assembly above it (hence, "overhead"). They were
widely used in education and business before the advent of video projectors.

Lesson 11. Computers have become important in school and college education
because they provide access to such a huge variety of information. While
students of the past had to rely on textbooks, these days information can be
found quickly and easily online. Computers have revolutionized the teaching
profession in multiple ways. Teachers use computers to record grades,
calculate averages, manage attendance and access data on student
performance in online programs and assessments. Computers have also made
it easier for teachers to vary their instructional delivery.

Computers can turn out being a brilliant aid in teaching. Computers facilitate
an audio-visual representation of information, thus making the process of
learning interactive and interesting. Computer-aided teaching adds a fun
element to education (Oak). Internet can play an important role in education.

Lesson 12. Multimedia content helps to vary and enhance the learning
process, and leads to better knowledge retention. Educational video can
provide more opportunities for students to engage with the content. Students
around the world can learn from course content made available through
video.

Multimedia is defined as any combination of text, graphics, sound, video and

animation. Multimedia approach: Multimedia approach consists of the
appropriate and effective selection and usage of different media in such a
combination to reach the teaching-learning objectives in the best possible
manner.

Multimedia presentations and assignments can account for a broader range

of intelligences. It allows students to deepen their knowledge of a subject by
approaching it from multiple avenues, and it provides you with a wider lens
for assessment. Including multimedia into your course lectures means you've
added variety.

Lesson 13. Educational technology is a field of study that investigates the

process of analyzing, designing, developing, implementing, and evaluating
the instructional environment and learning materials in order to improve
teaching and learning. It is important to keep in mind that the purpose of
educational technology (also referred to as instructional technology) is to
improve education. We must define the goals and needs of education first
and then we use all our knowledge, including technology, to design the most
effective learning environment for students.
 SUMMARY
Part 1. History, Meaning, and Roles of Education
Technology

Instructional technology can also be seen as a process of solving educational

problems and concerns, which might include motivation, discipline, the drop-
out rate, school violence, basic skills, critical thinking, and the whole list of
educational concerns. First, the problem is identified, an analysis of the
factors of the problem is made, and possible solutions to the problem are
presented. Then, the student population and the curriculum are analyzed. The
next step is to select the most appropriate instructional strategies for the
particular situation. Next, instructional materials and resources are selected
that are suitable for the curriculum and the mode of instruction chosen.
Finally, the program is implemented, evaluated, and revised as needed in
order to meet the stated goals for school improvement.

The learning materials today have greatly expanded because of the various
technological advances. Instructional materials include more conventional
materials, such as the blackboard, overhead projectors, televisions, VCRs,
overhead projectors, slide projectors, and opaque projectors, as well as newer
materials, such as the computer, various software applications, LCD
projectors, camcorders, digital cameras, scanners, the Internet, satellite,
interactive TV, audio and video conferencing, artificial intelligence, and so on.

Teachers in the public schools and faculty at universities need to understand

what types of materials are available, how to use them, why they should be
used, when they should be used, and how to integrate them into the
teaching/learning environment in order to meet the ultimate goal of
improving education. Teachers also need to seriously consider how these
newer materials can affect what and how we learn and teach.