Dr. Carl E.

Balita Review Center

CBRC Headquarters
2nd Flr., Carmen Building, 881 G. Tolentino St. corner España Blvd., Sampaloc, Manila 1008

Academics and Services Department (ASD)

Education - LET

TECHNOLOGY FOR TEACHING AND LEARNING

ROLES OF COMPUTER
• Informative tool
• Communicative tool
• Productivity tool
• Situating tool
• Presentation tool
• Word processing
•
NEGATIVE ROLE
• Addiction
• Fake News
• Laziness
• Defamation – LIBEL – CYBER LIBEL
• Bullying
• Cybercrime
• Identity theft

SOCIAL MEDIA NORMS

• Transparency
• Relevance
• Sensitivity
• Authenticity
• Communication

WHAT IS AN EDUCATIONAL MEDIA?

Channel – Avenue – Instrument -Of communication for educational purposes to promote learning

EXAMPLES:
• Books
• Magazines
• Newspapers
• Radio
• Television
• Internet

PROPERTIES OF AV
1. Fixative
2. Distributive
3. Manipulative
ACADEMICS AND SERVICE S DEPARTME NT - ASD
5 DOMAINS OF EDTECH
1. Management
2. Design
3. Development
4. Utilization
5. Evaluation

2 Significant Instructional Design Models

1. ADDIE Model – General, ensures quality at all times thru evaluation in each process
2. ASSURE Model – Specific, gives importance to learners and quality improvement

FACTORS AFFECTING EdTech

1. Human Factor
2. Instructional Method
3. Practice Constraints

COGNITIVE REPRESENTATIONS OF THE WORLD BY BRUNNER

1. Enactive – action , activities, exercise
2. Iconic - set of images that stand for the concept
3. Symbolic – based on abstract, discretionary and flexible thought

BANDS OF EXPERIENCE
1. Direct
2. Contrived
3. Dramatized
4. Demonstrations
5. Study trips
6. Exhibits
7. Television and motion pictures
8. Still pictures, recordings, radio
9. Visual Symbols
10. Verbal Symbols

DALE’S CONE OF EXPERIENCE

10% Read
20% Hear
30% See
50% Hear & see
70% Say & write
90% Teach

2 Types of E-Learning
1. Synchronous
2. Asynchronous

ATTRIBUTES OF MEANINGFUL LEARNING

1. Active
2. Collaborative
3. Constructive
4. Authentic
5. Goal-directed
ACADEMICS AND SERVICE S DEPARTME NT - ASD
Generations of Computer
1. 1st Generation
2. 2nd Generation
3. 3rd Generation
4. 4th Generation
5. 5th Generation

TYPES OF COMPUTER
• Supercomputer
• Mainframe
• Minicomputer
• Microcomputer
• Desktop computer
• Laptop
• Notebook
• Palmtop

MASSIVE OPEN ONLINE COURSES

• Caters a wide variety or array or a very diverse client based market
• Follows a process
• Accessible
• Big number of learners
• Syllabus
• Anywhere - anytime

Learning resource/AV/EdTech Hub Center

• Functions as resource center to ALL
• Sponsors a seminar workshop for teachers and admins on the use latest presenter agent of
teaching

Pre-Pandemic SEAMEO has prioritized revitalizing teacher education as one of its priority agenda
from 2015-2035, hoping for teaching to become a profession of first choice in the region

GURO21 Course
• Gearing Up Responsible and Outstanding Teachers in Southeast Asia for the 21st Century, or
GURO21, is a competency-based, multi-modal learning course designed to enhance the
capabilities of Southeast Asian teachers in addressing the teaching-learning requirements of the
21st century.
• The course focuses on competencies essential for teachers in the 21st century. Teachers will
gain knowledge on new learning perspectives in the light of the changes and challenges in the
21st century.
• The course also promotes the professional and personal readiness of teachers so that, in turn,
they would be able to help their students become 21st century-ready, too.

WHAT ARE COMPETENCIES AND WHY ARE THEY IMPORTANT?

• Competencies refer to a combination of skills, knowledge, behavior, and attributes that
enable effective or better job performance. With teaching as a complex job, a teacher uses a
combination of competencies to deal with the changing education context. With regional
integration, the challenge becomes more complex to make sure that the 5 million teachers in
Southeast Asia possess the essential competencies necessary for optimal performance.
ACADEMICS AND SERVICE S DEPARTME NT - ASD
 • The Southeast Asia Teachers Competency Framework is envisioned to be a helpful guide in
improving the performance of teachers across the region. As a frame of reference, the SEA-
TCF is a development tool to address the evolving demands of teaching profession. The
competencies listed in the framework should be interpreted based on local context and
specific needs.

DEFINITION OF ESSENTIAL COMPETENCIES

1. Knowing and understanding what to teach is the ability of teachers to deepen and broaden
their knowledge on what to teach, understand education trends, policies, and curricula and
be updated on local, national, regional, and global developments.
2. Helping students learn is the ability to know their students, use the most effective teaching
and learning strategy and assess and give feedback on how students learn.
3. Engaging the community is the ability to partner with parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.
4. Becoming a better teacher every day is the ability to know oneself and others, practice
human goodness and then master the teaching practice.

The 4 essential competencies consist of 12 general competencies, 31 enabling competencies, and

136 success descriptors. The enabling competencies are a set of performance criteria while success
descriptors explain the observable behaviors expected of a high performing teacher. All these are
helpful in promoting common standards of performance among teachers across Southeast Asia.

What is 21st Century Citizenship?

A 21st Century Citizens:
1. Informed, engaged and active
2. Literate in civics
3. Proficient in core academic subjects and interdisciplinary knowledge, such as environment
literacy, financial, economic, business and entrepreneurial literacy and health literacy
4. Empowered with global competencies and 21st century skills
5. Capable of participating safely, intelligently, productively and responsibly in the digital world
ACADEMICS AND SERVICE S DEPARTME NT - ASD
Why is 21st Century Skills Important?
21st Century skills are linked to better job and job satisfaction. Real world problem solving skills are the
primary driver of work quality.

What does a 21st century education look like?

Students work in teams tackling projects dealing with real local and global problems Teachers help
students ask tough questions and work through problems, but not provide all the answers Students
apply their knowledge and prove what they know by presenting to classmates and their community
Parents support students and schools by participating, supporting, and connecting at home and in
the community.

Get hands-on with at-home and local activities Explore the world through maps Immerse your family
in world culture cuisines, books, music, and language Choose a community project to join with your
kids Share what you’re doing with other parents Encourage teens to share their technology skills

Philippine Setting

The DepEd Commons educational platform continues to improve and grow in resources. It has
become an important tool for both teachers and learners. Recently, the DepEd EdTech Unit has
announced the availability of PowerPoint Presentations alongside its videos.A simple steps was
shared by the DepEd EdTech Unit team on how to download the PowerPoint materials.

TECHNOLOGY INTEGRATION
Utilization of Appropriate Technology in Teaching Educational Technology
The Educational Technology has paved the way for the learners to
• be aware,
• appreciate
• be equipped
In using tools ranging from traditional to modern educational media.

The learner should also be oriented towards averting the dangers of dehumanization which
technology brings into societies, such as through:
o ideological propaganda
o pornography
o financial fraud
o other exploitative use of technology
These dangers continue to affect people and cultures while widening the gap between rich
and poor countries.

1. In sum, Educational Technology served:

• to orient the learner to the pervasiveness of educational technology in society.
• to lend familiarization on how educational technology can be utilized as media for the
teaching-learning process in the school.
• to uplift the learner to human learning through the use of learning technology.
• to impact skills in planning, designing, using and evaluating the technology-enriched
teaching-learning process.
• to acquaint learners on basic aspects of community education, functions of the school media
center, and finally
• to introduce the learner to what is recognized as the third revolution in education, the
computer.

ACADEMICS AND SERVICE S DEPARTME NT - ASD

Technology Integration Matrix

Is there really a need to integrate technology to education?

Progressive countries in the Asia Pacific Region have formulated state policies and strategies
to infuse technology in schools. The five progressive states/city imposing ICT policies and
strategies in schools are:
• New Zealand
• Australia
• Malaysia
• Singapore
•Hong Kong.

Goal of technology integration

- Government with the education and technology sectors, community groups, and industry
envisions supporting to the development of the capability of schools to use information and
communication technologies in teaching- and-learning and in administration.

Strategy of technology integration

• Improving learning outcomes for students using ICT to support curriculum
• Using ICT to improve the efficiency and effectiveness of educational administration
• Developing partnerships with communities to enhance access to learning through ICT

Focus areas
• Infrastructure for increasing schools' access to ICTs to enhance education
• Professional development so that school managers and teachers can increase their
capacity to use ICT Initiatives
• ICT professional development schools
• An on-line resource center with centrally managed website
•AACcomputer
A D E M recycling
I C S A Nscheme
D SERVICE S DEPARTME NT - ASD
 • A planning and implementation guide for schools
• Media resources to schools

EdTech in Australia

Planning, funding and implementation strategies:

1. Fast local and wide area networks linking schools across the state and territory
2. Substantial number of computers in schools, ensuring adequate access
3. Continuing teacher training in the use of technology f or instruction
4. Technical support to each school
5. Sufficient hardware and software
6. Digital library resources
7. Technology demonstrations as models for schools

EdTech in Malaysia

1. Teaching-and-Learning includes:
2. Classroom with multi-media, presentation facilities, e-mail and groupware for
collaborative work
3. Library media center with database for multimedia courseware and network access to
the internet
4. Computer laboratory for teaching, readily accessible multimedia and audiovisual
equipment
5. Multimedia development center
6. Studio/theatre with control room
7. Teachers' room with on-line access to courseware catalogues and databases,
information and resource management systems and professional networking tools,
such as e-mail and groupware
8. Administration offices capable of accessing the network

EdTech in Singapore

Strategies
1. Development of a wide range of educational software for instruction
2. Use relevant internet resources for teaching- and-learning
3. Convenient and timely procurement of software materials Teacher development
4. Training on purposeful use of IT for teaching
5. Equipping each trainee teacher with core skills in teaching with IT
6. Tie-ups with institutions for higher learning and industry partners EdTech in Singapore
7. Physical and technological infrastructure • Pupil computer ratio 2:1
8. Access to IT in all learning areas in the school
9. School wide network and school linkages through wide area network (WAN),
eventually connected to Singapore ONE - Universal Access to Broadband (Singapore)

EdTech in Hong Kong

Initiatives
1. Computer rooms for the use of students after normal school hours
2. Review of school curriculum to incorporate IT elements
3. Development of appropriate software in collaboration with government, the private
sector, tertiary institutions and schools
4. Exploring feasibility of setting up an education- specific Intranet
ACADEMICS AND SERVICE S DEPARTME NT - ASD
 EdTech in the Philippines
2. DepEd is committed to integrate ICT in public schools. The DepED ICT4E Strategic Plan: It
identifies the following as the role of ICT in Philippine education: • revitalize our schools to
make them into dynamic, collaborative and innovative learning institutions where students
can become more motivated, inquisitive and creative learners. • link up our students with the
vast networked world of knowledge and information to enable them to acquire a broad
knowledge base and a global outlook and provide them with the resources for the
development of a creative mind;

Initiatives • develop in our students skills and capabilities to critically and intelligently seek,
absorb, analyse, manage and present information; • create new knowledge and products;
and • develop in our students habits of self-learning to nurture the attitude and capability for
lifelong learning.

Initiatives Achieving the vision of ICT in Philippine education in the next five years, DepEd
commits to: • completely integrate ICT into the curriculum, which includes the development
of multimedia instructional materials, and ICT enabled assessment; • intensify competency
based professional development programs; • establish the necessary ICT infrastructure and
applications. • develop processes and systems that ensure efficient, transparent and effective
governance

Current Trends:

MOBILE PHONES Mobile learning is hardly a new trend, but we have now reached the point
with near ubiquitous cellphone ownership among adults, and growing ownership among
children. More than three-quarters of teens own a cellphone, and about 40% own a
smartphone. As such, these mobile devices will help unlock some of the promise of “anytime,
anywhere” learning opportunities. BYOD (BRING YOUR OWN DEVICE) A related trend to
mobile learning. More schools will grapple with their policies surrounding students bringing
their own devices to school. They do so already, of course, although cellphones in particular
are often required to be turned off or stowed in backpacks or lockers. It isn’t just cellphones
that are brought from home now either. There are iPod Touches, tablets, laptops, e- readers,
and netbooks, and schools will weigh whether or not students will be permitted or even
encouraged to bring their own devices to school. Current Trends in EdTech

GAMING
Game-based learning has been on the cusp of being “the next big thing” in learning for a
while now.

ACADEMICS AND SERVICE S DEPARTME NT - ASD