EDUCATIONAL TECHNOLOGY 2

1. Educational
Technology 2
By: Jovana E.Giducos

2. A Review of Educational Technology 1
The Educational Technology (ET-1) course has truly paved the way for the learner to become
aware, appreciative and equipped to use educational technology tools ranging from traditional to
modern educational media.
In ET-1 the learner was also oriented towards averting the dangers of dehumanization which
technology brings into societies, through ideological propaganda, pornography, financial fraud, and
other exploitative use of technology.
Four phases of application of educational technology in teaching and learning, namely;
a. setting of learning objectives
b. designing specific learning experiences
c. evaluating the effectiveness of the learning experiences
d. revision as needed of the whole teaching-learning process, or elements of it, further improvement
of future instructional activities.
In sum Educational Technology 1 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 avenues
teaching –learning process in the school.
· To uplift human learning through the use of learning technology.
· To impart 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.

3. As a future teacher it is good for us that we already
have a background on how to do the online quiz ,
web-based presentation and etc. because there are
some circumstances that we can’t avoid for instance

4. An Overview of Educational Technology 2
Educational Technology 2 is concerned with “Integrating Technology into Teaching and Learning”
focused on introducing, reinforcing, supplementing and extending knowledge and skills to learners
so that they can become exemplary users of educational technology. This course intends to help
our target learners to weave technology in teaching with software (computer programmed learning
materials) becoming a natural extension of their learning tools.
In essence , the course aims to infuse technology in the student-teachers training, helping them
to meet and adapt to rapid and continuing technological changes, particularly in the thriving global
information and communication (ICT) environment.
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;
· To impart learning experiences in instructional technology-supported instructional planning.
· To acquaint students on Information Technology or IT related learning theories with the computer as
tutor.
· To learn to use and evaluate computer-based educational resources;
· To engage learners on practical technology integration issues including managing IT classrooms, use
of the internet for learning cooperative learning through the use of information technology; and
· To indicate higher-level thinking and creativity among students while providing them knowledge of
IT-related learning theories.

5. For we all know that we are now in the Digital Era , we
student teachers must be capable not only in the use
of modern educational media , but also on how to
properly integrate it in teaching to enhance learning.

6. Understanding Technology Learners
Today’s learners appear smarter, yet they can’t read as their parents do and they are addicted to
the internet. Even in classes, their concentration is questionable as they are uneasy to simply sit
and listen. They become alive again through video presentations group activities and computer
classes.
Lest the concern for new learners is not well understood, it serves to know
what scientist say, as follows:
· There are positive benefits derived from the use of information technology or digital resources and
these counterbalance possible negative effects of technology on children.
· Daily exposure to high technology-personal computers, video game gadgets, cell phones, and
Internet search site-stimulates the brain by strengthening and creating neural circuits.
· A current technological revolution is creating an intellectual revolution, faster and better than ever
before.
The 19th century psychologist Jean Piaget presented a chart from childhood to adulthood with the first
two years of susceptible minds, six years of acquiring communication skills, teenage years of
transition concrete thinking and adult years of abstract thinking and reasoning. Digital technology
resources, such as IPod music devices, video games, mobile phones, and the Internet contribute to
their digital acculturation.

7. To provide confidence to educators that they are
taking the right step in adopting technology in
education.

8. Bridging the Generation Gap
In the field of education, a huge generation gap also exists and it will continue to widen unless
some changes are adopted at the proper time. In peasant third world countries where schools
don’t have technology facilities, it is understandable that the transition to digital education may
take time. But given the rapid emergence of digital technology, at times referred to as information
and communication technology (ICT), there is the need to prepare for bridging the digital gap in
society. First we need to understand the potentials of ICT.
· The new network of instantaneous communication is global, overcoming borders between countries
and continents.
· Much of what elders believe may not be applicable anymore to the new generation, especially along
matters of traditional value systems.
· Alvin Toffler’s book, Future shock, shows how the information age has begun to create may cultural
changes in the family, societies, businesses, governments such as what he calls the throw-away
society, modular man, kinetic image, scientific trajectory, fractured family, surfeit of sub cults,
psychological dimension etc.
Given the speed and power of ICT for change, growth innovation, it becomes critical that teachers
understand the gap that may be perceived between them and new generation of learners. Much of
the old technology such as tube radio, platter records, cassette tapes, celluloid movies, antenna
television, landline phones, have vanished or are quickly vanishing today.

9. There is a need to provide learning on how
educational technology can be applied and
integrated into the teaching learning process.

10. State-of-the-art ET Application Practices
We are aware of the speedy turn-over of technology advancement and
upgrading technologies now-a-days. In this advancement and upgrading of
technology, educators today should become more aware and active in adopting
state-of-the-art educational technology practices for them to ride on in the system
and development of technology. There is this certainty that our school’s audio visual
aids may not even apply in this modern day computer hardware and software in
today’s technology advancement for the reason that we are fun of investing and not
on adopting the development and advancement of the upgraded technology. As it is
said “don’t invest in technology hardware or system that may become a white
elephant in a few years time. “ We need to adopt upgraded technology for greater
computer literacy and competency as well.

11. Looking through progressive state policies that
support technology in education and other new
development in the pedagogical practice.

12. IT Enters a New learning Environment
The four conceptual models namely Meaning Learning, Discovery Learning, Generative Learning and
Constructivism are useful in achieving instructional goals through preferred application of educational
technology. With these conceptual models, we shall see how effective teachers best interact with their
students in innovative learning activities while integrating technology to the teaching-learning process.
Meaningful Learning
This gives focus to new experience that is related to what the learner already knows. A new
experience departs from the learning of a sequence of words or memory attention to meaning. It assumes
that: Students already have some knowledge that is relevant to new learning students are willing to
perform class work to find connections between what they already know and what they can learn.
In the learning process the learner is encouraged to recognize relevant personal experiences. A
reward structure is set so that the learner will have both interest and confidence, and this incentive
system gives positive reinforcement to learning.
Discovery Learning
This kind of learning is differentiated from reception learning in which ideas are presented directly
to students in a well-organized way, such as through a detailed set of instructions to complete an
experiment or task. To make a contrast, in discovery learning students perform tasks to uncover what is
to be learned. New ideas and new decisions are generated in the process regardless of the need to move
on and depart from organized set-off activities.
Generative learning
In generative learning we have active learners who attend to learning events and generate
drawing from this experience and draw inferences thereby creating a personal model or explanation to the
new experience in the context or existing knowledge.
Constructivism
In constructivism, the learner builds a personal understanding through appropriate learning
activities and a good learning environment. The two accepted are:
·Learning consists of what a person can actively assemble for himself and not what he can receive passively.
·The role of learning is to help the individual live/adapt to his personal world.
With these two principles in turn lead to three practical implications:
·The learner is the directly responsible for learning. He creates personal understanding and transforms
information into knowledge. The teacher plays an indirect role by modeling effective learning, assisting,
facilitating, and encouraging learners.
·The context of meaningful learning consists in the learner “connecting” his school activity with real life.
·The purpose of education is acquisition of practical and personal knowledge, not abstract or universal truths.

13. It is not helpful to see useful models of learning
that is deal to achieving instructional goals
through preferred application of educational
technology

14. IT for Higher Thinking Skills and Creativity
The traditional information absorption model of teaching is that the model of
teaching is that the teacher is the organizes and presents information to student-
learners. He/she may use the chalkboard, videotape, newspaper or magazine and
photos. Then the presentation is followed by a discussion and the giving of
assignment. But a new challenge has arisen for today’s learners and this is not
simply to achieve learning objectives but to encourage the development of students
who can do more than receive, recite and apply the knowledge they have acquired.
Today students are expected not only to be mentally excellent, but also flexible ,
analytical and creative.

15. Complex thinking skills Sub-skills
Focusing Defining the problem, goal/objective
setting, brainstorming
Information gathering Selection, recording of data of information
Remembering Associating, relating new data with old
Analyzing Identifying idea constructs, patterns
Generating Deducing, inducting, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting
Evaluating Setting, criteria, testing idea, verifying
outcomes, revising

16. Higher Thinking Skills through IT-Based Projects
"Thinking skills" has become a generic phrase used to encompass many processes involved in
learning and problem solving. Different researchers and curriculum specialists have emphasized
different processes. Teaching of thinking refers to the direct instruction of thinking skills and
strategies. Teachers should be aware of definitions and distinctions among various thinking skills,
introduce skills directly as lessons and incorporate thinking strategies into content areas.
The four IT-based projects conducive to develop higher thinking skills and
creativity among learners are:
I Research-based Projects
The teacher steps out of the traditional role of being an expert and information provider while
the students find facts and other information on their own. Unless if it is necessary, the teacher
may step in and help supply the needed information of her students. The flow of events may start
when; the teacher determines the topic of the class, the teacher presents the problem, she finds
answers to the problem presented and students organize their information based on the problems
presented.
* Central principle: Make the students go beyond the textbook and curriculum materials”.

17. II Simple Creations
In developing an effective material, creativity as an outcome should not be equated with
ingenuity. Creating is more consonant than planning, making assembling, designing or building. It
is said to be a combination of skills such as analyzing, synthesizing and promoting. In order to
develop creativity five key tasks are recommended this include; defining the task, brainstorming,
judging ideas, acting and adopting flexibility.
III Guided Hypermedia Projects
It has two approached these are instructive tool using a power point presentation to present a
topic, while the second approach is through communication tool using a multimedia presentation.
IV Web-based Projects
In this aspect, students made a post on the webpage in a given topic. The only problem with
this by the average students is that its too sophisticated and time consuming for them especially if
they don’t have any materials needed to make the activity. On the other hand, posting their works
on web can be a tool to noticed their skills because it constitutes a wide range of audience.

18. COMPUTERS AS INFORMATION AND COMMUNITY TECHNOLOGY
Information and communications technology or (ICT) is extensional term for information
technology (IT) that stresses the role of unified communications and the integration
of telecommunications (telephone lines and wireless signals), computers as well as
necessary enterprise software, middleware, storage, and audio-visual systems, which enable users
to access, store, transmit, and manipulate information.
The term ICT is also used to refer to the convergence of audio-visual and telephone
networks with computer networks through a single cabling or link system. There are large
economic incentives (huge cost savings due to elimination of the telephone network) to merge the
telephone network with the computer network system using a single unified system of cabling,
signal distribution and management.
ICT is a broad subject and the concepts are evolving. The term covers any product that will store,
retrieve, manipulate, transmit or receive information electronically in a digital form, e.g. personal
computers, digital television, email, robots. For clarity, Zippo provided an ICT hierarchy where all
levels of the hierarchy "contain some degree of commonality in that they are related to
technologies that facilitate the transfer of information and various types of electronically mediated
communications". Theoretical differences between interpersonal-communication technologies and
mass-communication technologies have been identified by the philosopher Piyush Mathur. Skills
Framework for the Information Aegis one of many models for describing and managing
competencies for ICT professionals for the 21st century

19. Learning framework Constructivism Social Constructivism
Assumption Knowledge is constructed by
the individual
Knowledge is constructed
within a social context
Definition of learning Students build their own
learning
Students build knowledge
influenced by the social
context
Learning Strategies Gather unorganized
information to create new
concept/ principle
Exchange and share from
ideas, stimulates thinking
General Orientation Personal discovery of
knowledge
Students discuss and discover
meanings
Example 8*5 -8 + 8 + 8 + 8 + 8 Two alternative job offers
Option 1 – 8 hrs. /day for 6
days/week
Option 2 – 9 hrs. /day for 5
days/week

20. The Upgraded Project Method
Given these complex thinking skills, the modern day teacher can now be guided on his goal to help
student achieve higher level thinking skills and creativity beyond ordinary benchmark of the
student’s passing, even excelling achievements tests. When the ordinary classrooms are lacking
with instructional kits, use the project method to bring students to higher domains. In a project
method, students work on projects with depth complexity, duration, and relevance to the real
world. There is already a revised project method wherein the students would make decisions
about what to put on the project, how to organize information and how to package the outcomes
for presentation while the teacher guides and facilities the learning process.
REFLECTION:
Today, the students are expected to be not only cognitive but also flexible, analytical and creative.
In this lesson there are methods proposed for the use of computer based technology as an integral
support to higher skills and creativity.
It is the students themselves who demonstrate higher thinking skills and creativity through such
activities searching for information, organizing and synthesizing ideas, creating presentations, and
the like.
In developing software, creativity as an outcome should not be equated with ingenuity or high
intelligence. Creating is more constant with planning, making, assembling, designing, or building.
REFLECTION:
This resource based projects helps the teachers and future teachers if this will be implemented
appropriately and correctly. The evolving pace of innovation in today’s Information Age is so
dynamic that within the first decade of the 21st century, computer technology in education has
matured to transform into an educative information and communication technology (ICT) in
education.

21. REFLECTION:
In teaching, ICT is very useful in the sense that information and communication are important
elements in teaching. As teachers, we share and give information to our students during instruction
It should be made clear, however, that the computer cannot totally replace the teacher since the
teacher shall continue to play information deliverer and learning environment controller.
The computer is a tutor in this new age of learning. It does not replace the teacher,
although it assumes certain roles previously assigned to teacher who now has to take the new role
of facilitator and guide.
Computer activities are not the end-all of learning since they have to conform to the
lessons/curriculum.
Computers will become an integral component of the future classroom and not a mere machine
that can deliver routine drills and exercises.
REFLECTION:
The computer can be a tutor in effect relieving the teacher of many activities in his personal role as
classroom tutor.

22. In this lesson, we shall again look at the computer, but this time from another perspective the
computer as the teacher’s handy-tool. It can in fact support the constructivist and social
constructivist paradigms of learning.
Constructivism was introduced by Piaget (1981) and Bruner (1991). They gave stress to
knowledge discovery of new meaning/ concepts/ principles in the learning process. Various
strategies have been suggested to foster knowledge discovery, among these, is making students
engaged in gathering unorganized information from which they can induce ideas and principles.
While knowledge is constructed by the individual learner in constructivism, knowledge can also be
socially constructed. Social constructivism is an effort to show that the construction of knowledge is
governed by social, historical and cultural contexts.
The psychologists Vygotsky stressed that the learning is affected by social influences. He therefore,
suggested the interactive process in learning. The more capable adults (teacher or parent) or
classmate can aid or complement what the learner sees in a given class project. In addition, Dewey
sees language as a medium for social coordination and adaptation. For Dewey human learning is
really human language that occurs when students socially share, build and agree upon meanings
and knowledge.
The Computer’s Capabilities
Given its present-day speed, flexibility and sophistication, the computer can provide access to
information, foster creative social knowledge-building, and enhance the communication of the
achieved project package.
Based on the two learning theories, the teacher can employ the computer as
a/an:
· An information tool
· A communication tool
· A constructive tool
· As co-constructive tool
· A situating tool

23. Informative tool.
The computer can provide vast amounts of information in various forms, such as text, graphics,
sound, and video. Even multimedia encyclopedias are today available on the Internet.
Constructive tool.
The computer itself can be used for manipulating information, visualizing ones understanding,
building new knowledge. The Microsoft Word computer program itself is desktop publishing
software that allows users to organize and present their ideas in attractive formats.
Co-constructive tool.
Students can use co-constructive tools to work cooperatively and construct a shared understanding
of new knowledge.
Situating tool.
By means of virtual reality (RS) extension systems, the computer can create 3-D images on
display to give the user the feeling that are situated in a virtual environment.
REFLECTION:
Computer has different way to use. Computers have been already used in school and in home. To
help students make their projects, and assignments. Today’s people depend on the computer
because computers provide us easier communication.

24. In this lesson, we shall see how the teacher can expand his options to make himself more effective
and relevant in the 21st millennium information age. In particular, the lesson shall respond to
questions on student-centered learning approach, practical helps on designing and adapting
student-learning activities shall be examined.
In addition, suggestions shall be made on how a student-centered classroom (SCL) can be
supported by information technology (IT)
The traditional classroom
It may be observed that classrooms are usually arranged with neat columns and rows of student
chairs, while the teacher stands in front of the classroom or sits behind his/her deck. This situation
is necessitated by the need to maintain classroom activities through lecture presentation and
teacher-led discussions.
The SCL classroom
Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in
these developed economies have also adopted the support of ICTs. Their students have now
become active not passive learners, who can interact with other learners, demonstrating
independence and self-awareness in the learning process.
Generally, the new school classroom environment is characterized by
student individually or in group:
· Performing computer word processing for text or graph presentations.
· Preparing power-point presentation
· Searching for information on the internet
· Brainstorming on ideas, problems and project plan as needed, the teacher facilitating instruction,
also gives individualized instruction to serve individual needs.

25. REFLECTION:
When we say students-centered classroom. The students is the
focus of learning and the teacher only guides the students in
doing their tasks using the computer.

26. Cooperative Learning or Collaborative Learning is learning by small groups of student
who work together in a common learning task. It is often also called group learning but to be truly
cooperative learning five (5) elements are needed:
1. A common goal
2. Interdependence
3. Interaction
4. Individual accountability
5. Social skills
From several studies made on cooperative learning it is manifested that
cooperative learning in its true sense is advantageous since it;
(a) Encourages active learning while motivating students;
(b) Increases academic performance
(c) Promotes literacy and language skill; and
(d) Improves teacher effectiveness
Cooperative learning and the Computer
Researchers have made studies on the learning interaction between the student and the computer.
The studies have great value since it has been a long standing fear that the computer may foster
student learning in isolation that hinders the development of the students social skills. Researchers
agree that the computer is a fairly natural learning vehicle for cooperative (at times called
primitive) learning.
Components of cooperative learning
Educators are still vary about the computer’s role in cooperative learning. Thus they pose the
position that the use of computers do not automatically result in cooperative learning. In that case,
therefore assign the teacher several tasks in order to ensure collaborative learning. These are:
· Assigning students to mixed-ability teams;
· Establishing positive interdependence;
· Teaching cooperative social skills;
· Insuring individual accountability; and
· Helping groups process information.

27. REFLECTION:
It is a good lesson to be discussed, because I know
that cooperative learning makes learners learn more. Technology
like computer makes studies easier and meaningful. So that, if
the learners collaborates with the computer the more the
knowledge will be acquired by the learners.

28. It’s more difficult to realize, however, that the computer hardware can hardly be useful without the
program or system that tells what the computer machine should do. This is also called the
software.
These are two kinds of software:
1.The systems software. This is the operating system that is found or bundled inside all computer
machines.
2.The applications software. This contains the system that commands the particular task or solves a
particular problem.
In turn the applications software may be :
(a) a custom software that is made for specific tasks often by large corporations, or
(b) a commercial software packaged for personal computers that helps with a variety of tasks such as
writing papers, calculating numbers, drawing graphs, playing games, and so much more .
Microsoft Windows
Also referred to as a program, Microsoft Windows or Windows for short is an operating
environment between the user and the computer operating system . Also called shell, it is a layer
that creates the way the computer should work .
Windows as (now improved with Windows 2003, 2007 ) is a software designed for Microsoft
Windows. Actually Windows is in itself a self-contained operating system which provides:
· User convenience –just click a file name to retrieve data or click from program to program as easy as
changing channels in your TV screen
· A new look-fancy borders, smooth and streamlined text fonts
· Information center-Windows puts all communications activities (e-mail, downloads etc. in a
single screen icon ); adapts/configures the computer for the Internet.
· Plug and play-configures the computer with added components , such as for sound and video .

29. Instructional software
Instructional software can be visited on the Internet or can be bought from software shops or
dealers . The teacher through his school should decide on the best computer-based
instructional (CBI ) materials for the school resource collection . But beware since CBIs need much
improvement, while web-based educational resources are either extremely good or what is
complete garbage .
In evaluating computer-based educational materials, the following can serve
as guidelines:
· Be extremely cautious in using CBIs and ‘ free ‘ Internet materials .
· Don’t be caught up by attractive graphics , sound , animation, pictures, video clips and music
forgetting their instructional worth .
· Teachers must evaluate these resources using sound pedagogical principles.
· Among design and content elements to evaluate are the text legibility, effective use of color
schemes, attractive layout and design, and easy navigation from section- to-section ( such as from
game to tutorial to drill-and-practice section ).
· Observe clarity in the explanations and illustrations of concepts and principles
· Maintain accuracy, coherence, logic of information
· Are they being current since data/statistics continually change
· Are they relevant and effective in attaining learning objectives
· Observe absence of biased materials (e.g. gender bias or racial bias)

30. REFLECTION:
In using the computer, software is being used. There
are software for entertainment, business and also for education
and instruction. Software is important because the computer is
useless without it. It cannot function in the way we know if there
is no software. Somehow learning is quite interesting when
educational software is used.

31. Hypermedia is nothing but multimedia, but this time packaged as an educational computer
software where information is presented and student activities are integrated in a virtual learning
environment. Most educational IT applications are hypermedia and these include:
· Tutorial software;
· Knowledge WebPages;
· Simulation instructional games; and
· Learning project management, and others.
Characteristics of hypermedia applications
There are two important features that are outstanding-among other features-that characterize the
hypermedia software:
1.Learner control. This means the learner makes his own decisions on the path, flow or events of
instruction.
2.Learner wide range of navigation routes. For the most part, the learner controls the sequence and
pace of his path depending on his/her ability and motivation.
3.Variety of media. Hypermedia includes more than one media (text, graphics, audio, animation and
video clip) but does not necessarily use all types of media in one presentation.
In the use of hypermedia the following instructional events will prove useful to the
teacher:
· Get the learners’ attention.
· Recall prior learning.
· Inform learners of lesson objectives.
· Introduce the software and its distinctive features
· Guide learning, eliciting performance.
· Provide learning feedback.
· Assess performance.
· Enhance retention and learning transfer

32. The Internet and Education
The Internet, also simply called the Net is the largest and far-flung network system of all systems.
The Internet is not really a network but a loosely organized collection of about 25,000 networks
accessed by computers on the planet.
Everything is coordinated in the internet through a standardized protocol called transmission
Control Protocol/Internet Protocol (TCP/IP). To gain access to the Internet, The computer must be
equipped with what is called a Server which has a special software program that uses the Internet
protocol.
The great attraction of the Internet is that once the sign-up fees are paid, there are no extra
charges. E-mail for example is free regardless of amount use. The vast sea o information now in
the Internet is an overwhelming challenge to those who wish to navigate it. The most attractive
way to move around the Internet is called browsing. Using a program called the browser, the user
can use a mouse to point and click on screen icons to surf the Internet, particularly the World Wide
Web, an Internet’s subset of text, images and sounds are linked together to allow users to access
data or information needed.
Educational software materials have also developed both in sophistication and appeal. But the real
possibility today is connecting with the world outside homes, classrooms and the Internet cafes.
Today schools are gearing up to take advantage of internet access.
REFLECTION:
As a future teacher we are lucky to experience the beneficial effects of using computer. Like this
hypermedia a virtual learning process but using this, we should understand that hypermedia in
educational context are used in order to ensure the successful integration in the learning process.
And today schools are gearing up to take advantage of internet access, where they can plug into
the Library of Congress, make virtual visits to famous museums in the world, write to celebrities,
and even send questions to heads of states.

33. Much like field studies in teacher education, Educational Technology 2 offers students the
experiential process of adapting to technology integration within a student-centered paradigm. This
is the practicum phase of the course which can be done, as seen fit by the teacher, either at the
end of the more theoretical lessons or inserted between lessons.
The practicum phase consists of hands-on computer tutorials which the student teacher or
professional teacher-trainee will need to make him / her capable.
The essential requirements for the ET 2 practicum phase will be:
· a computer laboratory / special computer classroom with adequate sets of computers for hands-on
tutorial learning
· Participation of computer lab tutor/assistant-as the teacher’s technical assistant-to assist the learner
in the use of computer and its various programs
· Assigned number of hours in conformity with the course requirement. Tutorials are preferably done
during weekends in order to provide continuous hours of computer hands-on training.
The practicum phase consists in:
1.Basic Microsoft Word (6 hrs.)
The tutorial familiarizes each individual learner to the basics of Microsoft Word. They will learn to
use menus and toolbars of the software. They will be taught to type, edit and format text,
sentences and paragraphs.
Tutorial coverage:
· Microsoft word menus and toolbars
· Creating, formatting, editing and saving documents
· Assigning page layouts
· Inserting tabs and tables
· Templates and Wizard
· Printing

34. Upon successful completion, the learner shall be able to:
· Create, open and save word documents and files
· Insert graphics, tables and charts in documents
· Manage files and folder
· Apply format on the text, sentences and paragraphs
· Interlink documents
· Create standard documents using template
2. Microsoft PowerPoint (6 hrs. )
The tutorial is a familiarization on the basics of Microsoft PowerPoint. It will train the learner to
prepare PowerPoint presentations to enhance the teaching of subjects.
Coverage:
· PowerPoint fundamentals
· Enhancement of PowerPoint presentation with the use of graphics, charts, audio and video
· Using templates and masters (slide, handout and notes )
· Presenting and printing a slide shows
At the end of the tutorial, the learner will be able to:
· Create and open PowerPoint presentations
· Insert objects (clipart), pictures, graphics, charts, audio and video to create effective presentations
· Use the templates to enhance presentations.
3.Internet as tool of inquiry (4 hrs.)
The tutorial will facilitate the finding of sources of information appropriate to a learning task.
Course coverage;
· Accessing the Internet
· Use of Internet tools
· Search techniques

35. At the end of the tutorial, the learner will be able to:
· search and retrieve information from the Web
· acquire skills in locating appropriate information on the Internet
· acquire ability to use Internet tools such as search engines
· gain knowledge of search techniques such as browsing through an information tree
· learn the ability to execute the search.
REFLECTION:
As a future teacher, I must appreciate the broad benefits that the
computer can bring in lives of students and teachers. Educational
Technology 2 meets the expectations of a future teacher like me to use
and apply the new trends of technology in teaching.