1. L/O/G/O

2. Outline
Course Description
General Objectives

3. Course
Description
The course covers the
introduction to the
application and
adaptation of technology
to classroom teaching.

4. It also deals with
activities and experiences
in the development of
technology skills that
enable teachers to develop
effective and efficient
instructional materials.

5. General Objectives:
At the end of the semester, the students should
be able to acquire the following competencies:
1. Determine and distinguish the different types
of instructional media technology materials;
know their advantages and limitations as they
are utilized in teaching.
2. Become familiar with the uses of instructional
media resources in the improvement of
teaching-learning situation.

6. 3. Manifest effectiveness in
communication ideas through
proper use of instructional
media.
4. Select, produce and utilize
effectively the different media
resources.

7. 5. Manipulate the media equipment
available in the school.
6. Create and produce some
instructional media for
presentation and/or distribution in
the class.

8. Course Requirements
• 3-Term Examination
• Attendance/Behavior
• Class Participation
• Reporting
• Learning Outcome

9. Evaluation Criteria for Reporting:
Mastery - 30%
Preparedness (ability to answer question)
Complete coverage to the topic
Presentation of the Topic - 25%
Presents updated knowledge on the topic
Relates topic to actual experiences
Promotes healthy exchange of ideas
Use of technology - 20%
PowerPoint Presentation
Use of materials from internet downloads
Delivery - 25%
Confidence
Fluency of expression
Enthusiasm

10. Academic Performance
Evaluation Procedure
Examinations …………………… 40 %
Activity output............ ……….. 25 %
Quizzes ………………………….… 25%
Class Participation/Attendance.. 10%
100 %

12. Essential Idea
Preparing students who will
LEARN, WORK, and LIVE
in a different generation from “US”.

13. What do you teach in
Computer class
today?
Knowing about the computer
 Components
 Input – Process – Output
 Office Applications Training
 Programming and Development
 Knowing about the Internet

14. As we approach 2015
This is not ENOUGH
This lacks major concepts and
skills that students need to
“survive” in 2015.

15. In the Past
People wrote things down.
Information was in TEXT or PRINT.

16. Information Literacy
Where to access information
- Books, Encyclopaedia, Webpages
How to compare, evaluate, organize
information
- Tables, Charts, Maps
How to communicate what information is
useful for me
- Summaries, Reports

17. Literacy has moved
beyond just learning
to read and write

18. Evolving
Information Literacy
Information today is presented
in NON-TEXT form and
DIGITAL forms

19. Forms of Information
Becoming the NORM

20. Modes of Communication

21. Information is not the
usual PRINT
We cannot separate technology from the
information presented and
communicated today
Thus, INFORMATION and
COMMUNICATION TECHNOLOGIES
(ICTs) evolved.

22. Thoughts to Ponder about
Educational Technology
“Technology is more than
hardware. Technology consist of
the designs and the environment
that engage learners.”
D. Jonassen

23. What is Educational
Technology?
Educational Technology is the
development, application and
evaluation of systems, techniques
and aids to improve the process of
human learning.
(Council for Educational Technology for the United Kingdom)

24. Educational Technology
-is the application of scientific knowledge
about learning and the conditions of
learning to improve the effectiveness
and efficiency of teaching and training.
In the absence of scientifically
established principles, educational
technology implements techniques of
empirical testing to improved learning
situations.
(National Center for Programmed Learning, UK.)

25. Educational Technology
- is a systematic way of designing,
implementing and evaluating the total
process of learning and teaching in
terms of specific objectives, based on
research in human learning and
communication and employing a
combination of human and non-human
resources to bring about more effective
instruction.
(Commission on Instructional Technology, USA.)

26. Educational Technology
- is a complex, integrated process
involving people, procedures, ideas,
devices and organization for analyzing
problems and devising, implementing,
evaluating, and managing solutions to
those problems, involved in all aspects
of human learning”

27. Educational
Technology
• is “ consists of the designs and
environments that engage
learners…and reliable technique or
method for engaging such as cognitive
learning strategies and critical thinking
skills.” (David H. Jonassen, et al 1999 )

28. Educational Technology
- is a theory about how problems
in human learning are identified
and solved. As a theory,
educational technology is has
an “integrated set of principles
that explain and predict
observed events.”

29. Educational Technology
- is a field involved in
applying a complex,
integrated process to
analyze and solve problems
in human learning.

30. Educational Technology
- is a field study which is concerned
with the practice of using
educational methods and
resources for the ultimate goal of
facilitating the learning process.
As a field, it operates within the
total field of education.

31. Educational Technology
- is a profession like teaching. It
is made up of organized effort
to implement the theory,
intellectual technique, and
practical application of
educational technology.

32. Technology in Education
- is “application of technology to
any of those processes involved
in operating the institutions
which house the educational
enterprise. It includes the
application of technology to
food, health, finance, scheduling,
grade, reporting, and other
processes which support
education within institutions.”

33. Instructional Technology
- refers to those aspects of educational
technology that “are concerned with
instruction as contrasted to designs
and operations of educational
institutions. Instructional technology is
a systematic way of designing, carrying
out, and evaluating the total process of
learning and teaching in terms of
specific objectives.

34. Technology Integration
- means using “ learning technologies to
introduce, reinforce, supplement and
extend skills.” Like instructional
technology, it is a part of educational
technology. Technology integration is
part and parcel of instructional
technology, which in turn is a part of
educational technology.

35. The Role of Educational
Technology
• Arouse and sustain the interest
and attention of thee
pupils/students to learn.
• Concretize abstract
concepts/ideas to promote
meaningful learning.

36. • Makes learning more
permanent because of the rich
experiences that they provide.
• Provide self-activities for
independent learning.
The Role of Educational
Technology

37. The Role of Educational
Technology
• Increase vocabulary by
eliminating verbalism.
• Develop continuity of
thought.

38. The Role of Educational
Technology
• Increase the quality while
decreasing the time spent.
• Check pupil preparedness
• Make learning more interactive,
hence learning is improved.

39. Understanding Young
Children
- THE LEARNER

41. Learning - any process
through which experience at
one time can alter an
individual’s behavior at a
future time.

42. The Concept of Individual
Differences

43. Multiple Intelligences
Theory
by Howard Gardner

44. Logical- Mathematical
Intelligence
Children with this strength are
good problem solvers. They
quickly discover logical patterns
and enjoy numbers and
counting. They are curious and
ask endless streams of
questions.

45. Verbal- Linguistic Intelligence
Children with this strength love to listen
to the sounds and rhythm of words.
They love to hear and make up stories,
jokes, and riddles.
They are good at expressing themselves
with words and are sensitive to the
different functions of language.

46. Musical- Rhythmic
Intelligence
Children with this strength enjoy
making or listening to music.
You will find them singing, humming,
and moving in a constant stream of
musical expressiveness.

47. Visual- Spatial
Intelligence
Children with this strength are able to
perceive the visual/ spatial word precisely.
They are able to draw
and paint superbly, enjoy
building with blocks and
other construction toys, and
have an easy time putting
puzzles together.

48. Bodily- Kinesthetic
Intelligence
Children with this strength are able to control their
movements and handle objects skillfully.
They run, jump, throw, catch, and
climb better than their age- mates.
They may also handle and use
implements such as scissors, buttons,
zippers, and eating utensils with
greater dexterity. These children enjoy
moving all the time.

49. Interpersonal
Intelligence
Children with this strength
are outgoing and tuned into
other people’s feelings. They
can recognize the moods
and feelings of others,
empathize with them, and
respond appropriately.
These children appear to be
natural leaders.

50. Intrapersonal
Intelligence
Children with this
strength are inner-
directed. They appear
quiet and often prefer
playing alone, but
have confidence in
their own ability to get
things done.

52. THE CHILDREN WE
TEACH:
• The bright child – I admire for his
creative intelligence and strength of will.
He is the leader of tomorrow.
• The slow child – earns my deepest
respect for his patience and perseverance.
He will be the good citizen of the future.

53. • The handsome child – has much to
give. I can teach him to use his strength
and beauty in giving joy to others.
• The plain child – I treasure him for his
inner loveliness and his gracious
personality.
• The rich child – needs my help. I must
train him to be generous and to share
his good things with others.

54. • The poor child – is not really poor. He
is rich in the love of his family and
friends. These treasures could satisfy
him completely.
• The gay child – makes me happy.
Just looking at him brings a smile to my
lips. I can teach him to value this great
gift of joy so he will never lose it.

55. • The sad child – needs me desperately.
I must give him all the comfort and
security I have to give.
• The bold child – I like for his vigorous
ways. He needs toning down but not
the extinction of his personality.
• The shy child – is only waiting for my
warm affection to wipe away the film
that hides his true and lovely
personality.

56. • The good child – is a constant source
of joy to me. I must help him become
even better.
• The bad child – is not really bad –--
only neglected and misguided. I must
give him the attention and guidance to
get back on the right track.
• These children are like melodies that
must be finished.

57. About
Charo