Educational technology is the use of technology to support and enhance learning. It involves using technology tools and resources to help teach students and solve educational problems. The document discusses educational technology from several perspectives: it can be both a boon and bane; it requires a systematic approach to teaching; and it plays various roles in supporting learning through representation, information, context, social interaction, and reflection. Learning through educational technology exposes students to new skills needed in the digital age and helps prepare them for the future.
1. Portfolio in Educational Technology II
“Teaching in the
Internet age means we
must teach tomorrow’s
skills today.” – Jennifer
Fleming
2. OUTLINE
oThe Student
oWhat is Educational Technology?
oTechnology: Boon or Bane?
oSystematic Approach to Teaching
oThe Rules of Educational Technology in
Learning
oRoles of Technology in Learning
oCone of Experience
oLearning through Educational Technology II
oConceptual Model of Learning
oThe Student after Educational Technology II
7. 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.
(David H. Jonassen, et al 1999)al
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.”
(Association for Educational Communications and Technology, 1997. The definition of educational
technology: A summary, In the definition of educational technology, 1-16, Washington D.C.:AECT)
10. Point of View
“I think that technologies are morally neutral until we apply them. It’s only when we
use them for good or for evil that they become good or evil.”
---William Gibson
11. ᴥ Improves civilization.
ᴥ Improve level of communication.
ᴥ Makes our work faster.
ᴥ Serves as a tool to gain knowledge.
ᴥ Updates people to the current events.
ᴥ Technology made life so much more convenient.
ᴥ Technology made our life simple, comfortable, easy
and luxurious.
BOON
12. ᴥ Less active participation.
ᴥ Making people lazy.
ᴥ People tend to forget how to do things for themselves.
ᴥ Can damage vision.
ᴥ Leads to cyber bullying...
ᴥ Accessing pornographic sites.
ᴥ Technology can take that precious time away from
us.
BANE
14. ● The focus of systematic
instructional planning is the
student.
● It tells about the systematic
approach to teaching in which
the focus in the teaching is
the student.
17. Seven Principle for smart use of
technology in education:
1. Educational problem first. Start with the
problem, not the technology.
2. Added value. Make sure that the technology will
add value to other existing solutions.
3. Sustainability. Will the project be relevant and
accessible with the passage of time, or will
external factors or lack of relevance eventually
lead those involved to abandon it?
18. 4. Multiple uses. Select a technology and design an
intervention so that the technology can be used
for multiple purposes/classes.
5. Lowest cost. If a lower-cost technology is
available to solve a particular problem, even
though it might be less “politically sexy”, it
should be used.
6. Reliability. Ensure that the technology is reliable
and will not rapidly breakdown.
7. Easy of use. Excessively complicated
technologies present barriers to implementation
and the ultimate success of intervention.
(site: gettingsmart.com)
20. o
௦ for representing learners’ ideas,
understandings and beliefs, and
௦ for producing organized, multimedia
knowledge bases by learners.
Technology as tools to support
knowledge construction:
21.
22. ௦ for accessing needed information, and
௦ for comparing perspectives, beliefs, and
world views.
Technology as information
vehicles for exploring knowledge
to support learning-by
constructing:
23.
24. ௦ for representing and simulating meaningful
real-world problems, situations and contexts
௦ for representing beliefs, perspectives,
arguments, stories of others, and
௦ for defining a safe, controllable problem
space for student thinking.
Technology as context to support
learning-by-doing:
25.
26.
27. ௦ for collaborating with others
௦ for discussing, arguing, and building
consensus among members of a
community, and
௦ for supporting discourse among
knowledge-building communities
Technology as a social medium to
support learning by conversing:
28.
29. ௦ for helping learners to articulate and represent what
they know
௦ for reflecting on what they have learned and how they
come to know it
௦ for supporting learners ‘internal negotiations and
meaning making
௦ for constructing personal representations of meaning
௦ for supporting mindful thinking.
Technology as intellectual partner
to support learning-by-reflecting:
30.
31. Edgar Dale, an expert in audiovisual
education, created a model in his 1946
book Audio-Visual Methods in
Teaching that he named the Cone of
Experience to discuss various
modalities/channels of imparting
information. His cone did not refer to
learning or retention at all, instead
modeling levels of abstraction: words
being the most abstract in his model,
at the top of the cone, and real-life
experiences the most concrete, and at
the base of the cone (Lalley & Miller, 2007, p. 68).
Edgar Dale
36. Learning through educational technology was really one of the
terrifying yet enjoyable thing as we have experienced. Terrified
because one day we might just woke up anticipating how
dependent we are already on those technologies and enjoyable
because we’ve discovered a lot through learning educational
technology and not just that we also learned the significance of
those social medias that we thought are just for pleasure. And
lastly through educational technology we also learned the
significance of those technologies in instruction as a future 21st
century teacher.
38. There exists a number of models and theories about learning that is
ideal in achieving instructional goals through preferred application of
Educational Technology
Meaningful Learning
Discovery Learning
Generative Learning
Constructivism
39. If the traditional learning environment gives stress to rote learning and
simple memorization, meaningful learning gives focus to new
experience that departs from the learning of a sequence of words but
gives attention to meaning.
It assumes that :
● students already have prior knowledge that is relevant to new
learning, and
● students are willing to perform class work to final connection
between what they already know and what they can learn.
In the learning process, the learner is encouraged to recognize relevant
experiences. A reward structure is set so that the learner will have both
interest and confidence.
In the classroom, hands-on activities are introduced to as to simulate
learning in everyday living.
Meaningful
Learning
40. This is a differentiated from reception (meeting point of meaningful
and discovery learning) in which ideas are presented to students in a
well-organized ay, such as through detailed set of instructions to
complete an experiment.
In discovery learning, students perform tasks to uncover what is to be
learned. New ideas and new decisions are generated in the learning
process, regardless of the need to move on and depart from the
structured lesson previously set.
In here, is important that the students become personally engaged and
NOT subjected by the teacher.
Discovery Learning
41. Dimensions of Meaningful and Discovery Learning
Notice the increase in Discovery from rote learning
● math drills
● trial and error puzzles
● applying science lab formulas
● lecture/textbook reading
● simulations
● adventure activities
● data probing/ research
● art/ music creation
42. RECEPTION
Rote Learning
Discovery Learning
Meaningful Learning
Math drills/ practices Trial and Error puzzles
Apply science lab formulas
Lectures/ textbook Reading
Simulation
Adventure Activities
Data probing/ Research
Art/ Music Creation
43. Here, we have active listeners who attend to learning
events and generate meaning from this experience and
draw inferences thereby creating a personal model of
explanation to the new experience in the context of existing
knowledge.
This is viewed as different from the simple process of
storing information. Motivation and responsibility are
crucial to this domain of learning.
This gives emphasis to what can be done with the pieces of
information not only on access to them.
Generative
Learning
44.
45. C
After educational technology II were able to create an email
account explore it and even used it not just for educational
purpose but also in some important matters.
