Learning Episode 1 Meaning of Educational Technology

Learning Episode 1:
Meaning of Educational
Technology
“Technology is more than hardware.
Technology consists of the designs and the
environments that engage learners.”
- D. Jonassen

Learning Episode 1-Meaning of Educational Technology
• The word "technology " comes from he
greek word techne which means craft or
art.
• Educational technology refers to the art
or craft of responding to our educational
needs
• Technology is not just machines. It is a
"planned, systematic method of working
to achieve planned outcomes-a process
not a product.

Base from Dale 1969
• Technology also refers to any valid and reliable
process or procedure that is derived from basic
research using the scientifc method.
Based from Wikipedia
• Technology refers to “all the ways people use
their inventions and discoveries to satisfy their
needs and desires.”

Based from The world Book
Encyclopedia, Vol. 19
• So, educational technology refers to
how people use their inventions and
discoveries to satisfy their educational
needs and desires, i. e. learning.

Based from In the Definition of Educational
Technology
• Educational technology is “a complex, integrated
process involving people, procedures, ideas,
devices and organization for analyzing problems
and devising, implementing, evaluating and
managing solution to those problems, involved
in all aspects of human learning.”

Based from David H. Jonassen
• Educational Technology “consists of designs and
environments that engage learners … and
reliable technique and method for engaging
learning such as cognitive learning strategies
and critical thinking skills.”
• It is a theory about how problems in human
learning are identified and solved.
• Is a field involved in applying a complex,
integrated process to analyze and solve
problems in human learning.

Based from David H. Jonassen
• Is a profession like teaching. It is made up
of organized effort to implement the theory,
intellectual technique and practical
application of educational technology.

Based from Lucido and Borabo
• 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.

Other terms that are associated with Educational
Technology
• Technology in education
• Instructional technology
• Technology integration in education books,
educational media

Technology in Education
“The application of technology to any of
those processes involved in operating the
institutions in 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.”

Instructional Technology
• “Is a part of Educational Technology.”
• Refers to those aspects of educational
technology that “are concerned with
instruction as contrasted to designs and
operations of educational institutions.”

Technology Integration
• “Means learning technologies to
introduce, reinforce, supplement and
extend skills.”
• “Technology is a part and parcel of
instructional technology, which in turn is
a part of educational technology.”

Learning Episode 2:
Technology: Boon or Bane?
“Technology is in our hands. We can
use it to build or destroy.”

Learning Episode 2-Technology: Boon or Bane?
In Education technology is Bane when:
• The learner is made to accept Gospel truth
information they get from the internet.
• The learner surfs the Internet for pornography.
• The learner has an uncritical mind on images
floating on televisions and computers that
represent modernity and progress.

• The TV makes the learner a mere spectator
not an active participant in the drama of life.
• The learner gets glued to his computer for
computer-assisted instruction unmindful of
the world and so fails to develop the ability to
relate to others.
• We make use of the Internet to do character
assassination of people whom we hardly like.

• Because of our cell phone, we spend most
of our time in the classroom or in our
workplace texting.
• We use overuse and abuse TV or film
viewing as a strategy to kill time

Learning Episode 3:
The Roles of Educational
Technology in Learning
“Technology makes the world a new
place.”

Learning Episode 3-The Roles of Educational Technology
in Learning
Roles of Technology in Learning
• As tools support knowledge construction: for
representing learners’ ideas, understandings
and beliefs for producing organized, multimedia
knowledge bases by learners
• As information vehicles for exploring knowledge
to support learning-by-constructing: for
accessing needed information for comparing
perspectives, beliefs and world views

• As context to support learning-by-doing: for
representing and simulating meaningful real-world
problems, situations and context, for representing
beliefs, perspectives, arguments and stories of
others, for defining a safe, controllable problem
space for student thinking.
• As a social medium to support learning by
conversing: for collaboration with others, for
discussing, arguing and building consensus among
members of a community, for supporting discourse
among knowledge-building communities
in Learning

As intellectual partner to support learning-by-reflecting:
• For helping learners to articulate and represent what
they know
• For reflecting on what they have learned and how they
come to know it
• For supporting learners internal negotiations and
meaning making
• For constructing personal representations of meaning
for supporting mindful thinking
in Learning

Learning Episode 4:
Systematic Approach to
Teaching
“A plan that emphasizes the parts may pay the cost of failing
to consider the whole and plan that emphasizes the whole
must pay to cost of failing to get down to the real depth with
respect to the parts.”
- C. West Churchman

• Instruction begins with the definition of
instructional objectives that consider the
students’ needs, interests and readiness.
• The use of learning materials, equipment
and facilities necessities assigning the
appropriate personnel to assist the teacher
and defining the role of any personnel
involved in the preparation, setting and
returning of these learning resources.
Learning Episode 4-Systematic Approach to Teaching

• The effective use of learning resources is
dependent on the expertise of the teacher, the
motivation level or responsiveness and the
involvement of the students in the learning
process.
• With instructional objective in mind, the teacher
implements planned instruction with the use of
selected teaching method, learning activities
and learning materials with the help of other
personnel whose role has been defined by the
teacher.

Examples of Learning Activities
• Reading
• Writing
• Interviewing
• Reporting or Doing Presentation
• Discussing
• Thinking
• Reflecting
• Dramatizing
• Visualizing
• Creating Judging
• Evaluating

Examples of Learning Resources
• Textbooks
• Workbooks
• Programmed materials
• Computer
• Television
• Programs
• Flat Pictures
• Slides and Transparencies
• Maps
• Charts
• Cartoons
• Posters
• Models
• Mock Ups
• Flannel Board Materials
• Chalkboard
• Real objects

After instruction, teacher evaluates the
outcome of the instruction. From the
evaluation results, teachers comes to
know if the instructional objective was
attained.

Learning Episode 5:
The Cone of Experience
“The cone is a visual analogy and like all analogies,
it does not bear an exact and detailed relationship to
the complex elements it present.”
- Edgar Dale

The Cone of Experience is a visual
model, a pictorial device that presents
bans of experience arranged according
to degree of abstraction and not degree
of difficulty. The farther you go from the
bottom of the cone, the more abstract
the experience becomes.
Learning Episode 5- The Cone of Experience

• Direct Purposeful Experiences
These are the first hand experiences which serves
as the foundation of our learning.
• Contrived Experiences
In here, we make use of representative models or
mock ups of reality for practical reasons and so that we can
make the real life accessible to the students’ perception
and understanding.
• Dramatized Experiences
By dramatization, we can participate in a
reconstructed experience, even though the original event is
far removed from us in time.

• Demonstrations
It is a visualized explanation of an important fact,
ideas or process by the use of photographs, drawings,
films, displays or guided motions.
• Study Trips
These are excursions and visits conducted to
observe an event that is unavailable within the classroom.
• Exhibits
These are displays to be seen by spectators. They
may consist of working models arranged meaningfully or
photographs with models, charts and posters.

• Television and Motion Pictures
Television and motion pictures can reconstruct the reality
of the past so effectively that we are made to feel we are there.
• Still Pictures, Recordings, Radio
These are visual and auditory devices may be used by
an individual or a group.
• Visual Symbols
These are no longer realistic reproduction of physical
things for these are highly abstract representation.
• Verbal Symbols
They are not like the objects or ideas for which they
stand. They usually do not contain visual clues to their meaning.

Learning Episode 6:
Using and Evaluating
Instructional Material
“The cone is a visual analogy and like all analogies,
it does not bear an exact and detailed relationship to
the complex elements it present.”
- Edgar Dale

Learning Episode 6- Using and Evaluating Instructional
Material
For an effective use of instructional
material such as fieldtrip, there are
guidelines that ought to be observed ,
first of all, in their selection, second, in
their use.

Selections of Materials
The following guide questions express standards
to consider in the selection of instructional
materials:
• Do the materials give a true picture of the ideas
they present?
• Do the materials contribute meaningful content
to the topic under study?
• Is the material appropriate for the age,
intelligence and experience of the learners?
• Is the physical condition of the material
satisfactory?
Material

• Is there a teacher’s guide to provide a
briefing for effective use?
• Can the materials in question help to make
students better thinkers and develop their
critical faculties?
• Is the material worth the time, expense
and effort involved?
Material

The Proper use of Materials
To ensure the effective use of
instructional material, Hayden Smith
and Thomas Nangel (1972) book of
authors on Instructional Media, advise
us to abide by the acronym PPFF.
Material

P – Prepare yourself
P – Prepare your Student
P – Present the Material
F – Follow Up
Material

• Prepare Yourself
You know your lesson objective and what
you expect from the class after the session and
why you have selected such particular instructional
material.
• Prepare Your Students
Set class expectations and learning goals. It
is sound practice to give them guide questions for
them to be able to answer during discussion.
Material

• Present the Material
Present the materials under the best
possible conditions. Many teachers are guilty of R.
O. G. Syndrome. This means “running out of gas”
which usually results from poor planning.
• Follow up
Remember that you use instructional
material to achieve an objective, not to kill time nor
to give yourself a break, neither to merely entertain
class.
Material

Learning Episode 7:
Direct, Purposeful Experiences
and Beyond
“From the rich experiences that our senses
bring, we construct the ideas, the concepts,
the generalizations that give meaning and
order to our lives.”

Direct, purposeful Experiences
• These are our concrete and firsthand
experiences that make up the foundation
of our learning.
• These are rich experiences that our
senses bring from which we construct the
ideas, the concepts, the generalizations
that give meaning and order to our lives.
Learning Episode 7-Direct, Purposeful Experiences and
Beyond

Beyond
• Direct Activities
These may be preparing meals, making a
piece of furniture, doing power point presentation,
performing a laboratory experiment, delivering a
speech or taking a trip.
• Indirect Activities
These are people we observe, read or here
about. They are not our own self-experiences but
still experiences in the sense that we see, read
and hear about them.

Why are these direct experiences
described to be purposeful?
• Purposeful because the experiences are
not purely mechanical, they are not matter
of going through the motion. These are not
“mere sensory excitation”.
Beyond

If direct, purposeful experiences or firsthand
sensory experiences make us learn concepts and skills
effectively, what does this imply to the teaching-
learning process?
• It lets the students given the opportunities to learn by
doing.
• It lets us make us use of real things as instructional
materials as long as we can.
• It lets us help the students to develop the 5 senses to the
full to heighten their sensitivity to the world.
Beyond

Learning Episode 8:
Teaching with Contrived
Experiences
“We teach through a re-arrangement of the
raw reality: a specimen, a manageable sample
of a whole…when the direct experience
cannot be used properly in its natural setting
.”

Learning Episode 8-Teaching with Contrived Experiences
Contrived Experiences
• These are “edited” copies of reality and are used
as substitute for real things when it is not
practical or not possible to bring or do the real
thing in the classroom.
• The atom, the planetarium are classified as
models. A model is a “reproduction of a real
thing in a small scale or large scale, or exact
size. ”

• The planetarium may also be considered as a
mock up. Mock up is an “an arrangement of a
real device or associated devices displayed in
such a way that representation of reality is
created. ”
• The preserved specimens fall under
specimens and objects. A specimen is any
individual or item considered typical of a group,
class or whole. Objects may also include
artifacts displayed in the museum or objects
displayed in exhibits or preserved insect
specimen in science.

• School election is and example of simulation.
Simulation is a “representation of a manageable
real event in which the learner is an active
participant engaged in learning a behavior or in
applying previously acquired skills or
knowledge.”
• Another instructional material included in
contrived experiences is games. Games are
played to win while simulations need not to have
a winner.

General Purposes of simulations and games in
Education:
• To develop changes in attitudes.
• To change specific behaviors.
• To prepare participants for assuming new roles
in the future.
• To help individuals to understand their current
roles.
• To increase the students’ ability to apply
principles.

General Purposes of simulations and games in
Education:
• To reduce complex problems or situations to
manageable elements
• To illustrate the roles that may effect one’s life
but one may never assume.
• To motivate learners.
• To develop analytical processes
• To sensitize individuals to another person’s life
role.

Learning Episode 9:
Teaching with Dramatized
Experiences
“All dramatization is essentially a process of
communication, in which both participant
and spectators are engaged. A creative
interaction takes place, a sharing of ideas .”

Learning Episode 9-Teaching with Dramatized
Experiences
• A dramatic entrance is something that catches
and holds our attention and has an emotional
impact. If our teaching is dramatic our students
get attracted, interested and affected.
• Dramatized experiences can range from the
formal plays, pageants to less formal tableau,
pantomime, puppets and role playing.

• Plays depict life, character or culture or a
combination of all three. They offer excellent
opportunities to portray vividly important ideas
about life.
• Pageants are usually community dramas that
are based on local history, presented by local
actors.
• Pantomime is the art of conveying a story
through bodily movements only.
• Tableau is a picture like scene composed of
people against a background.
Experiences

• Puppets can present ideas with extremely simplicity
without elaborate scenery or costume yet effectively.
Types of puppet
• Shadow puppets
Flat black silhouette made from light weight cardboard and
shown behind a screen.
• Rod puppets
Flat cut out figures tacked to a stick, with one or more
movable parts and operated from below the stage level by
wire rods or slender sticks.
Experiences

• Hand puppets
The puppets head is operated by the forefinger of the
puppeteer, the little finger and thumb being used to animate
the puppet hands.
• Glove and finger puppets
Make use of the old gloves to which small costumed figure
are attached.
• Marionettes
Flexible, jointed puppets operated by strings or wires
attached to a cross bar and maneuvered from directly
above the stage.
Experiences

• Role playing
Is an unrehearsed, unprepared and
spontaneous dramatization of a “lets
pretend” situation where assigned
participants are absorbed by their own roles
in the situation described by the teachers.
Experiences

Learning Episode 10:
Demonstration in Teaching
“Good demonstration is good
communication.”

Learning Episode 10-Demonstrations in Teaching
Demonstration
• Webster’s International Dictionary defines it as
“a public showing and emphasizing of the salient
merits, utility, efficiency etc, or product.”
• In teaching it is showing how a thing is done and
emphasizing of the salient merits, utility and
efficiency of a concept, method or processes or
an attitude.

Edgar Dale’s guiding principles that must be observed
in using demonstration as a teaching and learning
experience:
• Establish Rapport
Get your audience. Make them feel at ease by your warmth
and sincerity.
• Avoid the COIK fallacy (Clear Only If Know)
It is an assumption that what is clear known to the person
for whom the message is intended.
• Watch for key points
They are the ones at which an error is likely to be made,
the places at which many people stumble and where the
knacks and tricks of trade are especially important.

Question for Methodical procedures for planning and
preparing for demonstration by Brown:
• What are our objectives?
• How does your class stand with respect to these
objectives?
• Is there a better way to achieve your ends?
• Do you have access to all necessary materials and
equipment to make the demonstration?
• Are you familiar with the sequence and contents of the
proposed demonstration?
• Are the time limits realistic?

Several points to observe in demonstrating by
Dale:
• Set the tone for good communication. Get and
keep your audience interested.
• Keep your demonstration simple.
• Don’t wander from the main ideas.
• Check to see that the demonstration is being
understood.
• Do not hurry your demonstration.

• Do not drug out the demonstration.
• Summarize as you go along and provide a
concluding summary.
• Hand out written materials at the
conclusion.

Questions that can be asked in the classroom
demonstration evaluation by Dale:
• Was the question adequately and skillfully
prepared?
• Did you follow the step by step plan?
• Did you make use of additional materials
appropriate to your purposes-chalkboard, felt
board, pictures, charts, diagrams, models,
overhead transparencies or slides?

• Was the demonstration itself correct?
• Was your explanation simple enough so that
most of the students understood it easily?
• Did you keep checking to see that all your
students were concentrating on what you are
doing?
• Could every person could see and hear?
• Did you help students do their own generalizing?

• Did you take enough time to demonstrate the
key points?
• Did you review and summarize the key points?
• Did your students participate in what you were
doing by asking thoughtful questions at the
appropriate time?
• Did your evaluation of the student learning
indicate that your demonstration achieved its
purpose?

Making the Most of Community
Resources and Field Trips
“Field Trips offer an excellent bridge between
the work of the school and the work of the
world outside.”

Learning Episode 11-Making the Most Community Resources and
Field Trips
Planning a fieldtrip incudes these steps:
• Preliminary planning by the teacher
• Preplanning with others going on the trip
• Taking the fieldtrip itself
• Post-fieldtrip follow up activities

Preliminary planning by the teacher by Brown:
• Make preliminary contact, a tour on final
arrangement with the place to be visited.
• Make final arrangements with the school
principal about the details of the trip, time,
schedule, transportation arrangements, finances
and permission slips from parents.
• Make a tentative route plan, subject to later
alternation based on class planning and
objectives.
Field Trips

• Try to work out mutually satisfactory
arrangements with other teachers if the
trip will conflict with their classes.
• Prepare preliminary lists of questions or
other materials which will be helpful in
planning with the students.
Field Trips

Preplanning with students joining the trip
• Discuss the objective of the trip and write them down.
• Prepare a list of questions to send ahead to the guide of
the study trip.
• Define safety and behavior standards for the journey
there and for the fieldtrip site itself.
• Discuss and decide on what ways to document the trip.
Everyone is expected to take notes.
Field Trips

Preplanning with others joining the trip
• Other people accompanying the group
need to be oriented on the objectives,
route, behavior standards required of
everyone so they can help enforce these
standards.
Field Trips

Taking the fieldtrip
• Distribute the route map of places to be observed.
• Upon arriving at the destination, teacher should check the
group and introduce the guide.
• Special effort should be made so that:
- the trip keeps to the time schedule.
- the students have the opportunity to obtain answers to
questions.
- the group participate courteously in the entire trip.
- the guide sticks closely to the list of questions.
Field Trips

Evaluating the fieldtrip
Question that can be asked in evaluating the fieldtrip:
• Could the same benefits be achieved by other materials?
• Were there unexpected problems which could be
foreseen another time?
• Were new interest developed?
• Should the trip be recommended to other classes
studying similar topics?
Field Trips

Educational benefits derived from Fieldtrip
Educational Benefits of Fieldtrip:
• The acquisition of lasting concepts and change in
attitudes are rooted on concrete and rich experiences.
• Field trips bring us to the world beyond the classroom.
• Field Trips have a wide range of application.
• It can bring about a lot of realizations which may lead to
changes attitudes and insights.
Field Trips

Disadvantages of Field trips:
• Field trips is costly.
• It involves logistics.
• It is extravagant with time.
• Contains an element of uncertainty.
Field Trips

The Power of Film, Video and
TV in the Classroom
“Next to the home and school, I believe television
to have a more profound influence on the human
race than any other medium of communication.”
- Edgar Dale

Learning Episode 12-The Power of Film, Video and TV in the
Classroom
The film, the video and the TV are indeed very
powerful. Dale says they can:
• Transmit a wide range of audio.
• Bring models of excellence to the viewer.
• Bring world of reality to the home and to the classroom
through a “live” broadcast or as mediated through film or
videotape.
• Make us see and hear for ourselves world events as
they happen.

• Be the most believable news source.
• Make some programs understandable and
appealing to a wide variety of age and
educational level.
• Become a great equalizer of educational
opportunity because programs can be presented
over national and regional networks.
Classroom

• Provide us with sounds and insights not
easily available even to the viewer of real
event through long shots, close ups, zoom
shots, magnification and split screen made
possible by the TV camera.
• Can give opportunity to teachers to view
themselves while they teach for purposes of
self – improvement.
• Can be both instructive and enjoyable.
Classroom

Film, Video and TV limitations:
• TV and film are one-way communication device
consequently, they encourage passivity.
• The small screen size puts TV at a disadvantage when
compared with possible size of projected motion
pictures, for example.
• Excessive TV viewing works against the development of
the child’s ability to visualize and create imaginative,
skills that are needed in problem solving.
• There is much violence in TV.
Classroom

Basic Procedures in the use of TV as a
supplementary enrichment
• Prepare the classroom
- darken the room
- the students should not be seated too near
nor too far from the TV.
Classroom

Pre-viewing activities
- set goals and expectations.
- link the TV lesson with past lesson and/or
with your students experiences for integration and
relevance.
- set the rules by viewing.
- put the film in context.
- point out the key points they need to focus
on.
Classroom

Viewing
- don’t interrupt viewing by inserting
cautions and announcements you forgot
during the pre- viewing stage.
- just make sure sights and sound are
clear.
Classroom

Post-viewing
To make them feel at ease begin by asking the
following questions:
• What do you like the best in the film?
• What part of the film makes you wonder?
Doubt?
• Does the film remind you of something or
someone?
• What questions are you asking about the film?
Classroom

Teaching with Visual Symbols
“Visual symbols will be made meaningful if
we can use them as summaries of our own
direct experiences or our own rich indirect
experiences…A little can stand for a lot!.”

Learning Episode 13-Teching with Visual Symbols
Visuals symbols include drawings, cartoons, strips
drawings, diagrams, formulas, charts, graphs, maps,
globes and globes.
• Drawings
A drawing may not be a real thing but better to have
a concrete visual aid than nothing. To avoid confusion, it is
good that our drawing correctly represent the real thing.

• Cartoons
Another useful visual symbol that can bring novelty
to our teaching is the cartoon. The perfect cartoon needs
no caption. The less artist depends on words, the more
effective the symbolism.
• Strips drawings
These are commonly called comics or comics strip.
Make use of strips that a educational and entertaining at
the same time.

• Diagrams
It is “any line drawing that shows arrangement and
relations as of parts to the whole, relative values, origins
and development, chronological fluctuations, distribution,
etc.”
Types of diagram
• Affinity diagram
Used to cluster complex apparently unrelated data
into natural and meaningful groups.

• Tree diagram
Used to chart out, in increasing detail, the
various tasks that must be accomplished to
complete a project or achieve a specific objective.
• Fishbone diagram
It is also called cause-and-effect diagram. It
is a structured form of brainstorming that
graphically shows relationship of possible causes
and subcauses directly related to an identified
effect/problem.

• Charts
A chart is a diagrammatic representation of
relationships among individuals within an organization.
Examples of charts
• Time chart
Is a tabular time chart that represents data in ordinal
sequence.
• Tree or stream chart
Depicts development, growth and change by
beginning with single course which spreads out into many
branches.

• Flow chart
Is a visual way of charting or showing a process
from the beginning to the end.
• Organizational chart
Shows how one part of the organization relates to
other parts of the organization.
• Comparison and contrast chart
• Pareto chart
Is a type of bar chart, prioritized in descending order
of magnitude or Importance from left to right.
• Gantt chart
Is an activity time chart

• Graphs
Kinds of Graphs
• Pie graph or circle graph
Recommended for showing parts of a whole.
• Bar graph
Used in comparing the magnitude of similar items at
different ties or seeing relative sizes of the parts of the
whole.
• Pictograph
Make use of picture symbols.
• Graphic Organizers
You met several graphic organizers in your subject,
Principles of Teaching .

• Maps
• A map is a representation of the surface of the earth or
some part of it.
Kinds of Map
• Physical Map
Combines in a single projection data like altitude,
temperature, rainfall, precipitation, vegetation and soil.
• Relief Map
Has three dimensional representation and show
contours of physical data of the earth or part of the earth.

• Commercial or economic map
Also called product or industrial map since they
show land areas in relation to the economy.
• Political map
Gives detailed information about country,
provinces, cities and towns, roads and highways.
Oceans, rivers and lakes are the main features of
most political maps.

• Map Language
• Scale
Shows how much of the actual earth’s surface is
represented by a give measurement on a map.
• Symbols
Usually a map has a legend that explains what each
symbol means.
• Color
The different colors of the map are part of the map
language.
• Geographic grids
The entire system of this grid lines are called grid lines.
These grid lines are called meridians and parallels.

Maximizing the use of the Overhead
Projector and the Chalkboard
“Indeed in no…country have I ever seen a good
school without a blackboard or a successful
teacher who did not use it frequently.”
- Horace Mann

• The Chalkboard
Except extremely deprived classrooms, every
classroom has a chalkboard. I fact, a school may have no
computer, radio, TV, etc. but will always have a chalkboard.
The following practices of dedicated personal teachers may
help us in the effective use of the chalkboard:
• Write clearly and legibly on the board.
• It helps if you have a hard copy of your chalkboard
diagram of outline.
• Don’t crowd your notes on the board.
Learning Episode 14-Maximizig the use of the Overhead
Projector and the Chalkboard.

• Make use of colored chalk to highlight key points.
• Do not turn your back to your class while you write on
the chalkboard.
• For the sake of order and clarity, start to write from the
left side of the board going to the right.
• If you teach the Grades and you think the lines on the
chalkboard are needed for writing exercise, then provide
line for your board.
• Look at your board work from all corners of the room to
test if the pupils from all sides of the room can read your
board work.

• If there is a glare on the chalkboard at certain times of
the day, a curtain on the window may solve the problem.
• If you need to replace your chalkboard or if you are
having a new classroom with new chalkboard suggest to
the carpenter to mount the chalkboard a little concave
from the left to right to avoid glare for the pupils’ benefits.
• If you need to have a board work in advance or that
need to be saved for tomorrow’s use write “please save”
and cover the same with curtain.

• Make full use of the chalkboard.
Chalkboard techniques
• Sharpen your chalk to get good line quality.
• Stand with your elbow high. Move along as you write.
• Use dots as “aiming points”. This keeps writing level.
• Make all writing and printing between 2 and 4 inches
high for legibility.
• When using colored chalk, use soft chalk so that it can
be erased easily.

• The Overhead Projector (OHP)
There are other kinds of projector like
opaque projector and slide projector. The
overhead projector seems more available in
schools.

Advantages of Overhead Projector by Brown:
• The projector itself is simple to operate.
• The overhead projector is used in the front of the room
by the instructor, who has complete control of the
sequence, timing and manipulation of his material.
• Facing his class and observing the students reactions,
the instructor can guide his audience, control its attention
and regulate the flow of information in the presentation.

• The projected image behind the instructor can be as
large as necessary for all in the audience to see; it is
clear and bright, even in fairly well-lighted room.
• Since the transparency, as it is placed on the projector, is
seen by the instructor exactly as students see it on the
screen, he may point, write, or otherwise make
indications upon it to facilitate communication.
• Since the transparency, as it is placed on the projector, is
seen by the instructor exactly as students see it on the
screen, he may point, write or otherwise make
indications upon it to facilitate communication.

• The stage, of the projector is large , thus allowing the
teacher to write information with ease or to show
prepared transparencies. His works appears immediately
on the screen.
• It is especially easy for teachers and students to create
their own materials for use in the overhead projector.
• An increasing number of high-quality commercial
transparencies.

Overhead Projection Techniques
• You can show pictures and diagrams, using a pointer on
the transparency to direct attention to a detail.
• You can use a felt pen or wax based pencil to add details
or to make points on the transparency during projection.
• You can control the rate of presenting in formation by
covering a transparency with a sheet o paper or card
board and then exposing data as you are ready to
discuss each point.

• You can superimpose additional transparency sheets as
overlays on the base transparency so as to separate
processes and complex ideas into elements and present
them in step by step order.
• You can show three dimensional objects from the stage
of the projector – in silhouette if the object is opaque, or
in color if an object is made of transparent color plastic.
• You can move overlays back and forth across the base
in order to rearrange elements of diagrams or problems.

• For special purposes you can simulate motion on parts
of a transparency by using the effects of polarized light.
• You can simultaneously project on an adjacent screen
other visual materials, usually slides or motion pictures,
which illustrate or apply the generalization shown on a
transparency.

Project-based Learning and
Multimedia: What it is?
“Project-based learning redefines the
boundaries of the classroom. No longer are
students confined to learning within four
wall.”

Project-based Multimedia Learning
Is a teaching method in which students “acquire new
knowledge and skills in the course of designing, planning
and producing multimedia.”
Dimensions of Project-based Multimedia Learning
• Core curriculum
At the foundation of any unit of this type is a clear
setoff learning goals drawn from whatever curriculum or set
of standards is in use.
Learning Episode 15-Project-based Learning and Multimedia:
What it is?.

• Real-world connection
It seeks to connect students’ work in school with the
wider world in which students live.
• Extend time frame
A good project is not a one-shot lesson: it extends
over a significant period of time.
• Student decision making
In project-based multimedia learning, students have
a say.
What it is?.

• Collaboration
We define collaboration as working together jointly
to accomplish a common intellectual purpose in a manner
superior to what might have been accomplished working
alone.
• Assessment
Regardless of the teaching methods used, data
must be gathered on what the students have learned.
What it is?.

• Multimedia
In multimedia projects, students do not learn simply
by “using” multimedia produced by others; they learn by
creating themselves.
• Why we use multimedia learning?
Because it is “value added” to your teaching.
• What can be some limitations of the use of the
project-based multimedia learning strategies?
o One limitation that we see is the need for an extended
period of time.
What it is?.

Using the Project-based Learning
Multimedia as a Teaching-Learning
Strategy
“Project-based learning enables classrooms to
emphasize this undervalued part of the
“invisible curriculum” what author Daniel
Goleman has called “emotional
intelligence”.”

• Goals and objectives are always the starting
point of planning. When we plan a multimedia
learning project as a teaching strategy, we begin
by clarifying our goals and objectives.
• Another important thing is to determine the
resources available from library materials,
community resources both material and human,
internet, news media since this project calls for
multimedia.
Learning Episode 16-Using the Project-based Learning
Multimedia as a Teaching-Learning Strategy.

Before the project starts
• Create a project description and milestones.
• Work with real-world connections.
• Prepare resources.
• Prepare software and peripherals such as microphones.
• Organize your computer files.
• Prepare the classroom.

Introducing the project (one or two days)
• Review project documents.
• Perform pre-assessments.
• Perform relevant activities.
• Group students.
• Organize materials.

Learning the technology (one to three days)
Give a chance for the students to work with
whatever software and technology they will be using. Is
some students are already familiar with the tools and
processes as them to help you train the others. If students
are new to multimedia, then begin with the lessons that
involve using the different media types . Remember, you
and your students are colearners and you both learn as
you go.

• Preliminary research and planning
At this stage, the students should immerse
themselves in the content or the subject matter they need
to understand to create their presentations.
• Concepts design and storyboarding
After collecting initial information, hold a
brainstorming session where the whole class or a subgroup
define a tentative approach to the subjects and discusses
some preliminary design ideas.

Here are a few design tips to keep in mind throughout
storyboarding and production:
• Use scanned, handmade artwork to make a project look
personal and to manage scarce technology resources.
• Keep navigation
• Organize information similarity throughout so users can
find what they are looking for.
• Care for collaboration.
• Organize manageable steps.
• Check and assess often

Assessment in a Constructivist
Technology-Supported Learning
“Complex learning cannot be assessed or
evaluated using any single measure. We must
examine both the processes and products of
student learning .”

• In a constructivist classroom, learning transcends
memorization of facts. It is putting these isolated facts
together, form concepts and construct meaning from
them.
• Authentic assessment is most appropriate for the
constructivist classroom measures collective abilities,
written and oral expression skills, analytical skills,
manipulative skills, integration activity and ability to work
collaboratively.
Learning Episode 17-Assessment in a Constructivist, Technology-
Supported Learning.

• In authentic assessment, students perform real world
tasks, thus the word “authentic”. It is an assessment of a
process or a product.
• You and your students may develop a rubric. It can be a
collaborative effort for both of you teacher and students,
in line with the practice of self-assessment, which is
highly favored and encourage.
• Assessment in a technology-supported environment
necessarily includes display of skillful and creative use of
technologies, old and recent, because that is what is
naturally expected of us in the real world, a technology
dominated world.
Supported Learning.

• A technology supported classroom maximizes the use of
old and new technology. Students are expected to
demonstrate learning with the use of both old and new
technology.
• Assess as it is occurring. This is process or performance
assessment.
• The traditional paper and pencil tests are not adequate
to assess learning in constructivist technology supported
learning.
Supported Learning.

Roles and Functions of an
Educational Media Center
“We have said that the best ideas in the world are
to be found I a modern library. But the modern
educational media center must include excellence
in varied media.”
- Edgar Dale

Mission/Vision of EMC
• it reflects and supports the philosophy of the school.
• It shares and implements the school’s aims and
objectives.
• It is involved in the teaching and learning process.
• It is a source center.
• It is a learning laboratory.
Learning Episode 18-Roles and Functions of an Educational
Media Center.

• It is a teaching agency.
• It is a service agency.
• A coordinating agency.
• A center for recreational reading, viewing and listening.
• It introduces the students to the resources available in
other community resource centers.
Media Center.

EMC Services
• Orientation
• Selection of print and non-print materials.
• Organization of print and non-print materials.
• Circulation of print and non-print materials.
• Reference
• Bibliographic service.
Media Center.

• Media Instruction Program
• Class Supervised Research
• Grade Level newspaper
• Mags-on-wheels
• Photocopying Services
• Video and sound Production
• Multimedia Services
Media Center.

Learning Episode 1 Meaning of Educational Technology

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