The course that deals with the study of the different information and communications technology (ICT) tools and application in the teaching and learning process. Special emphasis is placed on the development of ICT skills as used in the different subjects.

3. LEARNING WITH
TRADITIONAL
TECHNOLOGY

4. Learning with Traditional
Technology
overhead projector
Film
Liquid Crystal Display Projector (LCD)
Slide Projector

5. Educational Technology
O Educational technology, which is also known
as e-learning, instructional technology and
learning technology, is the use of technology
in support of the learning process. It can refer
to all kinds of analogue technologies, such as
photographs, video, audio recordings and
film, but it is generally used specifically in
relation to digital computer technology.

6. ICT (Information and
Communications Technology)
O ICT in education means implementing of its
equipment in teaching and learning process
as a media. The purpose of ICT in education
is to generally make students familiar with its
use and how it works.

7. Overhead Projector
O Overhead projectors are commonly used for
showing visual aids during a presentation.
The visual aids are prepared on transparent
sheets, which are then placed on the lower
light box portion of the projector. The upper
mechanism of the projector, containing
reflective mirrors and lenses, then reflects the
images onto a screen or wall.

8. ADVANTAGES
O The teacher can maintain eye contact while
using the overhead.
O Transparencies are easy to prepare.
O Simple to operate.
O Can be used with both large and small
groups of audience.

9. DISADVANTAGES
O Bulky and difficult to transport.
O Too expensive to have one.
O It can irritate your eyes because of the light
and radiation.
O Only use in a dim light room.

10. Learning with Traditional
Technology
O is the study and ethical
practice of facilitating
learning and improving
performance by creating,
using and managing
appropriate technological
processes and resources.

11. FILM
O Also called a movie or a motion of
pictures, series of a still images
which when they are passed to a
projector it gives the viewer
impression of movement..
O Film is produced with a photographic
images with a camera.

12. Advantage
O It can project color, depicts
movements ,animations ,and
it is very colorful that will
make our eyes amazed.

13. Disadvantage
O This equipment is
expensive and it breaks
easily ,it may consume time
to fix it .

14. DVD
O Stands for digital versatile
/video disc.
O DVD was chosen for its
superior ability to reproduce
moving pictures and sound, for
its superior durability, and for
its interactivity.

15. Advantage
O It has a quality video and
sound ,it is easy to jump at
the different segments,we
can use computer projector
to show videos.

16. Disadvantage
O There are times that if the
technology was really
indemand it may not be
available everytime.

17. Video
O Is the technology electronically
capturing , recording,
processing, storing and
transmitting .
O It also reconstracting a
sequence of still images
representing scenes in motion.

18. Advantage
O Easy to operate ,easily to
move forward backward with
just a click for the specific
segment of film that we want
to see.

19. Disadvantage
O The scale video projector
should fit to the television that
you are going to use because
there are times that if the
video or the television is not
suitable with each other the
video may not be project.

20. Liquid Crystal Display
Projector (LCD)

21. O LCD ( liquid Crystal Display) is a
type of video projector for
displaying video, images or
computer data on a screen or
other flat surface. It is a modern
equivalent of the slide projector
or overhead projector.

22. Advantages:
O Is capable of enabling classroom teacher to
communicate easily with large group and be
more creative with their information material.
O Allow for quick and easy set-up.
O Can make the presentation more polished and
professional product.
O Enhance learning experience.
O Using the presentation software “live”.
O Captivate the attention of the students.

23. Limitations:
O Longer to produce
O More expensive
O Time-consuming
O Clarity on the some
models is a prior.

24. Slide Projector

25. O Slide projector is a specialized projector
which has been designed to be use with
slides. One example of slides projector is a
Carousel slide projector. A carousel slide
projector is a common form of slide
projector, used to project slides
photographs and to create slideshows.
Slides – are small transparencies mounted
in sturdy frames .

26. Advantages:
Vivid colors
Can be run
automatically
Inexpensive

27. Disadvantages:
Can easily misaligned
Trays spill easily
Must be shown in a dark
room
Cannot easily change the
order of the slides.

29. O Late 1970’s- early 1980’s
O Late 1980’s- early 1990’s
O Early 1990’s
O Late 1990’s- early 2000

30. ICT IN EDUCATION
(INFORMATION
COMMUNICATION
TECHNOLOGY
IN EDUCATION)

31. ICT in Education
Deal with the use of ICT
in Educational technology,
the implementation of equipment in teaching
and learning process as a media.
The purpose of ICT in Education is to
generally make students familiar with its use
and how it work.

32. LATE 1970’S—EARLY 1980’S
PROGRAMMING, DRILL AND
PRACTICE;
In this year there were no much
software yet, but there were the
MS Basic for programming and
naturally the lesson of ATK about.
ATK means ―Automated Data
Processing‖.

33. MS Basic
Was the foundation product of
the Microsoft company. It first appeared in 1975
as Altair BASIC, which was the first BASIC and
the first high level programming language.
The pedagogical reason why they teach
programming was not to train programmers,
but they believe that it will develop students’
logics and math skills as most it does.

34. Nokia Mikro Mikko
Is a software that is very simple to drill and
practice exercise for math and language
learning.
Nokia Data's attempt to enter the business
computer market. They were especially
designed for good ergonomic.

35. NOKIA
Mikro Mikko 1 Picture

36. Late 1980’s – early
1990’s:
Computer Based
Training (CBT) with
Multimedia

37. Same point when the multimedia
computers, with advanced graphics
and sound came to the mass markets
it was presented a claim that the drill
and practice exercises failed to teach
much because they didn’t contain
multimedia.
Students would learn if they could
watch animations in colors, small
video clips and then do the exercises.

38. This was the golden era of CD-
ROMs and multimedia computers.
Have a huge impact on the ways
we learn. The times were good for
CD-ROM producers and of
multimedia PC manufacturers.

39. CD-ROM
(Compact Disc-
Read Only
Memory)
CD-ROM Drive
- a drive that is
connected to a
computer and on
which a CD-ROM
can be `played'

40. The pedagogical mantra behind this phase was that
human are different and some students learn better by
watching movies / animations and listening audios
whereas some learn better by reading or watching still
images.
Example of CD-ROM
Learning through the CD-ROM

41. The drill and practice component (now in
colors) was kept in there, too, but now it’s
role was more to control yourself if you
learned what the multimedia was trying to
teach you.
But the multimedia CD-ROMs didn’t either
get people to deep learning and
understanding. They failed to be useful almost
in all other study subjects than language
learning where part of the study work of many
people really requires hard practicing and
repetition (vocabulary, grammar etc.)

42. Early 1990’s: Internet-
based training (IBT);

43. The third wave or hype of using computer
in education came with the raise of the
World Wide Web. The failure of CD-ROMs
were claimed to be related to the challenges
to update the content in the CD-ROMs. The
promoters of the new paradigm claimed that
information changes so fast that one should
update it almost every day. The solution is
here: the Internet and the Internet-based
training.

44. At this point computer-based training
was brought to Internet, but again without
the multimedia. All you could do on
Internet, that time, was text and pictures
and some early experiments with
animations, video and audio. Pretty fast it
was noticed that clicking and reading e-
learning course materials online didn’t
make people very smart. And again some
people claimed that the problem was the
lack of multimedia.

45. The educational ideas behind Internet-
based training were not pedagogical at all.
The purpose and reason to promote it was
the believe that it is cost-efficient as there
were no more travelling to training or
absence from workplace. Finally it was not
that cost-efficient at all. In the end of the
day there was very little under the bottom
line – people didn’t learn much.

46. Late 1990’s – early
2000: e-Learning

47. The Internet-based training got mature in late
1990’s and early 2000 in a form of e-learning. The
hype around e-learning is a kind of classical example
of creating needs. Thousands of websites, articles
and companies made it clear for all somehow related
to education that this is something you must be
involved it.
Computer-Based Training (CBT) is an interactive
method of learning that provides a series of self-
paced, hands-on, web-based courses. CBT offers
technology, managerial, and supervisory curricula.
Technology curricula contain courses for IT beginners
and IT professionals.

48. Technology courses include Microsoft Office
(Word, Excel, Outlook
etc.), Macromedia, Adobe, Security, Internet
(Internet basics, How to create a Web
page, etc.), and more advanced topics such as
JavaScript, C , LINUX, Servers, and open
systems. Managerial and Supervisory curricula
contain courses for Business Skills, Human
Resource, and Workplace Compliance. Some
of these courses include
Communication, Diversity, Leadership, and
Team Building.

49. The pedagogical thinking around the e-
learning is closely related to the computer-
based training. The point is to deliver
courses for students. Later on the learning
platform developers has become more
aware that learning requires social activities
among the learners themselves and the
learner and the teacher(s). Still the user
interfaces of the LMS systems are at least
implicitly telling you that you should first
read the content and if there is something
you do not understand you may ask your
peers or your teacher.

50. On the other hand the e-learning field is
nowadays so wide that it is hard to say
what is the pedagogical thinking behind it.
E-learning is no more one. It could be said
that all the earlier paradigms live inside the
e-leaning plus some clues of the future:
social software and open content.

51. What is eLearning?
E-Learning is so broad and
encompassing that it's hard to articulate a
brief definition that actually does the term
justice. There may be other slightly different
definitions, but we define eLearning as:
"The use of any electronic technology to
aid in the acquisition and development
of knowledge and understanding in
order to demonstrable and positively
influence behaviors."

52. The term eLearning is really just an umbrella
term which covers a wide set of electronic
educational applications and processes such as Web-
based learning, computer-based learning, virtual
classrooms, and digital collaboration. It includes the
delivery of content via network, audio and video
recordings, satellite broadcast, interactive TV, and
CD-ROM as well as many, many others.
eLearning is naturally suited to distance learning
and flexible learning situations so it is primarily used
for these types of training. However, it can also be
used in conjunction with face-to-face teaching, in
which case the term blended learning is commonly
used.

53. Advantages of e-learning
Convenience is one of the major advantages of e-
learning. It allows students to work and learn at their own
pace without the unyielding time restrictions of traditional
learning. Because e-learning provides access to learning
materials at any time, students have the flexibility to
schedule around families, jobs and other activities.
Another major benefit of e-learning is the accessibility it
provides. Students can learn from anywhere in the world.
This is an especially important consideration for students
who wish to study in a different country. In addition,
because e-learning can be done from home, students have
less clothing and driving expenses than with traditional
learning.

54. Disadvantages of e-learning
A major disadvantage to e-learning is the self-
discipline it requires. While being able to work at your
own pace can be an advantage, it can also be a
disadvantage. This is especially true for students who
have difficulty with time management and
procrastination. These students tend to be more
successful with the structure of traditional learning.
Another disadvantage to e-learning is the technology
involved. Some people do not have ready access to a
computer and Internet connection. And some who do
have the required equipment feel ill-equipped to use it.
Lack of interaction between teacher and student is
another drawback to e-learning. Some students need
the immediate feedback that interaction provides.

55. It is commonly thought that new
technologies can make a big difference in
education. In particular, children can
interact with new media, and develop their
skills, knowledge, perception of the world,
under their parents' monitoring, of course.
Many proponents of e-learning believe that
everyone must be equipped with basic
knowledge in technology, as well as use it
as a medium to reach a particular goal.

56. UNDERSTANDING
NATURE OF
INSTRUCTIONAL
SOFTWARE

57. Different Types of Software
Group 3
Joy Marie B. Pamada

58. Different Types of Software

59. Operating System

60. Operating System
O Purpose
 To Control your computer.
● Example
 Microsoft Windows
 Linux
 Macintosh OS

61. Word Processors

62. Word Processors
O Purpose
 Write essays, novels, reports, or other
types of text.
● Example
 Word
 Corel WordPerfect
 AbiWord

63. Spreadsheets

64. Spreadsheets
O Purpose
 Track budgets or investments, or make
other calculations.
● Example
 Excel
 Lotus 1-2-3
 VisiCalc.

65. Presentation Software

66. Presentation Software
O Purpose
 Create slideshows or Presentation for
meetings.
● Example
 PowerPoint

67. Database Management
Systems

68. Database Management
Systems
O Purpose
 Organize and filter lists of data, such as
addresses or inventories.
● Example
 Access
 Oracle
 Sybase

69. Photo editors

70. Photo editors
O Purpose
 To Change or Edit digital photos and other
images.
● Example
 Photoshop
 Photo Paint
 Gimp

71. Games

72. Games
O Purpose
 To Have fun playing or experiencing
challenges.
● Example
 The Sims
 PacMan
 Minesweeper.

73. Desktop publishing

74. Desktop publishing
O Purpose
 Make a magazine, a poster, or an
advertisement.
● Example
 PageMaker
 InDesign
 QuarkXPress

75. Computer-Aided Design
(CAD) Software

76. Computer-Aided Design
(CAD) Software
O Purpose
 Create blueprints or designs.
● Example
 AutoCAD
 SolidWorks
 MicroStation

77. Web Browsers

78. Web Browsers
O Purpose
 View pages on the World Wide Web.
● Example
 Internet Explorer
 Mozilla Firefox
 Opera

79. E-mail Clients

80. E-mail Clients
O Purpose
 Send letters and files to other people.
● Example
 Mozilla Thunderbird
 ClawMail
 SpiceBird

81. Educational
Multimedia
Application
Group 7
Kalagayan, Ruby Lark A.
Abante, Aileen D.
Marquez, Ma. Angelica M.
Loloy, Mae D.

82. Educational Multimedia
Application
O Definition and Elements of
Multimedia
O Interactive Multimedia
O Interface Design
O Benefits of Multimedia

83. Multimedia in
Education
"People only retain 20% of what they see and 30% of what they hear,
but they remember 50% of what they hear and see, and as much as
80% of what they see, hear and do simultaneously."
- Computer Technology Research 1993

84. Multimedia
- Comes from the word "Multi" and "Media",
wherein "multi" means various and "media"
refers to any hardware or software used for
communicating and transmitting information.
- Represents the convergence of text, pictures,
video, animation and sound into a single form.
- Uses computers to present text, audio, video,
animation, and images in various ways and
combinations made possible through the
advancement of technology.

85. Elements of Multimedia
O Text
O Sound
O Video
O Animation
O Graphics

86. Text
Text is the basic element of multimedia.
Generally, it provides the important
information. It acts as the keystone tying all of
the other media elements together.
In using text as an element, you should
consider how to present it in acceptable way
and supplementing it with other media.

87. Sound
Sound can be described as the vibrations that
travel through air that can be heard by
humans. It is used to provide emphasis or
highlight a transition from one page to
another. It also paired with a complex image or
visual display with a spoken explanation.

88. Video
Real-life situations can be better understood
via video. the use of video is appropriate to
convey information about environment that
can be either dangerous or expensive to
consider or recreate. It can be used also to
give example of phenomena or issues referred
in the text.

89. Animation
It is used to show changes in state over time
or to present information slowly to students so
that they have to assimilate it in smaller
chunks. It is primarily used to demonstrate an
idea or illustrate a concept.

90. Graphics
Graphics provide the most creative
possibilities for a learning session. They can
be photographs, drawings, graphs from spread
sheet, pictures from CD-ROM or something
pulled from the internet.

92. Interactive – the user has
a control over the
program.
Multimedia – is the integration
of text, sound, graphics,
animations and video into a
single unit.

93. Interactive Multimedia – is
multimedia which gives the
user some navigational
controls.

94. INTERACTIVE MULTIMEDIA is
where you can interact with it.
Examples:
 Personal Computer
 DVD menu
 Television
 Cell Phone

95. Assist in Creating
an
Interactive
Multimedia
Interactive  Mouse Input
Multimedia  Touch Screen
Application  Voice
 Tutorials Commands
 Games
 Electronic
Encyclopaedias
 Travel Guides

97. Interface Design of Multi-media
it aims to enhance the visual,
usability and technological qualities of
an interface. It adds to the satisfaction
of the person using a product or a
service.

98. Role of Interface Design
Design is a very powerful and influential part of media.
It can;
•Convey and reinforce the message,
•Affect the mood and attitude of the viewer.
•People absorb and retain more from visuals; (pictures,
diagrams, etc.) than other information sources such as
text and sound.

99. Characteristics of Interface
Design
Good interface design is the key to good interactive
multimedia, it will captivate the user and guide their
eyes and interaction the way the designer intended.
An interface design should be:
•Appealing
•Easy to understand
•Intuitive to interact with

100. In making your interface design you
should consider the basic principles
and elements of design:
The Three Basic Principals of Design.
Although Design is a very complex field there are
three basic sets of guidelines or Principals that
always apply to good design.
They are:
•Unity,
•Balance,
•Contrast.

101. The Basic Elements of Design.
The elements are the nuts and bolts of design. They are the
ingredients we use to achieve the principles. (Unity, balance
and contrast.) Elements are made up of the bits and pieces
that we put into our designs.
(Pictures, text, diagrams, backgrounds, panels etc.)
There are seven basic elements of design, they are:
•Line,
•Shape,
•Color,
•Value,
•Texture,
•Form,
•Space.

102. Examples of interfaces design in
multi-media

104. The beniFIts of
multimedia in
education

105. The use of multimedia
increases efficiency

106. OUsing multimedia and thereby
reducing the amount of
teacher student contact time
appears to offer the scope for
significant savings.

107. For example:
A one hour lecture which is
replaced by a poorly designed
multimedia product which requires
four hours of work per student to
achieve an equivalent level of
understanding should not be
regarded as efficient learning. In
other words, efficient teaching is not
necessarily efficient learning

108. The use of multimedia
increases student’s
motivation

109. OIt is often claimed that
multimedia technology offers
more stimulating and motivating
learning with traditional teaching
environment than associated

110. Multimedia facilitates
active learning

111. O Active learning embraces the view
that effective learning occurs
when students actively engage in
the subject matter concerned.
This can be achieved using a
variety of activities, such as
question, exercises, and
discussions which are introduced
into the teaching process.

112. Multimedia facilitates
experiential learning.

113. ORelated to active learning
is the notion that
students learn well by
doing for themselves.

114. The use of multimedia is
consistent with student
centered learning.

115. O Student centered learning
recognize that students learn
well when they take responsibility
for their own learning, and also
that different students have
different learning styles and
different learning needs.