Educ 139

Educational Technology in Teaching

Course Description:
This is a three-unit course offering in the Master’s Degree Program which
gives emphasis on the learning theories and principles as bases in the design,
development, implementation, and evaluation of instruction using educational
technology. They are exposed to both traditional and innovative technologies to
facilitate and foster meaningful and effective learning. Research and field
observation on the effectiveness of any supporting material in teaching are
utilized to further enhance and facilitate the delivery of instruction in the
teaching-learning process.
Target Population:
All graduate school entrants whose education is obtained through formal
and non-formal experiences.
Overview:
Instructional materials are educational resources, for example, teaching
and learning aids bought or made to improve students’ knowledge, abilities, and
skills, to monitor their assimilation of information, and contribute to their overall
educational development. The standards of the instructional materials in the
classroom for curriculum delivery directly impact the quality of the learning
experiences. The learning experiences for the various types of learners are
directly impacted by the instructional materials teachers take into the classroom.
Objectives:
At the end of this course, the graduate students will be able to:
1. Acquire adequate understanding in the importance of technology in education.
2. Realize the value and importance of technology in education.
3. Develop skills in the development and utilization of technology in education.
4. Utilize research output and the web in the choosing, designing technology in
education.
5. Design both conventional and non-conventional technology in support to the delivery
of instruction.
6. Develop assessment tools in the evaluation of technology in education.

Instructions to the Learners:

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 Each unit in this module contains a major lesson involving educational technology.
The units are characterized by continuity, for this reason, you are advised to read the
units in sequence. After each unit are exercises to be accomplished. Please accomplish
each unit exercise and submit through e-mail or messenger on specific dates since these
will be part of the final requirement of this subject.

Course Content:

Unit I. Defining educational technology

 Theories that Underpin Educational Technology
 Scope of Educational Technology
 Working Areas of Educational Technology
 Traditional Technology
 Educational Technology in the Philippines
Unit II. Technology Integration and Cognitive Learning Tools
 Types of technology integration
 Levels of technology integration
 Traditional and contemporary views of Technology
 Using technology as Cognitive tools
 Emerging Theories that support the use of technology and help create more
authentic learning environments
Unit III. Blended Learning and The Internet in Teaching Learning
 Blended Learning Approach
 Advantages and Disadvantages of Blended Learning
 The Internet in the classroom
 Some concerns about the use of computers
 Computer-Mediated Communication
 Designing web-based assignments
Unit IV. Types of Instructional Media and Projected Media
 Classification of Instructional Media
 Tips for Using Most Common Instructional Media
 Value of Projected Visuals
 Types of Projected Visuals
 Tips in Utilizing Projected Materials
Unit V. Graphic Organizers and Audio-Visual Materials
 Forms of Graphic Organizers
 Types of Audiovisuals
 Importance of Audiovisual Materials in Teaching and Learning
 10 Commandments for Designing the Most Appropriate Visuals
UNIT VI. Social Media and Educational Technology Assessment of Student
Learning

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  Social Media Technologies
 Educational Technology Assessment Tools
 Electronic Educational Media Assessment Tools

UNIT I
Educational Technology Definition, Scope and Theories

Overview : This unit includes the various definition, theories that underpin
educational technology, scope, working areas of educational
technology.

Objectives : At the end of the unit, the students were able to:
 forward a profound personal and operational definitions of
educational technology;
 deduce implications from the established definitions-
traditional and contemporary- educational technology and
 demonstrate thorough understanding of the principles
that underpin educational technology

Defining Educational Technology

Difference between Traditional Educational Technology Approach
and Modern Educational Technology Approach
Introduction:
Education is the development of the power of adaptation to an ever-
changing social environment. Technology is the science of techniques and
methods of doing / getting things done, related to any art, science or to a
particular profession.
Educational technology is concerned with “the development, application and
evaluation of system, techniques and aids to improve in the process of human
learning.”
Definition:
According to S.S.Kulkarni educational technology may be defined as the
application of the laws as well as recent discoveries of the science and technology
to the process of education.
The Traditional Approach:
In the traditional approach learning and teaching were not analyzed,
and no effect was made to improve teaching as such. Punishment played an
important role in the education of children. The teacher often attempted to
coerce pupil into reading texts, listening to lectures which were often insipid and
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recalling as much as possible of what they heard or read. This may perhaps be a
valuable achievement; but along with it, certain undesirable educational and
psychological by products have also appeared. The student who works mainly
under aversive stimulation finds other ways of escaping Truancy is one such
behavior. There is also subtler form of escape. The student though physically
present and looking at the teacher, does not pay attention, he daydreams
sometimes the student may counter attack the teacher. Vandalism is the form of
counterattack one other effect of aversive control in plain in action. The student
may be stubborn and unresponsive. All these reactions have emotional
disturbances too resulting in pupils dropping out of the school system or, to be
more apt, being “pushed out” of it.
The Modern approach:
The traditional explanation of the term teaching which equates
teaching with telling is not acceptable to the educators of today because the
recent research in the field of educational psychology of teaching-learning have
thrown light on some of the new concepts of teaching. According to the modern
concept, teaching is to cause the child to learn and acquire the desired
knowledge, skills, and also desirable ways of loving in the society. The main aim
of teaching is to help the child to respond to his environment in an effective way.
The modern methods and approaches of teaching include self-instructional
method, personalized system of instruction, programmed learning.

Traditional educational Modern educational

Technology Approach Technology Approach

1. Educational engagement is in 1. Educational engagement is

the group form, by and large. individual although it may include
Students listen to the lecturers and group work and activities where
occasionally participate in oral they are important to the
question and answer sessions. objectives of the program.

2. The teacher is primarily 2. The teacher’s role is not to teach

responsible for all subject matter in the sense of subject matter
presentation. presentation but to manage the
instructional environment,
diagnose students, direct the use
of available resources, coordinate
information etc.

3.It is assumed that there will be

3. A uniformly high level of student
variants in students’ ability and
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achievement is expected. therefore normal distributions are
expected

4. Time for completion of the

4. Time for completion is same for
material may vary across students
all the students. It is not correlated
may be correlated with
with intelligence.
intelligence.

5. Tests, although, used for

5. Students evaluation (test and
diagnostic purposes, they
other measures) Aim at providing
generally establish grades, i.e ask
feedback on performance
a summative evaluation over a unit
diagnosis of strength and
of content.
weakness and information for
making decision such as
enrichment and extra-help etc.
6. The success of each learner
affected by the performance of the 6. Success of each learner is
other learners. independent of other learners as
each learner is scored against pre-
establishment criteria and not in
comparison with other learners.

7. Extra time is usually not 7. Each learner may be provided

provided. extra help and time to reach
criterion.

8. Educational technology provides

8. Specialization in class functions scope for specialization within
is not possible except in terms of classroom functions. Through a
subject-matter areas. careful analysis of the teaching
learning process, role such as
diagnostician, group activities
coordinator, subject-matter,
specialist, administrative
coordinator etc, can be identified,
defined and developed.

9. There is more emphasis on the 9. Objectives are subject to

improvement of the content, periodical analysis and revision for
themes and topics to be consistent meeting the requirements of
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 social-economical- political system.
with the latest development in the
field.

10. The broad goals and objectives

are systematically reduced to the
level of student behavior
10. Broad goals and objectives are objectives and are expressed in
generally in terms of only terms of observable behaviors
statements. which may be quantified.

11. The objectives established

govern the use of tests and other
11. Test items may take the form
measures.
of sampling the contents.

12. All materials used in the

12. The administrators establish
classroom are coordinated by a
general guidelines and provide
suitable plan which clarifies
timetable.
interactions and responsibilities.

13. New materials may be

13. New material is introduced if it introduced for improving the
interests the teacher. learning of existing objectives.

14.Materials, media and methods 14. Media, media and methods are
are usually chosen on the basis of chosen on the basis of a model and
the interests of the producers and are congruent with the objectives
publishers etc. established.

15. Programs lack validation and 15. Programs are validation and
teaching is considered an art and take into consideration a better
the only way to improve teaching utilization of manpower inputs in
is trial and error. the learning environment.

Educational Technology as a Theoretical Construct

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 Educational Technology is an abstraction or a set of principles, ideas,
concepts, precepts, theories, assumptions, and guidelines pertaining to how
learning is affected with the use of technology. As atheoretical construct, it is
underpinned by theories of teaching and learning and is anchored on principle
design.
Educational Technology as a Discipline
Educational technology is a platform or venue for the application of theories
and principles to address problems and issues pertinent to education and
instruction. It is an area where technology is applied to further learning and the
whole educative process.
Educational Technology as a Profession
Educational technology may be treated as a circle of practitioners involved
in the design and implementation of technology in the instructional process. As it
is, it is a field of endeavor. A teacher, for instance, maybe regarded as an
educational technology developer and implementer in the classroom.
Roblyer and Doering (2013), on the other hand, view educational
technology as media and audiovisual communications, as an instructional
systems and instructional design, as vocational training, and as computer
systems (a.k.a. educational computing and instructional computing.)

Theories that Underpin Educational Technology

Roblyer and Doering (2013) summarized the learning theories that serve as
foundations for technology integration and deduced technology implications from
them. It should be noted that classroom practices are and should be based on
theoretical grounding. Otherwise, they become hollow and not based in
principled design.

Behaviorist Theory (B.F Skinner): Learning as Stimulus Response Chains

Educational technology programs can offer consistent, reliable impetuses
and reinforcements on an individual basis

Information Processing Theory (Atkinson and Shiffrin): The Mind as

Computer
Technology may entice learners attention and offer recursive application
and practice on an individual basis.

Cognitive-Behavioral Theory (R. Gagne): Providing Conditions for

Learning

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 Technology such as computers can provide quick, accurate report or data
on learner’s competence level and offer an array of activities to fulfill instructional
episodes.

Systems Theory and Systematic Instructional Design: Managing the

Complexity of Teaching
Technology applications can offer a series of information, practice and
assessment and can offer quick, accurate information on learners development.

Social Activism Theory (John Dewey): Learning as Social Experience

Technology provides occasions for collaboration; visual stimuli and learners
in understanding abstract concepts.

Social Cognitive Theory (Albert Bandura): Social Influences on Learning

The learners may learn from models they see in variety of media channels.

Scaffolding Theory (Lev Vygotsky): Learning as a Cognitive Building

Process
Technology can offer different avenues for learning the same content or
materials that result in the understanding of complex concepts.

Child Development Theory (Jean Piaget): Stages of Development

Technology can offer “electronic manipulatives” that aid investigative tasks
for different stages of development.

Multiple Intelligences Theories (Howard Gardner): The Role of

Intelligence in Learning
Technology offers students opportunities to showcase how much they have
learned by taking various roles in collaborative project.

 Scope of Educational Technology

Educational Technology is as wide as Education itself. Educational Technology

implies the use of all educational resources – Men, Materials, Methods and
Techniques, Means and Media in an integrated and systematic manner for
optimized learning. The below mentioned technologies are included in it.

Behavioral Technology is the important component of Educational Technology.

It puts emphasis on the use of psychological principles in learning and teaching
so that the behavior of the teacher and pupils may be modified in accordance
with the teaching objectives.

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Instructional Technology means a network of techniques or devices employed
to accomplish certain defined set of learning objectives. Instructional technology
implies the application of psychological, sociological, and scientific principles and
knowledge to instruction for achieving the specific objectives of learning.

Teaching Technology Teaching is the social and professional activity. It is a

process of development teaching is system of actions which induce learning
through interpersonal relationship. Teaching technology is the application of
philosophical, sociological, and scientific knowledge to teaching.

Instructional Design: In order to bring desired changes in the pupils’ behavior,

the teaching situations, working tools and new approaches were considered
important in addition to the learning principles. The composite form of all these is
instructional design.

Training Psychology is an important method of teaching and learning. Its

development resulted out of the research work carried out on the complicated
training problems and situations.
Training psychology emphasizes that the whole training task should be divided
into three parts. These are:
 Preparing outline of the task.
 Task analysis
 Putting the task in sequence. The main role of training psychology is in
Teacher Education.

Cybernetic Psychology: It’s a part of training psychology. Cybernetic

psychology accepts human beings as machine. Cybernetic psychology
emphasizes the fact that all the methods of feedback bring the desired changes
by controlling the behavior of the pupil.

System Analysis: System Analysis is a problem-solving process in which the

needs of the management are diagnosed and by using an appropriate method for
solving the problem, evaluation is carried out.

Questions:
1. Why is it said that educational technology is as wide as education itself?
2. Should we treat educational technology as integrative? Why or Why not?

 Working Areas of Educational Technology

If you consider the working areas of Educational Technology includes the
following: Curriculum Construction, Teaching-Learning Strategies, Audio-Visual

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materials, Determining Educational Objectives, Training the teachers, Feedback,
Hardware and Software etc. In short, the scope of Educational Technology
extends to all resources (human and non-human) for the augmentation and
development of education. Thus, Educational Technology has a wide scope.

Traditional Technology

Horn Book (1650)

A hornbook is an alphabet tablet which served as primer for study and
sometimes included vowel combinations, numerals or short verse. The hornbook
was in common use in England around 1450,but may originate much earlier. The
term has been applied to a few different study materials in different fields.

Magic Lantern (1870)

is an early type of image projector that used pictures—paintings, prints, or
photographs—on transparent plates (usually made of glass), one or more lenses,
and a light source. The magic lantern was in wide use from the 18th century until
the mid-20th century when it was superseded by a compact version that could
hold many 35 mm photographic slides.

School Slate
Upon its introduction in 1890, the school slate enabled students to make
mistakes without having to redo their work completely. Because it could be
erased and reused, this hand-held, personal device was also beneficial because it
conserved ink and paper supplies.

Chalkboard This is one of the most significant innovations in classroom

technology; in many classrooms, teachers still use chalkboards today. When it
was invented in 1890, the chalkboard revolutionized how teachers delivered
lessons to their students. Because classrooms were set up so that students faced
the teacher at the front of the room, it allowed instructors to provide lessons to
an entire classroom, giving all students access to the exact same information.

Pencil: Much like the chalkboard, pencils have been in constant use since their
introduction around 1900. No longer did students have to wrestle with pens and
inkwells. Pencils allowed for mistakes by letting students erase incorrect work. In
the late 19th century, mass-produced pencils and paper became widely available
and replaced the school slate.

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Stereoscope: These three-dimensional viewing tools were popular as a source of
home entertainment. The Keystone View Company began marketing them to
schools in 1905 and created a wide variety of images that could be used as part
of lectures.
Radio: In 1925, the board of education in New York City began delivering lessons
to schools via radio. These “schools of the air” became wildly popular over the
following two decades, broadcasting educational programs to millions of students
in America.

Overhead projector: This piece of classroom technology was originally used by

the U.S. military to train soldiers; overhead projectors were then marketed to
schools and organizations around the country around 1930.

Ballpoint pen: Though it was invented in 1888, the ballpoint pen wasn’t widely
adopted until 1940. Suddenly, it was recognized as a useful classroom tool that
made writing with ink a far less messy process.
Mimeograph: Around 1940, the mimeograph was introduced. Teachers were
able to make copies for the first time, just by operating a crank. Though far more
labor intensive than the Xerox machines enjoyed in later years, at the time this
saved educators a significant amount of time.

Handheld calculator: The first handheld calculator was introduced in 1970 and
was the first iteration of the graphing calculators used in classrooms today.
Initially, teachers were concerned that the use of a calculator would cause
students to forget basic skills like addition and subtraction.

Scantron: In 1972, the Scantron Corporation eliminated the personal grading of

multiple choice tests. When grading forms were placed into the machine, they
were graded automatically in a matter of seconds. Still in use today, these forms
revolutionized the grading process for teachers.

PLATO: (Programmed Logic for Automatic Teaching Operations) was one of the
most popular computers marketed to schools. The PLATO enabled a large number
of students to access data centers and individual lessons for the first time.
From the 19th century onward, new ways of teaching and learning have been
facilitated by tech advancements. As classrooms continue to change, echoes of
past devices may be part of the new technology of the future. Of course, some
staples of the classroom have stood the test of time. Open any student’s
backpack, and it is likely that you’ll find a pencil or two.

 Educational Technology in the Philippines

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On the State of Educational Technology in the Philippines: A Preface
27 Wednesday Jun 2012
Posted by theredthinkingcap in Educational Technology

I’ll be optimistic about this. If I were to describe the state of educational technology in
the Philippines in a word, I would say that it is “promising”. Evident in recent news bits
are current collaborations between different NGO’s, private individuals and schools
installing a variety of hi-tech multimedia equipment in local classrooms. So, it is apparent
and thus undeniable that there are efforts to “modernize” our schools. The problem is,
however, a lot remains to be done. And I mean, A LOT.

A great divide still exists between the haves and the have-nots; that is, those academic
institutions who have access to updated and state-of-the-art technology and those who
don’t. This disparity runs parallel to the private and public schools polarity.

For public institutions, the presence of internet is far from ubiquitous, even at the tertiary
level. Very few state universities and colleges offer wireless internet access to their
students. The number of computers of these schools can hardly accommodate the entire
faculty, let alone the student body. Not to mention, system requirements of their existing
computers are close to obsolete.

Now contrast this to private schools. One private university, for instance, boasts
computer laboratories fully equipped with Alienware – the manufacturer of the world’s
best high-performance PC gaming laptop and desktop computers. And what about UP,
the national and supposedly premier university of the country? Indeed, one can argue
that gadgets are irrelevant in measuring the quality of education a school offers. In UP’s
case, what ought to be appreciated is the fact that UP students excel in spite of the
limited technological resources. That may be true, and we should be proud of that. My
point is, however, providing students with more tools and services will allow them to do
much better. We shouldn’t content ourselves and act as though technology does little in
contributing to the performance of both students and teachers. Doing so merely hampers
the potential of the entire academic community, rather than boosting it. More
importantly, this way of thinking perpetuates the digital divide between the rich and the
poor. On one hand, we have private schools continuously lavishing their students with
the latest hardware and software; while on the other, we have public schools settling
with ten PC’s running on Windows 98.

The thing is, it’s not about whether or not these materials and programs are available
and accessible. In fact, they are. The real predicament lies on whether or not ALL schools
can afford to purchase them. This is where the government steps in. One of the duties of
the State, as enshrined in the Constitution, is to prioritize education and technology and
guarantee quality education to all citizens. The national government fulfills this mandate
by subsidizing public schools (however, inadequately) and passing laws on the
modernization of education in the country (however, ineffectively). Apparently,
considering the dismal state of technology in our public schools, the State doesn’t seem

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like it’s doing its job right. So, we ask ourselves: what can the government do to
overcome its shortcomings?

I say, the State ought to reprioritize its objectives regarding modernizing our educational
system. I believe this should be among those that will top the list: to supply computers
and internet connections to ALL students to, at least, mitigate the advantage of the
wealthier tech conglomerates who make a profit out of setting up their own systems into
the classrooms. I’m not saying that private and public schools be identical with respect
to the facilities they have. I’m just saying that the government should ensure that public
schools are as well equipped as those in the private sector. In other words, it must
guarantee that availability and accessibility to technology is evenly and fairly distributed
among schools. The government can do so by finding and providing cheaper alternatives
that are still at par with the pricey ones performance and reliability wise. This, I believe,
is a step towards narrowing the digital divide I mentioned earlier. Otherwise, it defeats
the purpose of integrating technology in our education system, which is: to ensure
efficiency, effectivity and equality in the teaching and learning of every member of
society or to put it more broadly, to improve the overall academic environment of our
country.

But the responsibility to integrate technology into our educational system does not solely
lie on the government. We, educators, whether current or future, have a role to play as
well. In fact, it is incumbent upon us to:

stay involved in the political process on issues pertaining to educational technology.

Among the things we could do are: lobbying for more technology funding in public
schools; providing input and sharing our insights on how to execute academic
modernization programs successfully; and remaining vigilant on the allocation and
distribution of technological resources among academic institutions.
help in our own way. We can start by being updated on current technology trends, then
finding ways on how we could use these as instructional material in our classrooms. For
instance, we could figure out how social media like Facebook can serve as another fora
for class discussion. By doing so, we take advantage of what Lengel and Lengel refer to
as today’s “connected culture”.
In sum, it all boils down to us being active, innovative, and creative in seeking ways to
include and make the most out of various modern media in our classrooms.
Unfortunately, many teachers find these “things to do” taxing. A possible explanation for
their lethargy is that most of them often undervalue the power of both education and
technology to change not only individuals, but society. We should be mindful of the fact
that as technology advances, the exchange and creation of ideas speed up. This
inevitably leads to liberation and progress. Take for example how Twitter helped enable
the Arab Spring revolutions. Not only did it mobilize, but more importantly, it enlightened
people in the Arab world and the rest of the international community of the Arabs’ plight
under authoritarian regimes. This highlights what I (and what other educators should
also) value most in education and technology: technology transcends the use of gadgets
and apps – it is a platform for education whose ultimate goal is to raise social awareness,
initiate change and foster development in our country.

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Questions:

1. What is educational technology?

2. Why is educational technology viewed as a process and a tool?
3. What are the traditional technologies? Identify traditional technologies
that are still used in the present time?
4. How is technology applied in education?
5. What is the state of educational technology in the country? Is it dismal or
promising?

Unit II
Technology Integration and Cognitive Learning Tools

Overview : This unit discuss the technology integration into instruction and
identify various types and levels of technology integration. Integrating
technology into classroom instruction maybe daunting at first and at times, but if
it is done efficiently and frequently, instruction would be seamless and easy.

Objectives: At the end of the unit, the students were able to:
 describe the models for integrating technology into instruction;
 explain how beneficial integrating technology into instruction; and
 identify the various types and levels of technology integration

• Types of technology integration

1. Online Learning and Blended Classrooms. Online Learning
involves:
a. using videos which are recorded lectures from online campus
sessions about a course/subject, synchronous real time session,
and videos from online courses;
b. using audio like podcast recordings of teacher and audio from
online courses;
c. using text such as peer-reviewed research, articles and journals,
blog posts, textbooks, and articles from online sources and
discussion forums;
d. using assessment which consists of tests and quizzes, projects
(individual or group), written video or audio assignments, and
proctoring task. These online learning methods require certain
level of independence, motivation, and time management.

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 2. Blended Learning or Blended Classroom. Blended classroom is a
form of formal education program in which students learn in part
through online learning and another through supervised brick-and-
mortar location away from home.

Department of Education adopted different learning modalities based on the

choices of parents during the new normal education. The choices include modular
(printed or digitized), online learning, radio and television-based instruction, or a
combination of these (blended learning).

Models of Blended Classroom

a. Rotation Model of Blended Learning

In this model, students within a single class rotate between online
learning and other learning modalities, either on a fixed schedule or at the
instructor’s discretion. In this model, most of the learning still occurs on a
physical (brick-and-mortar) campus. The Flipped Classroom is the most classic
example of the Rotation Model in practice.

b. Flex Model of Blended Learning

Here, students switch between learning modalities on a customized, fluid
schedule that uses online learning as its cornerstone. Similar to the Rotation
Model, learners still learn primarily on-campus, but under the Flex Model every
class is divided into online and offline components.

c. A La Carte Model of Blended Learning

Under this model, a student takes one or more courses online in addition
to traditional courses at a brick-and-mortar campus. Unlike full-time online
learning, in the à la carte model, students at a particular school may choose
between online and offline courses at their convenience.

d. Enriched Virtual Model of Blended Learning

In this model, learning is divided between online and offline components.
Although facetime is required between the student and teacher, in the
Enriched Virtual Model, the student does not necessarily come to campus
every day.

With each of these blended learning models, video plays a key role in
delivering course content to students. Regardless of the blended learning
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model chosen, the right video platform must allow teachers to focus on
teaching rather than on the technology.

3. Project Based Learning, or PBL, is an instructional approach built

upon learning activities and real tasks that have brought challenges
for students to solve. These activities generally reflect the types of
learning and work people do in the everyday world outside the
classroom. PBL is generally done by groups of students working
together toward a common goal PBL teaches students not just
content, but also important skills in ways students must be able to
function like adults in our society. These skills include communication
and presentation skills, organization and time management skills,
research and inquiry skills, self-assessment and reflection skills,
group participation and leadership skills, and critical thinking.
Performance is assessed on an individual basis and considers the
quality of the product produced, the depth of content understanding
demonstrated, and the contributions made to the ongoing process of
project realization. PBL allows students to reflect upon their own ideas
and opinions and make decisions that affect project outcomes and the
learning process in general. The final product results in high quality,
authentic products and presentations.

4. Game-based learning refers to the borrowing of certain gaming

principles and applying them to real-life settings to engage users
(Trybus 2015). The motivational psychology involved in game-based
learning allows students to engage with educational materials in a
playful and dynamic way. Game-based learning is not just creating
games for students to play, it is designing learning activities that can
incrementally introduce concepts, and guide users towards an end
goal. Traditional games can incorporate competition, points,
incentives, and feedback loops. These concepts have become
increasingly popular in higher education and in libraries to engage
students in learning.

5. Learning with Mobiles and Handheld Devices. This focuses on

learning in digital world with advanced mobile devices.

6. Instructional Tools like Interactive Whiteboards and Student

Response Systems. Today’s schools use a variety of digital or
instructional resources to support educative process. Examples are
electronic grade bools, digital portfolios, and a lot more to power
learning.

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 7. Web-based Projects, Exploration, and Research. Teachers
encourage the students to do online research, go on virtual field trips,
and explore the web for many articles to go global.

8. Student-created Media like Podcasts, Videos, or Slideshows.

One of the central ideas of digital or media literacy is developing
the artistic potentials or the students' imaginations, and stimulating their
capabilities to express their marvelous ideas. Encouraging the students
to create podcasts and stories is developing their ingenuity using
technology.
9. Collaborative Online Tools like Wikis or Google Docs.
Connecting with others online can be a powerful experience, both for
teachers and for students. Google for instance, organizes world's
information to make it universally accessible and useful. Wiki, on the
other hand, allows the user to put many ideas together and to edit them
when needed.
10. Using Social Media to Engage Students. Brown (2015) suggests
three ways why using social media is beneficial to engage students in
learning.
a. Bring in the experts. The social media, for example, Skype offers
several resources that can help teachers look for authors, entrepreneurs,
or inspirational speakers.
b. Addressing current issues. Social media is one of the sources of news
around the world, thus students can choose the material they need for
their lessons.
c. Tackling technical skills. The various social media provide clear
positive method of increasing engagement and keeping students
enthusiastic the subjects they are learning.

Levels of Technology Integration

Hertz (2011) shares four levels of classroom technology integration she has
observed in schools:
1. Sparse: A good number of students have not yet actually explored the
usefulness of technology in their studies. They have not yet understood more
comprehensively the key role of technology in the acquisition of knowledge.
2. Basic: Technology is used or available occasionally, often in a
laboratory rather than the classroom. Students need to be re-oriented about the
salient role technology plays in the educational system.

17
 3. Comfortable: Technology is used in the classroom on a fairly steady
scheme. Students are contented with a variety of tools and frequently employ
these tools to design projects that show complete grasp of content,
4. Seamless: Students employ technology daily in the classroom using an
array of tools to finish tasks and design projects that show a profound grasp of
content.

Questions to answer:

1. How else do you think can technology be integrated in the instructional process?
2. How necessary is integrating technology into instructional processes?
3. Will teachers have benefited? In what ways?

Learning Task
Observe a class and find out how technology is integrated into it. Seek permission from
the school officials and the teacher himself. After the classroom observation, consolidate
your notes and answer these questions:

1. What was the lesson and how was it developed while the class was going on?
2. What technology and educational media did the students and teachers utilize?
Were they appropriate for the lesson? Why or why not?
3. How were these technologies employed? Was the manner effective?
4. How may the integration of technology into the learning process be further
improved?
5. What recommendations would you give to the learners and the teachers in relation to
the use of technology in their class.
Cognitive Learning and Technology Tools

Traditional and Contemporary Views of Technology

Technology has incontestably evolved over the past years and these
changes are brought about by a confluence of factors. Indeed, technology has
changed, too, the way we communicate, our lifestyle, and how we go about our
daily lives, how teachers teach and how learners learn. Jonassen (1994) describes
the differences of the contemporary use with technology, i.e. computers, from the
traditional use.
Traditionally, students learned from computers, but in contemporary times the
use has diverted from this technology; it has become learning with computers.

Traditional Views of Technology Contemporary Views of Technology

Learning is through technology. Learning is with technology.

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 As conveyor, technology simply  Technology serves as the
provides knowledge. intermediary between the
 Technology dictates what learners and the source, the
students should learn or remember. computer.
 The traditional view contends  Computers are used as
that the accuracy of learners' behavior knowledge construction and
can be anticipated. representation tools that
 It is postulated that the contents students learn with.
or learning through technology bring  Computers serve as support in
about learning on the students. the development of the whole
 Interactions are limited and child since learning is holistic.
often not meaningful.  Computers are "mind tools."

Emerging Theories that Support the Use of Technology and

Help Create More Authentic Learning Environments

Doak (2016) explains the following theories that support the use of technology
and help create more authentic learning environments:

1. Situated Cognition

a. Situated cognition is a learning theory which supports the idea that

learning occurs only when situated within a specific context.
b. Learners act and interact actively within the community. Tools are
available within the specific situation and the physical world. It is within this
active participation that knowledge is located. c. "Treats culture as a
powerful mediator of learning and practices, both for students and
teachers" (Myers & Wilson, 2000, as cited in Doak, 2016).
d. Social constructions; "knowing, learning and cognition are social
unbo00 constructions, expressed in actions of people interacting within
communities" (Myers & Wilson, 2000, as cited in Doak, 2016) manifest that
learning is taking place.

19
 In sum, this theory illustrates the essentiality of three elements; the tools or
artifacts, the constructed environment, and the GLE learners; the interactions of
which cognition takes place.

3. Distributed Cognition

Distributed cognition construes that knowledge occurs in an innate

environment where the learners actively collaborate to connect them to cognitive
actions. The interaction among the participants and the artifacts promotes
learning. Communication, hence, is the central element that fosters learning (Bell
& Winn, 2000, as cited in Doak, 2016).

3.Socially Shared Cognition

In socially-shared cognition, learners and the artifacts are shared at the

same place and time by the participants. It justifies the belief that no two learners
experience similar things in a situation, but they all encounter varied perceptions
and sensibility together. The theory further clarifies the vital role it plays in the
allocation of cognitive to the learning community.

Learning Task

Look for other literature that explains theories that support technology use. A
journal article is preferred. Write a critique of the journal article following the
guidelines below:
1. Name(s) of the author(s)
2. Title of article
3. Title of journal, volume number, date, month and page numbers
4. Statement of the problem or issue discussed
5. The author's purpose, approach or methods, hypothesis, and major
conclusions.

Guide Questions: (Adapted from How to Critique a Journal Article by The

Center for Teaching and Learning at UIS)

1. Is the title of the article suitable and clear?

2. Is the abstract specific, representative of the article, and in the correct
form?
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3. Is the purpose of the article made clear in the introduction?
4. Do you find errors of fact and interpretation?
5. Is all of the discussion relevant?
6. Has the author cited the pertinent, and only the pertinent, literature? If the
author has included inconsequential references, that are not pertinent, suggest
deleting them.

7. Have any ideas been overemphasized or underemphasized?

Suggest specific revisions.

8.Should some sections of the manuscript be expanded, condensed or omitted?

9. Are the author's statements clear? Challenge ambiguous statements.

Suggest examples how clarity can be achieved, but do not merely substitute your
style for the author's.

10.What underlying assumptions does the author have?

Unit III
Blended Learning and The Internet in Teaching Learning

Overview : This unit discusses how blended learning and internet in teaching-
learning process valuable and essential in the educational system.

Objectives: At the end of the unit, the students were able to:
 Discuss how indispensable internet and computers are in classroom
teaching and learning
 Design simple and web-based assignment and project
 Point out the benefits and disadvantage of blended learning
 Design a blended learning-inspired lesson plan

Blended Learning

The following are the descriptions of blended learning approach:

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 • Blended learning is a formal education achieved via digital and online
media.
• The physical presence of both the teacher and the learners is
required in the classrooms.
• "Brick-and-mortar" method and "face-to-face" classroom are
integrated with computer-mediated lessons.
• Blended learning curriculum is delivered via a digital platform in a
definite classroom.
• In one of its models called self-blend, students choose to take the
traditional learning with online course work.
• One feature is the online driver in which students complete an entire
course through an online platform with the teacher.
• The entire curriculum and teaching is delivered via a digital platform
and face-to-face meetings are scheduled or made available if necessary.

This technology-based learning first started in the 1960s. It allowed an

instructor to handle or teach a number of students. This was used on mainframes
and minicomputers. In the 1970s, mainframe was used to teach those who did
not have computing skills. In 1988 CD-ROMs emerged as technology-based
learning used in aviation as well as in the delivery of blended learning online.

Spencer (2013) in his article, "Elements of Blended Learning" clarifies that:

1. blended learning "is a formal education program in which a student learns at

least in part through online learning, with some element of student control over
time, place, path, and/or pace; at least in part in a supervised brick-and-mortar
location away from home; and the modalities along each student's learning path
within a course or subject are connected to provide an integrated learning
experience";
2. the instruction considers the individuality of every learner;
3. it is the blending of the hardware, curriculum, and the facilitator;
4. a student learns with a blend of self-paced online and classroom instruction;
and
5. the facilitator or instructor needs to address the student in such a way as to be
appropriate of the learner's age and level.

Models of Blended Learning

1. Face-to-face driver. The teacher drives the instruction and

augments with digital tools.
2. Rotation. Students cycle through a schedule of independent online
study and face-to-face classroom time.

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 3. Flex. Most of the curriculum is delivered via a digital platform and
teachers are available for face-to-face consultation and support.
4. Labs. The entire curriculum is delivered via digital platform in a
definite physical place.

Advantages and Disadvantages of Blended Learning

Advantages Disadvantages

1. Produces high levels of academic Learners can become dependent and

achievement as the learners have predispose on the use of technology.
opportunities to work on their own to 1. Students may procrastinate and lag
create new precepts and cognition. behind on the material. Almost half of
2. Improves the students' attitudes all class will have to wait and watch
and perspectives about education. several weeks' worth of videos in just
one sitting, rather than on a regular
3. It can reduce educational basis.
expenses by putting classrooms in 2. The procurement of blended
online space and replacing costly learning facilities may be too costly.
books with electronic devices. 3. IT unfamiliarity among teachers
4. It is one of the effective ways for could be a problem unless they
personalized learning among a large undergo extensive training on blended
number of students. learning.
5. It motivates using technology in 4. Extra work and effort are
other content areas of learning such as required of teachers especially in the
in Science, Math, and in other subjects. initial conceptualization and
implementation of blended instruction.

Questions to Answer:

1. Have you been exposed to blended learning? In what ways?

2. Does your school have the resources to affect blended learning in the
classroom?
3. What learning modality your school used in the new normal instruction?
State example/s.
4. Do you think the advantages of blended learning outweigh its
disadvantages? Why or why not?
5. How blended learning lesson plan developed? What are the considerations?

The Internet in the classroom

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 The Internet, or interconnected network, is a global-wide area that connects
computer network across the world (a.k.a. a network of networks). Its "backbone"
is made up of high-bandwidth data lines. Online services of the Internet include:
(1) web; (2) e-mail; (3) social media; (4) online gaming; and (5) software updates.
Hubert and Harriet (1998) describe the Internet as an information delivery
system. The Internet prods its users to become "informed citizens." As regards
teachers as Internet enthusiasts, through weekly projects, the Internet helps the
learners to be significant contributors in the global village.
The Internet, popularly known as the World Wide Web has been reshaped
and integrated into the curriculum to make it adaptable to all kinds of users in the
educative process. It has been one of the finest innovations of human's ingenuity
and a tremendously amazing tool to meet the needs of the types of learners.
Since its inception in academia students and teachers need to develop Internet
skills.
Technology as merged into the daily teaching and learning has prompted
everyone involved in the educative process to practice and undergo trainings that
include hands-on, discipline-specific teacher training; practical, project-based
activities; just-in-time advice and help; long-term mentoring and support. Lastly,
Internet technology must be thoroughly integrated into the structure of the
course (content, learning goals, assessment) to really make headway in
improving the quality of life of the students and other users of this technology.
The use of the Internet in the classroom is beneficial for the following
reasons: (1) it is a powerful force that encourages students to learn; (2) it
provides an almost limitless wellspring of knowledge; (3) it supports partnership
in learning; (4) it holds control over learning; (5) it is interactive; (6) it reaches
even the remotest place for publication; and (7) prime information are updated.
There are a few drawbacks, however, in using the Internet in teaching such as:
(1) the cumbersome preparation of pertinent materials: (2) accessibility to
functioning equipment for among poor schools; and (3) the defrayal for providing
expensive equipment, facilities, and adequate support staff.

Computers in Teaching and Learning

Rallis (2000) proposes ways by which faculty can use computers to assist in
teaching and learning:
1. Replace writing on the chalkboard, white board, overhead with presentations
which may be sent to students later on.
2. Create PowerPoint presentations that replace slides, pre-prepared overhead
transparencies, and even video.
3. Design course web pages with the following: syllabus, class schedule,
assignments, links to readings, online class discussion, posting of student work
and online testing.

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4. Require students to use the Internet outside of class by perusing required
readings and by conducting student research. For in-class use, teachers may flash
online sites and encourage students to log on to them.
5.Create online discussion forum where students may continue their discussion
outside the class.
6.Require students to make online portfolios of their work.
7. Send class email alias where the instructor may provide updates and reminders
to students.

Some Concerns about the Use of Computers

1. Classroom set-up - the room may not be spacious to accommodate

everyone. The screen where lecture notes are flashed might not be big enough as
well and the Internet connection might be fluctuating.

2. Equipment - not all equipment may be available.

3.Internet issues- students overly dependent on the Internet; they may
plagiarize at times.
4. Accessibility and equity issues - not all students have access to the
Internet off campus
5. Instructor use - the creation and maintenance of web-based materials
may be time consuming and expensive
6. Academic snobbery - others may perceive the use of computers as
attempts to be "showy" or spoon-feeding.

7.Digital Tablet and iPad

There are a number of reasons why tablets and iPad have gained popularity
in the classrooms. These include:
• Applications that complement student work and learning with ease.
• Almost all students have these gadgets. These gadgets have been
proven to improve literacy.
• These gadgets may be used for sharing and demonstration.
• Tablets and iPad are portable and light.
 They are extremely easy to use. They allow everyone to connect with one
another - something that allows them to collaborate.
 There is an application for grading students' work.
 They are helpful for students with disabilities.
 They are environmentally safe.

Questions to Answer.
1. Do you really think that one day, teachers will be replaced by computers?
2. The internet offers almost everything. What downsides do you think does
this pose?
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 3. How can the learners be trained to become responsible Internet users?

Designing Internet Projects and Assignments

MacManus (2000) suggests that in designing Internet projects and

assignments, the following tips may be considered:
 Look for resources relevant to the discipline and course topic on the web.
 Find out how the tools and resources will help the students to craft new
things.
 Before designing one or more Internet projects, draft learning goals
material to the objectives of the course.
 Make sure that students completely understand how to use the tools they
are asked to employ.
 Outcomes assessment is imperative to detect if the new types of
assignments realize their objectives.

Computer-Mediated Communication [Cmc)

Computer-mediated communication (CMC) is defined as any human

communication that transpires through the utilization of two or more electronic
devices. CMC may be synchronous or asynchronous.

Synchronous. Synchronous messaging involves an interlocutor that waits for the

server to respond to a message. Messages are able to flow in both directions, to
and from. Synchronous communication, simply put, is a two-way communication,
i.e ., sender sends a message to receiver and receiver receives this message and
sends feedback to the sender. The sender will not send another message until
there is response from the receiver.

Advantages of the tools:

1. immediacy and spontaneity of real-time communication;
2. ability to brainstorm and receive immediate responses;
3. and lack of expense (if using text-based conferencing).

Asynchronous. Asynchronous communication involves someone that does not

wait for a message from the server. An event is used to trigger a message from a
server. So even if the other party is down, the messaging will go about
efficaciously. Asynchronous messaging, simply stated, is a one-way
communication.

26
Advantages of using the tools:
1. independence of specific time and place requirements;
2. ease of student-teacher and student-student communication;
3. promotion of thoughtful discussions;
4. facilitation of student collaborative projects;
5. online submission of assignments; and
6. file sharing.

Designing Web-Based Assignments

MacManus (2000) also outlines some of the truly many ways of designing web-
based assignments. These are as follows:

1. Finding and evaluating information on the web. Searching for

information on the web is an important skill to learn. It is necessary
that students are trained deliberately how to look for and check the
veracity of information they download from the web.

2. Using the web as a research tool for critical essays. Students

also need to learn how to cite web sources and how to integrate them
effectively with print sources.

3. Applying analytical frameworks from the course to

analyze/critique the Internet itself. This uses the Internet as a
field for critical analysis rather than as an information tool. This type
of assignment can effectively integrate the classroom and the
Internet.

4. Using student web publishing as an assessment device. The

web publishing can be an enticing incentive for students to: (1)
produce high quality work; (2) learn the importance of paying
attention to details; (3) learn how to direct their work to a particular
audience; and(4)develop writing skills.

5. Using online databases or resource sites. The Internet is a vast

reservoir of primary materials that are organized, uninterpreted data,
archival materials, case studies, and statistics, among others.

Designing Web-Based Assignments: Additional Tips

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 1. Provide an online syllabus. This involves adding color, graphics,
and a hyperlinked structure to make the syllabus more appealing and
attractive.

2. Provide supplementary links. Linking to resources available online

which augment what students already have.

3. Provide online course resources . The use of hypertext will benefit

the students as well. Hypertext is text which contains link to other
text.

4. Provide interactive exercises and/or tests. This involves designing web

that are interactive, e.g ., online quizzes, online simulations, and the like.

Learning Task

Get a copy of the course syllabus you use for your class Educational
Technology or any equivalent subject. Design an online syllabus for it. Email it to
your professor.

Components of the online course syllabus:

1. Course Description
2. Course Outcomes
3. Instructor Information
4. Course Duration and Organization
5. Required Materials and Technology Requirements
6. Learner Expectations
7. Learning Environment
8. Course Policies
9. Content Review
10. Other Relevant Information

Unit IV
Types of Instructional and Projected Media

Overview : This unit includes the types of instructional and projected media that
have tremendously made the educational field entirely different what it was
centuries ago. These types of media are very useful for the teaching process. It is

28
important to use variety of teaching methods for students with varying
preferences.

Objectives: At the end of the unit, the students were able to:
 Classify instructional media
 Discuss the benefits of using various types of instructional and projected
media
 Use projected media in a video lesson

Instructional Media

Instructional media is anything used to send messages from the sender to

the receivers to arouse the learners’ thoughts, feeling, and interest to gear the
students’ learning (Sadiman et al.,2002). It refers to a general term to mean
television, radio, and newspapers considered as a whole and as ways of
entertaining or spreading or information news to a large number of people
(Richard, 1992 as cited in Sadiman at al., 2002)

Classification of Instructional Media

Instructional Media

1. Non-Print Media. They come in two forms: projected media and non-
projected media. On one hand, projected media require light source for
projection. Non-projected media, on the other hand, do not require light
source. They include three-dimensional objects, two-dimensional
objects, prints charts models etc.
a. Projected Media
-films, projector, OHP, filmstrip, opaque, slides
b. Non-projected Media
-chart-wall, chalkboard, card, flannel, bulletin, models
2. Print Media . They are publications circulated in the forms of books
texts, non-text, journals, newspaper, magazines, posters, handouts, among
others.
3.Electrical Media
a. Audio Media
- Audio tape, cassette, records, radio
b. Visual Media
- Calculator, computer, electric board, whiteboard
c. Audiovisual
- Television, video, tapes cine film
4. Hardware and Software

29
 Hardware and Software. Hardware is a machine or equipment used in the
instructional process. It is upon these gadgets that the software is transmitted,
e.g ., television set, tape recorder, etc.
Software, however, consists of all materials used with the machine. They
are the real carriers of knowledge or information. Abstract ideas become concrete
to students through the aid of instructional media. Instructional media aid in
adding elements of reality. Instructional no media can be used to arouse student
attention, review previously learned concepts, present learning objectives,
introduce new content, aid learning through concrete visuals, elicit student
feedback, provide teacher's feedback, improve retention and transfer, and
evaluate student performance.

Tips for Using Most Common Instructional Media

Whiteboard
1. Write from left to right.
2. Use various colors of markers to avoid monotony.
3. Write neatly and legibly.
4. Avoid rubbing the board while students are still copying notes.
5. Do not talk to the board when lecturing.
6. Make sure that only whiteboard markers are used for writing in the
whiteboard.
LCD
1. Use slides to tell a story and talk to the students not to the slides.
2. Make the font large enough to be seen. Use font colors that are not
strenuous to the eyes.
3. Engage the students in discussing the information on the slides.
4. Add animation, sound, and clip art to your slides.
5. Avoid too many slides.
6. Slides should not be too text- heavy.
Videos
1. Do not show the entire video, only the needed clips.
2. Relate the video to the lesson.
3. Prepare a set of questions about the video.
4. Encourage dialog between you and the students.
5. Elicit students' reaction.
6. Pause if there is a need to clarify something.
7. Keep the length of the video as short as possible. The whole period
should not be spent for video viewing alone.

Questions to answer.
1. Which instructional media, discussed in the lessons are still used to date?

30
 2. What problems have you or your teachers encountered as regards the use
of these instructional media?
3. What other instructional media are you familiar with? Can you enumerate
them and describe how they are used?
4. What other tips do you think should be observed in using these instructional
media?
5. What malpractices in using these instructional media should be avoided?

Learning Task
Look for other more updated and sophisticated instructional media that have
been used in other developed countries or leading schools in the country. Do a
research on how these instructional media are used. Write a brief report about it
following the format below.

I. Name of the Instructional Media

II. Pictures of the Instructional Media
III. How the Instructional Media is Used
IV. Advantages of Using the Instructional Media
V. Care for the Instructional Media

Projected Media

Projected visual aids are images shown upon a screen by the use of a
certain machine such as a filmstrip projector, slide projector, overhead projector,
or TV or VCR. The still pictures are either magnified or diminished and displayed
on screen for the convenience and adaptability of all grade levels for instruction.
They are used for magnification of images on a screen in dark or semi-dark
condition.

Value of Projected Visuals

1. Energize the users to enjoy what they see;
2. Support learners to better comprehend the lessons on hand
3. Stir the learners' senses to focus on the lesson;
4. Users remember better what are presented to them;
5. Teaching situation presents a wider scope;
6. Enforces attention and stimulates longer attention span.
7. Can adjust the sizes of objects applicable to the learners;
8. Elicits creativity and allows users to compare distant past and the
present into the classroom;
9. Provides an easily reproduced record of an event; and
31
 10. Impacts the learners' life that may awaken them to build on needed
changes in attitudes/behaviors.
Saraspreet (2014) in his article, Projected Teaching Aids, encapsulates the need
and importance of projected teaching aids as:
1. Projected teaching aids are stimulants of the students' mind and physical
attributes.
2. They are time saver.
3. They are sources of first- hand experiences as learners look at concrete
things, work and experiment on living specimen, handle apparatus and do
actual demonstrations.
4. They are contributors of concepts, information, facts and information
5. They are promoters of congenial atmosphere in class.
6. They are advocates of scientific thinking and attitudes and natural ways of
learning.

Tips in Utilizing Projected Materials

1. Check every projected material for age suitability, delicate issues, and
creed.
2. Utilize the projected material as instructional support only, not a
substitute.
3. Bear in mind that projected materials are just vehicles that help
create
a complete and a better picture of constructs or realities.
4. Keep in mind that projected media are not to be used as time filler for
the unprepared lessons.
5. Consider class size and students interest in selecting the kind of
projected media to use in class.

Factors That Affect Quality of Projected Images

1. Kind of screen
2 . Placement of audience in relation to the screen
3. Size of images and their brightness
4. Room size and lighting
5. Quality of scanned photos and texts

Learning Task
Do a 10-minute teaching demonstration in video lesson. Use any of the
instructional media or projected media in your teaching.

Unit V
Graphic Organizers and Audio-Visual Materials
32
Overview : This unit includes the discussion of graphic organizers and audio-
visual materials as part of educational technology in teaching. Graphic organizers
are truly helpful in problem solving, decision making, studying, planning research,
and brainstorming while audio-visual materials considered for their educational
impact and usefulness.

Objectives: At the end of the unit, the students were able to:
 State what graphics and audio-visual materials are and their value in the
classroom;
 Choose and design particular media for a particular lesson

Graphics
Graphics are visual imageries or designs on some surface, e.g ., wall,
canvas, screen, paper, or stone to enlighten, demonstrate, or amuse. In
contemporary usage, graphics include: pictorial representation of data, as in
computer-aided design and manufacture, in typesetting and graphic arts, and in
educational and recreational software. Graphics include: photographs, drawings,
line art, graphs, diagrams, typography, numbers, symbols, geometric designs,
maps, engineering drawings, or other images.
Graphics often combine text, illustration, and color and has two senses:
(1) photographs or other visual representations in printed publications; and
(2) drawings and photographs to be the layout of a book.
Graphics in technical communication have two-fold goals: (1) to make data
stand out on page; and (2) to make data support the main purpose of the
document. Graphic effects may either be prose or text and supporting graphic
materials, i.e ., text and graphics support each other.

Types of Graphic Formats

1. Tables. Tables help a learner understand the relationship that may
be invisible in prose. They allow the writer to focus attention on
specific data while retaining a clear representation of the whole.
2. Graphs and Charts. They help readers visualize relationship of data
and present numerical data pictorially. A graph is a two-dimensionally field used
to plot relationship of interrelated sets of data, while charts illustrate comparisons
among several sets of information.
3. Photographs, Drawings, and Diagrams. They use the same key
principles but are pictorial rather than numerical. Photographs are the most
realistic and dramatic representations of physical features. Drawings, on the
other hand, reproduce something that cannot be done in real world. They can be
time consuming and too expensive. Meanwhile, diagrams are symbolic depictions
of information according to some visualization strategies and are well suited to
the presentation of ideas.
33
 4. Posters. Posters are a visual combination of lines, colors, and words.
They are intended to catch and hold attention at least long enough to
communicate a brief message, usually a persuasive one.

Graphic Organizers
Terms synonymous to graphic organizers include: knowledge map, concept
map, story map, cognitive organizer, advance organizer, or concept diagram.
Graphic organizers utilize visual symbols to convey or to communicate seemingly
profound information, knowledge, concepts, thoughts, or ideas, and relationships
between and among constructs in a manner that these become easy to
comprehend or to understand.

Forms of Graphic Organizers

1. Relational Organizers
 Storyboard
 Fishbone or the Ishikawa Diagram
 Cause and Effect
 Chart
2. Category/Classification Organizers
 Concept Mapping
 KWL Chart
 Mind Map
 Sequence Organizers
 Chain, Ladder, Cycle
3. Compare Contrast Organizers
 Dashboard (business)
 Venn diagrams
4. Concept Development Organizers
 Story Web Circle Chart
 Word Web
 Flow Chart
 Circle Chart

Graphic organizers are said to improve student performance in the following

areas:
 Retention. Students remember information better and can be better
recall with ease.
 Reading Comprehension. Graphic Organizers help improve the
reading comprehension skills of students.
• Student Achievement. Students with and without learning
disabilities
improve achievement across content areas and grade levels.

34
 Thinking and Learning Skills. Students' critical thinking and higher order
thinking are enhanced or honed.
Elmore (2014) believes that teaching with images, or graphics is very
effective because: majority are visual learners; about 65% of the human
population is visual learner, pictures stick; three million reports that visual aids in
the classroom improve learning by 400%, metaphors can provide language for
people and pictures can accelerate understanding.

Questions to Answer.
1. Are you also visual learner? Do you find the use of graphics helpful in your
attempt to understand more complex ideas and concepts?
2. How can teachers make the use of graphics more enticing and engaging?

Learning Task
Choose a concept map to teach a target group of learners. Find most suitable
graphic media for it. Draft a lesson plan following the format provided in the
lesson.

Audiovisual Materials

Audiovisual materials are teaching aids with sound and visual components.
They are sensory objects and images which stimulate and emphasize the learning
process and they make the learning situations as real as possible and give
firsthand knowledge through the organs of seeing and hearing. Audiovisual
materials also refer to any recorded sound and/or moving and/or still images.
Multimedia materials, on the contrary, contain two or more audiovisual
expressions, for example, sound plus image plus text and animations.

Types of Audiovisuals
1. PowerPoint presentation
• PowerPoint presentation is a complete graphics package.
• PowerPoint offers word processing, outlining, drawing, graphing, and
presentation management tools.
• PowerPoint presentation is composed of a sequence of slides.
• Users can print audience handouts, outlines, and speaker's notes.
• Users can format all the slides in a presentation using the powerful
Slide Master.
• Users can keep the entire presentation in a single file-all the slides,
speaker's notes, and audience handouts.
• Users can import what they have created in other Microsoft products,
such as Word and Excel into any of the slides.
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2. Overhead Projector
• It is a simple but dependable tool utilized to show images onto
screen.
• It consists of a large box containing a cooling fan and an enormously
bright light, with a long arm extended above it.
• At the end of the arm is a mirror that catches and redirects the light
towards the screen.
3. Paper Handouts
 Handouts are an integral part of the teaching and learning system.
• Presentations of scholarly and scientific works are made more
valuable
when accompanied with handouts.
 Teachers can present a more detailed discussion in the handouts.
 Handouts contain the major points of a topic for learners to remember.
 They present the summary of the cardinal points that users can review
later.
 Handouts are handy and convenient materials or easier to pick up.

• Importance of Audiovisual Materials in Teaching and Learning

Audiovisual Materials
Audiovisual materials are teaching aids with sound and visual components. They
are sensory objects and images which stimulate and emphasize the learning
process and they make the learning situations as real as possible and give
firsthand knowledge through the organs of seeing and hearing. Audiovisual
materials also refer to any recorded sound and/or moving and/or still images.
Multimedia materials, on the contrary, contain two or more audiovisual
expressions, for example, sound plus image plus text and animations.
Types of Audiovisuals:
• PowerPoint presentation
 PowerPoint presentation is a complete graphics package.
• PowerPoint offers word processing, outlining, drawing, graphing, and
presentation management tools.
• PowerPoint presentation is composed of a sequence of slides.
• Users can print audience handouts, outlines, and speaker's notes.
• Users can format all the slides in a presentation using the powerful

36
 Slide Master.
• Users can keep the entire presentation in a single file-all the slides,
speaker's notes, and audience handouts.
• Users can import what they have created in other Microsoft products,
such as Word and Excel into any of the slides.
2. Overhead Projector
• It is a simple but dependable tool utilized to show images onto
screen.
• It consists of a large box containing a cooling fan and an enormously
bright light, with a long arm extended above it.
• At the end of the arm is a mirror that catches and redirects the light
towards the screen.
3. Paper Handouts
4. Handouts are an integral part of the teaching and learning system.
• Presentations of scholarly and scientific works are made more
valuable when accompanied with handouts.
Teachers can present a more detailed discussion in the handouts.
Handouts contain the major points of a topic for learners to remember.
They present the summary of the cardinal points that users can review later.
Handouts are handy and convenient materials or easier to pick up.
Importance of Audiovisual Materials in Teaching and Learning
Spurred by the pervasive numbers of audiovisual materials interwoven in the
educational system, a magnitude of change in the teaching and learning process
has been witnessed since its inception in the schools. Attitudes, thinking, and
behavior of both teachers and students will continuously be goaded to better
learning and hopefully to better living. The multitude of sophisticated teaching
and learning aids offer educators and learners all opportunities to select only
those they perceive as the best that will perk up their classrooms, and make the
students genuinely engaged in their studies.
Studies have confirmed that:
1. Audiovisual materials arouse learner's interest. Students get excited
and develop study habits when the teaching method or medium appears real to
them and is not abstract.

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 2. Audiovisual materials are important because with them learners have
a clear view of what is being taught.
3. Audiovisual materials guide learners or students in the learning
process. Their learning is boosted, hence reducing their stress.
4. Audiovisual aids in the classroom enhance teaching methods and build-
up student's comprehension.
Visual Aid Display Equipment
1. Animation. This consists of making a series of figures or images to achieve
lifelike movements.
2. Blackboard. This is usually a flat material that is painted black or green on
which some information is written with chalk and that can be cleared off.
3. Bulletin Board. This is a flat device made of core or wooden material to which
learning aids are fastened by means of tacks or other pins.
4.Easel or a Frame. This equipment is designed like the letter "A" and has a
third leg to support the frame that holds the visual aids in place.
5.Felt Board. This is a flat board where cutout visual aids with abrasive backings
are stuck. The board is covered with felt, wool, and flannel for users to take on
the visual aids and can be used for longer time.
6. Flash Cards. These are small size flat, stiff pieces of pasteboard or paper
held in the hands in which key words or information are written or printed.
7. Flip Charts. These are series of loosely fastened learning visual materials
that are folded back.
8. Model or Mock-up. It is a three-dimensional imitation used to represent
an original or an existing visual tool.
9. Pegboard. It is a device made of plywood that has holes bored at regular
intervals where the visual aids are fitted by metal clips.
10. Pointer. It can be a ruler or a stick used to emphasize the important part of
the visual material. This can also be used in a battery-powered flashlight to show
important information on slides in a darkened room.
Visual Projection Equipment
1. Filmstrip Projector. It is a machine used to jut out a 35mm
filmstrip, one after another in regular pace.
2. Motion Picture Projector. This equipment sets in motion the
filmstrips to quickly fall upon the screen.
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 3. Opaque Projector. This is a flat, three-dimensional device that
draws on the opaque material to form upon the screen.
4. Overhead Projector. This equipment shapes up the images to
bigger sizes on the transparent slides up to 10 x 10. The transparencies are
placed manually.
5. Slide Projector. This device creates images of 35mm transparent
slides that are operated either electronically or manually.
Audio Reproduction Equipment
1. Phonograph. It is a technology tool that produces sound that is recorded
in spiral grooves in revolving disks.
2. Sound Motion Picture Projector. This equipment harmonizes the sound
recorded along the edge of a film.
3. Tape Recorder. This device records auditory sensations on the roll
tape and produces the sound.
4. Modern Tape Recorder. This technology tool interfaces group of slides
with sounds to make a film. The sound signal can either be heard or unheard and
is placed at the same time and rate on the record to produce what is called the
Sound Slide Film Projector.
Other Useful Terms
1. Film. This is a succession of small transparent pictures that are about
8 and 16 millimeters wide and are made of cellulose nitrate, acetate materials.
2. Filmstrips. This is longer than a film, about 35mm and it consists of
many individual pictures taken with a 35mm still camera.
3. Graphics. These take the forms of bar chart, line graphs, pie graphs,
or organizational charts or flow charts and are used to describe numbers.
4. Montage. This refers to a large picture made out of letterings,
pictures, magazine covers, and the like.
5. Opaque. This refers to the solidity of the material that prevents the
light to pass through it.
6. Slide Film. Film used in making slides. Also known as transparency
film, reversal film and positive film.
7. Tape. This is like the film in which sound has been incorporated
electronically or manually.
8. Transparent. This means that light can pass through the material.

39
 9. Transparency. This refers to projecting a picture or an image on
screen by using light.
Steps in Using Audiovisual Materials When Presenting a Report
1. Define the goal for preparing the lesson or report.
2. Have an outline as a guide in doing research.
3. Research is finalized, as necessary. If a compilation of data or map
studies is needed, include them in the report.
4. The final report is written.
5. Illustrations are added as needed.
6. Provide proofs for the assertions.
7. Emphasize key points.
8. Enhance the appearance of the report.
9. Add a touch of humor.
10. Add emotional impact.
11. Condense and simplify statistical materials.

10 Commandments for Designing the Most Appropriate Visuals

1. Refrain from using pictures with too much depth.
2. Provide minimum amount of details only.
3. Avoid unnecessary details.
4. Highlight the most important details in terms of texture, gradient,
shading etc.
5. Make the visual realistic.
6. Consider positioning of illustrations.
7. Hardly use pictures if words are enough to express meaning.
8. Add captions to illustrations.
9. Hardly use too many colors; very few colors are not advisable as well.
10. Do not use very bright colors.
In sum, when preparing an audiovisual tool, one has to set his goals first.
Next, is to have an outline or a framework as a guide in the preparation of the
40
material. Prepare all needed illustrations for clarity of the presentation and review
the report before the actual use of it or audiovisual presentation.
It must also be remembered that illustrations should be spaced properly.
Illustrations should always pertain to the immediate material being discussed.
Furthermore, technical subject matter should be explained in simple and concise
language for learners' understanding. Unnecessary numerical or statistical data
must be removed or presented clearly and accurately. For maps, colors should be
avoided unless it is necessary. Solid areas of color can be distinguished from the
back row of the audience, but various patterns using the same color become
meaningless. Map colors have been standardized. Use the recommended shades;
do not vary colors or symbols depicting the same thing from map to map.
Learning Task
Prepare a collection of audiovisual materials that can be used in teaching several
lessons in your field of specialization. In preparing your draft, follow the format
below:
Unit or Chapter Learning Resources and Remarks
Objectives Audiovisual
Materials to be
Used

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 UNIT VI
Social Media and Educational Technology Assessment of Student
Learning

Overview : This unit includes the social media as educational tool identification
and how technology be used in assessing student learning. Different forms of
social media are for everyone's seedbeds that provide the information especially
for teachers to achieve their goals.
Objectives: At the end of the unit, the students were able to:
 Identify various social media networking sites and online assessment tools
that may act as teaching, learning and assessment tools;
 Create classroom activities that make use of social media as means for
learning.
 Decide on an appropriate educational technology assessment tools
• Educational Technology Assessment Tools
• Electronic Educational Media Assessment Tools
Social Media Technologies
Facebook, Twitter, Google Plus, and Flicker are among the popular social
media that populace around the global environment communicate with one
another. Blogs are also use to express people's beliefs and thoughts and are rich
sources in the teaching and learning process. These forms of social media are for
everyone's seedbeds that provide the information especially for teachers to
achieve their goals. However, it is very important that teachers exercise prudence
in the choice of the site they can use as references.
1.Blogs. Lampinen, (2013) in her "Blogging in the 21st Century Classroom"
shares her experience and thoughts about blogging. She confirms blogging as a
meaningful way for teachers to use in any subject. She finds her students writings
improving every time they submit their work. It cultivates the learners'
imagination and helps develop self-confidence as she showcases some of the
outstanding writings and when she asks her students' to share their blogs to
other audience. What is more overwhelming is having developed an aptness to
understand and to know more deeply her students' personalities.
42
Through blogging:
 students remain abreast with what is the latest; students are given avenues
for online publication;
 students are enticed to post on a class blog on a weekly basis to advance
their own voice and work on their writing;
 students can post daily or weekly homework assignments on the blog so
those who were absent would be aware of what they missed; and
 teachers can post discussion topics on the blog, to give their students a few
days to ponder on the topic and forward their reactions.
2. Facebook. Facebook makes learning and studying easier and fun.
Users can write different reminders of their appointments and other important
dates. The teacher may also post educational information and learning sites,
which students may log on to and visit. It allows students to stay in touch with
their teachers and friends and it serves as news reference by posting status or
news to follow other media.
3. Instagram. Instagram can feature best output of students by offering
a place to display student artwork or even interesting details about a student
achiever or model. Students may be asked to post photos of items or materials
like their favorite books or historical figures and places or latest technological
invention.
4. Twitter. Users can mark hash tags, memes, and current events
through feeds the class can follow. Teachers can broadcast future assignments,
events, and new class activities. It allows constant communication with other
classrooms, teachers, and parents to increase rapport among members of the
community. It allows users to be abreast with the up to-the-minute teaching
trends and ideas. It may also be used to post supplemental materials such as
links to articles and videos so students may still learn even outside the classroom.
5. Pinterest. This suggests or recommends inspiring tips, like how to
organize and decorate the classroom. Students and teachers can use Pinterest for
presentations and projects, or teachers can set up boards to promote students’
final assignment. Students or teachers can use community boards for group
projects and brainstorming so multiple users can all save their resources in one
place. Students can share ideas and collaborate with teachers and students from
other classes and schools through Pinterest.
6. You Tube. Both students and teachers can look for videos that can
be shown in the class to invigorate lessons or discussions. Teachers may record
lessons and post them on YouTube so students can review them whenever they
want. It also allows teachers to take videos to the next level by adding quizzes,
annotations, and more. YouTube may be used to teach students how to produce

43
and edit video by having them record video editing demonstration and upload the
video to a class YouTube channel.
Social media may be regarded as important learning tools. In other words,
they feed can process. be for considered students, Teachers require may no
longer create students a as class a to distraction do Facebook blogging, but group
as require an account, tool them to aid start to teaching-learning upload a topical
videos twitter on YouTube, or showcase students best outputs on Instagram.
Other examples of social media for learning are google calendar , google reader,
google docs, igoogle , googelwae, flicker, microblogging, podcast, social
bookmarking, slideshare, linkedin, etherpad, edmodo , voice thread, and
moodle, among others. Try googling them and find out how they can be useful in
your class.

Educational Technology Assessment Tools

Educators now have access to a surfeit of new tools that can be used in the
classroom. Technology can and should aid teachers in tracking and assessing
their students' individual and collective progress and performance in the
classroom context. It can also be utilized to facilitate meaningful communication
between students and teachers and to generate digital records of student growth
and development.
Assessment of learning likewise involves the use of educational media such as
the following:
1. Online Assessment in Face-to-Face Courses. These tools for building
online assessments that include multimedia, incorporate various question types,
and can be automatically graded.
2. Edit Student Paper Electronically. Using Microsoft Word, one can make
annotations on the paper without altering the document text; use revision marks
to track changes, and create customized commands to add frequently used
comments into a student's paper.
3. Clickers (Personal Response Systems). Clickers allow students to
choose anonymously an answer to multiple-choice, true/false, yes/no questions
flashed on the screen or monitor. Students choose their answers on transmitter
units that send a signal to a receiver attached to the lecturer's laptop, and the
results can be shown for the entire class to see.
4. Electronic Portfolios. An electronic portfolio (a.k.a. eportfolio, e-portfolio,
digital portfolio, or online portfolio) is a collection of electronic evidence
accumulated and run by a web user. It may include inputted text, electronic files,

44
images, multimedia, blog entries, and hyperlinks. E-portfolios reflect the user's
abilities and platforms for self-expression.
E-portfolio in Education:
a. E-portfolio in education is a collection of students' work that can improve
learning by providing a means for them to organize, archive, and display their
best output.
b. It allows an instructor to evaluate student portfolios online or in CD format. It is
a popular substitute for paper-based portfolios for it offers a room to review,
communicate, and give feedback in an asynchronous manner. It allows
students to reflect on their work, competencies, and overall performance.
c. It is used across disciplines.
d. It encourages critical thinking and supports the development of
technology literacy skills.
e. A teaching e-portfolio may also be utilized to showcase career
accomplishments.
5. Mobile Devices. Mobile devices allow for much more accessible, realtime
formative assessment in schools. These devices can restructure the supervision
of smaller group assignments and individual instructional requirements. Mobile
devices equipped with an app allow teachers to employ diverse types of question
options, which students can respond to via their mobile devices. Mobile devices
make it effortless to integrate fun, dynamic quizzes, polls, and contests in
lessons, which help to boost student engagement, cooperation, debate, and
discussion.
6. Infographics. An infographic (information graphic) is a representation of
information in a graphic layout intended to make the data easily comprehensible
at a glimpse. Infographics are used to swiftly communicate a message, to simplify
the presentation of enormous amount of data, to understand data patterns and
relationships, and to check changes in variables over time.
Formative assessment through technology may be done through an array of ways
as well. Looney (2010) reports the following:
1. Polling tools, sometimes referred to as learner response systems
(LRSs), allow teachers to conduct on-the-spot surveys.
2. ICT-based learning programs are able to provide rapid and targeted
feedback for students working independently. Some online learning programs use
tutors to provide real-time support for learners. Other programs provide
automated feedback.

45
 3. Interactive Whiteboards (IWBs)consist of large interactive displays
connected to a computer or projector. The computer may be linked to the
Internet, providing easy access to a range of tools for teaching. The IWBs provide
a space for "co-learning" as students and teachers use the board as a shared
space.
4. ICT-based simulations also encourage interactivity and help to make
students' thinking processes visible. One of the key advantages of simulations is
that they create opportunities for students to develop and apply skills and
knowledge in more realistic contexts and provide feedback in real time. Some
simulations create immersive environments, with detailed descriptions of the
context and the problem that needs to be resolved.
5. Gaming (serious games) that draw on more advanced cognitive
capabilities may also serve valuable pedagogical purposes.
6. Social networking tools are already sufficiently developed for
widespread use in schools. These tools enable students to work collaboratively on
projects, conducting joint research, sharing and structuring information,
developing group reports using weblogs, wikis, discussion forums, online chat
groups as well as software programs that allow task sharing.
7. Electronic Educational Media Assessment Tools. Below are electronic
educational media tools that can be employed to collect, organize, and share
student work:
• Project Foundry. This tool organizes, tracks, and shares learning in a
project-based learning classroom. It includes standards-based grading tools and
feedback tools. Teachers have the choice to include a digital portfolio website for
students.
• Google Sites. One may design a website to share class outputs and
projects. Probable users must be at least 13 years old to sign up. Students may
use the "file locker" option to upload their files.
• Wikispaces. These tool allows students to create a website that
showcases their work. The teacher can create student accounts as well.
• Dropbox. Students can produce a public folder in Dropbox to share
their work. This platform supports numerous file types and can be used
collaboratively by sharing folders.
• Evernote. Students can create a "notebook" for each class, and that
notebook can be shared publicly. Students can upload files to their notebooks,
including documents, photos, and audio files. eBackpack. Teachers can assign,
gather, grade, and return assignments to students through eBackpack. Students

46
can upload files to their digital locker to generate an online portfolio for their
course or subjects.
Questions to answer:
1. What are educational technology assessment tools?
2. What are they utilized for?
3. What are some of the educational assessment tools available?
4. What are some of the contemporary formative and electronic educational
technology assessment tools?
5. How potent are they in assessing student achievement?
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