Educational technology 1

1. 1. Educational Technology
2. 2. Learning Episode 1: Meaning of Educational Technology Technology is more
than hardware. Technology consists of the designs and the environments that
engage learners. - D. Jonassen
3. 3. The word "technology " comes from he greek word techne which means craft
or art. Educational technology refers to the art or craft of responding to our
educational needs Technology is not just machines. It is a "planned, systematic
method of working to achieve planned outcomes-a process not a product.
Learning Episode 1-Meaning of Educational Technology
4. 4. Base from Dale 1969 Technology also refers to any valid and reliable process
or procedure that is derived from basic research using the scientifc method.
Based from Wikipedia Technology refers to all the ways people use their
inventions and discoveries to satisfy their needs and desires. Learning Episode
1-Meaning of Educational Technology
5. 5. Based from The world Book Encyclopedia, Vol. 19 So, educational technology
refers to how people use their inventions and discoveries to satisfy their
educational needs and desires, i. e. learning. Learning Episode 1-Meaning of
Educational Technology
6. 6. Based from In the Definition of Educational Technology Educational
technology is a complex, integrated process involving people, procedures, ideas,
devices and organization for analyzing problems and devising, implementing,
evaluating and managing solution to those problems, involved in all aspects of
human learning. Learning Episode 1-Meaning of Educational Technology
7. 7. Based from David H. Jonassen Educational Technology consists of designs
and environments that engage learners and reliable technique and method for
engaging learning such as cognitive learning strategies and critical thinking
skills. It is a theory about how problems in human learning are identified and
solved. Is a field involved in applying a complex, integrated process to analyze
and solve problems in human learning. Learning Episode 1-Meaning of
Educational Technology
8. 8. Based from David H. Jonassen Is a profession like teaching. It is made up of
organized effort to implement the theory, intellectual technique and practical
application of educational technology. Learning Episode 1-Meaning of Educational
Technology
9. 9. Based from Lucido and Borabo Educational Technology is a field study which
is concerned with the practice of using educational methods and resources for
the ultimate goal of facilitating the learning process. Learning Episode 1-Meaning
of Educational Technology
10. 10. Other terms that are associated with Educational Technology Technology in
education Instructional technology Technology integration in education books,
educational media Learning Episode 1-Meaning of Educational Technology
11. 11. Technology in Education The application of technology to any of those
processes involved in operating the institutions in which house the educational
enterprise. It includes the application of technology to food, health, finance,
scheduling, grade, reporting and other processes which support education within
institutions. Learning Episode 1-Meaning of Educational Technology
12. 12. Instructional Technology Is a part of Educational Technology. Refers to
those aspects of educational technology that are concerned with instruction as
contrasted to designs and operations of educational institutions. Learning
Episode 1-Meaning of Educational Technology

13. 13. Technology Integration Means learning technologies to introduce,

reinforce, supplement and extend skills. Technology is a part and parcel of
instructional technology, which in turn is a part of educational technology.
Learning Episode 1-Meaning of Educational Technology
14. 14. Learning Episode 2: Technology: Boon or Bane? Technology is in our hands.
We can use it to build or destroy.
15. 15. In Education technology is Bane when: The learner is made to accept
Gospel truth information they get from the internet. The learner surfs the
Internet for Learning Episode 2-Technology: Boon or Bane? pornography. The
learner has an uncritical mind on images floating on televisions and computers
that represent modernity and progress.
16. 16. In Education technology is Bane when: The TV makes the learner a mere
spectator not an active participant in the drama of life. The learner gets glued
to his computer for computer-assisted instruction unmindful of the world and so
fails to develop the ability to relate to others. We make use of the Internet to do
character assassination of people whom we hardly like. Learning Episode 2Technology: Boon or Bane?
17. 17. In Education technology is Bane when: Because of our cell phone, we spend
most of our time in the classroom or in our workplace texting. We use overuse
and abuse TV or film viewing as a strategy to kill time Learning Episode 2Technology: Boon or Bane?
18. 18. Learning Episode 3: The Roles of Educational Technology in Learning
Technology makes the world a new place.
19. 19. Roles of Technology in Learning As tools support knowledge construction:
for representing learners ideas, understandings and beliefs for producing
organized, multimedia knowledge bases by learners Learning Episode 3-The Roles
of Educational Technology in Learning As information vehicles for exploring
knowledge to support learning-by-constructing: for accessing needed information
for comparing perspectives, beliefs and world views
20. 20. Roles of Technology in Learning As context to support learning-by-doing: for
representing and simulating meaningful real-world problems, situations and
context, for representing beliefs, perspectives, arguments and stories of others,
for defining a safe, controllable problem space for student thinking. As a social
medium to support learning by conversing: for collaboration with others, for
discussing, arguing and building consensus among members of a community, for
supporting discourse among knowledge-building communities Learning Episode
3-The Roles of Educational Technology in Learning
21. 21. Roles of Technology in Learning As intellectual partner to support learning-byreflecting: For helping learners to articulate and represent what they know For
reflecting on what they have learned and how they come to know it For
supporting learners internal negotiations and meaning making For constructing
personal representations of meaning for supporting mindful thinking Learning
Episode 3-The Roles of Educational Technology in Learning
22. 22. Learning Episode 4: Systematic Approach to Teaching A plan that
emphasizes the parts may pay the cost of failing to consider the whole and plan
that emphasizes the whole must pay to cost of failing to get down to the real
depth with respect to the parts. - C. West Churchman
23. 23. Instruction begins with the definition of instructional objectives that
consider the students needs, interests and readiness. The use of learning
materials, equipment and facilities necessities assigning the appropriate
personnel to assist the teacher and defining the role of any personnel involved in

the preparation, setting and returning of these learning resources. Learning

Episode 4-Systematic Approach to Teaching
24. 24. The effective use of learning resources is dependent on the expertise of the
teacher, the motivation level or responsiveness and the involvement of the
students in the learning process. With instructional objective in mind, the
teacher implements planned instruction with the use of selected teaching
method, learning activities and learning materials with the help of other
personnel whose role has been defined by the teacher. Learning Episode 4Systematic Approach to Teaching
25. 25. Examples of Learning Activities Reading Writing Interviewing
Reporting or Doing Presentation Discussing Thinking Reflecting
Dramatizing Visualizing Creating Judging Evaluating Learning Episode 4Systematic Approach to Teaching
26. 26. Examples of Learning Resources Textbooks Workbooks Programmed
materials Computer Television Programs Flat Pictures Slides and
Transparencies Maps Charts Cartoons Posters Models Mock Ups
Flannel Board Materials Chalkboard Real objects Learning Episode 4Systematic Approach to Teaching
27. 27. After instruction, teacher evaluates the outcome of the instruction. From the
evaluation results, teachers comes to know if the instructional objective was
attained. Learning Episode 4-Systematic Approach to Teaching
28. 28. Learning Episode 5: The Cone of Experience The cone is a visual analogy
and like all analogies, it does not bear an exact and detailed relationship to the
complex elements it present. - Edgar Dale
29. 29. The Cone of Experience is a visual model, a pictorial device that presents
bans of experience arranged according to degree of abstraction and not degree
of difficulty. The farther you go from the bottom of the cone, the more abstract
the experience becomes. Learning Episode 5- The Cone of Experience
30. 30. Direct Purposeful Experiences These are the first hand experiences which
serves as the foundation of our learning. Contrived Experiences In here, we
make use of representative models or mock ups of reality for practical reasons
and so that we can make the real life accessible to the students perception and
understanding. Dramatized Experiences By dramatization, we can participate in
a reconstructed experience, even though the original event is far removed from
us in time. Learning Episode 5- The Cone of Experience
31. 31. Demonstrations It is a visualized explanation of an important fact, ideas or
process by the use of photographs, drawings, films, displays or guided motions.
Study Trips These are excursions and visits conducted to observe an event that is
unavailable within the classroom. Exhibits These are displays to be seen by
spectators. They may consist of working models arranged meaningfully or
photographs with models, charts and posters. Learning Episode 5- The Cone of
Experience
32. 32. Television and Motion Pictures Television and motion pictures can
reconstruct the reality of the past so effectively that we are made to feel we are
there. Still Pictures, Recordings, Radio These are visual and auditory devices
may be used by an individual or a group. Visual Symbols These are no longer
realistic reproduction of physical things for these are highly abstract
representation. Verbal Symbols They are not like the objects or ideas for which
they stand. They usually do not contain visual clues to their meaning. Learning
Episode 5- The Cone of Experience

33. 33. Learning Episode 6: Using and Evaluating Instructional Material The cone is a
visual analogy and like all analogies, it does not bear an exact and detailed
relationship to the complex elements it present. - Edgar Dale
34. 34. For an effective use of instructional material such as fieldtrip, there are
guidelines that ought to be observed , first of all, in their selection, second, in
their use. Learning Episode 6- Using and Evaluating Instructional Material
35. 35. Selections of Materials The following guide questions express standards to
consider in the selection of instructional materials: Do the materials give a true
picture of the ideas they present? Do the materials contribute meaningful
content to the topic under study? Is the material appropriate for the age,
intelligence and experience of the learners? Is the physical condition of the
material satisfactory? Learning Episode 6- Using and Evaluating Instructional
Material
36. 36. Is there a teachers guide to provide a briefing for effective use? Can the
materials in question help to make students better thinkers and develop their
critical faculties? Is the material worth the time, expense and effort involved?
Learning Episode 6- Using and Evaluating Instructional Material
37. 37. The Proper use of Materials To ensure the effective use of instructional
material, Hayden Smith and Thomas Nangel (1972) book of authors on
Instructional Media, advise us to abide by the acronym PPFF. Learning Episode 6Using and Evaluating Instructional Material
38. 38. P Prepare yourself P Prepare your Student P Present the Material F
Follow Up Learning Episode 6- Using and Evaluating Instructional Material
39. 39. Prepare Yourself You know your lesson objective and what you expect from
the class after the session and why you have selected such particular
instructional material. Prepare Your Students Set class expectations and
learning goals. It is sound practice to give them guide questions for them to be
able to answer during discussion. Learning Episode 6- Using and Evaluating
Instructional Material
40. 40. Present the Material Present the materials under the best possible
conditions. Many teachers are guilty of R. O. G. Syndrome. This means running
out of gas which usually results from poor planning. Follow up Remember that
you use instructional material to achieve an objective, not to kill time nor to give
yourself a break, neither to merely entertain class. Learning Episode 6- Using and
Evaluating Instructional Material
41. 41. Learning Episode 7: Direct, Purposeful Experiences and Beyond From the
rich experiences that our senses bring, we construct the ideas, the concepts, the
generalizations that give meaning and order to our lives.
42. 42. Direct, purposeful Experiences These are our concrete and firsthand
experiences that make up the foundation of our learning. These are rich
experiences that our senses bring from which we construct the ideas, the
concepts, the generalizations that give meaning and order to our lives. Learning
Episode 7-Direct, Purposeful Experiences and Beyond
43. 43. Learning Episode 7-Direct, Purposeful Experiences and Beyond Direct
Activities These may be preparing meals, making a piece of furniture, doing
power point presentation, performing a laboratory experiment, delivering a
speech or taking a trip. Indirect Activities These are people we observe, read or
here about. They are not our own self-experiences but still experiences in the
sense that we see, read and hear about them.
44. 44. Why are these direct experiences described to be purposeful? Purposeful
because the experiences are not purely mechanical, they are not matter of going

through the motion. These are not mere sensory excitation. Learning Episode 7Direct, Purposeful Experiences and Beyond
45. 45. If direct, purposeful experiences or firsthand sensory experiences make us
learn concepts and skills effectively, what does this imply to the teachinglearning process? It lets the students given the opportunities to learn by doing.
It lets us make us use of real things as instructional materials as long as we
can. It lets us help the students to develop the 5 senses to the full to heighten
their sensitivity to the world. Learning Episode 7-Direct, Purposeful Experiences
and Beyond
46. 46. Learning Episode 8: Teaching with Contrived Experiences We teach through
a re-arrangement of the raw reality: a specimen, a manageable sample of a
wholewhen the direct experience cannot be used properly in its natural
setting .
47. 47. Contrived Experiences These are edited copies of reality and are used as
substitute for real things when it is not practical or not possible to bring or do the
real thing in the classroom. The atom, the planetarium are classified as models.
A model is a reproduction of a real thing in a small scale or large scale, or exact
size. Learning Episode 8-Teaching with Contrived Experiences
48. 48. The planetarium may also be considered as a mock up. Mock up is an an
arrangement of a real device or associated devices displayed in such a way that
representation of reality is created. The preserved specimens fall under
specimens and objects. A specimen is any individual or item considered typical of
a group, class or whole. Objects may also include artifacts displayed in the
museum or objects displayed in exhibits or preserved insect specimen in science.
Learning Episode 8-Teaching with Contrived Experiences
49. 49. School election is and example of simulation. Simulation is a
representation of a manageable real event in which the learner is an active
participant engaged in learning a behavior or in applying previously acquired
skills or knowledge. Another instructional material included in contrived
experiences is games. Games are played to win while simulations need not to
have a winner. Learning Episode 8-Teaching with Contrived Experiences
50. 50. General Purposes of simulations and games in Education: To develop
changes in attitudes. To change specific behaviors. To prepare participants for
assuming new roles in the future. To help individuals to understand their
current roles. To increase the students ability to apply principles. Learning
Episode 8-Teaching with Contrived Experiences
51. 51. General Purposes of simulations and games in Education: To reduce
complex problems or situations to manageable elements To illustrate the roles
that may effect ones life but one may never assume. To motivate learners. To
develop analytical processes To sensitize individuals to another persons life
role. Learning Episode 8-Teaching with Contrived Experiences
52. 52. Learning Episode 9: Teaching with Dramatized Experiences All dramatization
is essentially a process of communication, in which both participant and
spectators are engaged. A creative interaction takes place, a sharing of ideas .
53. 53. A dramatic entrance is something that catches and holds our attention and
has an emotional impact. If our teaching is dramatic our students get attracted,
interested and affected. Dramatized experiences can range from the formal
plays, pageants to less formal tableau, pantomime, puppets and role playing.
Learning Episode 9-Teaching with Dramatized Experiences
54. 54. Plays depict life, character or culture or a combination of all three. They
offer excellent opportunities to portray vividly important ideas about life.
Pageants are usually community dramas that are based on local history,

presented by local actors. Pantomime is the art of conveying a story through

bodily movements only. Tableau is a picture like scene composed of people
against a background. Learning Episode 9-Teaching with Dramatized Experiences
55. 55. Puppets can present ideas with extremely simplicity without elaborate
scenery or costume yet effectively. Types of puppet Shadow puppets Flat black
silhouette made from light weight cardboard and shown behind a screen. Rod
puppets Flat cut out figures tacked to a stick, with one or more movable parts
and operated from below the stage level by wire rods or slender sticks. Learning
Episode 9-Teaching with Dramatized Experiences
56. 56. Hand puppets The puppets head is operated by the forefinger of the
puppeteer, the little finger and thumb being used to animate the puppet hands.
Glove and finger puppets Make use of the old gloves to which small costumed
figure are attached. Marionettes Flexible, jointed puppets operated by strings
or wires attached to a cross bar and maneuvered from directly above the stage.
Learning Episode 9-Teaching with Dramatized Experiences
57. 57. Role playing Is an unrehearsed, unprepared and spontaneous dramatization
of a lets pretend situation where assigned participants are absorbed by their
own roles in the situation described by the teachers. Learning Episode 9-Teaching
with Dramatized Experiences
58. 58. Learning Episode 10: Demonstration in Teaching Good demonstration is
good communication.
59. 59. Learning Episode 10-Demonstrations in Teaching Demonstration Websters
International Dictionary defines it as a public showing and emphasizing of the
salient merits, utility, efficiency etc, or product. In teaching it is showing how a
thing is done and emphasizing of the salient merits, utility and efficiency of a
concept, method or processes or an attitude.
60. 60. Edgar Dales guiding principles that must be observed in using demonstration
as a teaching and learning experience: Establish Rapport Get your audience.
Make them feel at ease by your warmth and sincerity. Avoid the COIK fallacy
(Clear Only If Know) It is an assumption that what is clear known to the person
for whom the message is intended. Watch for key points They are the ones at
which an error is likely to be made, the places at which many people stumble and
where the knacks and tricks of trade are especially important. Learning Episode
10-Demonstrations in Teaching
61. 61. Question for Methodical procedures for planning and preparing for
demonstration by Brown: What are our objectives? How does your class stand
with respect to these objectives? Is there a better way to achieve your ends?
Do you have access to all necessary materials and equipment to make the
demonstration? Are you familiar with the sequence and contents of the
proposed demonstration? Are the time limits realistic? Learning Episode 10Demonstrations in Teaching
62. 62. Several points to observe in demonstrating by Dale: Set the tone for good
communication. Get and keep your audience interested. Keep your
demonstration simple. Dont wander from the main ideas. Check to see that
the demonstration is being understood. Do not hurry your demonstration.
Learning Episode 10-Demonstrations in Teaching
63. 63. Do not drug out the demonstration. Summarize as you go along and
provide a concluding summary. Hand out written materials at the conclusion.
Learning Episode 10-Demonstrations in Teaching
64. 64. Questions that can be asked in the classroom demonstration evaluation by
Dale: Was the question adequately and skillfully prepared? Did you follow the
step by step plan? Did you make use of additional materials appropriate to your

purposes-chalkboard, felt board, pictures, charts, diagrams, models, overhead

transparencies or slides? Learning Episode 10-Demonstrations in Teaching
65. 65. Was the demonstration itself correct? Was your explanation simple
enough so that most of the students understood it easily? Did you keep
checking to see that all your students were concentrating on what you are doing?
Could every person could see and hear? Did you help students do their own
generalizing? Learning Episode 10-Demonstrations in Teaching
66. 66. Did you take enough time to demonstrate the key points? Did you review
and summarize the key points? Did your students participate in what you were
doing by asking thoughtful questions at the appropriate time? Did your
evaluation of the student learning indicate that your demonstration achieved its
purpose? Learning Episode 10-Demonstrations in Teaching
67. 67. Learning Episode 11: Making the Most of Community Resources and Field
Trips Field Trips offer an excellent bridge between the work of the school and the
work of the world outside.
68. 68. Planning a fieldtrip incudes these steps: Learning Episode 11-Making the Most
Community Resources and Field Trips Preliminary planning by the teacher
Preplanning with others going on the trip Taking the fieldtrip itself Postfieldtrip follow up activities
69. 69. Preliminary planning by the teacher by Brown: Make preliminary contact, a
tour on final arrangement with the place to be visited. Make final arrangements
with the school principal about the details of the trip, time, schedule,
transportation arrangements, finances and permission slips from parents. Make
a tentative route plan, subject to later alternation based on class planning and
objectives. Learning Episode 11-Making the Most Community Resources and Field
Trips
70. 70. Try to work out mutually satisfactory arrangements with other teachers if
the trip will conflict with their classes. Prepare preliminary lists of questions or
other materials which will be helpful in planning with the students. Learning
Episode 11-Making the Most Community Resources and Field Trips
71. 71. Preplanning with students joining the trip Discuss the objective of the trip
and write them down. Prepare a list of questions to send ahead to the guide of
the study trip. Define safety and behavior standards for the journey there and
for the fieldtrip site itself. Discuss and decide on what ways to document the
trip. Everyone is expected to take notes. Learning Episode 11-Making the Most
Community Resources and Field Trips
72. 72. Preplanning with others joining the trip Other people accompanying the
group need to be oriented on the objectives, route, behavior standards required
of everyone so they can help enforce these standards. Learning Episode 11Making the Most Community Resources and Field Trips
73. 73. Taking the fieldtrip Distribute the route map of places to be observed.
Upon arriving at the destination, teacher should check the group and introduce
the guide. Special effort should be made so that: - the trip keeps to the time
schedule. - the students have the opportunity to obtain answers to questions. the group participate courteously in the entire trip. - the guide sticks closely to
the list of questions. Learning Episode 11-Making the Most Community Resources
and Field Trips
74. 74. Evaluating the fieldtrip Question that can be asked in evaluating the fieldtrip:
Could the same benefits be achieved by other materials? Were there
unexpected problems which could be foreseen another time? Were new interest
developed? Should the trip be recommended to other classes studying similar

topics? Learning Episode 11-Making the Most Community Resources and Field
Trips
75. 75. Educational benefits derived from Fieldtrip Educational Benefits of Fieldtrip:
The acquisition of lasting concepts and change in attitudes are rooted on
concrete and rich experiences. Field trips bring us to the world beyond the
classroom. Field Trips have a wide range of application. It can bring about a
lot of realizations which may lead to changes attitudes and insights. Learning
Episode 11-Making the Most Community Resources and Field Trips
76. 76. Disadvantages of Field trips: Field trips is costly. It involves logistics. It is
extravagant with time. Contains an element of uncertainty. Learning Episode
11-Making the Most Community Resources and Field Trips
77. 77. Learning Episode 12: The Power of Film, Video and TV in the Classroom Next
to the home and school, I believe television to have a more profound influence on
the human race than any other medium of communication. - Edgar Dale
78. 78. Learning Episode 12-The Power of Film, Video and TV in the Classroom The
film, the video and the TV are indeed very powerful. Dale says they can:
Transmit a wide range of audio. Bring models of excellence to the viewer.
Bring world of reality to the home and to the classroom through a live
broadcast or as mediated through film or videotape. Make us see and hear for
ourselves world events as they happen.
79. 79. Be the most believable news source. Make some programs
understandable and appealing to a wide variety of age and educational level.
Become a great equalizer of educational opportunity because programs can be
presented over national and regional networks. Learning Episode 12-The Power of
Film, Video and TV in the Classroom
80. 80. Provide us with sounds and insights not easily available even to the viewer
of real event through long shots, close ups, zoom shots, magnification and split
screen made possible by the TV camera. Can give opportunity to teachers to
view themselves while they teach for purposes of self improvement. Can be
both instructive and enjoyable. Learning Episode 12-The Power of Film, Video and
TV in the Classroom
81. 81. Film, Video and TV limitations: TV and film are one-way communication
device consequently, they encourage passivity. The small screen size puts TV at
a disadvantage when compared with possible size of projected motion pictures,
for example. Excessive TV viewing works against the development of the childs
ability to visualize and create imaginative, skills that are needed in problem
solving. There is much violence in TV. Learning Episode 12-The Power of Film,
Video and TV in the Classroom
82. 82. Basic Procedures in the use of TV as a supplementary enrichment Prepare
the classroom - darken the room - the students should not be seated too near nor
too far from the TV. Learning Episode 12-The Power of Film, Video and TV in the
Classroom
83. 83. Pre-viewing activities - set goals and expectations. - link the TV lesson with
past lesson and/or with your students experiences for integration and relevance.
- set the rules by viewing. - put the film in context. - point out the key points they
need to focus on. Learning Episode 12-The Power of Film, Video and TV in the
Classroom
84. 84. Viewing - dont interrupt viewing by inserting cautions and announcements
you forgot during the pre- viewing stage. - just make sure sights and sound are
clear. Learning Episode 12-The Power of Film, Video and TV in the Classroom
85. 85. Post-viewing To make them feel at ease begin by asking the following
questions: What do you like the best in the film? What part of the film makes

you wonder? Doubt? Does the film remind you of something or someone?
What questions are you asking about the film? Learning Episode 12-The Power of
Film, Video and TV in the Classroom
86. 86. Learning Episode 13: Teaching with Visual Symbols Visual symbols will be
made meaningful if we can use them as summaries of our own direct
experiences or our own rich indirect experiencesA little can stand for a lot!.
87. 87. Visuals symbols include drawings, cartoons, strips drawings, diagrams,
formulas, charts, graphs, maps, globes and globes. Learning Episode 13-Teching
with Visual Symbols Drawings A drawing may not be a real thing but better to
have a concrete visual aid than nothing. To avoid confusion, it is good that our
drawing correctly represent the real thing.
88. 88. Cartoons Another useful visual symbol that can bring novelty to our
teaching is the cartoon. The perfect cartoon needs no caption. The less artist
depends on words, the more effective the symbolism. Strips drawings These
are commonly called comics or comics strip. Make use of strips that a educational
and entertaining at the same time. Learning Episode 13-Teching with Visual
Symbols
89. 89. Diagrams It is any line drawing that shows arrangement and relations as of
parts to the whole, relative values, origins and development, chronological
fluctuations, distribution, etc. Types of diagram Affinity diagram Used to
cluster complex apparently unrelated data into natural and meaningful groups.
Learning Episode 13-Teching with Visual Symbols
90. 90. Tree diagram Used to chart out, in increasing detail, the various tasks that
must be accomplished to complete a project or achieve a specific objective.
Fishbone diagram It is also called cause-and-effect diagram. It is a structured
form of brainstorming that graphically shows relationship of possible causes and
subcauses directly related to an identified effect/problem. Learning Episode 13Teching with Visual Symbols
91. 91. Charts A chart is a diagrammatic representation of relationships among
individuals within an organization. Examples of charts Time chart Is a tabular
time chart that represents data in ordinal sequence. Tree or stream chart
Depicts development, growth and change by beginning with single course which
spreads out into many branches. Learning Episode 13-Teching with Visual
Symbols
92. 92. Flow chart Is a visual way of charting or showing a process from the
beginning to the end. Organizational chart Shows how one part of the
organization relates to other parts of the organization. Comparison and contrast
chart Pareto chart Is a type of bar chart, prioritized in descending order of
magnitude or Importance from left to right. Gantt chart Is an activity time chart
Learning Episode 13-Teching with Visual Symbols
93. 93. Graphs Kinds of Graphs Pie graph or circle graph Recommended for
showing parts of a whole. Bar graph Used in comparing the magnitude of
similar items at different ties or seeing relative sizes of the parts of the whole.
Pictograph Make use of picture symbols. Graphic Organizers You met several
graphic organizers in your subject, Principles of Teaching . Learning Episode 13Teching with Visual Symbols
94. 94. Maps A map is a representation of the surface of the earth or some part of
it. Kinds of Map Physical Map Combines in a single projection data like altitude,
temperature, rainfall, precipitation, vegetation and soil. Relief Map Has three
dimensional representation and show contours of physical data of the earth or
part of the earth. Learning Episode 13-Teching with Visual Symbols

95. 95. Commercial or economic map Also called product or industrial map since
they show land areas in relation to the economy. Political map Gives detailed
information about country, provinces, cities and towns, roads and highways.
Oceans, rivers and lakes are the main features of most political maps. Learning
Episode 13-Teching with Visual Symbols
96. 96. Map Language Scale Shows how much of the actual earths surface is
represented by a give measurement on a map. Symbols Usually a map has a
legend that explains what each symbol means. Color The different colors of the
map are part of the map language. Geographic grids The entire system of this
grid lines are called grid lines. These grid lines are called meridians and parallels.
Learning Episode 13-Teching with Visual Symbols
97. 97. Learning Episode 14: Maximizing the use of the Overhead Projector and the
Chalkboard Indeed in nocountry have I ever seen a good school without a
blackboard or a successful teacher who did not use it frequently. - Horace Mann
98. 98. The Chalkboard Except extremely deprived classrooms, every classroom
has a chalkboard. I fact, a school may have no computer, radio, TV, etc. but will
always have a chalkboard. The following practices of dedicated personal teachers
may help us in the effective use of the chalkboard: Write clearly and legibly on
the board. It helps if you have a hard copy of your chalkboard diagram of
outline. Dont crowd your notes on the board. Learning Episode 14-Maximizig
the use of the Overhead Projector and the Chalkboard.
99. 99. Make use of colored chalk to highlight key points. Do not turn your back to
your class while you write on the chalkboard. For the sake of order and clarity,
start to write from the left side of the board going to the right. If you teach the
Grades and you think the lines on the chalkboard are needed for writing exercise,
then provide line for your board. Look at your board work from all corners of the
room to test if the pupils from all sides of the room can read your board work.
Learning Episode 14-Maximizig the use of the Overhead Projector and the
Chalkboard.
100.
100. If there is a glare on the chalkboard at certain times of the day, a
curtain on the window may solve the problem. If you need to replace your
chalkboard or if you are having a new classroom with new chalkboard suggest to
the carpenter to mount the chalkboard a little concave from the left to right to
avoid glare for the pupils benefits. If you need to have a board work in advance
or that need to be saved for tomorrows use write please save and cover the
same with curtain. Learning Episode 14-Maximizig the use of the Overhead
Projector and the Chalkboard.
101.
101. Make full use of the chalkboard. Chalkboard techniques Sharpen
your chalk to get good line quality. Stand with your elbow high. Move along as
you write. Use dots as aiming points. This keeps writing level. Make all
writing and printing between 2 and 4 inches high for legibility. When using
colored chalk, use soft chalk so that it can be erased easily. Learning Episode 14Maximizig the use of the Overhead Projector and the Chalkboard.
102.
102. The Overhead Projector (OHP) There are other kinds of projector like
opaque projector and slide projector. The overhead projector seems more
available in schools. Learning Episode 14-Maximizig the use of the Overhead
Projector and the Chalkboard.
103.
103. Advantages of Overhead Projector by Brown: The projector itself is
simple to operate. The overhead projector is used in the front of the room by
the instructor, who has complete control of the sequence, timing and
manipulation of his material. Facing his class and observing the students
reactions, the instructor can guide his audience, control its attention and regulate

the flow of information in the presentation. Learning Episode 14-Maximizig the

use of the Overhead Projector and the Chalkboard.
104.
104. The projected image behind the instructor can be as large as
necessary for all in the audience to see; it is clear and bright, even in fairly welllighted room. Since the transparency, as it is placed on the projector, is seen by
the instructor exactly as students see it on the screen, he may point, write, or
otherwise make indications upon it to facilitate communication. Since the
transparency, as it is placed on the projector, is seen by the instructor exactly as
students see it on the screen, he may point, write or otherwise make indications
upon it to facilitate communication. Learning Episode 14-Maximizig the use of the
Overhead Projector and the Chalkboard.
105.
105. The stage, of the projector is large , thus allowing the teacher to
write information with ease or to show prepared transparencies. His works
appears immediately on the screen. It is especially easy for teachers and
students to create their own materials for use in the overhead projector. An
increasing number of high-quality commercial transparencies. Learning Episode
14-Maximizig the use of the Overhead Projector and the Chalkboard.
106.
106. Overhead Projection Techniques You can show pictures and
diagrams, using a pointer on the transparency to direct attention to a detail.
You can use a felt pen or wax based pencil to add details or to make points on
the transparency during projection. You can control the rate of presenting in
formation by covering a transparency with a sheet o paper or card board and
then exposing data as you are ready to discuss each point. Learning Episode 14Maximizig the use of the Overhead Projector and the Chalkboard.
107.
107. You can superimpose additional transparency sheets as overlays on
the base transparency so as to separate processes and complex ideas into
elements and present them in step by step order. You can show three
dimensional objects from the stage of the projector in silhouette if the object is
opaque, or in color if an object is made of transparent color plastic. You can
move overlays back and forth across the base in order to rearrange elements of
diagrams or problems. Learning Episode 14-Maximizig the use of the Overhead
Projector and the Chalkboard.
108.
108. For special purposes you can simulate motion on parts of a
transparency by using the effects of polarized light. You can simultaneously
project on an adjacent screen other visual materials, usually slides or motion
pictures, which illustrate or apply the generalization shown on a transparency.
Learning Episode 14-Maximizig the use of the Overhead Projector and the
Chalkboard.
109.
109. Learning Episode 15: Project-based Learning and Multimedia: What it
is? Project-based learning redefines the boundaries of the classroom. No longer
are students confined to learning within four wall.
110.
110. Project-based Multimedia Learning Is a teaching method in which
students acquire new knowledge and skills in the course of designing, planning
and producing multimedia. Dimensions of Project-based Multimedia Learning
Core curriculum At the foundation of any unit of this type is a clear setoff learning
goals drawn from whatever curriculum or set of standards is in use. Learning
Episode 15-Project-based Learning and Multimedia: What it is?.
111.
111. Real-world connection It seeks to connect students work in school
with the wider world in which students live. Extend time frame A good project is
not a one-shot lesson: it extends over a significant period of time. Student
decision making In project-based multimedia learning, students have a say.
Learning Episode 15-Project-based Learning and Multimedia: What it is?.

112.
112. Collaboration We define collaboration as working together jointly to
accomplish a common intellectual purpose in a manner superior to what might
have been accomplished working alone. Assessment Regardless of the teaching
methods used, data must be gathered on what the students have learned.
Learning Episode 15-Project-based Learning and Multimedia: What it is?.
113.
113. Multimedia In multimedia projects, students do not learn simply by
using multimedia produced by others; they learn by creating themselves.
Why we use multimedia learning? Because it is value added to your teaching.
What can be some limitations of the use of the project-based multimedia learning
strategies? o One limitation that we see is the need for an extended period of
time. Learning Episode 15-Project-based Learning and Multimedia: What it is?.
114.
114. Learning Episode 16: Using the Project-based Learning Multimedia as
a Teaching- Learning Strategy Project-based learning enables classrooms to
emphasize this undervalued part of the invisible curriculum what author Daniel
Goleman has called emotional intelligence.
115.
115. Goals and objectives are always the starting point of planning.
When we plan a multimedia learning project as a teaching strategy, we begin by
clarifying our goals and objectives. Another important thing is to determine the
resources available from library materials, community resources both material
and human, internet, news media since this project calls for multimedia. Learning
Episode 16-Using the Project-based Learning Multimedia as a Teaching-Learning
Strategy.
116.
116. Before the project starts Create a project description and
milestones. Work with real-world connections. Prepare resources. Prepare
software and peripherals such as microphones. Organize your computer files.
Prepare the classroom. Learning Episode 16-Using the Project-based Learning
Multimedia as a Teaching-Learning Strategy.
117.
117. Introducing the project (one or two days) Review project
documents. Perform pre-assessments. Perform relevant activities. Group
students. Organize materials. Learning Episode 16-Using the Project-based
Learning Multimedia as a Teaching-Learning Strategy.
118.
118. Learning the technology (one to three days) Give a chance for the
students to work with whatever software and technology they will be using. Is
some students are already familiar with the tools and processes as them to help
you train the others. If students are new to multimedia, then begin with the
lessons that involve using the different media types . Remember, you and your
students are colearners and you both learn as you go. Learning Episode 16-Using
the Project-based Learning Multimedia as a Teaching-Learning Strategy.
119.
119. Preliminary research and planning At this stage, the students
should immerse themselves in the content or the subject matter they need to
understand to create their presentations. Concepts design and storyboarding
After collecting initial information, hold a brainstorming session where the whole
class or a subgroup define a tentative approach to the subjects and discusses
some preliminary design ideas. Learning Episode 16-Using the Project-based
Learning Multimedia as a Teaching-Learning Strategy.
120.
120. Here are a few design tips to keep in mind throughout storyboarding
and production: Use scanned, handmade artwork to make a project look
personal and to manage scarce technology resources. Keep navigation
Organize information similarity throughout so users can find what they are
looking for. Care for collaboration. Organize manageable steps. Check and
assess often Learning Episode 16-Using the Project-based Learning Multimedia as
a Teaching-Learning Strategy.

121.
121. Learning Episode 17: Assessment in a Constructivist TechnologySupported Learning Complex learning cannot be assessed or evaluated using
any single measure. We must examine both the processes and products of
student learning .
122.
122. In a constructivist classroom, learning transcends memorization of
facts. It is putting these isolated facts together, form concepts and construct
meaning from them. Authentic assessment is most appropriate for the
constructivist classroom measures collective abilities, written and oral expression
skills, analytical skills, manipulative skills, integration activity and ability to work
collaboratively. Learning Episode 17-Assessment in a Constructivist, TechnologySupported Learning.
123.
123. In authentic assessment, students perform real world tasks, thus
the word authentic. It is an assessment of a process or a product. You and
your students may develop a rubric. It can be a collaborative effort for both of
you teacher and students, in line with the practice of self-assessment, which is
highly favored and encourage. Assessment in a technology-supported
environment necessarily includes display of skillful and creative use of
technologies, old and recent, because that is what is naturally expected of us in
the real world, a technology dominated world. Learning Episode 17-Assessment
in a Constructivist, Technology- Supported Learning.
124.
124. A technology supported classroom maximizes the use of old and
new technology. Students are expected to demonstrate learning with the use of
both old and new technology. Assess as it is occurring. This is process or
performance assessment. The traditional paper and pencil tests are not
adequate to assess learning in constructivist technology supported learning.
Learning Episode 17-Assessment in a Constructivist, Technology- Supported
Learning.
125.
125. Learning Episode 18: Roles and Functions of an Educational Media
Center We have said that the best ideas in the world are to be found I a modern
library. But the modern educational media center must include excellence in
varied media. - Edgar Dale
126.
126. Mission/Vision of EMC it reflects and supports the philosophy of the
school. It shares and implements the schools aims and objectives. It is
involved in the teaching and learning process. It is a source center. It is a
learning laboratory. Learning Episode 18-Roles and Functions of an Educational
Media Center.
127.
127. It is a teaching agency. It is a service agency. A coordinating
agency. A center for recreational reading, viewing and listening. It introduces
the students to the resources available in other community resource centers.
Learning Episode 18-Roles and Functions of an Educational Media Center.
128.
128. EMC Services Orientation Selection of print and non-print
materials. Organization of print and non-print materials. Circulation of print
and non-print materials. Reference Bibliographic service. Learning Episode
18-Roles and Functions of an Educational Media Center.
129.
129. Media Instruction Program Class Supervised Research Grade
Level newspaper Mags-on-wheels Photocopying Services Video and sound
Production Multimedia Services Learning Episode 18-Roles and Functions of an
Educational Media Center.