Discuss the disparity in educational technology advancement in schools of industrialized First World country (such as the U. S. , England, Japan, Singapore, Australia) and a developing country, namely the Philippines. – As stated, these countries are industrialized, giving them the privilege of having technological advancements they utilize in their education. Although there is a big difference in the approach of education between first world countries and developing countries such as ours, we can still cope up by being more creative in teaching our students as effectively.
These developed countries have the means of teaching with electronic whiteboards, projectors in every room, big flat-screen TV’s, surround-sound system, etc. , but at the end of the day, the students’ learning still lies on the hands of the teacher. 2. Given the lack of resources in our rural areas in the Philippines, what media can still be used for effective learning in schools? – Traditional media can be used, or the media that largely makes use of instructional media that does not rely on technology.
Educational Technology Essay Example
We are well aware of this lack of resources in many parts of our country in terms of teaching materials, especially technological aids like computers. Having this in mind, we can make use of other teaching materials that are still effective to compensate for our lack. Manila papers and cartolinas are still effective, even drawings, pictures and charts. The traditional blackboard still plays a major role in teaching, and field trips can also substitute indirect learning means like videos and pictures on the computer, for a better learning experience. 3.
Computer shops are still pervasive around schools, but these are mainly used for playing games. Without judging on the possibly dehumanizing effects of excessive computer game habits, how can a learner best use computer resources as they may be available in schools or at home? – With technological advancements come more facilities and gadgets available. These can be used for our benefit, but these can also be used improperly and may result to dehumanization. Many computer shops dot areas around schools nowadays, mainly providing entertainment, which distracts students away from learning.
This shouldn’t be so. Technology should be used to increase learning of students, not turn their attention away. Computers should be used to as a facilitator of learning, by providing students fun ways to learn, maybe through softwares and programs, pictures, videos and music, presentations, social medias to interact with other students, etc. And since computers are now widely available throughout the country, it can now be accessed almost anytime. Instead of using these shops for entertainment only, teachers can give assignments online or maybe make them use softwares like online laboratories, etc.
Lesson 2: An Overview: Educational Technology 2 Self-help 1. Make a ladderized diagram with summary words of the learning objectives of Educational Technology 2 course. 4 7 9 10 12 13 14 15 16 17 18 – 1 2 3 5 6 8 11 2. In small groups, also formulate your personal anticipation on what you can learn/achieve from the course, given your own experience with computers and fun/enriching activities you presently get from it. List your anticipated expectations in manila paper for class participation. Know more ways of using technology to make my learning and the learning of my future students more fun and enjoyable.
Understand concepts about Educational Technology. Have basic knowledge on manipulating programs such as Microsoft Office. Apply my new-found knowledge in technology. Reflection 1. Many college students are presently required to take computer courses including word processing (Microsoft Office), spreadsheet preparation (Excel), presentation techniques (PowerPoint), etc. How do you think this will help in the application of skills needed in Educational Technology 2? – As future teachers of this new generation, these skills are vital in teaching.
We must cope up with them, and having sufficient knowledge on the computer gives us the capacity to reach out to these students. Courses such as these will educate us in manipulating computers and other gadgets for personal use, and also to relate to these students. 2. From those who have done internet surfing/searching/reading, what do the websites offer users? – Websites are pages that can be manipulated in the World Wide Web. There are websites that provides information, such as Wikipedia and About. com, while there are those that provide students online activities.
Websites such as these can be very helpful to students when incorporated into the lesson well. These provide students fun ways to learn, stimulating many senses, and also giving a chance for all learners of different intelligence. 3. Do you think there are enough websites for educational purposes? Do you think there are many users of educational websites? – In my opinion, most users of these websites are teachers, or students with assignments wherein they are tasked to access these sites.
For many young people today, using the computer means using social medias, playing RPGs, browsing for pictures or videos, etc., with only a small time allotted for doing assignments by researching. And more often than not, they are more interested in these than in going to educational websites. I think there is an insufficiency in the number of websites made for educational purposes, but more importantly, there is no active campaign to use these sites already available. Having the intrinsic motivation to access this site will definitely help these learners. Lesson 3: Understanding Technology Learners Self-Help: Differentiate the parents 30 years ago and the new millennial generation. Parents 30 Years Ago New Millennial Generation
Media/Technologies Available: TV Basic Phones VHS Overhead Projectors Traditional Media like books. etc. New Technologies Laptop Tablets and iPads Smart Phones Projector Improved World Wide Web Social Relationships Social relationships are more intimate. People make more effort to keep relationships healthy by seeing each other in person, or sometimes through letter. But, people have less time and opportunities to keep in touch. New Social Relationships Social relationships are improved in number, but decreased in intimacy. Communication is now made easier and more convenient, but is less personal.
Beliefs or Values Traditional cultures like harana, etc. Many beliefs anchored on our rich history New Beliefs or Values More liberated More open to cultures from other countries Lesson 5: Preferences of the Technology Generation Self-Help 1. In small groups, assess and report your perception/experience (good and non-good) of the Facebook Social Media – Facebook has a lot of uses for us. It gives us access to easier communication, just through internet. It also updates us on what’s happening to people we want to be notified on, and it also provides us applications where we can play with our friends.
Indeed, Facebook is very helpful for new generation people nowadays. But, it can also be hazardous when used carelessly. If we are not smart in using technology, people can hack our profiles and post in behalf of us, or maybe access personal information about us. We can also be dehumanized by becoming addicted to Facebook, living our life in front of the computer. 2. Prepare a grid chart differentiating the past 30 years old generation and the new digital generation. Old Generation New Generation Uses traditional media Conservative thinkers Focuses on one thing at a time Harder to adapt to changes Utilizes improved technology
More open mindset Multitasking people More socially active Lesson 6: Developing Basic Digital Skills Self-Help: Show by way of graphic art illustration the six digital fluencies, adding textual information to support each fluency. Self-Help 1. Give flesh to the taxonomy of skills by specific examples. 2. Apply the 4D’s through a project-based activity. PROJECT TITLE: Earth’s Structure: Layers of the Earth PROJECT DESCRIPTION: The students are tasked to create a model of the layers of the earth using materials available like styrofoam ball, newspapers, poster paint, etc. to make the model as creative as possible
INTEGRATION OF THE 4D’S OF STRUCTURED PROBLEM-SOLVING PROCESS Define the problem – Giving a brief description of the project, and asking the students problems they would like to be answered after doing the project. Design the solution – Asking of ideas from them on how best to do the project. Do the work – Giving the students sufficient time to do the task at hand, all the while guiding them. Debrief on the outcome – Letting the students present their finished video presentation, and afterwards discussing the answers to the questions raised in the beginning. Lesson 8: Higher Thinking Skills Through IT-Based Projects
Self-Help: Put a check mark for what is desirable or a cross mark for what is not desirable in the short schematic outline of a lesson plan using the resource-based approach. 1. Specify your objectives. The level of learning outcome is ( x ) Simply a factual recall of information ( / ) Specific higher level of thinking skills (framework) 2. Present to students the problem which ( / ) Is simple, narrow problem – this is effective in lessons needing factual information ( / ) Are broad, divergent, multiple problems – this is effective in subjective lessons ( x ) Calls for a factual answer only.
Requires forming an opinion, or construct a unique multi-faceted solution 3. Locate resources of information ( / ) Teacher selects resources – effective if the teacher needs specific answers ( / ) Students select sources – effective when there is no time constraint 4. Introduce the process ( / ) Teachers show the entire process – useful when there is lack of time, given that the teacher is good in explaining ( / ) Students are given milepost guide/checklist by teacher 5. Students collect/evaluate/organize data/information ( x ) Students rely on data given by teacher ( / ) Students build their discovery strategies
Students develop answer/explain conclusions ( x ) Students strictly follow teacher’s expectations ( / ) Students defend their discovery using metacognitive skills 7. Evaluate outcomes ( / ) Individual, not cooperative skills are important – for certain activities ( / ) Students share their work with others/sharing of work between schools using the internet is possible Self-Help: Apply the 5 key tasks in an example project. This time, the teacher may include the idea of making the project a mission or an adventure: “In case you accept the mission, you shall now take the 5 steps to developing/producing the project.
The class will be grouped into three and tasked to do a video presentation on biomes, making use of any available software for video editing in presenting multimedia related to the topic. INTEGRATION OF THE 4D’S OF STRUCTURED PROBLEM-SOLVING PROCESS Define the task – Giving of instruction to the students. The goals should be made by the students, only guided by the teacher. Brainstorm – Giving students enough time to communicate as a group and brainstorm ideas to employ in making the project.
Judge the ideas – After the allotted time, the teacher will ask each group to present their project plan. This will include the following: Outline of topics the group will emphasize in the video presentation Resources they will use in the content part of the video. Software and other web tools they will use in accomplishing the task Act – The class will be given a week to do the project. During this time, they can approach the teacher any time to assist them. Adopt flexibility – Considering the problems the students might face, they will report their progress everyday in the class.
This will help the teacher monitor their progress and detect any problems that might arise, helping them to adopt flexibility. Lesson 10: The Computer as a Tutor Self-Help: Use appropriate drill-and-practice software, and afterwards, discuss your experience. The computer can be a tutor in effect, relieving the teacher of many activities in his/her personal role as a classroom tutor. It can make teaching easier and more integrative of the students’ interests. An excellent example of using the computer as a tutor is employing drill-and-practice softwares, where students can learn by manipulating online activities.
In surfing the internet of available drill-and-practice softwares that can be used in my specialization, Biology, I came upon a site called http://www. sheppardsoftware. com. This provides different online activities in different subjects like History, Science, Math and English. An example is on the topic “Parts of a Cell: Animal, Plant, and Bacterial. ” This site is excellent in giving online assignments, because the topics are commonly discussed in highschool. The teachers can certainly find this helpful because it encompasses a wide range of topics in teaching Biology, not only parts of animal, plant and bacterial cell.
Concentrating on a specific type of cell, an animal cell, this is what comes up when you click on the option “Animal Cell. ” Indeed, this will catch the attention of the students since it shows an animation afterwards as a reward in getting all answers correct in the online quiz. The topic of the animation, division of cell, is only a plus for the students, since they will be introduced on a more complex topic in a more fun way. This is the content of the online quiz. The parts of the cell moves when the arrow is pointed at them, making the graphics very excellent.
The colors are also well-suited for young students. And in the bottom-right corner, buttons for game and tutorial are also present. This brings the students to a page for learning the parts of the animal cell, and a page to play with these parts. All-in-all, this site is highly commendable in teaching the students in Science in my opinion. Viewing this example as drill-and-practice software, I can say that computer can indeed function as a tutor to the students, providing them activities such as these that will enhance their learning.