MY E-PORTFOLIO

PERSONAL INFORMATION:
I am Dan Gulferic Lebrilla, and I live in Gulferic St. Brgy. 01, Can-avid
E. Samar and I was born on July 23
rd
1979. I finished my first vocational
course with a course of ABSD which is means Applied Business
Software Development, and another vocational course of CAREGIVER.
And now I am currently a third year student of Eastern Samar State
University taking up Bachelor of Secondary Education major in
Mathematics.
I came from a big family yet happy family. I have the most loving,
responsible and understanding parents of all, they are Mr. Julio P. Lebrilla
and Mrs. Rita G. Lebrilla. They have 13 children, 2 of them are deceased
so, were now 11 alive, and Im the youngest in the family.

LESSON 1: A REVIEW OF EDUCATIONAL
TECHNOLOGY 1
INTRODUCTION:
On the application of educational technology to instruction,
Educational Technology 1 showed the four (4) phases of application of
educational technology in teaching-and-learning, namely: (a) setting of
learning objectives (b) designing specific learning experiences (c)
evaluating the effectiveness of learning experiences vis-
-
vis the learning
objectives (d) revision as needed of the whole teaching process, or
elements of it, for further improving future instructional activities.

SUMMARY:
Educational Technology 1 served to orient the learner to the
pervasiveness of educational technology in society. To lend familiarization
on how educational technology can be utilized as media for the avenues
teaching-learning process in the school. To uplift the learner to human
learning through the use of learning technology, to impart skills in planning,
designing, using and evaluating the technology-enriched teaching-learning
process. To acquaint learners on basic aspects of community education,
functions of the school media centred, and finally to introduce to the learner
to what is recognized as the third revolution in education, the computer

REFLECTION:
I have learned that, in a country not so progressive we do not expect
that we can have advance technologies that is of help to every educational
institution. But having some knowledge about it, it will be of great help to
different institution for they may gain ideas and informations to teach to
their students. Although we know that it will be limited, the important is, we
can say something about it.



LESSON 2: AN OVERVIEW: EDUCATIONAL
TECHNOLOGY 2

INTRODUCTION:
In essence, the course aims to infuse technology in the student-
teachers training, helping them to adapt and meet rapid and continuing
technological changes particularly in the thriving global information and
communication technology (ICT) environment.
While this course is primarily intended for the use of student-
teachers, it can also be of great use to professional teachers, school
administrators, teacher educators, and in fact anyone who is interested on
how information technology can be used to improve not only instruction but
the school management program and curriculum.

SUMMARY:
Educational Technology 2 is concerned with Integrating Technology
in Teaching and Learning. Specifically this is focused on introducing,
reinforcing, supplementing and extending the knowledge and skills to the
learners so that they can become exemplary users of educational
technology.
The course objectives are as follows:
To provide education in the use of technology in instruction by
providing knowledge and skills on technology integration-in-
instruction to learners
To impart learning experiences in instructional technology-
supported instructional planning
To acquaint students on Information Technology or IT-related
learning theories with the computer as the tutor
To learn to use and evaluate computer-based educational
resources
To engage learners on practical technology integration issues
including managing IT classrooms, use of Internet for learning,
cooperative learning through the use of information technology,
etc.
To inculcate higher-level thinking and creativity among students
while providing them knowledge of IT-related learning theories.

REFLECTION:
I have known that in a fast changing world, technology becomes of
great use, that it penetrate deeply to our daily lives, were almost all
establishments, institution; even private persons demand it for their
benefits. And it made access to teaching and learning for it made ways on
how teaching will be more effective and more useful to learning process.



LESSON 3: EDUCATIONAL TECHNOLOGY IN THE
ASIA PACIFIC REGION

INTRODUCTION:
To provide confidence to educators that they are taking the
right steps in adopting technology in education, it is good to know that
during the last few years, progressive countries in the Asia Pacific region
have formulated state policies and strategies to infuse technology in
schools. The reason for this move is not difficult to understand since there
is now a pervasive, awareness that a nations socio-economic success in
the 21
st
century is linked to how well it can compete in the global
information and communication technology region.

SUMMARY:
ICT policies and strategies of five progressive state/city, namely New
Zealand, Australia, Malaysia, Singapore and Hongkong.
New Zealand 2001 ICT goals and strategy
Goal- Government with the education and community sectors,
community groups, and industry envisions supporting to the
development of the capability of schools to use information and
communication technologies in teaching-and-learning and in
administration.
Strategy- It foresees schools to be; improving learning outcomes for
students using ICT to support the curriculum, using ICT to improve
the efficiency and effectiveness of educational administration,
developing partnerships with communities to enhance access to
learning through ICT.
Australia IT-initiatives
- Fast local and wide area networks linking schools across the state
and territory
- Substantial number of computers in schools, ensuring adequate
access
- Continuing teacher training in the use of technology for instruction
- Technical support to each school
- Sufficient hardware and software
- Digital library resources
-Technology demonstrations as models in schools

Malaysia Smart School-level Technology Project
- Classrooms with multimedia, presentation facilities, e-mail, and
groupware for collaborative work.
- Library media centred with database for multimedia courseware and
network access to the internet.
- Computer lab oratory for teaching, readily accessible multimedia
and audiovisual equipment.
- Multimedia development centred with tools for creating multimedia
materials. Computer studies as a subject.
- Server room equipped to handle applications, management
databases and web servers.

Singapore Master plan for IT in Education
- Curriculum and Assessment
- Students are more active and independent in learning
- Learning Resources
- Development of a wide range of educational software for
instruction
- Teacher Development
- Training on purposeful use of IT for teaching
- Physical and Technological Infrastructure
- Pupil computer ratio of 2:1

Hongkong Educational Program Highlights
- On average, 40 computers for each primary school and 82
computers for each secondary school
- About 85,000 IT training places for teachers at four levels
- Technical support for all schools
- An Information Education Resource Center for all schools and
teachers

REFLECTION:
I have understood that the most effective way of infusing technology
in education as what other countries in the Asia Pacific region does is to
formulate state policies and strategies for providing chances to educators
to do right things in the right way of handling technology in Education. In
this way we can be globally competitive like the others.

LESSON 4: BASIC CONCEPTS ON INTEGRATING
TECHNOLOGY IN INSTRUCTION
INTRODUCTION:
There is a lingering issue on how educational technology is integrated
in the teaching process. This is due to the fact that the mere use of the
computer does not mean technology has already been integrated in
instruction. There is need therefore, to provide learning on how educational
technology can be applied and integrated into the teaching-learning
process.

SUMMARY:
Some external manifestation of technology integration into instruction;
- Theres a change in the way classes are traditionally conducted.
- The quality of instruction is improved to a higher level in such a way
that could not have been achieved without educational technology.
- There is planning by the teacher on the process of determining how
and when technology fits into the teaching-learning process.
- The teacher sets instructional strategies to address specific
instructional issues/problems.
- The use of technology provides the opening of opportunities to
respond to these instructional
Issues/problems.

REFLECTION:
I have known that integration of technology in instruction is really
effective from that of the traditional way for it results to interactive classes,
students becomes more creative, socially developed, good class
presentation, exciting group activities and most of all being competitive to
others.

LESSON 5: STATE-OF-THE-ART ET APPLICATION
PRACTICES

INTRODUCTION:
Looking to progressive state policies that support technology-in-
education, and other new developments in pedagogical practice, our
educators today have become more aware and active in adapting state-of-
the-art educational technology practices they can possibly adapt.
Today, one can see greater need for teachers to acquire not only
computer literacy, but competence as well. The list of audiovisual aids
available to or school may not even apply anymore since modern day
computer hardware and software have rendered them obsolete.

SUMMARY:
Trends in education practices are as follows:
Through school or training center computer courses, present-day
students have become computer literate. They send e-mail, prepare
computer encoded class reports, and even make power point
presentation sometimes to the surprise of their media tradition-bound
teachers.
Following the call for developing critical thinking among students,
teachers have deemphasized rote learning and have spent more
times in methods to allow students to comprehend/internalized
lessons.
Shifting focus from lower-level traditional outcomes, students
assessment/examinations have included measurement of higher level
learning outcomes such as creative and critical thinking skills.



REFLECTION:
I have learned that, through the application practices of Educational
Technology learning becomes more advance, discussions consume less
time and also becomes fun and interesting to students. It opens up new
opportunities for students to explore and experience and we can say it is
effective.

LESSON 6: IT ENTERS A NEW LEARNING
ENVIRONMENT
INTRODUCTION:
Effective teachers best interact with students in innovative learning
activities, while integrating technology to the teaching-learning process.
It is most helpful to see useful models of school learning that is ideal
to achieving instructional goals through preferred application of educational
technology. These are the models of Meaningful Learning, Discovery
Learning, Generative Learning, and Constructivism.

SUMMARY:
Meaningful Learning gives focus to new experience that is related
to what the learner already knows. New experience departs from the
learning of a sequence of words but gives attention to meaning. The
learner is encouraged to recognize relevant personal experiences.
Discovery Learning students perform tasks to uncover what is to be
learned. New ideas and new decisions are generated in the learning
process, regardless of the need to move on and depart from
organized setoff activities previously set.
Generative Learning we have active learners who attend to learning
events and generate meaning from this experience and drew
inferences thereby creating a personal model or explanation to the
new experience in the context of existing knowledge.
Constructivism the learner builds a personal understanding through
appropriate learning activities and a good learning environment.

Through this new conceptual models of learning, we now know that
there are better ways to learn other than rote learning and memorization
and that learning is for use not only in school but in real life.

REFLECTION:
I have known that, even though we have different ways in learning,
we still have to choose on which we will learn best, in this way we can to
ourselves that we really learn something.


LESSON 7: IT FOR HIGHER THINKING SKILLS
AND CREATIVITY
INTRODUCTION:
In the traditional information absorption model of teaching, the
teacher organizes and presents information to student-learners. He may
use a variety of teaching resources to support the lesson such as the
chalkboard, videotape, newspaper or magazine and photos. The
presentation is followed by discussion and the giving of assignments. This
teaching approach has been proven successful for achieving learning
outcomes.

SUMMARY:
The Higher Level Learning Outcomes
Complex Thinking Skills Sub-skills
Focusing Defining the problem, brainstorming
Information gathering Selection, recording of data of
information
Remembering Associating, relating new data with
old
Analyzing Identifying idea constructs, patterns
Generating Deducing, inducting, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting
Evaluating Setting criteria, testing idea, revising

REFLECTION:
Students have learned many strategies and methods even in a
traditional way of learning. But today, as a the information age has come, a
great change in learning styles are needed to provide higher thinking skills
and creativity were learners are expected to be not only cognitive but also
to be flexible, analytical and creative.

LESSON 8: HIGHER THINKING SKILLS THROUGH IT-
BASED PROJ ECT
INTRODUCTION:
A college freshman once thought of taking a rest in the library after
classes by casually taking reference books off the shelf and browsing over
their contents. Being a Liberal Arts student, he lifted a book of St, Thomas
Aquinas, the famous proponent of Scholastic Philosophy. The written
words of the Doctor of Philosophy didnt come easy in the understanding of
the student, but he nonetheless mulled over each word and phrase,
reflecting over ideas leisurely. After a few minutes, the student felt
awakened to the fact that he was engage in a very pleasant activity, such
that he exclaimed to himself, Wow, Im thinking!

SUMMARY:
IT-based Project Conducive to Develop Higher Thinking Skills and
Creativity
Resource-based Projects
a) The teacher determines the topic for the examination of the
class.
b) The teacher presents the problem to the class.
c) The students find information on the problem/questions.
d) Students organize their information in response to the
problem/question.
Simple Creations
a) Analyzing- distinguishing similarities and differences/ seeing the
project as a problem to be solved.
b) Synthesizing- making spontaneous connections among ideas,
thus generating interesting or new ideas.
c) Promoting- selling of new ideas to allow the public to test the
ideas themselves.
Guided Hypermedia Projects
a) As an instructive tool, such as in the production by students of a
power point presentation of a selected topic.
b) As a communication tool, such as when students do a
multimedia presentation (with text, graphs, photos, audio
narration, interviews, video clips, etc. to simulate a television
news show).
Web-based Projects
a) Students can be made to create and post web pages, even
single page web pages, maybe too sophisticated and time
consuming for the average student.
b) They can also be linked with other related sites in the Internet.
But as of now, this creativity project may be too ambitious as a
tool in the teaching-learning process.

REFLECTION:
I have understood that, creativity is relevant in teaching-learning
process. It opens up students to different styles and strategies of
presenting information. And given the (4) IT-based projects only suit to
different individual develops students creativity and higher thinking skills.