Lesson 5

State-of-the-Art ET Application Practices

One can see a greater need for teachers to acquire not only computer literacy, but competence as well.
Some software materials acquired by schools about five years ago are not even compatible anymore to
more recent computer systems.
More Recent ET in Education Practice
Recent changes have also occurred in the area of pedagogical theory and practice.
It is now accepted that the contribution of the computer to pedagogy makes up for good
instruction.
The following trend should also be recognized by educators:
Through school or training center computer courses, present-day students have become literate.
Following the call for developing critical thinking among students, teachers have deemphasized
rote learning and have spent more time in methods to allow students to comprehend/ internalized
lessons.
Shifting focus from lower-level traditional learning outcomes, student assessment/examinations
have included measurement of higher level learning outcomes such as creative and critical
thinking skills.
Recent teaching-learning models (such as constructivism and social constructivism) have paved
the way for instructional approaches which students rely less on teachers as information-givers,
and instead more on their efforts to acquire information, build their own knowledge, and solve
problems.
Obstacles to IT pedagogical practice
Especially for educators living in developing or peasant economies, objections are likely to be
heard such as that the use of the computer is time-consuming and expensive. And also, technology-
centered classroom is danger along the fear that computers may soon replace teachers.


Lesson 6
IT Enters a New Learning Environment
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.
o Effective teachers best interact with students in innovative learning activities, while integrating
technology to the teaching-learning process.
CONCEPTUAL MODELS OF LEARNING
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. It assumes that:
Students already have some knowledge that is relevant to new learning.
Students are willing to perform class work to find connections between what they already know
and what they can learn.
The Learner is encouraged to recognize relevant personal experience.
Reward structure- is set so that the learner will have both interest and confidence.
Facts that are subsequently assimilated are subjected to the learners understanding and application.
Hands-on activities-are introduced so as to simulate learning in everyday living.
DISCOVERY LEARNING
It is differentiated from reception learning in which ideas are presented directly to students in a well-
organized way, such as through a detailed set of instructions to complete an experiment or task.
In discovery learning it is important that the student become personally engaged and not
subjected by the teacher to procedures he/she is not allowed to depart from.
GENERATIVE LEARNING
We have active learners who attend to learning events and generate meaning from this experience and
draw inferences.
Generative learning- is viewed as different from the simple process of storing information.
Type of generative learning activities, such as in
Writing paragraph summaries
Developing answers and questions
Drawing pictures
Creating paragraph titles
Organizing ideas/concepts, and others.

CONSTRUCTIVISM
The learner builds a personal understanding through appropriate learning activities and a good learning
environment.
The most accepted principles constructivism are:
Learning consists in what a person can actively assemble for himself and not what he can receive
passively.
The role of learning is to help the individual live/adapt to his personal world.
These two principles in turn lead to three practical implications:
1. The learner is directly responsible for learning
2. The context of meaningful learning consists in the learner connecting his school activity with real
life.
3. The purpose of education is the acquisition of practical and personal knowledge, not abstract or
universal.
There are common themes to these four learning domains. They are given below:
LEARNERS
o Are active, purposeful learners.
o Set personal goals and strategies to achieve these goals
o Make their learning experience meaningful and relevant to their lives.
o Seek to build an understanding of their personal worlds so they can work/live productively.
o Build on what they already know in order to interpret and respond to new experiences.
Lesson 7
IT for Higher Thinking Skills and Creativity
In 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
o Chalkboard
o Videotape
o Newspaper or magazine and
o Photos
PRESENTATION-is followed by discussion and the giving of assignment. Among the assignments may
be a research on a given topic.
This teaching approach has been proven successful for achieving learning outcomes following the
lower end of Blooms Taxonomy:
Knowledge
Comprehension
Application
Higher Level Learning Outcomes
Framework is a helpful synthesis of many models and definitions on the subject matter. It is not
exhaustive but a helpful guide for the teachers effort to understand the learners higher learning process.
Complex
Thinking skills
Sub-skills
Focusing
Defining the problem, goal/objective-setting, brainstorming
Information gathering
Selection, recording of data of information
Remembering
Associating, relating of data of information
Analyzing
Identifying idea constructs, patterns
Generating
Deducing, inducing, elaborating
Organizing
Classifying, relating
Imagining
Visualizing, predicting
Designing
Planning, formulating
Integration
Summarizing, abstracting
Evaluating
Setting criteria, testing idea, verifying outcomes, revising

THINKING SKILLS FRAMEWORK
The Upgraded Project Method
The modern day teacher can now be guided on his goal to help student achieve higher level
thinking skills and creativity.
The project method for higher learning outcomes consists in having the students work on
projects with depth, complexity, duration and relevance to the real word.In project method also, there is a
tighter link between the use of projects for simply coming up with products to having the students undergo
the process of complex/ higher thinking under the framework of the constructivist paradigm.
THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT.
PROCESS- refers to the thinking/effective/ psycho-motor process that occurs on the part of the learner.
In the succeeding lessons, we shall examine examples of IT-based, these are:
Resource-based projects
Simple creations
Guided hyper-media projects
Web-based projects

Lesson 8
Higher Thinking Skills through IT- Based Projects
This lesson discusses four types of IT-based projects which can effectively be used in order to
engage students in activities of a higher plane of thinking.
Key elements of a constructivist approach to instruction, namely:
a. The teacher creating the learning environment
b. The teacher giving students the tools and facilities, and
c. The teacher facilitating learning.
I. Resource-based Projects
The teacher steps out of the traditional role of being a content expert and information provider,
and instead lets the students find their own facts and information.
The general flow of events in resource based projects are:
1. The teacher determines the topic for the examination of the class (e.g. the definition of man)
2. The teacher presents the problem to the class.
3. The students find information on the problem/ questions.
4. Students organize their information in response to the problem/questions.
The central principle is to make the students go beyond the textbook and curriculum materials.
Inquiry-based or discovery approach is given importance in resource-based projects.

Traditional learning model


Resource-based learning model

Teacher is expert
and information
provider
Teacher is a guide
And facilitator
Textbook is key source
of information
Sources are varied
( print, video, internet, etc.)
Focus on facts
Information is packaged
In neat parcels
Focus on learning inquiry/
quest/ discovery
The product is the be-all
and end-all of learning
Emphasis on process
Assessment in quantitative
Assessment is quantitative
and qualitative

TRADITIONAL & RESOURCE-BASED LEARNING MODELS
I.SIMPLE CREATION
CREATING is more consonant with planning, making, assembling, designing or building.
Creativityis said to combine three kinds of skills/abilities:
Analyzing-distinguishing similarities and differences/seeing the project as a problem to be
solved.
Synthesizing-making spontaneous connections among ideas, thus generating interesting or new
ideas.
Promoting-selling of new ideas to allow the public to test the ideas themselves.
Five key tasks may be recommended:
1. Define the task. Clarify the goal of the completed project to the student.
2. Brainstorm. The students themselves will be allowed to generate their own ideas on the project.
3. Judge the ideas. The students themselves make an appraisal for or against any idea.
4. Act. The students do their work with the teacher a facilitator.
5. Adopt flexibility. The students should be allowed to shift gears and not follow an action path
rigidly.
III.GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approached in two different ways:
1. As an instructive tool
2. As a communication tool
I.WEB-BASED PROJECTS
o Students can be made to create and post webpages on a given topic.
o Creating webpages, even single page webpages, may be too sophisticated and time consuming
for the average student.
Lesson 9
Computers as Information and Communication Technology
Computer-is recognized as the third revolution in education. First, was the invention of the of the printing
press; Second, the introduction of libraries. Third, is the invention of the computer.
o Computer assisted instruction (CAI) was introduced using the principle of individualized learning
through a positive climate that includes realism and appeal with drill exercises that uses color,
music and animation.
o Computer technology in education has matured transform into an educative information and
communication technology (ICT) in education.
THE PERSONAL COMPUTER (PC) AS ICT
Instructional media consist of audio-visual aids that served to enhance and enrich the
teaching learning process. Examples are the blackboard, photo, film and video, radio,
television or satellite means of communication. For instance the distance learning, itcan
be implemented using correspondence, radio, television, or the computer satellite
system.To illustrate, lets examine the programs (capabilities) normally installed in an
ordinary modern PC:
Microsoft office
Power point
Excel
Internet Explorer
Yahoo or Google
Adobe Reader
MSN
Windows media player-CD, VCD player
Cyber link Power-DVD player
Windows media player- editing film/video
GameHouse-video games
Lesson 10
The Computer as a Tutor
Computer is one of the wonders of human ingenuity, even in its original design in the 1950s to carry
out complicated mathematical and logical operations.
Computer-assisted instruction (CAI)
o COMPUTER can be a tutor in effect relieving the teacher of many activities in his personal role as
classroom tutor.
The teacher must:
Insure that students have the needed knowledge and skills for any computer activity.
Decide the appropriate learning objectives
Plan the sequential and structured activities to achieve objectives.
Evaluate the students achievement by ways of tests the specific expected outcomes.
On the other hand, the students in CAI play their own roles as learners as they:
Receive information
Understand instructions for the computer activity
Retain/keep in mind the information and rules for the computer activity
Apply the knowledge and rules during the process of computer learning.
During the computer activity proper in CAI the computer, too plays its roles as it:
Acts as a sort of tutor (the role traditional played by the teacher)
Provides a learning environment
Delivers learning instruction
Reinforces learning through drill-and practice
Provides feedback.
CAI Integrated with Lessons
CAI computer learning should not stop with the drill and practice activities of students.
Common types of drill and practice programs include:


Math facts
Basic science
History or geography facts
The tutorial software should be able to:
Teach new content /new information to students ( inasmuch as CAI provides practice on old or
already learned content)
Provide comprehensive information on concepts in addition to practice exercises.
Can be effectively used for remediation, reviewing, or enrichment.
Allow the teacher to introduce follow-up questions to stimulate students learning.
Permits group activity for cooperative learning.

SIMULATION PROGAMS
Simulation software materials are another kind of software that is constructivist in nature. This
simulation software:
Teaches strategies and rules applied to real-life problems/ situations
Asks students to make decision on models or scenarios
Allows students to manipulate elements of a model and get the experience of the effects of their
decisions.
INSTRUCTIONAL GAMES
o Geosafari- introduces adventure activities for Geography History and Science. The program can
be played by up to four players to form teams.
PROBLEM SOLVING SOFTWARE
o The thinking things 1 is an example of a problem solving software in which the team learners
must help each other by observing, comparing.
MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS
o Multimedia Encyclopedia- can store huge database with texts, images, animation, audio and
video.
o Electronic books- provide textual information for reading, supplemented by other types of
multimedia information (sounds, spoken words, pictures, animation).
CONCLUSION
o COMPUTER-is a tutor in this new age of learning.
o computer activities are not the end-all of learning since they have to conform to the lessons
curriculum.
o computers will become an integral component of the future classroom and not a mere machine
that can deliver routine drills and exercises.
Lesson 11
The Computer as the Teachers Tool
o Constructivism-was introduced by Piaget (1981) and Bruner (1990). They gave stress
to knowledge discovery of new meaning/concepts/principles in the learning process.
o Social constructivism -is an effort to show that the construction of knowledge is governed by
social, historical and cultural contexts.
Learning Framework
Social Constructivism

Knowledge is constructed by the individual
Knowledge is constructed within a social context
Definition of learning
Students build their own learning
Students build knowledge influenced by the social context
Learning Strategies
Gather unorganized information to create new concept/principle
Exchange and share form ideas, stimulates thinking
General Orientation
Personal discovery of knowledge
Students discuss and discover meanings
Two alternative job offers Option 1-8 hrs./day for 6 days/week
Option 2-9 hrs./day for 5 days/week

SUMMARY OF THE TWO LEARNING PERSPECTIVE
The Computers Capabilities
The Computer can provide access to information, foster creative social knowledge-building, and
enhance the communication of the achieved project package.
Based on the two learning theories, the teacher can employ the computer as or
i. An information tool
ii. A communication tool
iii. A constructive tool
iv. As co-constructive tool
v. A situating tool

Informative tool- the computer can provide vast amounts of information in various forms, such as
text, graphics, sound, and video. Even multimedia encyclopedias are today available on the Internet.
Constructive tool- the computer itself can be used for manipulating information, visualizing ones
understanding, and building new knowledge. The Microsoft Word computer program itself is desktop
publishing software that allows users to organize and present their ideas in attractive format.
Co-constructive tools- students can use constructive tools to work cooperatively and construct a
shared understanding of new knowledge. One way of co-construction is the use of the electronic
whiteboard where students may post notices to a shared document/whiteboard.
Situating tool- means of virtual reality (RS) extension systems, the computer can create 3-D
images on display to give the user the feeling that are situated in a virtual environment.
Multi-User Domains or Dungeons (MUDs), MUD Object-Oriented (MOOs), and Multi-User Shared
hallucination (MUSHs) are examples of situating systems. MUDs and MOOs are mainly text-based virtual
reality environments on the internet.
Lesson 12
Information Technology in Support of Student-Centered Learning
The idea of student-centered learning is not a recent idea. In fact, as early as the 20th century,
educational educators such as John Dewey argued for highly active and individualized pedagogical
methods which place the student at the center of the teaching-learning process.
The traditional classroom
The classrooms are usually arranged with neat columns and rows of student chairs, while the
teacher stands in front of the classroom or sits behind his desk. This situation is necessitated by the need
to maintain classroom discipline to allow the teacher to control classroom activities through lecture
presentation and teacher-led discussions.
The SCL classroom
John Dewey has described traditional learning as a process in which the teacher pours
information to student learners, much like pouring water from a jug into cups.
Generally the new school classroom environment is characterized by student individually or in groups:
o Performing computer word processing for text or graph presentations
o Preparing power-point presentation
o Searching for information the Internet
o Brainstorming on ideas, problems and project plans
o As needed, the teacher facilitating instruction, also giving individualized instruction to serve
individuals needs
Lesson 13
Cooperative Learning with the Computer
The creativity of the teacher will have to respond to the situation, and so cooperative learning will
likely be the answer to the implementation of IT supported learning in our school.
Defining cooperative learning
Cooperative or collaborative learning is learning by small groups of students who work together in
a common learning task. It is often also called group learning but to be truly cooperative learning, 5
elements are needed:
a common goal
interdependence
interaction
individual accountability
social skills
From several studies made on cooperative learning, it is manifested that cooperative learning in its true
sense is advantageous since it:
o encourages active learning, while motivating students
o increases academic performance
o promotes literacy and language skills
o improves teacher effectiveness
Cooperative learning and the computer
To work individually or in group, the students generally wish to work together in computer-based
and non-computer-based activities. Therefore, researchers agree that the computer is a fairly natural
learning vehicle for cooperative (at times called promotive) learning.
Components of cooperative learning
There therefore assign the teacher several tasks in order to ensure collaborative learning, these
are:
Assigning students to mixed-ability teams
Establishing positive interdependence
Teaching cooperative social skills
Insuring individual accountability, and
Helping groups process information
This is important for the teacher limits learning group clusters (six is the ideal number in group) so that
there can be closer involvement in thinking and learning.
Lesson 14
The Software as an Educational Resource
People think about computers, they are most likely thinking about computer machine such as the
television-like monitor screen, the keyboard to type on, the printer which produces copies of text-and-
graphics material, and the computer housing called the box which contains the electronic parts and
circuits (the central processing unit) that receives/stores data and directs computer operations.
Software- the computer hardware can hardly be useful without the program or system that tells what the
computer machine should do.
There are two kinds of software:
1. The systems software- is the operating system that is found or bundled inside all computer
machines.
2. The applications software- contains the system that commands the particular task or solves a
particular problem.
In turn the applications software may be:
o A custom software that is made for specific tasks often by large corporations
o Commercial software packaged for personal computers that helps with a variety of tasks such as
writing papers, calculating numbers, drawing graphs, playing games, and so much more.
Microsoft Windows- referred to as a program, Microsoft Windows or Windows for short is an operating
environment between the user and the computer operating system.
Shell - it is a layer that creates the way the computer should work. Windows uses a colourful graphics
interface (called GUI- pronounced gooee) that can be seen on the computer screen or monitor
whenever the computer is turned on.
Windows is in itself a self-contained operating system which provides:
User convenience- just click a file name to retrieve data or click from program to program as
easy as changing channels in your TV screen
A new look- fancy borders, smooth and streamlined text fonts
Information center- windows puts all communications activities (e-mail, downloads etc. in a
single screen icon); adapts/configures the computer for the internet.
Plug and play- configures the computer with added components, such as for sound and video.
Instructional software - can be visited on the Internet or can be bought from software shops or dealers.
The teacher through his school should decide on the best computer-based instructional (CBI) materials
for the school resource collection.
In evaluating computer-based educational materials, the following can serve as guidelines:
i. Be extremely cautions in using CBIs and free Internet materials
ii. Dont be caught up by attractive graphics, sound, animation, pictures, video clips and music
forgetting their instructional worth
iii. Teachers must evaluate these resources using sound pedagogical principles
iv. Among design and content elements to evaluate are: the text legibility, effective use of color
schemes, attractive layout and design, and easy navigation from section-to-section (such as from
game to tutorial to drill-and-practice section)
v. Clarity in the explanations and illustrations of concepts ad principle
vi. Accuracy, coherence, logic of information
vii. Their being current since data/statistics continually change
viii. Relevance/effectiveness in attaining learning objectives
ix. Absence of biased materials (e.g. gender bias or racial bias)
Lesson 15
Understanding Hypermedia
Hypermedia- is nothing but multimedia, but this time packaged as educational computer software
where information is presented and student activities are integrated in a virtual learning environment.

Most educational IT applications are hypermedia and these include:
Tutorial software packages
Knowledge webpages
Simulation instructional games
Learning project management, and others
Characteristics of hypermedia applications
There are two important features that are outstanding among other features-that characterize the
hypermedia software:
1. Learner control- this means that learner makes his own decisions on the path, flow or events of
instruction. The learner has control on such aspects as sequence, pace, content, media,
feedback, etc. that he/she may encounter in the hypermedia learning program.
2. Learner wide range of navigation routes- the learner controls the sequence and pace of his
path depending on his ability and motivation.
Variety of media - hypermedia includes more than one media (text, graphics, audio, animation and video
clip) but does not necessarily use all types of media in one presentation.
In the use of hypermedia the following instructional events will be prove useful to the teacher:
Get the learners attention
Recall prior learning
Inform learners of lesson objectives
Introduce the software and its distinctive features
Guide learning, eliciting performance
Provide learning feedback
Assess performance
Enhance retention and learning transfer
Lesson 16
The Internet and Education
The Internet simply called the Net; it is the largest and far-flung network system-of-all-systems.
The Internet is not really a network but a loosely organized collection of about 25,000 networks
accessed by computers on the planet.
Transmission Control Protocol/Internet Protocol (TCP/IP)-is done through a standardized protocol (or
set of rules for exchanging data).
Server- it is to gain access to the Internet, the computer must be equipped with and has special software
(program) that uses the Internet protocol.
Getting around the Net
The most attractive way to move around the Internet is called browsing.
Browser- the user can a mouse to point and click on screens icons to surf the Internet, particularly the
World Wide Web (the Web), an Internets subset of text, images, and sounds are linked together to allow
users to access data or information needed.
A view of educational uses of the Internet
And today schools are gearing up to take advantage of Internet access, where they can plug into
the library of congress, make virtual visits to famous museums in the world, write to celebrities, and even
send questions to heads of states.
Lesson 17
Educational Technology 2 Practicum
Educational Technology 2 offers students the experiential process of adapting to technology
integration within a student-centered paradigm. The practicum phase consists of hands-on computer
tutorials which the student teacher or professional teacher-trainee will need to make him/her capable.
The essential requirements for the ET 2 practicum phase will be:
A computer laboratory/special computer classroom with adequate sets of computers for hands-on
tutorial learning
Participation of computer lab tutor/assistant- as the teachers technical assistant- to assist the
learner in the use of the computer and its various programs
Assigned number of hours in conformity with the course requirement.
The practicum phase consists in:
1. Basic Microsoft Word (6 hrs.)
The tutorial familiarizes each individual learner to the basics of Microsoft Word. They will learn to
use menus and toolbars of the software. They will be taught to type, edit and format text, sentences and
paragraphs.
Tutorial coverage:
Microsoft word menus and toolbars
Creating, formatting, editing and saving documents
Assigning page layouts
Inserting tabs and tables
Templates and wizards
Printing
Upon successful completion the learner shall be able to:
1. Create, open and save word documents and files
2. Insert graphics, tables and charts in documents
3. Manage files and folder
4. Apply format on the text, sentences and paragraphs
5. Interlink documents
6. Create standard documents using template

1. Microsoft PowerPoint (6 hrs.)
The tutorial is a familiarization on the basics of Microsoft PowerPoint. It will train the learner to
prepare PowerPoint presentations to enhance the teaching of subjects.
Coverage:
o PowerPoint fundamentals
o Enhancement of PowerPoint presentation with the use of graphics, charts, audio and video
o Using templates and masters (slide, handout and notes)
o Presenting and printing a slide shows
At the end of the tutorial, the learner will be able to:
o Create and open PowerPoint presentations
o Insert objects (clip arts), pictures, graphics, charts, audio and video to create effective
presentations
o Use the templates to enhance presentations

1. Internet as tool of inquiry (4 hrs.)
The tutorial will facilitate the finding of sources of information appropriate to a learning task.
Course coverage:
Accessing the Internet
Use of Internet tools
Search techniques
At the end of the tutorial, the learner will be able to:
i. Search and retrieve information from the web
ii. Acquire skills in locating appropriate information on the Internet
iii. Acquire ability to use Internet tools such as search engines
iv. Gain knowledge of search techniques such as browsing through an information tree
v. Learn the ability to execute the search
Educational Technology 2 promises to bring the student teacher and the professional teacher
trainee to the challenge of a new age- integrating technology in the teaching-learning process. The brisk
pace of technology advancement and innovation continues, but ET 2 is a preparation to bring our
teachers to move ahead with their use of technology in the classroom.