LICENSURE EXAMINATION FOR TEACHERS (LET)

PROFESSIONAL EDUCATION

Area: Educational Technology 1 & 2

FS 3 Technology in the Learning Environment

LET Competency:
Choose appropriate principles in the preparation and utilization of the conventional and non-
conventional technology tools as well as traditional and alternative teaching strategies

CONTENT UPDATE

BASIC CONCEPTS
Educational Technology
As a process, it is the theory and practice of design, development, utilization, management
and evaluation of processes and resources for learning.(Association for Educational Communications
and Technology, 1994)
As a product, it includes the product of this process such as programmed texts, TV programs, computer
software, audio-visual media, interactive-multimedia, and entire courses of instruction. (Hackbarth,
1996)
Technology Integration
It is the process of determining where and how technology fits into teaching and learning. Roblyer
(1997) cited in Williams, Michael D. (2000). Integrating Technology into Teaching and Learning.
Domains of Educational Technology (Association for Educational Communications and
Technology, 1994)
To increase the potential for success during the instructional creation or instructional
improvement process, it is important that one is knowledgeable of these five domains. These are design,
development, utilization, management and evaluation of processes and resources for learning.
Domains Description
Design the planning phase of educational technology
interprets reality in terms of learner performance and negotiated
expectations of the learner
describes natural or existing interrelationships that constitute a content
area
Development the process of producing learning materials from a detailed plan
(design)
also known as instructional product development
the process of finalizing procedures and testing materials
intended to support instructional episodes.
Utilization the actual use of knowledge and the skills and usually includes the
practical application of information or procedures on a regular basis
The purpose of utilization is to bring learners into contact with
learning resources and instructional system components.

Domains Description
Evaluation a dynamic process which allows people to obtain and judge the worth of
data about how students learn specific content information under
varying instructional conditions
Management the linchpin which binds all the domains of educational
technology together.

DESIGN, DEVELOPMENT, and UTILIZATION/INTEGRATION OF EDUCATIONAL TECHNOLOGIES

Instructional Design Models
1. The ASSURE Model
The ASSURE model is an Instructional Systems Design (ISD) process that was modified to be used by
teachers in the regular classroom. The ISD process is one which teachers and trainers can use to
design and develop the most appropriate learning environment. This was constructed by Robert
Heinich, Michael Molenda of Indiana University and James D. Russell of Perdue University.
Analyze Learners
State Objectives
Select Media and Materials
Utilize Media and Materials
Require Learner Participation
Evaluate and Revise
 2. ADDIE Model
The ADDIE model is a systematic instructional design model consisting of five phases: (1)
Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The five phases of
ADDIE are as follows:
Analysis
During analysis, the designer identifies the learning problem, the goals and objectives, the
audiences needs, existing knowledge, and any other relevant characteristics. Analysis also
considers the learning environment, any constraints, the delivery options, and the timeline for the
project.
Design
A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often
made, and the look and feel, graphic design, user-interface and content is determined here.
Development
The actual creation (production) of the content and learning materials based on the
Design phase.
Implementation
During implementation, the plan is put into action and a procedure for training the learner and
teacher is developed. Materials are delivered or distributed to the student group. After delivery,
the effectiveness of the training materials is evaluated.
Evaluation
This phase consists of (1) formative and (2) summative evaluation. Formative evaluation involves
gathering information during the early stages of the design process with the focus on finding out
whether efforts are relating as planned, uncovering any obstacles, barriers or unexpected
opportunities that may have emerged, and identify mid-project adjustments and corrections which
can help insure the success of the project. Summative evaluation is the process of collecting
data following implementation of the project in order to determine its effectiveness and satisfies the
instructional objectives
Principles in the Selection and Utilization of Educational Technologies
Principle Description
Purpose They must be focused on helping learners to motivate them in the learning
process.
Meaningfulness They should contain purposive activities. They must contribute to the growth &
development of learners
Breadth They should encompass all round development of varying group of learners.

Responsiveness They must be responsive to the needs and demands of the society
Usefulness/Utility They must be useful to a particular teacher as s/he works for a particular group
of learners. Audio-visual aid must help the teacher to
deliver the subject matter in a better way as well as helping the
learners to learn the subject matter
Communication They must relay information clearly and effectively.
Effectiveness
Cost Effectiveness The cost per student of media presentation diminishes as the number of
students using it increases.
Interest They should catch the interest of the users, stimulate curiosity or satisfy the
need to know and encourage creativity and imaginative response among
users.
Variety /Diversity They must be varied to develop and maintain interest of diverse
students.
Simplicity They must be simple but inspiring for the learners and should not confuse
them. They must be simple but show creativity.
Authenticity They must present accurate up to date dependable information.
Correctness Correct facts or information must be in the materials for a better learning
process.
Presentation They must be presented at the right time and at the right way
Portability (Handy) They must be handy for the teachers and students to handle it well.
Assessment The purpose of evaluating the technology is needed for further
revisions and improvements.
Factors Affecting the Selection of Educational Technologies
1. Human Factors
1.1. Learner factors refers to learner differences that can influence media choice.
a.) Individual differences
Research suggests that learners differ in:
their preference for learning: by observing (visual learners) or by listening
(aural learners)
their perception of a given message: a factor of past experience, and often a cultural difference
exists
their understanding of the conventions used by various media: language &
technical drawings used b.)
 Attention span
Factors that affect how long a learner can attend to one type of task
age and interest
learners motivation c.) Number
of Learners
Select media that are well suited to the group size you have or, if this is difficult, modify
the group or structure to media you have
d.) Physical disabilities of learners (poor vision, hearing, dyslexia, color
blindness, etc).
1 2.) Teacher factors - refers to those factors that affect the success of media implementation.
2. Instructional Method
The method of instruction dictates or limits our choice of presentation media. Is it self-
regulated learning method or lecture/expository?
3. Practical Constraints
Administrative and economic constraints both limit the choice of methods and media
1.) Objectives 3. . Time
2.) Availability 4. Resources
Benefits of Educational Technology
Increases students motivation, self-esteem, self-confidence and academic achievement
Supplies stimulating environments that encourage student involvement in the learning process
Promotes higher level thinking skills
Offers students diversity, self-paced learning, and opportunities for individual growth and self expression
Provides students with unique opportunities to apply skills and talents and to interact with others in non-
threatening environments
Changes teachers and students role into positive directions
Inspires students and teachers by making learning exciting and interesting
Fosters the development of leadership abilities and teamwork
Supports new instructional approaches (e.g. cooperative learning, inquiry approach, problem-based
learning, project-based learning and multiple intelligences, etc.)
Provides unique opportunities for students to practice, demonstrate and critique communication
skills
Supplies information through multisensory delivery channels, allowing students with various learning
styles to assimilate and apply knowledge
Expands classroom walls and links students and teachers in national and international
exchanges
General Guidelines in Using Educational Technologies
Purpose
Ask yourself what you are trying to accomplish and why this instructional aid is important.
Define Objectives
Clearly defined objectives are essential for planning the lesson and selecting and using instructional
aids.
Flexibility
The same instructional aids can satisfy many different purposes.
Diversity
Use a variety of materials, media, and resources to develop and maintain interest of students.
Development
Instructional aids must be related to the age, maturity, ability and interest of students.
Content
You must know the content of the instructional materials to determine how to use them and how to
make the best use of them.
Guide learners
Focus students attention on specific things to attend while viewing, listening or reading the
materials.
Evaluation results
Check students reactions and consider your own reactions to the instructional aids

Selection and Utilization of Conventional Educational Technologies

Types Selection Utilization
Advantages Limitations
1. Text/ Readily Reading level of Direct student reading with
Print Available learners objectives and/or questions.
(e.g. books, Flexible Memorization. Emphasize the use of visuals with
periodicals Economical Passive text-based materials.
,
Abstract Check the teachers guide for
modules, etc )
additional materials and
activities.
Supplement text with other
media.
2. Still Visuals Realistic Size Use simple materials that
format. Two dimensional everyone can see.
2.1. Printed Readily Lack of motion Provide written or verbal cues to
Visuals available and highlight important aspects of
(e. g. Pictures, inexpensive visuals.
graphics/graph Use one visual at a time
ic organizers, except for comparison.
etc.) Hold visuals steady.

2. 2. Multipurpose/ Common place so Check the visibility of the board

Displayed Varied less attention is from several positions around
Visuals Colorful given to their the room.
(e. g. Participation preparation and Decide in advance how you plan
chalkboard, instructional value to use the board.
bulletin board, (e.g. chalkboard) Print using upper-and
etc.) Not portable lowercase, not all caps in
script.
Face your audience; do not talk
to the board with your back to
the class

2.3. Projected Instructor Instructor Focus the image so it fills the

Visuals control dependent screen.
(e.g. Overhead Versatility/Use Preparation Turn off lights over the screen if
projector/ of different required. possible.
overhead techniques Stand facing your class.
transparencies (e.g. OHP/OHT - Use appropriate pacing.
LCD/DLP, silhouette & Direct students attention to the
opaque overlay; covering important parts of the
projector etc.) part of the OHT/presentation
message and Summarize frequently.
revealing
information
progressively)
Opaque
projector allows
instantaneous
projection of
2D and /or 3D
objects

Types Selection Utilization

Advantages Limitations
3. Real Less abstract Storage Familiarize yourself with the
Objects and and more Possible damage object and model.
Models concrete Make sure objects are large
Readily enough to be seen.
Available Indicate actual size, shape, and
Attract color of objects represented by
students models.
attention Avoid passing single object
around class. It can be
distracting and students may
play with it while you are trying
to move on in the lesson.

4. Audio Student and Fixed Sequence Cue the audio material before you
Technologies teacher Lack of and your students use it.
4.1. Audio preparation attention. Make sure that all students
cassette tapes/ Familiarity Pacing involved can hear and that
recorders/ Verbal Message Accidental other students arent
players (ability to distracted.
erasure
develop Use a handout or worksheet to
listening/comm maximize learning from audio
unication skills media.
Stimulating) Use a follow-up activity after
each audio lesson.

4.2. CD Ease in Limited recording

locating capability
selections
Resistance to
damage (Stains
can be washed
off
and ordinary
scratches do
not affect
playback).

5. Audio Motion Fixed pace Check lighting, seating and volume

Visuals/ Real-life Scheduling control to be sure that everyone
Motion Repetition Misinterpretation can see and hear the presentation.
Pictures (Documentaries Get students mentally prepared
Media and dramatizations by briefly reviewing previous
(Television, often present related study and evoking
Video & Film) complex or questions about todays topic.
sophisticated List on the chalkboard the main
treatment of an points to be covered in the
issue.) presentation.
Support the presentation with
meaningful follow-up activities.
Get involved in the program
yourself. .

Guidelines in Creating Learning/Presentation Materials

Dont overcrowd.
Be consistent in format, layout and conventions.
Use appropriate typefaces and point uses.
Use bold and italics for emphasis, but dont overuse them.
Use titles, headings, and subheadings to clarify and guide.
Use numbers to direct through sequences.
Use graphics and illustrations to reinforce ideas.
Use symbols and icons as identifying markers.
Use color/audio/music to stimulate but not to overpower, the senses.
Produce the materials with technical excellence good quality, good audio, clear, etc.

Essential Conditions for Technology Integration

For technology to have the desired impact on improved teaching and learning, several conditions must be
 in place:

Shared vision for technology integration This requires coordinated school and district planning
with teachers and other personnel at all levels, budgeting yearly amounts for technology purchases
with incremental funding, emphasizing teacher training, matching technology to curriculum
needs, and keeping current and building in flexibility.
Standards and curriculum support Technology and content- area standards are designed to support
each other.
Required policies Policies are in place to ensure legal/ethical use, safe, Internet use, and equity.
Access to hardware, software and other resources There is adequate funding, purchasing
procedures are organized and effective, and procedures are in place to set up and maintain technology
resources.
Trained personnel Staff development that includes hands-on, integration emphasis, training
over time; modeling, mentoring and coaching; and post training- access to technology resources.
Technical assistance Continuing support for diagnostic and maintenance problems for
teachers and students computers.
Appropriate teaching and assessment approaches Teaching strategies that are matched to needs,
and assessment strategies that are matched to the type of learning being measured.
INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICTs) INTO TEACHING
AND LEARNING
A. Integration of Computers to Support Teaching and Learning

Types Selection Utilization

Advantages Limitations
Multimedia Better learning Equipment Use a display technology that
(CD ROM, and retention. requirement is appropriate for the
Video discs, Effectiveness Startup costs number of students.
etc), across learning Complexity and Install and test all
Computer domains lack of software in advance of the
and Internet Realism standardization presentation.
Address different Compatibility Run the software from
learning styles and Limited the hard drive so that the
differences. intelligence and computer program will
Interactivity skills respond more quickly
Motivation Introduce your presentation.
Individualization Encourage student
Consistency participation through
questioning and having
Learner control students decide next steps.
High speed

personalized Direct students online

responses to explorations of
learner actions meticulous aspects of the
Exchange of curriculum
information and Use appropriate pacing.
collaboration
Realism through
color, music and
animated graphics

Instructional Roles of Computer

4. Role of Computer as a Teacher
Computer is used to present instructions directly to students. Such use is usually termed
Computer-Assisted Instruction (CAI). Computer-based instruction (CBI),
computer- assisted learning (CBL) CAI is also termed as instructional software.
Categories of Computer-Assisted Instruction (CAI) and Their Advantages

Categories Use/Purpose Features

Drill and Practice Memorize and recall Interactivity
information Immediate feedback
Increase proficiency in a newly Infinite practice
learned skill or refresh an Variable level of difficulty.
existing one Motivation

Tutorial Assume the primary Embedded question.

instructional role of teacher or Branching
tutor Dynamic presentation.
Recordkeeping.
Simulation Represent or model a real Control of multiple variables
system, situation, or Dynamic presentation.
phenomenon Time control
Effects of chance
Instructional Game Add an element of fun in CAI. Motivation
Game structure
Sensory appeal
Problem Solving Promote students higher- order Focus on specific problem
thinking skills, such as logic, Quantity
reasoning, pattern recognition, Variety
and strategies.

2. Roles of Computer as a Tool

2.1. Informative Tools are applications which provide vast amounts of information in various
formats (e.g., text, sound graphics or video, Multimedia
encyclopedias).
2.2. Communicative Tools are systems which enable easy communication between the
teacher and the students or among students beyond physical barrier of the classroom.
(e.g., email, electronic bulletin boards, chat, teleconferencing and electronic whiteboards.)
Two categories of Communicative Tools
2.2.1. Synchronous (e.g., chat or videoconferencing) enables real time (that is, simultaneous)
communication.
2.2.2. Asynchronous (e.g, email and electronic bulletin boards), on the other hand, are
messaging systems in which the exchange of information
between people is not live, but is somehow delayed.
2.3. Productivity/Constructive Tools are general-purpose tools that can be used for manipulating
information, constructing ones own knowledge or visualizing ones understanding. Common
examples of productivity tools are shown below.
Software Administrative/Professional Teaching and Learning Tasks
Type Tasks
Word prepare letters, memos, prepare transparencies, activity sheets,
Processing reports, flyers, rubrics, posters, study guides, class notes
lesson plans, forms, help students prepare stories,
newsletters essays, group reports
use in class to dynamically illustrate
writing and outlining skills

Presentation create presentation for create class lectures support that

Software workshops, conferences features text, audio and visual
and meetings elements with special effects
produce transparency masters
create student worksheets to
accompany class lectures
Electronic prepare budgets, numeric provide students with method for
Spreadsheets tables and summaries, grade tracking and analyzing data and
and attendance rosters creating charts for it
compute grades demonstrate what if analyses
prepare visuals (charts) of visually
numeric data

Database organize and track student and organize and provide easy access to
Management other professional data lists of academic resources
Systems prepare inventories, mailing list, provide support for students
reports tracking data

2.4. Situating Tools are systems which situate users in an environment where they may
experience the context and happenings. (e.g., Simulations, Virtual Reality). A flight
 simulation program is an example of a situating Tool because it places the user in a simulated
flying environment.
B. Integration of the Internet to Support Teaching and Learning
Internet consists of thousands of connected computer networks around the world that connect millions
of computers. The Internet is also referred to as the Net, the Information Superhighway, and Cyberspace.
Common Uses of Internet
There at least three major reasons why Internet ca be effectively used by teachers and students. These
categories of use can be communication, information retrieval or direct
instruction and general sources
Categories of Example
Use
1. Communication Keypals/emails
Interpersonal
exchanges
Instant messaging (IM)
Chat
Global classroom
(Contd.) Electronic appearances
Electronic mentoring
Information Information exchanges
collection (favorite quotes, student-
written book reviews, school
safety rules, etc.)
Electronic publishing
Problem Information searches (e.g.
solving puzzle, game, treasure hunt,
projects etc.)
2. Information Scavenger Hunts
Retrieval/ Direct
Instruction
WebQuests
Shareware instructional
software
Instructional software
sites (drill and practice
sites, tutorials sites,
simulation sites,
storybooks and so on.)
3. General Teacher Sites
Sources Museums and virtual sites
Classroom Applications
Provide asynchronous exchange of ideas;
enable users to learn from each other in two or
more locations
Allow synchronous communication of two users
on the Internet by typing messages
back and forth to one another in real time.
Allow synchronous communication of two or many
people on the Internet at the same
time.
Enable students in two or more classrooms (located
anywhere in the world) to study common topic
together; share what they are learning about the
topic during a previously specified time period.
Email, newsgroups, and electronic boards can
also host special guests (e.g. authors, musicians,
etc.) with whom students can
correspond.
Internet-connected subject matter specialists from
universities, government, business or
other schools can serve as electronic mentors to
students wanting to explore specific topics of study
in an interactive format on an on- going basis
Provide thematically-related information
exchange of students and teachers
collections around the globe
Collaborate to electronically publish a
common document (e.g. newsletter,
electronic journal, etc.)
Solve online problem solving activity
Teach students how to find and use
information resources available on the
internet.
Inquiry-oriented activities in which some or all of
the information used by learners are drawn from
the Web. This approach was developed by Bernie
Dodge and Tom March at San
Diego University.
Provide educational software, commercial
demos which you can take to your schools
computer laboratory
Find software which are designed to teach some
content or topic and not just to give information.
Locate lesson plans and other teaching ideas.
Increase awareness and access to museum
collections and to see exhibits online without
actually being physically there.
C. Integration of Distance Education to Support Teaching and Learning
Distance Education refers to an organized instructional program in which teacher and learners are
physically separated.
Synchronous distance education refers to situations where teacher and students meet at the same time
but in different places, as in live video broadcast or an audio teleconference.
Asynchronous distance education refers to circumstances where both time and place are different.
Hybrid Courses are courses that combine the elements of face-to-face teaching and learning with
elements of distance education.
Distance Education Technologies
Video Based Distance Education Technologies
Technology Description Examples
One-way video Broadcast video, like radio, is a Educational programming on
synchronous technology that the public television
involves transmission of both audio Instructional courses
and video information to a mass offered via local cable
audience companies
Two-way video In two-way interactive video, also Students at two different
called video conferencing, both schools working on the same
sending and receiving sites are science project make live
equipped with cameras, presentations to each other
microphones, and video monitors. about their research findings.

Computer-Based Distance Education Technologies

Technology Description Examples
Diskettes, CD- Computer diskettes, CD-ROMs, or Self-Study courses in
ROMs and DVD- DVD-ROMs can be mailed to discipline such as foreign
ROMs learners for correspondence study on language and business
home computers. education.
E-mail E-mail supports asynchronous Electronic communication
personal communication between between an instructor and
teacher and learners, between students or instructor and
teacher and parents, or among parents
individual learners. Class discussion via an
email list
Computer Computer conferencing systems, Online class discussion,
conferencing also known as discussion forums or forums, or debates
bulletin boards, permit two or more Sharing student works,
individuals to engage in an such as papers or
asynchronous text-based dialogue. projects, to permit peer
review and critique.
Chat or Instant Synchronous or real-time Live student interaction
Messaging interaction in which individuals with an expert
interact by typing message back and Collaboration between
forth to one another. students from different
Chat room interactions resemble group schools about a mutual
conversations and become project
popular places for electronic Online office hours
socializing. when distant student can
contact their instructor
Instant messaging is similar to chat but
normally involves only one to one
communication.
Web-based Web-based instruction also known as Complete courses on
instruction online-learning, can present almost any topic
content, provide links to information at Online supplements to
other locations, and serve as a focal traditional face-to-face
point for a distance education courses.
experience.

Familiarization with the Various Types of Delivery System

Traditional model instructor with group learners in classroom, training center or lab
Correspondence
Large-group lecture
Telecourse by broadcast or videotape
Two-way, interactive videoconference
 Computer-based instruction
Can range from independent study to instructor facilitated
Can range fro textual drill and practice to fully interactive multimedia
Internet or intranet web-based instruction
Can range from independent study to instructor facilitated
Can range from textual drill and practice to dully interactive multimedia (within learners
access bandwidth limitations)
Self-paced programs that include a variety of combinations of instructor or tutor and print or mediated
modules or learning packs
Combinations and unique, custom systems
Considerations and Decisions to Select the Best Delivery System
Consider the goal, learner characteristics, the learning and performance contexts, objectives, and
assessment requirements
Review the instructional analysis and identify logical grouping of objectives that will be taught in
appropriate sequences
Plan the learning components that will be used in the instructions
Choose the most effective student groupings for learning
Specify effective media and materials that are within the range of cost, convenience, and
practicality for the learning context
EVALUATING EDUCATIONAL TECHNOLOGY TOOLS
In evaluating instructional resources, several questions you should ask yourself are important,
regardless of the type of resource you are considering:
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed equipment, etc.)?