This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.

2. o1. My Portfolio in Educational
Technology
o2. Title Outline
The Students’ Profile
What is Educational Technology?
Technology: Boon or Bane?
Systematic Approach to
Teaching
The Rules of Educational
Technology in Learning
The Roles of Educational
Technology in Learning
Cone of Experience
Learning Through Educational
Technology 2

4. Name: Ronalyn C. Dalojo
Age: 19 yrs. old
Birthday: July 20, 1997
Address: Bgy. Aribungos Brooke’s
Point Palawan
School: Palawan State University
Brooke’s Point Campus
Course: Bachelor of Secondary
Education Major in Mathematics

5. Name: Roxan P. Lagrosa
Age: 19 yrs. old
Birthday: January 1, 1997
Address: Bgy. Aribungos,
Brooke’s Point Palawan
Course: Bachelor of Secondary
Education Major in Mathematics
School: Palawan State
University Brooke’s Point
Campus

8. First, let us define the word
technology. Technology is body of
knowledge devoted to creating tools,
processing actions and extracting of
materials or simply it talks about
machines or electronic tools while,
education is a process of inviting truth
and possibility of encouraging and giving
time to discovery. In simple words,
education is the learning. Through the
definition of the two different words we
can say that educational technology is the
combination of the word ‘education’ and
‘technology’ which means the integration
of technology in education for more
purposeful, meaningful, and interesting
learning.
Educational technology was more

10. Technology: Boon or Bane?
Educational technology is the use of technological tools to
improve education, it is a systematic process for designing
instruction or training used to improve performance. It facilitates
the learning processes and increases performance. In the 21st
century technological advances has exploded. Schools have not
been left out in these advancements. Classroom technology has
become increasingly more popular. Each tool provides teachers
with a method in which they can actively engage their students.
These tools or devices are Internet, LCD Projector, Smart Broad,
Laptop or Computer, Digital Camera, Tablets, etc. these can help
students to make lessons fun, interesting, and more effective.
Using technology reduces the work load and helps students to
understand subject better. Essentially it is also driving the way the
teachers teach and students learn. Technology based learning and
assessment systems will be pivotal in improving student learning
and generating data that can be used to continuously improve the
education systems at all levels. Technology becomes a bane when

11.  Technology could be boon and/or bane in different ways. It
depends upon the user of a particular technology to be a boon
or bane the technology is.
 Technology could be boon because it was useful in our daily
lives. It help us to make our work easier and faster we use it to
extract material, for transportation, learning, manufacturing,
creating artefacts, securing data, scaling businesses and so
much more. Also, nowadays, technologies are one of the
instructional materials use by he teachers in teaching.
 Technology could also be bane, especially when it is wrongly
applied. It can cause harms to humans if it is being abused.
Over-dependence on technology can cause disconnectedness
which means killing work place relationships, employees and
business managers communication through email, phones, text
messages, and video conferences, this kills face-face
communication.

12. The systematic approach to teaching provides a method for the functional
organization and development of instruction. This method applies to preparation
of materials for classroom use, as well as for print and non-print media. Inputs
to the systems approach include well defined objectives, analysis of the intended
audience, special criteria desired by the costumer, analysis and use of existing
resources, and a team of instructional system specialists, subject matter experts,
writers, and visual specialists. Outputs are functional relations trees, functional
block diagrams, a teaching sequence chart, and frames (a combination of words
and visuals on a specific topic from the teaching sequence chart). The three step
production flow consists of content requirements, content development, and use.
Material is divided into levels of detail, so that the student studies only until he
has reached the level he needs. At each level of detail, the material is treated as a
whole, then in its parts, and finally recombined into a functional whole. Visuals
illustrating the concepts are included.
The system approach views the entire educational program as a system of
interrelated parts. It is an orchestrated learning pattern with all parts
harmoniously integrated in to the whole: the school, the teacher, the students,
the objectives, the media, the materials, and assessment tools and procedures.
Such an approach integrates the older, more familiar methods and tools of
instruction with the new ones such as the computer.
The focus of the systematic approach to teaching is the students.

13. Define objectives- instruction begins with the definition of instructional objectives that consider
the students’ needs, interests and readiness.
Choose appropriate methods- on the basis of these objectives the teacher selects the appropriate
teaching methods to be used.
Choose appropriate experiences- based on the teaching method selected, the appropriate learning
experiences, an appropriate material, equipment and facilities will also be selected.
Select materials, equipment and facilities- the use of learning materials, equipment, and
facilities necessitates assigning the personnel to assist the teacher.
Assign personnel roles- defining the role of any personnel involved in the preparation, setting,
and returning of these learning resources would also help the learning process.
Implement the instruction- with the instructional objectives in mind, the teacher implements
planned instructions with the use of the selective teaching method, learning activities, and learning
materials with the help of other personnel whose role has been defined by the teacher.
Evaluate outcomes- after instructions, teacher evaluates the outcome of instruction. From the
evaluation results, teacher comes to know if the instructional objective was attained.
Refine the process- if the instructional objective was attained, teacher proceeds to the next lesson
going through the same cycle ones more.

15. The rules of educational technology in
learning is very broad because if we talk about
technology it include everything that is useful in
education, for example: ball pen, paper,
black/white board and etc… It does not just talk
about computers, laptops, projectors and
everything that is high technology. This
technology is very helpful to the students in a way
that it makes the life of the students easier and it
makes connections more accessible. For example:
a projector with your laptop makes your
discussion easier in a manner that the students
are learning better and easier because you have
your visual aids that really can help the students

17. The Roles of Educational
Technology in Learning“Technology makes the world a new place”
TECHNOLOGY can play a traditional role, as a delivery vehicles
for instructional lessons or in a constructivist way as partners in
learning process. In the traditional way, the learner learns from the
technology and the technology serves as a teacher. In the
constructivist way, technology helps the learner build more meaningful
personal interpretations of life and his/her world. Technology is a
learning to learn with, not to learn from.
The following are the roles of technology in learning
(CONSTRUCTIVIST VIEW):
Technology as tools to support knowledge instruction
Technology as information vehicles for exploring knowledge to
support learning-by-constructing
Technology as context to support learning by learning-by-doing
Technology as a social medium to support learning by conversing
Technology as intellectual partner to support learning-by-

18. TECHNOLOGY AS TOOLS TO SUPPORT KNOWLEDGE CONSTRUCTION
- For representing learners’ ideas, understanding and beliefs.
- For producing organized, multimedia knowledge bases by learners.
 TECHNOLOGY AS INFORMATION VEHICLES FOR EXPLORING KNOWLEDGE TOSUPPORT LEARNING-
BY-CONSTRUCTING
- For accessing needed information.
- For comparing perspective, beliefs and world views.
 TECHNOLOGY 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.
 TECHNOLOGY AS SOCIAL MEDIUM TO SUPPORT LEARNING BY CONVERSING
- For collaborating with others.
- For discussing, arguing, and building consensus among members of community.
- For supporting discourse among knowledge-building communities.
 TECHNOLOGY AS INTELLECTUAL PARTNER TO SUPPORT LEARNING BY REFLECTING
- For helping learners to articulate and represent what they know.
- For reflecting on what they have learned and how they came to know it.
- For supporting learners’ internal negotiation and meaning making.
- For constructing personal representation of meaning for supporting mindful

20. Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences at the bottom of the cone. Then it becomes more
and more abstract as it reach the peak of the cone. Also, according to Dale, the
arrangement in the cone is not based on its difficulty but rather based on abstraction
and on the number of senses involved. The experiences in each stages can be mixed
and are interrelated that fosters more meaningful learning.
According to the one of the principles in the selection and use of teaching strategies,
the more senses that are involved in learning, the more and the better the learning
will be but it does not mean that concrete experience is the only effective experience
that educators should use in transferring knowledge to the learner. Like what was
mentioned above, the experiences in each stages can be mixed and are interrelated
thus, a balance must be achieved between concrete and abstract experiences in order
to cater the and address all the need of the learner in all the domains of development
and in order to help each learner in their holistic development.
Moreover, the generation about the cone of experience that was presented above is
not enough. Actually, we should try to go deeper in each of the component of the cone
since educational technology basically revolves around the cone of experience. By
going one-by-one, starting from concrete to abstract, we will understand more the
different components of the cone that will help us in grasping the real meaning of
educational technology.
To expand on each of the components, let us begin with the Direct Purposeful
Experiences. These are first hand experiences which serve as the foundation of the

21. The next level would be the Contrived Experiences. In this level,
representative models and mock-ups of reality are being used in order to
provide an experience that are close as reality. This level is very practical and
it makes learning experience more accessible to the learner. In this stage, it
provides more concrete experiences, even if not as concrete as Direct
Experiences, that allows visualization that fosters better understanding of the
concept.
On the other hand, the next level would be the Dramatized Experiences. In
this level, learners can participate in a reconstructive experiences that could
give them better understanding of the event or of a concept. Through
dramatized experiences, learners become more familiar with the concept as
they emerged themselves to the “as-if” situation.
The next level would be the Demonstrations. It is a visualize explanation of
important fact, idea, or process through the use of pictures, drawings, film and
other types of media in order to facilitate clear and effective learning. In this
level, things are shown based on how they are done.
Another level would be the Study Trips. This level extends the learning
experience through excursions and visits on the different places that are not
available inside the classroom. Through this level, the learning experience will
not be limited to the classroom setting but rather extended in a more complex
environment.

22. Next levels would be the combination of the level of Television and Motion Pictures
and Still Pictures, Recordings and Radio since it is related to one another because
of the rapid development of the modern technology, a lot of people believe that
educational technology is limited to these stages. They are not aware that these
stages are only a small portion of EdTech. For Televisions and Motion Pictures, it
implies values and messages through television and films. On the other hands, Still
Pictures, Recordings, and Radio are visual and auditory devices that can be used
by a learner/group of the learner that could enhance and extend learning
experience.
Lastly, is the combination of the last two levels because they are use hand and
hand. The last two levels would be the Visual symbolic and Verbal symbol. These
two levels are the most complex and abstract among all the components of the
cone of experience. And the visual symbolic level, charts, maps, graphs, and
diagrams are used for abstract representations. And the other hand, the verbal
symbolic level does not involve visual representation or clues to their meanings.
Mostly, the things involved in this level are words, ideas, principles, formula, and
the likes.
After going through the different components of the cone of Experience, it could be
said that in facilitating learning, we can use variety of materials and medium in
order to maximize the learning experience. One medium is not enough thus if we
can take advantage of the other media. There’s nothing wrong with trying to
combine several medium for as long as it could benefit the learners. Also through
the levels provided by the cone of experience, it could be said that concrete

28. Through EdTech we learned about:
Making Power-Point and Slide Presentations with
special effects, transitions, animations and clip arts.
Encoding and editing of our assignments, outputs,
reports and etc. through the use of Microsoft word
which made our works easier and our output
presentable.
Sending messages and important files through email.
 Tweeting our comments on current and trending
issues in our country and through twitter and instagram
also we can share our unforgettable moments, express
our feelings and thoughts and it help us to be updated
on different issues, news and trends in and out of our
country.
Exploring facebook and other social media accounts
like Slideshare, LinkedIn and etc. which help us to be

30. There exists a number of models and theories
about learning that is ideal in achieving
instructional goals through preferred application
of educational technology.
These are:
oMeaningful Learning
oDiscovery Learning
oGenerative Learning
oConstructivism

31. If the traditional learning environment
gives stress to rote learning and simple
memorization, meaningful learning
gives focus to new experience that
departs from the learning of a
sequence of words but gives attention

32. It assumes that:
Students already have prior knowledge that is relevant
to new learning.
Students are willing to perform class work to find
connection between what they already know and what
they can learn.

33. This is differentiated from reception (meeting point of
meaningful and discovery learning) in which ideas are
presented to students in a well-organized way, such as
through detailed set of instructions to complete an
experiment.
Ever recalled why you are so nervous, yet very excited in

34. In 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 the structured lesson
previously set.

35. Notice the increase in Discovery from rote learning
Math Drills
Trial and Error puzzles
Applying science lab formulas
Lecture/Textbook Reading
Simulations
Adventure Activities
Data Probing/Research
Art/Music Creation

36. Here, we have active listeners who attend to learning
events and generate meaning from this experience and
draw inferences thereby creating a personal model of
explanation to the new experience in the context of
existing knowledge.

37. Here, the learner builds a personal understanding
through appropriate learning activities and a good
learning environment. The most accepted constructivism
principles are:
Learning consists in what a person can actively assemble for
himself and not what he can just ask from someone else.

38. The learner is directly responsible for learning. He
creates personal understanding and transforms it into
knowledge.
The context of meaningful learning consists in the
learner “connecting” his school activity with real life.
The purpose of education is the acquiring of practical
and personal knowledge and not the abstract or trivial

39. 2

40. After the EdTech 2 we, the
students are now very able
to operate our personal
computers and also we are
now able to explore the
world of technology such as
different social networking
sites.
Through EdTech we become
computer literate students
whose able to use
technology in teaching-
learning process. We are
now expert in doing power-

41. Presented By: Ronalyn Dalojo
Roxan Lagrosa
BSEd-III Mathematics
Presented To: Jovengrace F. Cabahug
Instructress