educational technology 1 by Brenda Corpus, Ph.D. and Paz I. Lucido book

1. APPLICATION
1. Observe your instructor/professor as he teaches the class.
Find out which guidelines in the selection of instructional materials did he
observe? Not observe?
In his use of instructional material, write down evidence of:
 Preparation of self – she is well-prepared to report/discuss/teach her
lesson with instructional materials including book, outline of her
report/lesson, creative visual aide and herself as an educational
technology.
 Preparation of students – warming up us by reviewing our last lesson
that we tackle, ask questions and ask again what we learn on our last
lesson.
 Preparation of material – well-prepared and very creative materials
and also very informational.
 Follow up – she gives us an activity by pair to evaluate our learning in
the lesson she taught to us if we understand it.
2. Accomplish this Learning Log
What I learned? (Deposit) How I apply what I learned (Dividend)
 I learned how to use
instructional material using
PPPF (prepare yourself, prepare
your students, present the
materials, follow up)
 Using the PPPF, the lesson I
must teach should be
productive and informative. I
learned also how to
choose/select the right
material for my upcoming
lesson/report.

2. APPLICATION
1. Apply the concept of direct experiences to the college courses
you have taken. Why do you have Field Study Courses and
Practice Teaching? If yes, what are they?
 We must have Field Study Courses and Practice Teaching
because by this courses, we encounter the direct,
purposeful experience, we really apply and test our
learning, and it is more or best learning than we
learned/discussed from our teachers/professors.
2. Go over the K to 12 Curriculum Guide. Find out which
competencies can be taught through direct experience.
 These are the competencies can be taught through direct
experience from K to 12 curriculum guide:
o measuration and calculation
o use of tools and equipment
o interpretation of plans/drawing
o occupational health and safety in the workplace
o maintenance of tools and equipment

3. APPLICATION
1. Present contrived experiences and their various forms by means of a
graphic organizer.
2. Compare a model and a mock up by the use of a Venn diagram.
CONTRIVED
EXPERIENCES
MODELS
MOCK UP
ARTIFACTS
GAMES
SIMULATION
SPECIMENS
OBJECT

4. •e.g. planetarium
overcome limitation and space
•e.g. atom
to 'edit' reality for us to be able to focus
on parts or a process of a system that
we intend to study
•e.g. terrarium
to overcome difficulties of size
•e.g. human brain in a specimen jar
to understand the inaccessible
•e.g. plant and animal cell (under microscope)
help learners understand abstractions
3. Illustrate with examples the five (5) reasons why we make use of
models, mock ups, specimens, and objects given above.

5. 4. Go over the K to 12 Curriculum Guide. Identify objectives and topics
which can be taught with contrived experiences – models, mock ups,
specimens and objects, simulation and games.
Content Content Standards Performance
Standards
Performance
Standards
Parts and Functions
organization
cells
Fungi, Protists, and
Bacteria
demonstrates
understanding of the
different levels of
organization
understanding that
aside from plants and
animals, there are
other much smaller
organisms that can
only be seen through
the microscope; many
of which consist of
only one cell
employs
appropriate
techniques using
standard tools or
equipment to gather
data about very small
objects
many organisms,
including humans,
have organ systems
that work together to
carry out essential
processes of the body
engages in
activities that promote
proper nutrition and
healthful habits to
maintain proper
functioning of the
organ systems
differentiates organ
systems, organs,
tissues, cells from
each other
the microscope and
their functions
and animal cells
according to presence
or absence of certain
organelles
describes the
structures of
microorganisms using
a microscope
and harmful
microorganisms
cell is considered the
basic structural and
functional unit of all
organisms
Interactions
ecosystem: biotic and
abiotic
relationships
- Producers and
consumers
- Symbiotic
relationships:
parasitism, mutualism
demonstrates
understanding that
organisms interact
with each other and
with their environment
to survive
initiates and/or
participates in
activities that protect
and preserve
ecosystems in the
locality
identifies which of
the things found in the
environment are biotic
or abiotic
different ecological
relationships found in
an ecosystem
energy is transformed
through the feeding
relationships
of changes in one
population on other
populations in the
ecosystem
of changes in abiotic
factors on the
ecosystem

6. APPLICATION
1. So that the pantomime and tableau will not be merely visual
presentations, what can you add to enhance them?
It must be added with verbal communication so that it will understand
well by students/audiences but if we add verbal communication to
enhance them, it is not a pantomime and tableau anymore.
2. Go over the K to 12 Curriculum Guide. Identify competencies with which
you can use:
Tableau - occupational health and safety in the workplace competency
Pantomime - occupational health and safety in the workplace competency
Puppets
 use of tools and equipment competency
 interpretation of plans/drawing competency
Role-playing
 use of tools and equipment competency
 interpretation of plans/drawing competency

7. APPLICATION
1. “Less is more.” If you have too many steps to include in
demonstration, what should you do?
 If I have too many steps to include in demonstration, I will
summarize it and make it simple so that students/audiences will
understand what I demonstrate to them.
2. Is it better to entertain questions as you go along your demonstration
or postpone them till the end of demo to avoid disruption or possible
digression?
 It is better to postpone questions till the end of demo to avoid
disruption or possible digression. The person who demonstrates
will confuse on how her/his demo will be step by step in order
because asking questions make him destructed.
3. Is it sufficient to look for puzzled faces in your audience to find out if
your demonstration is clear?
 It is not sufficient to look for puzzled faces in your audience to
find out if your demonstration is clear because what is clear to
you might not clear to them about the demo. You must ask or
individually demo it to them if they really understand it and it is
clear to them the process.

8. 4. Brown (1969) cites guide questions that can help us conduct effective
demonstrations. Find out if all these are covered in the steps given by
Dale (1969) in the ABSTRACTION phase of this Lesson.
1) Can students see and hear?
 This question is similar to Dale’s guiding question to evaluate the
classroom demonstrations “Could every person see and hear?”
2) Do you use chalkboard outlines or drawings?
 Summarize as you go along and provide a concluding summary.
It is also similar to Dale’s guiding question to evaluate the
classroom demonstration under “Did you follow the step-by-
step plan?”
3) Do you define unfamiliar terms, parts or processes?
 There is no similar phrase on Dale’s steps and Dale’s guiding
question to evaluate the classroom demonstration.
4) Do you note signs of confusion, disbelief, inattention?
 Check to see that your demonstration is being understood.
5) Do you use “good showmanship?
 Set the tone of good communication.
6) Do you intersperse film, transparency or other appropriate audio-
visual materials?
 Summarize as you go along and provide a concluding summary.
It is also similar to Dale’s guiding question to evaluate the
classroom demonstration under “Did you follow the step-by-
step plan?”
7) Do you move at the right pace?
 This guide question has no similarities on Dale (1969) steps. Dale
steps are too general.

9. 8) Do you invite participation as appropriate?
 This question is similar to Dale’s guiding question to evaluate
the classroom demonstrations “Did your students participate in
what you were doing by asking thoughtful questions at the
appropriate time?”
5. Evaluate the evaluation questions for demonstration. Can you add or
delete or merge some items? Improve on them.
 For me, the evaluation questions of Dale for demonstration are
right but in addition, it must be added with “Do you define
unfamiliar terms, parts or processes?” and “Do you move at the
right pace?” to emphasize more the best, good and better demo
next time you demonstrate other topics.
6. Why is demonstration called audiovisual explanation?
 Demonstration is called audiovisual explanation because it is
both use audio or verbal and visual presentation. It is not
enough that the teacher talks. To be effective, his/her
demonstration must be accompanied by some visuals.
7. Go over the K to 12 Curriculum Guide. Find out which objectives and
competencies lend themselves to the demonstration method.
GRADE 7- Force, Motion and Energy
THIRD QUARTER/ THIRD GRADING
PERIOD
Content Content Standards Performance
Standards
Learning
Competencies
Sound
sound
demonstrates
understanding of the
characteristics of
sound such as pitch
and loudness
recognizes the use
of indigenous
materials in creating
melodious music.
uses the concepts
of wavelength,
velocity, and
amplitude to describe
characteristics of
sound such as pitch,
loudness and quality.
changes in pitch and
loudness using real or
improvised musical
instrument through
fair testing.
production in the

10. human voice box and
how pitch, loudness
and quality of sound
vary from one person
to another.
describes how
organisms produce,
transmit and receive
sound of various
frequencies
(infrasonic, audible
and ultrasonic sound).
music using
indigenous products.