Portfolio in Educational Technology 2

Portfolio in Educational Technology 2
TITLE OUTLINE
 The Students Profile
 What is Educational Technology?
 Technology Boon or Bane?
 Systematic Approach to Teaching
 What is Systematic or Systems Approach to Teaching?
 Elements of Systematic Approach to Teaching
 Roles of Educational Technology in Learning
 Traditional Role
 Constructivist Role
 Roles of Technology in learning
 Roles of Technology in learning (Constructivist View)
Educational Technology 2 2

 Cone of Experience
 What is Cone of Experience?
 What are the sensory aids in the Cone of Experiences?
 Direct, Purposeful Experiences and Beyond
 Dale’s Cone of Experiences
 Learning through Educational Technology 2
 Conceptual model of learning
 Meaningful learning
 Discovery learning
 Generative learning
 Constructivism
 Student after Educational Technology 2

STUDENT PROFILE
Name: Esrin H. Depong
Age: 19 years of age
Birthday: August 11, 1997
Address: Aribungos, Brookes Point, Palawan, Philippines
Course: BSEd (Major in Mathematics)
“Excellence is not a skill, It is an Attitude”
-Ralph Marston

STUDENT PROFILE
Name: Richard L. Diaz
Age: 18 years of age
Birthday: April 20, 1998
Address: Aribungos, Brookes Point, Palawan, Philippines
Course: BSEd (Major in Mathematics)
“Educatingthemindwithouteducatingtheheartisno
educationatall.”
-Aristotle

What is Educational Technology?
 Refers to an area of technology devoted to the
development and application of tools intended to
promote education.
 Focus on the process by applying tools for
educational purposes and the material used.
 The study and ethical practice of facilitating
learning and improving performance by creating,
using and managing appropriate technological
processes and resources.

Technology Boon or Bane?
OUR POINT OF VIEW
For us, Technology is more boon than a bane as it offers
many different advantages and disadvantages. It depends on
how a person uses the technology and how the user puts the
technology to proper use or in a good way.
Technology today is an integral part of everyday life. It is
one of the greatest invention of mankind. Technology helps us
in a lot of ways, whether it is for our social life or business
life. It makes our life easier and better.

Technology brought advantages specially in communication
field. In the past, the only form of communication was mail
delivery, that is takes a lot of time before the receiver/addresse
receives the letter. While in today’s generation we tend to
communicate with other people by using technological devices like
cellphone, Email and etc. In the way that it is more convenient ,
easier and faster. Also by means of technology we can also have a
better socialization using online networking sites like facebook,
twitter and etc.
In terms of education, technology in education creates a
meaningful learning to the students, specially when the students are
engaged in multimedia digital information and learning. Using
electronic resources the students can also improve their knowledge,
skills and competencies by surfing the net, watch educational
videos online and etc. Using it in an efficient way will made the
students to have a better learning and encourage them to be more
active and participative.

Therefore, we conclude that technology is more useful
and helpful than harmful, because it gives us benefits or
advantages that we all need. This can very useful if we know
how to use technology in a good way or proper way.

Systematic Approach to Teaching
The focus of Systematic Approach to Teaching is the
STUDENTS.

What is Systematic or Systems Approach to
Teaching?
 The systematic or systems approach to teaching is Student
Centered Approach. It is not a spoon feeding process from the
teacher but considers the needs, interest, and readiness of the
student to learn.
 The systems approach views the entire educational program as
system of closely interrelated parts. It is an orchestrated
learning pattern with all parts harmoniously integrated into 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 systems approach to instruction is simple in theory but far
from being simplistic in practice. It is not just a matter of
teacher formulating his/her lesson objective and then directly
teaching the student.

Elements of Systematic Approach to Teaching
 Define Objectives –instruction begins with the definition of
instructional objectives that considers the students needs,
interest, and readiness.
 Choose Appropriate Methods –on the basis of this objective, the
teacher selects the appropriate teaching methods to be used.
 Select Materials, Equipments, 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 this learning
resources would also help in 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.
 Refining the Process –if the instructional objective was attained,
teacher proceeds to the next lesson going through the same cycle
once more. If instructional objectives was not attained, then the
teacher diagnoses was not learned and find out why it was not
learned in order to introduced a remedial measure for improved
student performance and attainment of instructional objectives.

The Roles of Educational Technology in
Learning
“Technology makes the world a new place”
Technology can play a TRADITIONAL ROLE as
delivery vehicles for instructional lessons, or in a
CONSTRUCTIVIST ROLE as partners in the
learning process.

TRADITIONAL ROLE
 In the Traditional Way, the learners learns from
technology and the technology serves as the teacher.
In other words the learners learn the content
presented by the technology in the same way that the
learners learn knowledge presented by the teacher.

CONSTRUCTIVIST ROLE
 In Constructivist way, Technology helps the
learners build more meaningful personal
interpretations of life and his/her world.
Technology is a learning to learn with, not to
learn from.

Roles of Technology in Learning
The following are the Roles of Technology in
Learning (CONSTRUCTIVIST VIEW)
 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 to support 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 contexts.
 For representing beliefs, perspectives, arguments,
and stories of others.

 For defining a safe, controllable problem space for
student thinking.
 Technology as a 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 negotiations and
meaning making.
 For constructing personal representations of
meaning for supporting mindful thinking.

Cone of Experience

What is Cone of Experience?
 The cone of experience is the visual model, a pictorial device
that presents bands of experience arranged according to
degree of abstraction and not degree of difficulty. The farther
you go from the bottom of the cone, the more abstract the
experience becomes.
What are the sensory aids in Cone of Experiences?
 Direct Purposeful Experiences –these are first hand experiences which
serve as the foundation of our learning. We build up our reservoir of
meaningful information and ideas through seeing, hearing, touching,
tasting and smelling. In the context of the teaching-learning process, it
is learning by doing.
 Contrived Experiences –we make use of a representation models or
mock ups of reality for practical reasons and so that we can make the
real-life accessible to the students’ perceptions and understanding.
 Dramatized experiences –by dramatization, we can participate in
are constructed experience, even though the original event is far
removed from us in time.

 Demonstrations –it is visualized explanation of an important fact, idea or
process by the use of photographs, drawings. Films, displays, or guided
motions. It is showing how things are done. Example, The teacher in P.E
shows the class how to dance tango.
 Study Trips –these are excursions, educational trips, and visits conducted to
observe an event that is unavailable within the classroom.
 Exhibits –these are displays to be seen by spectators. They may consist of
working models arranged meaningfully or photographs with models, charts,
and posters.
 Motion Pictures and Television –can reconstruct the reality of the past so
effectively that we are made to feel we are there.
 Recordings, Radio, Still Pictures –these are visual and auditory devices which
may be used by an individual or a group.
 Visual Symbols –these are no longer realistic reproduction of physical things
for these are highly abstract representations. Examples are chart, graphs, maps,
and diagrams.
 Verbal Symbols –they are not like the objects or the ideas for which they
stand. They usually do not contain visual clues to their meaning. Written
words fall under this category. It may be a word for a concrete object (book),
an idea(freedom of speech), a scientific principle (the principle of balance), a
formula.

Direct, Purposeful Experiences and Beyond
“From the rich experiences that our senses bring, we construct
the ideas, the concepts, the generalizations that give meaning
and order to our lives.”
-Edgar Dale
Indirect Experiences- are experiences of other people that we
observe, read or hear about. They are not first-hand but rather
vicarious experiences.
Direct Experiences- First hand experiences, must not be the
period or the end. We must be brought the higher plane. The
higher plane referred to here is the level of generalization and
abstraction.

Dale’s Cone of Experiences

Learning through Educational Technology 2
 Through Educational Technology 2, We learned to
used and evaluate computer-based educational
resources.
 We also engaged on practical technology integration
issues including the used of internet for learning and
cooperative learning through the used of information
technology.
 Educational technology 2 inculcate higher-level
thinking and creativity among students while
providing them knowledge of IT-related learning
theories.

Conceptual Models of Learning
There exist a number of models and the theories
about learning that is ideal in achieving instructional
goals through preferred application of Educational
Technology.
These are:
 meaningful learning;
 discovery learning;
 generative learning; and
 constructivism.

CONCEPTUAL MODELS OF
LEARNING

Meaningful Learning
 Gives focus to new experience that departs from the
learning of a sequence of words but gives attention to
meaning.
 It’s assume that: (1)students already have their prior
knowledge that is relevant to new learning; and (2)students
are willing to perform class work to find connection
between what they already know and what they can learn.
 In the learning process, the learners are encouraged to
recognize relevant experiences. A reward structure is set so
that the learner will have both interest and confidence.
 In the classroom, hands-on activities are introduced so as to
stimulate learning in everyday living.

Discovery Learning
 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
doing experiments? It is because of the idea that you are about
to discover something firsthand.
 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.
 Here, It is important that the students become personally
engaged and NOT subjected by the teacher.

Generative Learning
 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.
 This is viewed as different from the simple process of storing
information. Motivation and Responsibility are crucial to
this domain.
 This gives emphasis to what can be done with the pieces of
information not only on access to them.
 Examples are result driven: creativity and resiliency.

Constructivism
 The learners builds a personal understanding trough
appropriate learning activities and a good learning
environment. The most accepted constructivism
principles are:
 learning consist in what a person can actively
assemble for himself and not what he can just ask
from someone else;
 role of learning is to help the individual live to his
personal world.

Implications of Constructivism
 The learners is directly responsible for learning. He
creates a personal understanding and transform it
into knowledge.
 The context of meaningful learning consists in the
learners “connecting” his school activities in the real
life situation.
 The purpose of education is the acquiring of practical
and personal knowledge and not the abstract or
trivial truths.

The Student after Educational Technology 2
In studying this course, Educational Technology
2, It provide us an opportunity to be engaged in
technology towards learning and also it brings us in
the world of different technologies as well as in the
world of social media.

We had learn a lot from this course and help us to
have a deeper knowledge about technology in
learning, specially if how are the certain thing is to
be done. Through Ed Tech 2, we are actively
engaged in different practical applications and actual
activities which make our learning an interactive and
meaningful one.
We learned from our experiences and have a
deeper understanding about technology in learning
and also with the certain task. We also learned about
the significance of these technologies in education, if
how can this be useful in learning and also how to
put technology in a proper way and in a good way.

REFERENCES
 EDUCATIONAL TECHNOLOGY 1
2008
Brenda B. Corpuz, PhD
Paz I. Lucido, PhD
(lorimar Publishing)
 content://com.sec.android.app.sbrowser/readinglist/1
010192528890.mhtml
 https://noelpangilinan12.wordpress.com/2015/02/18/
the-four-conceptual-models-of-learning/
 Slideshare.com
 Other websites related to the topic

Thank you...
Depong, Esrin & Diaz, Richard

Portfolio in Educational Technology 2

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