Educ. Tech.

Garo, Candelaria D.,
Teaching Educational Technology
First year of publication
Published by National Bookstore
Philippine Copyright 2004 by Candelaria D. Garo
HISTORY OF
EDUCATIONAL
TECHNOLOGY

EDUCATION DURING THE ANCIENT TIMES
- Educational technology seems to be the
phenomenon of the 21st century
ANCIENT CIVILIZATION
- Men started to use pointed sticks to
inscript signs and symbols on the leaves
of trees and knives for the bark of tree
- 3,100 B.C. the Egyptians devised a
system of picture writing called
hieroglyphicsGaro, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo

- Hieroglyphics symbols usually
represent a sound or a group of sounds
- Scribes, a group of men trained in the
art of writing
ANCIENT GREECE
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
- Spartan Education emphasized the
development of physical body coupled
with discipline

- Paidonomus, military commander in the
public barracks.
ATHENS
- Athens, recognition is given for its being
first to recognize the right of the individual
to develop to the fullest

- Activities to develop both were the prime
concerns in the music schools, the
grammar schools and the public
Gymnasiums or Palaestra
- Effective instructional materials were
designed and implemented (with the help
of Sophist Cognitive Rules)

EDUCATION DURING THE MEDIEVAL ERA
- Medieval University was an important
milestone in educational development
- Emperor Frederick I of bologna in 1158
chartered the First University
- Degrees offered were expanded which
required students 1. to engage in more in
depth studies and to write their theses 2.
defend them in public before the deans,
faculties and rectors.

EDUCATION DURING THE MEDIEVAL ERA
- Saracens or the Arabs among the Moors
of Spain gave a significant contribution in
determining the direction of what
educational technology is today.
- Curriculum was the most organized and
complete in the Elementary, Secondary
and Collegiate Level
- Scientific Method of teaching

EDUCATION DURING THE RENAISSANCE PERIOD
- Three Main lines of Concern: 1.
Intellectual to which education belongs 2.
Aesthetic 3. Scientific
- Humanism, Reformation, Realism,
Disciplinism, and Rationalism
- Bacon, Rabelais, Vives, and Milton
- John Locke (tabula rasa)
- Johann Amos Comenius (Orbis Pictus)
- Maria Montessori – Multi-sensory
materials to teaching

EDUCATION DURING THE AGE OF NATURALISM
- Jean Jacques Rouseau (Emiled)
- The aim of education was the
preservation of the natural goodness of
the individual and the formation of society
based upon the recognition of natural
individual (Lacuesta et.al. 1986)- Herbart (five formal steps to teaching
known as Herbatian Method of Teaching-
1. preparation 2. preparation 3.
comparison 4. abstraction 5. generation
and application

EDUCATION DURING THE AGE OF NATURALISM
- Peztallozi (actual objects that involves
most of the senses)
- Froebel (Father of Kindergarten)
- Use of actual objects
- Recommended the use of play
and songs

EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY
-John Dewey (Pragmatist)
- Edward Lee Thorndike
- The development of effective educational
technology (production of books, the use
of blackboard, improvements of writing
implements like pen and ink

EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY
- Photography was invented
- Visual instruction
- Visual Media became widely accepted
- Educational films were used as
instructional media- First instructional television program
- American soldiers showed the
importance of educational devices such as
movies filmstrip, radio and other pictorial
devices.

EDUCATION IN COMTEMPORARY TIMES
- Computerization of Records
- Entrance procedures
- Aspects of administration and
supervision
- Multi – media Resources and
computers are common fixtures

- The computer Units are being installed to
be shared by the whole studentry
- Collegiate level and secondary levels,
graduate level have radically revised and
enriched their curricular offerings to
include course in computer applications

- Private Elementary Schools offer
computer lessons as early as in the
elementary grades
- CAI
- multi-media presentations to make
teaching and learning more interesting
and effective- Educational Organizations (INTEL, UP
NISMED)

- Internet and the E-mail have become
tools for what is known as fast-paced
interactive learning communication and
search for information
- Computers became more user friendly

MEANING OF EDUCATIONAL
TECHNOLOGY

MEANINGOFEDUCATIONAL
TECHNOLOGY
Educational Technology is the
development, application and
evaluation of systems, techniques and
aids to improve the process of human
learning
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
Educational Technology is a systematic
way of designing, implementing and
evaluating the total learning and
teaching in terms of specific objectives
based on research in human learning
and communication; and employing a
combination of human and non-human
resources

TECHNOLOGY
to bring about more effective instruction
Simply stated, educational technology
is the application of the results of
researches and studies, material or
non-material to improve teaching
and learning
continuation…

Our Definition:
“A combination of the processes
and tools involved in addressing
educational needs and problems,
with an emphasis on applying the
most current tools: computers
and their related technologies.”
(M. D. Roblyer, 2000)
TECHNOLOGY

Has technology changed how and
what we teach?
TECHNOLOGY

Change in educational philosophy
of what constitutes basic skills
 No longer just three R’s
 “Learning to learn” skills essential
 Lifelong learning
TECHNOLOGY

TECHNOLOGY
What We’ve Learned…
Development of technology
materials and integration
strategies is time intensive and
should not be a classroom
teacher’s primary responsibility

TECHNOLOGY
Educators must keep pace with
technological advances.
But often times technology
changes faster than the
educational environment.

TECHNOLOGY
Teachers will always be
necessary!
Definition of learning
environments are changing.

Identity of classrooms must change.
Our models of effective
instruction must change too!
Educators must be more than:
Sage on the Stage
Guide on the Side
TECHNOLOGY

TECHNOLOGY
EDTECH TO OTHER AIDS OF
TEACHING
Media is very much a part and parcel of
educational technology. On the other
hand, audio-visual materials refer to
the instructional aids that appeal to
the auditory and sight senses which
could be personally prepared by the
teacher for a specific learning tasks and
group of learners.

ROLES AND FUNCTIONS OF
EDUCATIONAL TECHNOLOGY

ROLESANDFUNCTIONSOFEDTECH
If the educational technology are
properly used, instructional materials
can do the following:
1. Arouse and sustain the interest and
attention of the pupils/students to learn.
2. Concretize abstract concepts/ideas
to promote meaningful learning.
3. Makes learning more permanent
because of the rich experiences that
they provide

4. Provide self-activities for independent
learning
5. Increase vocabulary by eliminating
verbalism6. Develop continuity of thought
7. Increase the quality of learning while
decreasing the time spent
8. Check pupil preparedness
9. Make learning more interactive,
hence learning is improved

GUIDELINES IN THE SELECTION OF
INTRUCTIONAL MATERIALS
1. Size
2. Color
3. Durability
4. Economy
5. Easy to handle
6. Relevance
7. Novelty

EDUCATIONAL MEDIA
IDENTIFICATION
SELECTION
PRODUCTION AND UTILIZATION

It is a visual analogy
which is used as a guide
by teachers in choosing
WHAT, WHY AND HOW
much instructional
material they should use
to provoke learning with
the most satisfying
results.

Cone of
Experience
Direct, Purposeful Experiences
Contrived Experiences
Dramatized Experiences
Demonstrations
Field Trips
Television
Motion Pictures
Recordings, Radio,
Still Pictures
Visual Symbols
Verbal
Symbols
Exhibits

The cone is based on the relationships of
various educational experiences to
reality (real life), and the bottom level
of the cone, "direct purposeful
experiences," represents reality or the
closest things to real, everyday life.
Principles on the cone of
Experience:
The opportunity for a learner to use a
variety or several senses (sight, smell,
hearing, touching, movement) is
considered in the cone.

Direct experience allows us to use all
senses.
 Verbal symbols involve only hearing.
The more sensory channels possible in
interacting with a resource, the better the
chance that many students can learn from
it.
Each level of the cone above its base
moves a learner a step further away from
real- life experiences, so experiences
focusing only on
The use of verbal symbols are the

Motion pictures (also television) is where
it is on the cone because it is an
observational experience with little or no
opportunity to participate or use senses
other than seeing and hearing.
Contrived experiences are ones that are
highly participatory and simulate real life
situations or activities.
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity.

What are the
implications of the Cone
of Experience in the
teaching-learning
process?

1. We do not use only one medium of
communication in isolation. Rather we use
many instructional materials to help the
student conceptualize his experience.
…implications of the Cone of
Experience in the teaching-learning
process…

2 We avoid teaching directly at the symbolic
level of thought without adequate foundation
of the concrete. Students' concepts will lack
deep roots in direct experience Dale
cautions us when he said "These rootless
experiences will not have the generative
power to produce additional concepts and
will not enable the learner to deal with the
new situations that he faces" (Dale, 1969)
process…

3.When teaching, we don't get stuck in the
concrete. Let us strive to bring our
students to the symbolic or abstract level
to develop their higher order thinking skills.
process…

Three pitfalls that teachers should avoid
with regard to the use of the Cone of
Experience:
using one medium in isolation.
moving to the abstract without an
adequate foundation of concrete
experience.
getting stuck in the concrete without
moving to the abstract hampering the
development of our students' higher
thinking skills.

THIRD THROUGH A SERIES
OF SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONS
ENACTIVE
BRUNER’S THREE- FOLD ANALYSIS
OF EXPERIENCE

BRUNER’S THREE- FOLD ANALYSIS
OF EXPERIENCE
ICONIC
SYMBOLIC
ENACTIVE
INCREASING
ABSTRACTION
HENCE
INCREASING
DIFFICULTY

• The BRUNER’S THREE-FOLD
ANALYSIS suggests
• that learning is more impressive if
one proceeds from the concrete to
abstract, or from specific to general
because more senses are involved
and the relationships are built in a
more pronounced manner.

If we want out students to remember
and master what was taught, we cannot
ignore what the Cone of Experience
reminds us to make use of a combination of
as many learning resources as we can and
to proceed to the abstract only after we
have presented the concrete. Do we have to
end in the abstract'? Or should the abstract
lead us again to the concrete and the
concrete to the abstract again? So learning
is from the concrete to the abstract, from the
abstract to the concrete and from the

PICTORIAL MEDIA
Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by

- Still pictures
- Flat pictures are representations of
objects or things on a flat surface
- A flat picture, also called an image,
is a group of colored points on a flat
surface that looks the same as
something else.

Where can Flat Pictures be found?
NEWS, MAGAZINES,
ADVERTISEMENT,
POSTERS, PAMPHLETS

GUIDELINES TO TEACHING WITH
PICTURES
1. Pictures must be clearly seen by
everyone.
2. Students/pupils must be given a chance
to point out what they think are the
important aspect of the picture.

3. The teacher must supplement pupils’
comments to make sure that nothing has
been omitted
4. The teacher and pupils should discuss
together what they find in the picture.
5. The picture used in class should lead
to the accumulation of related pictures in
the textbook.
GUIDELINES TO TEACHING WITH PICTURES

6. If the picture used in class stirs the
pupils to attempt at illustrating their own,
it is good evidence that a sound use has
been made of them.
7. Pictures ought to supply incentives for
the use of auxiliary aids, like motion
pictures, filmstrip and others.

8. Pictures ought to promote
supplementary

A picture can be read in four levels
as follows:
1. Enumerative level
2. Descriptive level
3. Interpretative level
4. Integrative level

How to make pictures?
Using cameras for pictures
Before cameras

Where can pictures be put?
What are the examples of flat
picture?

Teachers should choose those the
suggest motion or the candid shots,
as they are more interesting and
life-like

Uses?
1. To illustrate concepts and to
show examples of what you are
talking about during a lecture when
you can't visit the real thing

Uses?
2. To inspire discussion of a topic,
looking at multiple aspects and
contexts

Uses?
3. To enforce and extend language
and common terms of the object
being discussed, using subject-
specific terminology

Uses?
4. To categorize within a subject
discipline and potentially build
reference collections for student
project work and research

Uses?
To stimulate students writing a
story/poem about that image -
enhancing creative and language
skills

Uses?
To encourage team work and foster
collaboration and the sharing of a
learning experience

Uses?
To encourage critical thinking skills
To illustrate case studies
To enhance visual communication skills
To help identify emotions and mood

Uses?
To document an event and analyse
practiceTo assess students' knowledge,
understanding and observational
skills
As a prompt to get students to
research all aspects of a topic

Illustrations are non-photographic

INSTRUCTIONAL ROLES OF USING
ILLUSTRATIONS IN THE
CLASSROOM
Attention
Retention
Understanding
Context

Purposes for which flat pictures,
photographs, and illustrations can be
used for teaching…
1. To CONCRETIZE words and symbols
2. To lend meaning to what one reads
3. To introduce or motivate
4. To correct misconceptions
5. To summarize a unit
6. To arouse emotions

Flashcards are valuable materials for drill
activities particularly in the teaching of
Mathematics, English, and Filipino.

CONSIDERATIONS
1. The flashcards must be bold and big
enough to be seen everybody.
2. Flash the cards in a fast or snappy
manner to develop fast thinking or
response. This will enable the pupils to
automatize response.

3. Flash the cards from back to front. Write
the answer at the back of each flashcard
so that as you flash you can see the
answer and thus you will be able to check
if the response of the pupil is correct or
not.
CONSIDERATIONS

CONSIDERATIONS
4. Hold the flashcards firmly at your chest
level. Take care not to hide the words or the
math combinations written in it.

Prepare the following pictorial media
and be able to demonstrate their uses
in a mock teaching…GROUP 1
Projected and non-projected still pictures
GROUP 2
Photographs and illustrations
GROUP 3
Flashcards

FLASH CARDS TEACHING
STRATEGYCTD Strategy
- used by special and regular education
teachers.FLASH CARDS MATERIALS NEEDED:
FLASHCARDS with…
Question
… Problem
…
Sight word...

STEPS
Sit/stand comfortably facing your student
Arrange the flashcards in the order you would like
to present them.
Starting with the first flashcard, hold it up so that
your student can clearly see the front. Keep the
back of the flashcard toward you so your child
cannot see it

STEPS
Read the flash cards front to your child
Wait THREE FULL SECONDS (for the student
answer)
If the student gives a correct answer, place the
correctly answered flash card in a pile on your left.
If the student gives incorrect response or no
response, tell him the correct answer, and place
the flash cards in a pile on your right side.

STEPS
After you have finished showing your child all of
the flash cards, you may continue your flashcards
teaching session by using the stack of incorrectly
answered cards.

TIPS
Keep the flash card session game-like and fun
Take activity breaks from your flash card session
as your student needs them
Revive energy for study with a healthy snack
Reward your student with a favorite physical
activity
Some of the nest motivators are free like hugs
and cheers for a job well done

ACTIVITIES using FLASH CARDS
Memory activities
Drilling activities
Identification activities

It reminds teachers that there are
many types of learners within any one
class.

Buy them…
Make them yourself…
Students make them…

INSTRUCTIONAL ROLE OF USING
ILLUSTRATIONSIllustration Function
Attention
Retention
Understanding
Context

References
Duchastel, P.C. (1978) Illustrating Instructional Texts,
Educational Technology, Nov. 1978.
Fleming, M. & Levie, W. H. (1978) Instructional Message
Design, Englewood Cliffs, N.J.: Educational Technology
Publication.
Gagné, R.M. & Briggs, L.J. (1979) Principles of Instructional
Design (Second Edition), New York: Holt, Rinehart, and
Winston.

Visual materials
Audio Visual
Audio Visual materials
Materials/software
Equipment/ hardware
Electronics

No –projected media
Two dimensional instructional
materials
Three-dimensional instructional
materials

Gain and hold the attention of the
learner
Provide visual aspects to a process or
techniquesFocus attention on highlight of key
point
Create impact
Facilities the understanding of abstract
explanations

Provide a common fretwork of
experience to a large numbers of
learners
Stimulate reality

Educ. Tech.

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Educ. Tech.

Ähnlich wie Educ. Tech. (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Educ. Tech.

Hinweis der Redaktion