ROLES OF
TECHNOLOGY FOR
TEACHING AND
LEARNING
⦿ As teaching and learning go together , let us
explore what would be the roles of
technology for teachers and teaching and for
learners and learning.
⦿ According to Stosic (2015), educational
technology has three domains:
1.TECHNOLOGY AS A TUTOR
⦿ Together with the teacher, technology can
support the teacher to teach another person
or technology when programmed by the
teacher can be a tutor on its own. The
teacher will simply switch on or switch off
radio programs, television programs or play
DVDs, or CDs that contain educational
programs. There are online tutorial
educational programs,too.
2.TECHNOLOGY AS A TEACHING
TOOL
⦿ Like a tutor, technology is a teaching tool,
but can never replace a teacher. This is like
a handyman, which is just there to be
reached. Like any other tool, it is being used
to facilitate and lighten the work of the
teacher. It will be good if the teacher can
create or develop technology tools that are
needed in the classroom.
3.TECHNOLOGY AS A LEARNING
TOOL
⦿ While the teacher utilizes technology as the
tool for teaching, likewise it is an effective
tool for learning. As a learning tool, it makes
learning easy and effective. It can produce
learning outcomes that call for
technology-assisted teaching. Even the
teachers who are teaching can utilize similar
tools for learning. As a learning tool, it is
very interesting that even the elderly use
these tools for learning for life.
A. FOR TEACHERS AND TEACHING
⦿ There are numerous roles that technology
plays in the job of teachers. As a tool,
technology has opened wider avenues in
management of resources and management
of learning. Likewise, it has modernized the
teaching and learning environment in
schools.
⦿ Here are some examples of the myriad of
roles that technology can do for teachers and
teaching.
1. Technology provides enormous support to
the teacher as the facilitator of learning.
2. Technology as modernized the
teaching-learning environment.
3. Tecnology improves teaching-learning
process and ways of teaching.
4. Technology opens new fields in educational
researches.
5. Technology adds to the competence of
teachers and inculcates scientific outlook.
6. Technology supports teacher professional
development.
B. FOR LEARNERS AND LEARNING
1. SUPPORT LEARNERS TO LEARN
ON THEIR OWN.
⦿ All teachers fully understand that subject
matter of content is a means to achieve the
larning outcomes.
THERE ARE THREE CATEGORIES
OF KNOWLEDGE ACCORDING TO
EGBERT (2009)
a. Declarative Knowledge
consists of the discrete pieces of
information that answers the questions
what, who, when, and where.
b. Structural knowledge
consists of facts or pieces of declarative
knowledge put together to attain some
form of meaning.
c. Procedural knowledge
is knowledge in action or the knowledge of how
to do something. It is based on facts but
learned through the process of procedural
knowledge.
2. TECHNOLOGY ENHANCES
LEARNERS COMMUNICATION SKILLS
THROUGH SOCIAL INTERACTIONS.
⦿ This is commonly described as the transmittal of
the information fromone person to another as
single individual or groups of individuals. According
to Shirly (2003) in Egbert (2009), there are three
basic communication patterns:
a. Point to point two-way or one-to-one like
Internet chat, phone conversation or even
face-to-face conversation.
b. One-to-many outbound like a lecture or
television. There is no social interaction.
c. Many-to-many like group discussion, buzz
session, heads together. This kind of
interaction provides opportunities for social
interaction.
BENEFITS DERIVED FROM
TECHNOLOGY-SUPPORTED
COMMUNICATION
a. Enables any teacher to guide the learners
virtually and making learning unlimited
because communication and social
interaction go beyond a school day or a
school environment.
b. Enhances student’s freedom to express and
exchange ideas freely without the snooping
eyes of the teacher face to face.
c. Enables learners to construct meaning from
joint experiences between the two or more
participants in communication.
d. Help learners to solve problems from
multiple sources since there is limitless
sources of information that the teacher can
direct or refer to the learners.
e. Theaches learners to communicate with
politeness , taking turns in sending
information and giving appropriate
feedback.
f. Enhances collaboration by using
communication strategies with wider
community and individuals in a borderless
learning environment.
g. Develops critical thinking, problem solving
and creativity throughout the
communication.
3. TECHNOLOGY UPGRADES
LEARNERS HIGH-ORDER-THINKING
SKILLS: CRITICAL THINKING,
PROBLEM SOLVING AND
CREATIVITY
CRITICAL THINKING
◼ A part of the cluster of higher order thinking
skills. It refers to the ability to interpret ,
explain, analyze, evaluate, infer and
self-regulate in order to make good decisions.
SOME WAYS TO DEVELOP CRITICAL
THINKING TO DEVELOP CRITICAL
THINKING
a. Ask the right questions
b. Use critical thinking tasks with appropriate
level of challenge
CREATIVITY
⦿ Is characterized as involving the ability to
think flexibly, fluently, originally, and
elaborately
SEVEN CREATIVE STRATEGIES
(OSBORN, 1963)
⦿ Combine- blend two things that do not og usually
together.
⦿ Adapt- look for other ways this can be used .
⦿ Modify/magnify/minify- make a change, enlarge,
or decrease.
⦿ Substitute- finds something else to replace to do
what it does .
⦿ Put to another use- find another uses.
⦿ Eliminate- reduce, remove.
⦿ Reverse- turn upside-down, inside out, front-side
back.
WHAT SHOULD TEACHER DO TO
SUPPORT STUDENT CREATIVITY?
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
TEACHERS CAN DO THE
FOLLOWING TO DEVELOP AND
ENHANCE CRITICAL THINKING ,
PROBLEM SOLVING, AND
CREATIVITY.
1. Encourage students to find and use
information from variety of sources both
on-line and off-line.
2. Assists students to compare information
from different sources.
3. Allow students to reflect through different
delivery modes like writing, speaking, or
drawing.
4. Use real experiences and material to draw
tentative decisions.
5. Involve students in creating and questioning
assessment.
PREPARED BY:
⦿ Mabini, Ma.Ann
⦿ Marayan, Mariel
⦿ Navaja, Jean
⦿ Pagador, Julie Ann
⦿ Pagar, Catherine
BSED FIL2A
