EDUCATIONAL TECHNOLOGY

- is the development, application and evaluation of systems, techniques

and aids to improve the process of human learning

- is a systematic way of designing, implementing and evaluating the total

process of learning and communication and employing a combination
of human and non human resources to bring about more effective
instruction.
-
- application of scientific knowledge about learning and the conditions of
learning to improve the effectiveness and efficiency of teaching and
training. In the absence of scientifically established principles,
educational technology implements techniques of empirical testing to
improve learning situations.

These are as cites in: Lucido, P. and Borabo, M. 1997. Educational Technology. Quezon City: Katha Publishing, Inc. p.4-5.

Guide question in the selection of materials:

1. Size CONE OF EXPERIENCE
2. Color
These are first hand experiences which serve as the
3. Durability foundation of our learning. We build up our reservoir of
4. Economy meaningful information and ideas through seeing, hearing,
Direct Purposeful
5. Easy to handle touching, tasting and smelling. In the context of the
Experience
teaching-learning process, it is leaning by doing. If I want
6. Relevance my student to learn how to focus a compound microscope,
7. Novelty I will let him focus one of course, after I showed him.
We make use of representative models or mock ups of
reality for practical reasons and so that we can make the
Edgar Dale’s Cone of Experience real-life accessible to the students’ perception and
Bruner’s Dale’s understanding. For instance, a mock up of Apollo, the
capsule for exploration of the moon, enabled the North
Verbal Symbols Contrived Experiences American Aviation Co. to study the problem of lunar flight.
Symbolic
Visual Symbols
Recordings
Recall how you were taught how to read time. Your
Radio
Iconic teacher might have used a mocked clock. Those whose
Still Pictures
Motion Pictures
hands you could turn to set the time you were instructed to
Television set.
Exhibits By dramatization, we can participate in a reconstructed
Field Trips experience, even though the original event is far removed
Enactive Demonstrations Dramatized Experience from us in time. We relive the outbreak of the Philippine
Dramatized Experiences revolution by acting out the role of characters in the
Contrived Experiences drama.
Direct, Purposeful Experiences Demonstrations It is visualized explanation of an important fact, idea or

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 process by the use of photographs, drawings, films, roots in the direct experience. Dale cautions us when he said: “These
displays, or guided motions. It is showing how things are
done. A teacher in physical education shows the class
rootless experiences will not have the generative power to produce
how to dance tango. additional concepts and will not enable the learner to deal with the new
Study Trips
These are excursions and visits conducted to observe an situations that he faces.” (Dale, 1969)
event that is unavailable within the classroom. 3. When teaching, we do not get stuck in the concrete, Let us strive to bring
These are displays to be seen by spectators. They may
consist of working models arranged meaningfully or our students to the symbolic or abstract level to develop their higher order
photographs with models, charts, and posters. Sometimes, thinking skills.
Exhibits exhibits are “for your eyes only”. There are some exhibits,
however, that include sensory experiences where
expectators are allowed to touch or manipulate models If we want our students to remember and maser what was taught, we cannot ignore
displayed. that the Cone of Experience reminds us: to make use of a combination of as many
Television and motion pictures can reconstruct reality of
the past so effectively that we are made to feel we are learning resources as we can and to proceed to the abstact only after we have
there. The unique value of the messages communicated presented the concrete. Do we have to end in the abstract? Or should the abstract
by film and television lies in their feeling of realism, their
Television lead us again to the concrete and the concrete to the abstract again? So learning is
emphasis on the persons and personality, their organized
and
presentation, and their ability to select, dramatize, from the concrete to the abstract, from the abstract to the concrete and from the
Motion Pictures
highlight, and clarify.
concrete to abstract again? It becomes a cycle

These are visual and auditory devices which may be used

BRUNER’S THREEFOLD ANALYSIS.
by an individual or a group. Still pictures lack the sound Refers to direct actual experiences or encounters with what is.
Still Pictures, Recordings, and motion of a sound film. The radio broadcast of an This is life on the raw, rich and unedited. They form the bases for
Enactive
Radio actual event may often be likened to a televised broadcast all other learning experiences. (Example actual tying and then
minus its visual dimension. examining of a square knot by boy scouts during camp activities
Refers to more abstract experiences which could be the form of
These are no longer realistic reproduction of physical pictures. (Example: identifying the picture of a square knot) the
things of these are highly abstract representations. These Iconic experience can be readily identified by the learner because he
Visual Symbols are charts, graphs, maps, and diagrams. had previous actual experience with it. And the picture shows a
resemblance of the actual object.
They are not like the objects or ideas for which they stand. Refers to the use of worlds or printed materials which no longer
They usually do not contain visual clues to their meaning. resemble the object under study. Example: the word – square-
Symbolic
Written words fall under this category. It may be a world knot. The learner can form a mental image about it. Thus he will
for a concrete object (book), an idea (freedom of speech), be able to comprehend what it means.
Verbal Symbols a scientific principle (the principle of balance), a formula
(e=mc2)

PICTORIAL MEDIA
What are the implications of Cone of Experience in the teaching-learning process?
1. Flat pictures
1. We do not use only one medium of communication in isolation. Rather we - are representations of objects or things in a flat surfaced.
use many instructional materials to help the student conceptualize his A picture can be read in four levels as follows:
experience. 1. Enumerative level – merely calls for the giving of what one sees in the
2. We avoid teaching directly at the symbolic level of thought without picture e.g. flower, ball, dog, etc.
adequate foundation of the concrete. Students’ concepts will lack deep

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 2. Descriptive level- giving a sentence on what is seen or how one sees in 5. Graphs
the picture looks like. e.g. I see a big yellow flower. The ball is red. - resents quantitative data for easier analysis in interpretation. It
3. Interpretative level – giving more meaningful sentences which are of shows comparative relationship of data involved in size, trends and
the interference type. E.g. The yellow flower is the favourite of the girl. growth.
Father gives the red ball on the boys’ birthday.
4. Integrative level – This is relating what one sees in the picture to life. MAPS
Mother bought plastic sunflower from the superstore. It decorates our
Are usually shown on flat surface and are used to represent the surface of the earth
living room. Or I play with my friends on Sundays.
or some parts of it, showing the relative size and position according to scale or
2. Photographs
projection and position represented.
Are also still pictures, which can be mounted or unmounted,
photographic reproductions taken from a magazines, newspaper or book. Is a visual representation of an area—a symbolic depiction highlighting relationships
3. Illustrations between elements of that space such as objects, regions, and themes.
Are non-photographic reconstruction or representation of reality, etched
or drawn by an illustrator, the teacher or the students/learners themselves.

4. Flaschcards Maps according to content

Are valuable materials for drill activities particularly in the teaching of a. Physical map-also called relief maps, they are the best because of their
Mathematics, English and Filipino. Drills are very important means of fixing the three dimensional representation: which includes geographical outline
skills and atomizing the reponses of pupils/students. of land and water.
b. Commercial or economic maps- also known as product or industrial
VISUAL SYMBOLS map since they show land area in relation to the economy.
1. Cartoons c. Political map-shows national boundaries down to the smallest division
- tell stories metaphorically through pictures, which need no captions.
Map according to form
2. Posters a. Chalkboard outline map
- is a combination of bold designs and color primarily to catch attention b. Student outline maps
on a significant fact, idea or message. Simply stated a poster is a picture c. Projected maps
with appropriate action. d. Wall maps (decorative maps)
3. Diagrams e. Atlas- collection of maps
- are simplified drawings designed to show interrelationships primarily f. Sand table map-have been used for military planning and war
by means of lines and symbols. They are use to explain rather than gaming for many years as a field expedient, small-scale map,
represent. for planning and training for military actions.
4. Charts g. Pictorial maps-category of maps that are also loosely called illustrated
- are graphical or pictorial representations of a large means of maps, panoramic maps, perspective maps, bird’s-eye view
information or show progression thru time and space of people or events, maps and Geopictorial maps
ideas and objects

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Standards in judging map 5. To provide a visual basis for comparison and contrast
1. Visibility 6. To provide means of regional synthesis
2. Scale 7. To provide interest and stimulation to learn more about people,
3. Symbols geographical influences and places
4. Color 8. To enable students to trace movements, migration and distribution of
5. Accuracy people, vegetation, animal life and culture
6. Grade level relevance 9. To serve as one method of study for recording purposes
7. Print 10. To provide an ‘object test’ means for certain types of measurement
8. Durability 11. To furnish means of self-expression in unit and project study.
Purposes for which maps are being used Points to remember in utilizing maps for teaching
1. To enable students to understand both the relative and exact position of 1. Make sure that the pupils or students comprehend the purpose of the
political units, land masses and political areas map
2. To furnish information concerning areas, distances, directions, shapes, 2. Promote or develop positive emotional attitude
size and relationship 3. Allow ample time for pupils’ first look
3. To provide orientation and means of visualizing large and remote areas. 4. Make sure they understand map symbolism
4. To clarify materials
A graphic representation, usually on a plane surface and at an established Historical Map Landform Map
scale, of natural or artificial features on the surface of a part or the whole of
the Earth or other planetary body. The features are positioned relative to a
coordinate reference system.

Different kinds of maps are created for different purposes. To navigate from
Physical Map
one place to another, one would prefer a physical (geographic) map, but to
locate a country, one would need a political map and a world map is for the
world.
Road Map
Further refinements include road maps, topographic maps, nautical and
aeronautical charts, each of which represent more physical details.

Transportation Map a kind of map that shows you how you can travel from
one place to another.
Sand Map
Historical Map a map that shows information about past events and where
they occured.
Table Map
Examples of Map

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 Transportation Map

Political Map

Topographic Map

Historical Map

Chalkboard and OTHER DISPLAY MATERIALS

The most versatile medium for instruction; it is always there and is always available. It is
especially useful in presenting a variety of instructional materials like charts, graphs,
AUDiO media pictures. It is also considered as an important medium for demonstration.

These are material or sounds that are transmitted, produces or received through high
fidelity waves which are heard thru certain equipment.
Uses of chalkboard
Are inexpensive materials; easy to use but can present stimulating verbal messages
To illustrate facts and processes, often with the help of drawing, sketches,
more dramatically than the print media (Lucido, 1997). The materials are light and
maps and others
usually portable and easily duplicated or replaced.
a. To present important facts and principles such as new words, terms, rules,
Kinds of audio media definition and classifications
1. Phonograph records – can be used to communicate music, speeches, b. To provide a good medium for student’s demonstration
drama, poetry, animal and nature sounds, and numerous possible sounds c. To display a wide variety of materials ranging from the motivational,
with instrumental application. developmental to evaluate activities
2. Audiotapes – They are sound recording on magnetic tape d. To enhance maximum pupil participation
3. Compact Disc – it contains information to communicate music, the spoken e. To provide for individual differences
word and other sounds
4. Audio Cards – it is a flash card with sound, which are commonly used for
Characteristics of a good chalkboard
vocabulary building, concept learning, technical vocabulary, and associating a. It should be within the reach of the pupils. The height for the Grades I-
sounds with visual II is 28 inches, for Grades III-IV is 32 inches while for grades V-VI is 36
inches.

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 b. It should be easily erased and cleaned a. to approach a unit. The display are used as a springboard to a new
c. It should not be glaring unit. It is motivational in nature. It develops in the pupil or students
d. It should not be abrasive the curiosity and inquisitiveness.
b. to develop a unit. This type of display provides the pupils or students
Suggestions in using the chalkboard some materials for research purposes. In here the gathering of data
a. Keep the chalkboard clean. Erase the board after using. When erasing, phase is being facilitated. This is also called the work type bulletin
start from top to bottom so that the chalk dust are led to the chalk board display.
ledge rather than having them fly to the faces of the pupils. c. to summarize a unit. This type of display showcases the projects or
b. Make your letters and drawings large enough to be seen by everybody. requirements of the whole class. It is being put up as a culminating
c. Avoid hiding the materials on the board by standing directly in front of activity not only to gauge the cognitive and psychomotor skills gained
it. Position yourself at the side such that most of the pupil can see the by the pupils but also the affective skills. Therefore the bulletin board
material. display can also be an evaluative tool.
d. Always write or prepare your materials ahead of teaching time. Simply, 2. Multi-purpose board
write your board work ahead of time but take care not to over expose Serves many purposes:
it so that it does not lost its novelty. Teachers use curtain to cover their  Like to announce many important events or occasions
board works.  To inform the public about programs and offerings
e. It is best to line the black board especially in the elementary grades so  To congratulate winners or high performance and the like
that pupils will learn to write legibly.
f. Avoid overcrowding materials to be displayed on the board at one Characteristics of a good bulletin board or multi-
time unless your purpose requires so. purpose board
Advantages of chalkboard a. It should be with finished edge
a. Mistakes can be erased right away b. It must be fixed on the wall to prevent accidents
b. Teacher’s demonstration can be paced to suit the level of the pupils c. It must be colourful and attractive. Border designs and mounted
c. Maximum pupil participation is insured as pupils go to the board. pictures can promote this.
d. Can be used for demonstration purposes d. Have a least a unifies theme for clarity
e. Principles of correct spelling and various processes can be illustrated e. Avoid overcrowded display
f. It is always available as it is a permanent classroom fixture f. In putting it up, be guided by the principle of balance, unity, harmony,
proportion and contrast
Other display Materials
1. The Bulletin board display Three- dimensional Instructional materials
-is a medium for displaying materials which must be cooperatively
planned and put up by the teacher on her pupil or students. It is one of the 1. Specimen and objects
permanent fixtures found in the classroom. It is being put to satisfy the are good substitute for realia or real thing. We must admit that
following purposes: direct experiences cannot be made available all the time. Like

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 for Example in exploring the ocean instead of bringing our 1. When reality is too small, like atoms, molecules, amoeba; or too big, like
students in the ocean we can use specimens and samples from the universe, the earth.
these places and we study them in another setting. 2. When reality is inaccessible like past and futuristic events; and when
Specimen- are the things that we usually collect distance is impossible to b ridge.
3. When reality is too dangerous like viewing an erupting volcano or going to
example rocks, shells, butterflies, and minerals
the forest for wild animals and insects.
deposits. 4. When reality is unreliable like the weather and various climatic conditions,
Objects- this are the thing that has no life for example and the tides.
furniture, clothes, coins relies stamps, toys, 5. When reality is too abstract-like space relationship, mathematics and other
tools and pieces of literature of all times. With concepts.
the use of objects students will be able to infer, Cautions in the use of models and mock-ups
hypothesize, experiment, and form conclusion 1. Alteration of size, space and tome
and generalizations on processes and 2. Misconceptions may arise between the real and the contrived
phenomena which may be impossible if we rely
3. The Globe
on direct experiences.
Thru the globe, the students can understand the tilting of the earth,
its rotation on its axis and the equator cutting the earth into the northern and
Points to consider in using specimen and objects for teaching. southern hemispheres.
1. Develop a purpose for using them. It tells us vast information about land and water, concepts of seasons,
2. Provide opportunities to pupils and students to work with or to eclipses, latitude, longitude and the changes in the length of day and night.
manipulate the specimens so that they can discover concepts,
process and principles by themselves. Other types of Contrived Experiences
3. Present just enough specimens or objects at a time so as not to 1. Aquarium-is a representation of plant and animal life in water
overwhelm the students/pupils. 2. Terrarium-is a representation of plant and animnal life on land
4. Present the materials in a dramatic way so as to arouse and 3. Aviary-is a collection of live birds
4. Herbarium-is a collection of dried herbs
sustain the interest of the students/pupils.
5. Herbary-is a collection of live herbs
2. Models and Mock-ups
6. Vivarium-is a representation of plant and animal life putting together those
Are recognizable imitation of the real thing except size, which may be
of the same habitat
scaled down or scaled up to provide the needed experiences.
7. Planetarium-is a representation of the planets and their relative sizes and
Model show the total quality of a thing or process. distances from each other
Example: model of atom, molecules, amoeba, or paramecium, and 8. Solarium- a representation of the solar system, (the sun the earth and the
the different systems of the human body moon.)
Mock-ups are special types of models which are focused on a specific part of a 9. Diorama-a three dimensional representation of events, ideas or concepts
whole object and these are workable. against a scientific background
Example: showing the joints of the legs and the top of tables not the 10. Simulation-is an imitation of reality, modifying some elements which may
whole table or just the engine of the refrigerator, which can be tinkered by the prove dangerous or impractical so as to provide the students with the
students. experience whenever necessary.
When do we use models and mock-ups? 11. Orchidarium-a collection of orchids

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  Computer Assisted Instruction (CAI)-software that includes test and
Computer as aid to teaching activities for individualized instruction, the performance of students
are being monitored by the system.
Technical Terms Advantages of computer in the teaching and learning
 Computer - is a device that computes, especially a programmable 1. It allow students to learn at their own pace by having control over the rate and
electronic machine that performs high-speed mathematical or sequence of learning.
logical operations or that assembles, stores, correlates, or 2. Learning is reinforced by the way of high speed personalized response.
otherwise processes information. 3. There is a positive affective climate for learning especially for slow learners.
 Hardware – refers to the part of the computer you can touch 4. Color, music, and animated graphics add realism and appeal to drill exercises,
(tangible). It consists of interconnected devices that control laboratory activities, simulations and others.
everything the computer does. 5. Progress in learning is easily monitored with records keeping ability of computers.
 Software – refers to set of electronic instructions that tell the 6. Massive information is put at the disposal of the teachers ; information which he
hardware what to do. These sets of instructions are also known as can control as he keeps contact with the learner.
programs, and each of them has a specific purpose 7. Other benefits relating to: motivated work improves efficiency broader memory
 Data – refers to the raw facts the computer can manipulate. Data can capacity, time savings compared with conventional modes of learning.
consist of letters, numbers, sounds, or images.
 Peopleware - refers to the person who uses the computer. Disadvantages of Computer in Teaching and Learning
 processor or Central Processing Unit (CPU) - the brains of the 1. Computerized instruction is relatively expensive.
computer. It is a tiny electronic chip, mounted on a plastic casing 2. There is some lag in the production and design of computers for instruction.
with tiny metal wires attached to it that can be connected to the 3. Creativity may be stifled if creative original responses are ignored by the linear,
CPU-socket of the motherboard. lock-step control learning process in the case of run-of-the mill computer
 Multimedia-means use a variety of hardware and software or a instruction materials.
combination of audio-video, graphic designs, animation and 4. The novelty effect associated with CAI may decrease as computers are made
computer data. more easily available at home and in the workplace.
 Internet – is a wide network of computers, its scope is throughout
the world. Is is an international electronic network to connect Multimedia approach to teaching
schools, universities, government agencies ad various
establishments, offices and organizations. The internet is the main -refers to the use of integrated format of audio-video and animation
connector of all sub networks. applications to create a multi-sensory teaching and learning situation.
 Electronic mail (e-mail)-are sent via telephone line networks from Procedure in Creating a Power Point Presentation
one computer to another, or through modems which are directed to
a computer address or e-mail address. a. Story boarding – this refers to the presentation of the audio-visual plan
 Modem- is the machine that interfaces several computers or network the teacher chooses to use in presenting the lesson or the topic.
so as to communicate with each other over telephone lines.
 Compact disc read only memory (CD-ROM)-small disc which can The ff. Are considerations one must put in mind for effective story boarding:
incorporate sound, motion, and video information on special topics.
It is played in the CD player. 1. Know your target audience or clientele.
2. Determine your learning objectives for better direction.

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 3. Identify your content and do researches for a substantial presentation.
You may use print materials or the internet.
4. Outline the text of your presentation and suggested visuals.
5. Write your narration and selected audio effects like music or any
appropriate sound.
b. Using Power Point, work on your different slides.
c. Preview your presentation
d. Showcase showdown

Reference: Teaching Educational Technology by Candelaria D. Garo

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