Republic of the Philippines

PALAWAN STATE UNIVERSITY

College of Teacher Education
Puerto Princesa City

Ed 12: Integrating Course in Education

Subject Area: Professional Education-Technology for Teaching and Learning (TTL)

Name of Lecturer/Reviewer: Ms. Rebecca Teodones-Baguio

LET Competencies:
1. Identify learning theories and principles applied in the design and development of lessons
through media and technologies for teaching-leaning.
2. Explain ICT policies and safety issues as they impact the teaching-learning process.
3. Integrate media and technology in various content areas.
4. Formulate teaching-learning experiences and assessment tasks using appropriate and
innovative technologies.
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
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Educational Technology is a field dedicated to the theory and practice of design, development,
utilization, management and evaluation of process and resources for learning. (Association for
Educational Communications and Technology)

Technology Integration
• the process of determining where and how technology fits into teaching and learning. Roblyer
(1997) cited in Williams, Michael D. (2000). Integrating Technology into Teaching & Learning
• using learning strategies to introduce, reinforce and extend skills

Technology in Education
• the application of technology to any of those processes involved in operating the institutions
which house the educational enterprise
• includes the application of the technology to food, health, finance, scheduling, grade, reporting,
and other processes which support education within institutions

Instructional Technology
• is the art and study of building a learning system and also building a feedback mechanism into
the learning system in such a way that the system is sensitive to the dynamics of each individual’s
learning experience as well as the whole of everyone’s experience and is built in such a way that
the system is ever improving in its effectiveness and delivery of the subject matter
(codeconnoissuer.org)
• is a specific technology field that deals with creating resources for learning
(www.techopedia.com)
• aspects of educational technology that are concerned primarily with instruction as contrasted to
the design and operation of educational institutions
• gives stress to instruction or to the teaching-learning process
• a systematic way of designing, carrying out, and evaluating the total process of learning and
teaching in terms of specific objectives, based on research in human learning and
communication.
• the theory and practice of design, development, utilization, management, and evaluation of
processes and resources for learning. [Association of Educational Communication and
Technology (AECT) Definitions and Terminology Committee, Richey, (2008)]

Types of Instructional Technology

1. Low Technology is often referred to as “traditional technology.” It entails a relatively small budget
for acquisition and/or use in the classroom., In fact, low technologies are mostly hand crafted by
teachers and students themselves, such as bulletin boards, flash cards, and models. They do not
require electricity to run and do not need special maintenance or storage.

2. Medium Technology makes us of analog electronics. It ranges from battery-operated devices

such as calculators and timers to those that require a stable power supply such as radios and
television. These devices require proper storage and maintenance.
 3. High technology includes digital educational devices that use complex technology such as
computers, cellular phones, and digital cameras. It also includes Internet based technology such
as e-learning and web-based tools. High technology devices usually require specialized skills for
use, storage, and maintenance. They also tend to be more costly and thus, less easily acquired
by many schools.

Domain Description
Design It is the planning phase of educational technology.
Development It is the process of producing learning materials from a detailed plan (design).
It is the actual use of knowledge and the skills and usually includes the
Utilization practical application of information or procedures on a regular basis. It is the
action phase.
It is a dynamic process which allows people to obtain and judge the worth of
Evaluation data about how students learn specific content information under varying
instructional condition.
It is the linchpin which binds all the domains of educational technology
Management
together.

Philippine ICT Roadmap

The Commission for Information and Communications Technology (CICT) is committed to realizing
the goal of a “people-centered, inclusive and development-oriented Information Society, where
everyone can create, access, utilize and share information and knowledge, enabling individuals,
communities and peoples to achieve their full potential in promoting their sustainable development and
improving their quality of life.”

• CICT believes that the Government’s primary role in ICT development is to provide an enabling
policy, legal and regulatory environment.
• CICT is devoted to a “MultiStakeholder Approach” to ICT for Development.
• CICT sees ICT as a tool for Sustainable Development.
• CICT will promote the development of digital content that is relevant and meaningful to Filipinos.
• CICT endeavors to create a safe, trustworthy online environment for all Filipinos.
• Finally, CICT needs to transform itself into a strong organization to facilitate ICT development
and ICT for development in the country.

ICT for Education (ICT4E)

This Program aims to support the efforts of the Education sector in efforts to incorporate the use of ICT
in education as well as in determining and gaining access to the infrastructure (hardware, software,
telecommunications facilities, etc.), necessary to use and deploy learning technologies at all educational
levels. Ongoing initiatives under this Program include:

• ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
Development on ICT in Education. In 2005, CICT assisted the Department of Education and the
Foundation for IT Education and Development in formulating the National Framework Plan for
ICTs in Basic Education (2005-2010).

• Content and applications development through the Open Content in Education Initiative
(OCEI) which will, among others, convert Department of Education’s materials into interactive
 multimedia content, the development of applications for the use of schools, and conduct student
and teacher competitions to promote the development of education-related web content.

• iSchool WebBoard, which will enable teachers to build and share online self-learning materials;
and facilitate immediate access to useful references and interactive facilities in the Internet.

• PhEdNet, which is a “walled garden” that hosts educational, learning, and teaching materials
and applications for use by Filipino students, their teachers and parents. All public high school
will be part of this network with only DepEd-approved multimedia applications, materials, and
mirrored Internet sites accessible from school PCs.

• eSkwela which establishes Community eLearning Centers for the out-of-school youth (OSY),
providing them with ICT-enhanced alternative education opportunities.

• eQuality Program for tertiary education through partnerships with state universities and
colleges (SUCs) to improve the quality of IT education and the use of ICT in education in the
country, particularly outside of Metro Manila.

• Digital Media Arts Program which will build digital media skills for government using Open
Source technologies. Particular beneficiary agencies include the Philippine Information Agency
and other government media organizations, the Cultural Center of the Philippines, National
Commission for Culture and the Arts and other government arts agencies, State Universities &
Colleges, and local government units.

• ICT Skills Strategic Plan which will develop an inter-agency approach to identifying strategic,
policy, and program/project recommendations to address the ICT skills demand-supply gap.

Department of Education’s Five-Year Information and Communication Technology for Education

Strategic Plan

(DepED ICT4E Strategic Plan)

Our Vision for ICT in Education

Following the overall vision of the Department of Education (DepED), our vision is “21st Century
Education for All Filipinos, Anytime, Anywhere.” This means an ICT-enabled education system that
transforms students into dynamic life-long learners and values-centered, productive and responsible
citizens.

ICT plays a major role in creating a new and improved model of teaching and learning where education
happens anytime, anywhere. To achieve this vision, we will continue to use ICT to:
• revitalize our schools to make them into dynamic, collaborative and innovative learning
institutions where students can become more motivated, inquisitive and creative learners.
• link up our students with the vast networked world of knowledge and information to enable them
to acquire a broad knowledge base and a global outlook and provide them with the resources
for the development of a creative mind;
• develop in our students skills and capabilities to critically and intelligently seek, absorb, analyze,
manage and present information;
• create new knowledge and products; and
• develop in our students habits of self-learning to nurture the attitude and capability for lifelong
learning.

In order to achieve our vision within the next five years, we aim to:
• completely integrate ICT into the curriculum, which includes the development of multimedia
instructional materials, and ICT enabled assessment;
• intensify competency based professional development programs;
• establish the necessary ICT infrastructure and applications.
• develop processes and systems that ensure efficient, transparent and effective governance;

The key thrusts of this strategy are:

• Enhancing Curriculum
• Empowering Teachers, Administrators, Officials and Students
• Strengthening Schools, Governance and Management
Dale’s Cone of Experience
• This is a visual model, composed of eleven (11) stages starting from concrete experiences at
the bottom, which becomes more and more abstract as it reaches the peak of the cone.
• The arrangement in the cone is based on abstraction (not based on difficulty) and the number of
senses involved.
• The experiences in each stage can be mixed and are interrelated fostering more meaningful
learning.

Direct Purposeful Experiences

• These are first-hand experiences that serve as the foundation of learning.
• In this level, more senses are used to build up knowledge.
• The learner learns by doing things by himself/herself.
• Learning happens through actual hands-on experiences.
• The more senses that are involved in learning, the more and the better the learning will be.

Ex. Letting a student focus on a compound light microscope, after the teacher showed him/her how

Contrived Experiences
• Representative models and mock-ups of reality are used to provide an experience that is as
close to reality.
• This level is very practical and it makes the learning experience more accessible to the learner.
• In this stage, teachers provide more concrete experiences that allow visualization that fosters a
better understanding of the concept.

Ex. A mock-up of Apollo, the capsule for the exploration of the moon to study the problem of lunar
flight

Dramatized Experiences
• The learners can participate in reconstructed experiences that could give them a better
understanding of the event or a concept.
• Through dramatized experiences, learners become more familiar with the concept as they
emerge themselves to the “as-if” situation.

Ex. Reliving the outbreak of the Philippine revolution by acting out the role of characters in a drama
Demonstrations
• It is a visualized explanation of an important fact, idea, or process through the use of pictures,
drawings, film, and other types of media to facilitate clear and effective learning.
• In this level, things are shown based on how they are done.
Ex. A teacher in Physical Education shows the class how to dance tango

Study Trips
• This level extends the learning experience through excursions and visits to the different places
that are not available inside the classroom.
• Through this level, the learning experience will not be limited to the classroom setting but rather
extended to a more complex environment.

Ex. A visit to the park, zoo, museum, etc. for educational purposes

Exhibits
• It is a somewhat a combination of some of the first levels in the cone. Exhibits are a combination
of several mock-ups and models.
• Most of the time, exhibits are experiences that are “for your eyes” only but some exhibits include
sensory experiences which could be related to direct purposeful experiences.
• In this level, meanings and ideas are presented to the learners in a more abstract manner. This
experience allows students to see the meaning and relevance of things based on the different
pictures and representations presented.

Ex. Displays such as photographs with models, charts, and posters; things housed in a room/facility
for viewing

Educational Television/ Motion Pictures

• Implies values and messages through television and films
• Can reconstruct the reality of the past so effectively that the audience feels they are there
• Conveys a feeling of realism, puts emphasis on persons and personality, their organized
presentation, and their ability to select, dramatize, highlight, and clarify

Ex. Showing TV shows and movies for educational purposes

Recordings, Radio, and Still Pictures

• Recordings, radio, and still pictures are visual and auditory devices that can be used by a
learner/group of learners that could enhance and extend the learning experience.

Ex. Allowing students to listen to audio clips/recordings in teaching listening, pronouncing words,
etc; showing images for teaching concepts, ideas, etc.

Visual Symbols
• These are no longer realistic reproductions of physical things for these are highly abstract
representations.
• At the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract
representations.

Ex. Using charts, graphs, maps, and diagrams

Verbal Symbols
• They are not like the objects or ideas for which they stand. They usually 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
(e=mc2)

Ex. Asking students to read texts in magazines, books, etc; use of formulas
21st Century Skills
21st Century skills are 12 abilities that today’s students need to succeed in their careers during the
Information Age.
21st Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills

Each 21st Century skill is broken into

one of three categories:
1. Learning skills (the four
C’s) teach students about
the mental processes
required to adapt and
improve upon a modern
work environment.

2. Literacy skills (IMT) focus

on how students can discern
facts, publishing outlets, and
the technology behind them.
There’s a strong focus on
determining trustworthy
sources and factual
information to separate it
from the misinformation that
floods the Internet.

3. Life skills (FLIPS) look at

intangible elements of a
student’s everyday life.
These intangibles focus on
both personal and
professional qualities.

Jerome Bruner and Education

Cognitive psychologist Jerome Bruner felt the goal of education should be intellectual development, as
opposed to rote memorization of facts.
Bruner held the following beliefs regarding learning and education:
• He believed curriculum should foster the development of problem-solving skills through the
processes of inquiry and discovery.
• He believed that subject matter should be represented in terms of the child's way of viewing the
world.
• That curriculum should be designed so that the mastery of skills leads to the mastery of still more
powerful ones.
• He also advocated teaching by organizing concepts and learning by discovery.
• Finally, he believed culture should shape notions through which people organize their views of
themselves and others and the world in which they live.

Three Stages of Representation

Jerome Bruner identified three stages of cognitive representation.
1. Enactive, which is the representation of knowledge through actions.
2. Iconic, which is the visual summarization of images.
3. Symbolic representation, which is the use of words and other symbols to describe experiences.

Enactive Stage
• This stage involves the encoding and storage of information.
• There is a direct manipulation of objects without any internal representation of the objects.
• For example, a baby shakes a rattle and hears a noise. The baby has directly manipulated the
rattle and the outcome was a pleasurable sound. In the future, the baby may shake his hand,
even if there is no rattle, expecting his hand to produce the rattling sounds. The baby does not
have an internal representation of the rattle and, therefore, does not understand that it needs the
rattle in order to produce the sound.

Iconic Stage (from one to six years old)

• This stage involves an internal representation of external objects visually in the form of a mental
image or icon.
• For example, a child drawing an image of a tree or thinking of an image of a tree would be
representative of this stage.

Symbolic Stage (from seven years and up)

• This is when information is stored in the form of a code or symbol such as language. Each symbol
has a fixed relation to something it represents.
• For example, the word 'dog' is a symbolic representation for a single class of animal. Symbols,
unlike mental images or memorized actions, can be classified and organized. In this stage, most
information is stored as words, mathematical symbols, or in other symbol systems.

Bruner believed that all learning occurs through the stages we just discussed. Bruner also believed that
learning should begin with direct manipulation of objects. For example, in math education, Bruner
promoted the use of algebra tiles, coins, and other items that could be manipulated.

After a learner has the opportunity to directly manipulate the objects, they should be encouraged to
construct visual representations, such as drawing a shape or a diagram.

Finally, a learner understands the symbols associated with what they represent. For example, a student
in math understands that the plus sign (+) means to add two numbers together and the minus sign (-)
means to subtract.

David Merrill's First Principles of Instruction

- a set of interrelated principles that can be applied to instruction in order to increase student
learning gains
- considered task-centered instruction that uses real-world problem solving as the vehicle for
information processing

Phase 1: Activation of Knowledge

Phase 2: Demonstration of Skills
Phase 3: Application of Skills
Phase 4: Integration of Skills
Hybrid Learning/Education
- Hybrid learning is an educational model where some students attend class in-person, while
others join the class virtually from home. Educators teach remote and in-person students at the
same time using tools like video conferencing hardware and software.

Distance Education
- also referred to as e-learning, online education and web or computer-based training
- an organized instructional program in which teacher and learner are physically separated and is
distinctively intended to be done remotely (not in classroom) via virtual means
(http://www.ehow.com/facts_4870122_definition-distance-education-html)

Synchronous distance education refers to situations where teacher and students meet at the same
time but in different places, as in live video broadcast or an audio teleconference.

Asynchronous distance education refers to circumstances where both time and place are different.

Hybrid courses are courses that combine the elements of face-to-face teaching and learning with
elements of distance education.
B-learning or blended learning is a combination of e-learning and face to face instruction. It mixes the
traditional classroom with modern methods of teaching and learning. This can be accomplished through
the use of combinations of electronic and printed materials, traditional face-to-face instruction, and
online sessions.

Blended Learning vs Hybrid Learning

- With hybrid learning, the in-person learners and the online learners are different individuals. With
blended learning, the same individuals learn both in person and online.
- blended learning only works by combining two things: eLearning and traditional learning. Hybrid
learning works by allowing students to choose whether to learn in person or to participate online.

Roles of a Computer as a Tool

1. Informative Tools are applications that provide vast amounts of information in various formats
(e.g., text, sound graphics or video, multimedia encyclopedias).
2. Communicative Tools are systems that enable easy communication between the teacher and
the students or among students beyond the physical barriers of the classroom. (e.g., email,
electronic bulletin boards, chat, teleconferencing, and electronic whiteboards.)
3. Productivity/Constructive Tools are general-purpose tools that can be used for manipulating
information, constructing one’s own knowledge, or visualizing one’s understanding.
4. Situating Tools are systems that situate users in an environment where they may ‘experience’
the context and happening. (e.g., simulations, virtual reality). A flight simulation program is an
example of a situating tool because it places the user in a simulated flying environment.

Principles in the Selection, Development, and Utilization of Educational Technologies

Educational Technologies must be focused on helping learners to motivate

Purpose
them in the learning process
Appropriate in terms of vocabulary level, concepts, methods of
Appropriateness
development, the difficulty of concepts, and interest
It must contain purposive activities. Contributes to the growth and
Meaningfulness
development of learners
Breadth It should encompass all-round development of varying groups of learners
Responsiveness ETs must be responsive to the needs and demands of society.
Authenticity ETs must present accurate, up-to-date dependable information
Corresponding words and pictures must be presented near rather far from
Spatial Contiguity
each other
Split-Attention Words should be presented as auditory narration rather than a visual on-
Principle screen text
Audio-visual aid must be useful to a particular teacher as he/she works for
a particular group of learners. They must help the teacher to deliver the
Usefulness/Utility
subject matter in a better way as well as help the learners to learn the
subject matter.
Communication ETs must relay information clearly and effectively.
Effectiveness
ETs should catch the interest of the users, stimulate curiosity or satisfy the
Interest need to know and encourages creativity and imaginative response among
users.
Cost - The cost per student of media presentation diminishes as the number of
Effectiveness students using it increases.
Presentation ETs must be presented at the right time and at the right way.
Portability (Handy) ETs must be handy for the teachers and students to handle them well.
Correct facts or information must be in the materials for a better learning
Correctness
process.
They must be simple but inspiring for the learners and should not confuse
Simplicity
them. They must be simple but show creativity.
The purpose of evaluating the technology is needed for further revisions
Assessment
and improvements.
Computer-Assisted Assessment (CAA)
- refers to the use of computers to assess students’ learning and performance
- a term that covers all forms of assessments, whether summative or formative, delivered with the
help of computers
- covers both assessments delivered on a computer, either online or offline and those that are
marked with the aid of computers, such as those using Optical Mark Reading (OMR)
- is typically formative, in that it helps students to discover whether they have learned what the
educator intended and provide timely feedback on how best to teach a subject
- it can be summative, with limited feedback typically being given at the end of a course and
serving to grade and categorize the student's work. It can also be diagnostic, e.g. by testing for
pre-knowledge

Rubric
- helps students see that learning is about gaining specific skills and it gives students the
opportunity to do self-assessments to reflect on the learning process
- During self-assessment, students reflect on the quality of their work, judge the degree to which
it reflects explicitly stated goals or criteria, and revise.
- Self-assessment done using a rubric is formative—students assess works in progress to find
ways to improve their performance.
- Teachers can either provide a rubric or create one with students.
- The rubric could also be used as a peer assessment tool.
- a coherent set of criteria for students' work that includes descriptions of levels of performance
quality on the criteria
- Has two major aspects: coherent sets of criteria and descriptions of levels of performance for
these criteria
- can be used to assess and articulate specific components and expectations for an assignment
- can be used for a variety of assignments: research papers, group projects, portfolios, and
presentations
- lets students know what is expected of them before the activity, and demystify grades by clearly
stating the expectations for a project or assignment

Rubric Development Guidelines

• Examine an assignment for your course.
• Outline the elements or critical attributes to be evaluated (these attributes must be objectively
measurable).
• Create an evaluative range for performance quality under each element; for instance, "excellent,"
"good," "unsatisfactory."
• You can reinforce a developmental approach by students by using a developmental scale in your
rubric, like "Beginning", "Emerging" and "Exemplary."
• Add descriptors that qualify each level of performance.
• Avoid using subjective or vague criteria such as "interesting" or "creative"; instead, outline
objective indicators that would fall under these categories.
• The criteria must clearly differentiate one performance level from another.
• Assign a numerical scale to each level.
• Give a draft of the rubric to your colleagues for feedback.
• Train students to use your rubric and solicit feedback; this will help you judge whether the rubric
is clear to them and will identify any weaknesses.
• Rework the rubric based on the feedback.

According to the TPACK framework, specific technological tools (hardware, software, applications,
associated information literacy practices, etc.) are best used to instruct and guide students toward a
better, more robust understanding of the subject matter. The three types of knowledge – TK, PK, and
CK – are thus combined and recombined in various ways within the TPACK framework. Technological
pedagogical knowledge (TPK) describes relationships and interactions between technological tools
and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same
between pedagogical practices and specific learning objectives; finally, technological content
knowledge (TCK) describes relationships and intersections among technologies and learning
objectives. These triangulated areas then constitute TPACK, which considers the relationships among
all three areas and acknowledges that educators are acting within this complex space.

This adaptability can be seen in the various intersections and relationships already embodied in the
TPACK acronym.
Content Knowledge (CK) – This describes teachers’ own knowledge of the subject matter. CK may
include knowledge of concepts, theories, evidence, and organizational frameworks within a particular
subject matter; it may also include the field’s best practices and established approaches to
communicating this information to students. CK will also differ according to discipline and grade level –
for example, middle-school science and history classes require less detail and scope than
undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK that each class
imparts to its students will differ.

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices, processes, and
methods regarding teaching and learning. As a generic form of knowledge, PK encompasses the
purposes, values, and aims of education, and may apply to more specific areas including the
understanding of student learning styles, classroom management skills, lesson planning, and
assessments.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various
technologies, technological tools, and associated resources. TK concerns understanding edtech,
considering its possibilities for a specific subject area or classroom, learning to recognize when it will
assist or impede learning, and continually learning and adapting to new technology offerings.

Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding foundational
areas of teaching and learning, including curricula development, student assessment, and reporting
results. PCK focuses on promoting learning and on tracing the links among pedagogy and its supportive
practices (curriculum, assessment, etc.), and much like CK, will also differ according to grade level and
subject matter. In all cases, though, PCK seeks to improve teaching practices by creating stronger
connections between the content and the pedagogy used to communicate it.

Technological Content Knowledge (TCK) – This describes teachers’ understanding of how

technology and content can both influence and push against each other. TCK involves understanding
how the subject matter can be communicated via different edtech offerings, and considering which
specific edtech tools might be best suited for specific subject matters or classrooms.

Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of how

particular technologies can change both the teaching and learning experiences by introducing new
pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such
tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the
development of the lesson at hand.

TPACK is the end result of these various combinations and interests, drawing from them – and from the
three larger underlying areas of content, pedagogy, and technology – in order to create an effective
basis for teaching using educational technology. In order for teachers to make effective use of the
TPACK framework, they should be open to certain key ideas, including:

1. concepts from the content being taught can be represented using technology,
2. pedagogical techniques can communicate content in different ways using technology,
3. different content concepts require different skill levels from students, and edtech can help
address some of these requirements,
4. students come into the classroom with different backgrounds – including prior educational
experience and exposure to technology – and lessons utilizing edtech should account for this
possibility,
5. educational technology can be used in tandem with students’ existing knowledge, helping them
either strengthen prior epistemologies or develop new ones.

Properties of Educational Media and Materials

Fixative Property – the ability of the media or material to capture, preserve and reconstruct an object
or event.

Manipulative Property – the ability of the media to transform an object or event in various ways. It can
be slowed down or speeded up. It can be re-sequenced or edited.

Distributive Property – the ability of the media to transport an event through space at the same time.
Instructional Roles of Computer

Role of Computer as a Teacher

Categories Uses/Purposes Features
Drill and Practice • Memorize and recall information • Interactivity
• Increase proficiency in a newly learned • Immediate feedback
skill or refresh an existing one • Infinite practice
• Variable level of difficulty
• Motivation
Tutorial • Assume the primary instructional role of • Embedded question
teacher or tutor • Branching
• Dynamic presentation
• Record keeping
Simulation • Represent or model a real system, • Control of multiple variables
situation, or phenomenon • Dynamic presentation
• Time control
• Effects of chance
Instructional Game • Add an element of fun in CAI • Motivation
• Game structure
• Sensory appeal
Problem Solving • Promote students’ higher-order thinking • Focus on specific problems
skills, such as logic, reasoning, pattern types
recognition, and strategies. • Quantity
• Variety

Electronic Portfolio
- also known as an e-portfolio, digital portfolio, or online portfolio
- a collection of electronic evidence assembled and managed by a user, usually on the web
- Such electronic evidence may include inputted text, electronic files, images, multimedia, blog
entries, and hyperlinks
- E-portfolios are both demonstrations of the user's abilities and platforms for self-expression and
if they are online, they can be maintained dynamically over time.
- An e-portfolio can be seen as a type of learning record that provides actual evidence of
achievement.
- Learning records are closely related to learning.
- To the extent that a personal learning environment captures and displays a learning record, it
also might be understood to be an electronic portfolio.

Types of e-Portfolio
Developmental Portfolio
- demonstrates the advancement and development of student skills over a period of time
- considered works-in-progress and includes both self-assessment and reflection/feedback
elements.
- The primary purpose is to provide communication between students and faculty.

Assessment Portfolio
- demonstrates student competence and skill in well-defined areas
- These may be end-of-course or program assessments primarily for evaluating student
performance.
- The primary purpose is to evaluate student competency as defined by program standards and
outcomes.

Showcase Portfolio
- demonstrates exemplary work and student skills
- created at the end of a program to highlight the quality of student work
- typically shown to potential employers to gain employment at the end of a degree program

Advantages of e-portfolio
- A well-executed e-portfolio program is a very good tool for higher education.
- It builds learners’ personal and academic growth as they complete complex activities.
- It facilitates the integration of learning as students connect learning across courses a
- It helps students plan their own academic pathways as they understand what they know and are
able to do and what they still need to learn.