Technology for Teaching and Learning 1

(MODULE 1)
Introduction:

The Technology for Teaching and Learning P1 is designed to engage pre – service students in
the theories and principles of designing, developing, utilizing, and evaluating teaching and
learning resources to improve instructions through the various opportunities brought by different
instructional media and technology. It also provides the pre – service teachers with he
accumulated knowledge, skills, attitudes, and values in creating technology – enhanced
instructional plans appropriate to their field of specializations. This course also encourages
students to promote responsible use of technology and exhibit ethical behavior in professional
practices.

Course Outcomes

It is expected that after the finishing the course, the students must:

1. Develop skills and capabilities to acquire broad knowledge on how to critically analyze
and present information using varied instructional resources;
2. Determine the benefits and limitations of various instructional media utilized in the
teaching – learning process;
3. Understand the nature of their learners in the future and how instructional materials and
the use of technology help in the attainment of the learning goals;
4. Create, rich, learning environments that build their students’ competencies and
independence; and
5. Practice and advocate ethical use of technology in both their personal and professional
levels.

Course Contents
The preservice students who will take this course will have to deal with only the fundamental
competencies of contextualizing the relationship of technology towards the teaching and
learning process, as this becomes the pre requisite to the next level of the same course. The
focus of instruction are the most indispensable competencies that the learners must acquire, as
they anticipate challenges in the learning delivery.
The perspectives of each module presented in this instructional material are in these
formats:
1. Topic Framework – outlines the content of each module;
2. Learning Outcomes – domains of learning that can be acquired after each topic;
3. Activity – stimulating prior knowledge of preservice teachers;
4. Analysis – questions that will guide preservice teachers to explore various possibilities
of learning experiences from the activity phase;
 5. Abstraction – what the preservice teachers need to know deriving from the
experiences in the analysis phase; and
6. Application / Assessment – follow up activity on how students can apply what they
have learned at the end of each module.
Activities were designed in a flexible learning mode, taking into consideration the “digital divide”
among students.

MODULE 1: Introduction to Technology for Teaching and Learning

Topics Outline:

1. Basic Concepts
2. Evolution of Technology for Instruction
3. Integrating ICT in Education
4. Application / Assessment

Lesson Proper:
1. BASIC CONCEPTS

Technology – refers to the advancements in the methods and tools people use to solve
problems and achieve a goal. In the classroom, technology can encompass all kinds of tools
from low – tech (pencil, paper, chalkboard) to high – tech (presentation software, tablets,
computer, etc.).

Wainwright (2016) posits 10 reasons why technology should be implemented in the classroom.
1. Technology will help students in the future career especially those who need wireless
technology.
2. Technology addresses diversity in learning styles.
3. Technology gives students the chance to interact.
4. Technology helps teachers prepare students for the real world environment.
5. Technology keeps students engaged.
6. Technology makes the classroom a happier place.
7. Technology allows students to access updated information faster than before.
8. Technology makes students more responsible.
9. Technology breaks the tradition of passive learning.
10. Technology allows students to access digital materials and databases.

Information Communication Technology – much sought breakthrough that changed many

aspects of human’s life most essentially the educational realm. (David Warlick: as cited by
Torlakson and Pletka, 2014) ICT underpins the success of the educational domains as it adds
to the processes of learning. It helps gain competencies in critical thinking, generalist
competencies, decision – making, handling of difficult situations, working as a team, and
communicating effectively. (UNESCO, 2002)
The use of ICT in education evolved in four phases: emerging, applying, infusing, and
transforming.
✓ Emerging – schools were described as teacher – centered
✓ Applying – the use of ICT has begun with the adaption of some ICT products
✓ Infusing – involved the integration of ICT across the curriculum, an increased use of
computer – based technologies
✓ Transforming – ICT has been taught as a separate subject and the curriculum is now
student – centered.

Instructional Materials – designed for use in the teaching and learning process that will help
learners acquire facts, skills, or opinions or develop cognitive processes.

They also refer to resources that organize and support instructions, such as textbooks, tasks,
and supplementary resources (adapted from Remillard & Heck, 2014)

Digital – involving or relating to the use of computer technology (Oxford Dictionary, 2017);
electronic technology that generates, stores, and processes data in terms of the two states:
positive, expressed in 1 string and non – positive, expressed in 0 string. (Whatls, 2017)

2. EVOLUTION OF TECHNOLOGY FOR INSTRUCTION

1600 -- Quill Pens and Slates – Early one –room schoolhouses in the 1700s and 1800s used
these materials to teach students how to write and cipher.
1700 -- Primers – The New England Primer remained the basic school text for 100 years after
its publication.
1826 -- Wall Charts – to save the cost of individual books, passages were sometimes printed in
large letters and hung for all to see in Lancastrian schools.
1855 -- Models – with the introduction of kindergarten in Wisconsin, models and materials were
given to students to manipulate and to learn from.
1901 -- Manipulative – Maria Montessori’s kinesthetic approach offered a variety of manipulative
from which students could learn.
1904 -- Educational Museums – the visual – education movement resulted in educational
museums with abundant visual displays.
1910 -- Films – Edison declared after inventing motion pictures that books would soon be
obsolete. Public schools in New York City implemented films for instruction for the first time.
Edward Thorndike - helped established education as a science.
1914 -- Behaviorism Theory – John Watson helped establish behaviorism, which became one of
the theoretical foundations of learning.
1929 -- Radio – The Ohio “School of the Air” broadcast instructions to homes.
1933 -- Objectives in Education – Ralph Tyler at Ohio State University developed and refined
procedures for writing objectives.
1940 – 1945 -- Instructional Technologists – with the role of technology in learning increasing,
the need for expertise in both education and technology grew, and professional instructional
technologists emerged.
1945 -- Multiple Media used by Military Armed Forces – training used films, sound, graphics,
models, and print to help prepare recruits for war.
1953 -- ITV – The University of Houston launches KUHT, the first non-commercial education
station.
1956 -- Bloom’s Taxonomy – a team led by Benjamin Bloom identified and articulated levels of
cognition.
1957 -- Programmed Instruction – instruction materials based on Skinner’s behaviorism were
used at the Mystic School in Winchester, Massachusetts.
1965 -- Instructional Design System – Robert Gagné introduced a model for a systems
approach to designing instruction.
1967 -- PBS and NER – The Public Broadcasting Act established the Public Broadcasting
Service and National Educational Radio.
1970 -- Cognitive Approach – cognitivists including Ausubel, Bruner, Gagné, and others
dominated thinking about learning.
1977 - Personal Computers – the first microcomputer, the Apple, was created by Steve Wozniak
& Steve Jobs.
1980 -- CAI – computer – assisted instruction on personal computers reached its peak of
popularity.
1990 -- Constructivist Approach – the influence of Dewey, Piaget, Vygotsky, and others led to
the emergence of the constructivist view of learning. Computer – based technologies – video
discs, CD – ROMs, multimedia, digital presentations, interactive video, teleconferencing,
compressed video, and the Internet combined to greatly increase the technologies available to
enhance teaching and learning. Virtual Reality – digital representations of a given reality let
teacher and student “experience” it.
1990 - Digital Assistants – intelligent agents help people interact with the equipment and
cyberspace
1991 - World Wide Web – the Internet became accessible to all with the creation of the Web
by Tim Berners – Lee.
2003 - Mobile Devices – smart phones, netbooks, and handheld PCs joined with wireless
networking to make mobile computing commonplace everywhere, including in the classroom.
2008 and beyond -- Online Life – the Internet expands to include the Web 2.0, featuring social
networking, audio and video streaming and options, for interaction leading to instruction
anytime, anywhere. The Grid – using distributed computing technology, the Grid will make it
possible to dynamically pool and share computer resources, making unprecedented computing
power available to everyone on the Grid.

Watch the video clip about: The History of Technology in

Education: https://www.youtube.com/watch?v=UFwWWsz_X9s

3. INTEGRATING ICT IN EDUCATION

o Gain attention -- technology’s visual and interactive qualities can easily motivate and direct
students’ attention toward learning tasks. o Support manual operations during high – level
learning – students are more motivated to learn complex skills when technology tools help
them do the low – level skills involved
o Illustrate real world relevance through highly visual presentations – students are more likely
to learn skills that have clear real – life applications to their future work.
o Engage through production work – students who learn by creating their own products with
technologies such as word processing, multimedia, hypermedia and other technology
products report higher engagement in learning and a greater sense of pride in their
 achievements. o Collaborate students with audience for their communication – students get
to be more motivated to write and do their best production work when they publish it on the
Web, since others outside the classroom will see their work.
o Supply self – paced learning for capable students – students who can learn on their own
with software tutorials and / or distance educational materials can be directed to take topics
ahead of others.
o Allow access to learning opportunities – students with disabilities depend on technology to
compensate for vision, hearing, or manual dexterity they need to read, interact in class, and
do products to show what they have learned.
o Provide faster access to information – integrated learning systems can help teachers quickly
assess and track students’ progress, also, collection of submitted data online can be
gathered easily.

APPLICATION / ASSESSMENT

In a one whole yellow pad paper, answer the following questions:

1. What is the primary significance of Information Communication Technology (ICT) in education

as highlighted by David Warlick?

2. According to UNESCO (2002), what competencies does ICT help learners develop? List at
least three.

3. Describe the four phases of ICT evolution in education. What characterizes each phase?

4. What are instructional materials, and how do they support the teaching and learning process?

5. Explain the term 'digital' as defined in the text. How does it relate to technology in education?

6. What instructional materials were used in early education during the 1600s, and how did they
contribute to learning?

7. How did the introduction of films in 1910 change instructional methods in public schools?

8. What role did the Public Broadcasting Act of 1967 play in educational technology?

9. Identify two significant technological advancements in education that occurred in the 1990s
and explain their impact.

10. What developments in mobile technology and online learning have occurred since 2003,
and how have they affected education?

11. What materials were primarily used in early one-room schoolhouses in the 1600s, and what
skills did they help teach?

12. What role did the New England Primer play in education during the 1700s, and how long did
it remain in use?
13. How did wall charts introduced in 1826 contribute to teaching methods in Lancastrian
schools?

14. What significant educational change occurred in 1855 with the introduction of models in
Wisconsin's kindergarten?

15. Describe the impact of Maria Montessori’s kinesthetic approach introduced in 1901 on
student learning.

16. What was the significance of educational museums established in 1904, and how did they
support visual education?

17. In what way did the introduction of films in 1910 change instructional practices in public
schools?

18. How did John Watson’s behaviorism theory, established in 1914, influence educational
practices?

19. What advancements in technology for instruction occurred between 1940 and 1945, and
what was the role of instructional technologists during this period?

20. How did the emergence of personal computers in 1977 and the World Wide Web in 1991
transform the landscape of educational technology?

Essay Questions:

1. Discuss how the visual and interactive qualities of technology can enhance student
motivation and attention in learning tasks. Provide examples of specific technologies and their
applications in the classroom.

2. Analyze the role of technology in supporting manual operations during high-level learning.
How can technology tools facilitate the acquisition of complex skills, and what are the
implications for instructional design?

3. Evaluate the importance of illustrating real-world relevance through technology in education.

How can highly visual presentations impact student learning outcomes, and what strategies can
educators employ to connect classroom lessons to real-life applications?

4. Examine the effects of production work on student engagement when integrating technology
in the classroom. How does the process of creating products using various technologies
influence students' learning experiences and sense of accomplishment?

5. Explore the significance of providing access to learning opportunities through technology for
students with disabilities. What technologies are most effective in accommodating diverse
learning needs, and how do they contribute to an inclusive educational environment?