CPE 107 –

Technology for Teaching and

Learning 1

Prepared by :

MONASALAM M. DISANGCOPAN,
MPA, MAEDGC, LPT, Ph.D. ( CAR)
Meaning of Educational Technology
Technology – come from the Greek word
techne craft or art
-all the ways people use their inventions and
discoveries to satisfy their needs and desires
-Technology education - A study of
technology, which provides an opportunity for
students to learn about the processes and
knowledge related to technology that are
needed to solve problems and extend human
capabilities.
Competencies in Educational Technology (Professional Education)

1. Determining Appropriate Instructional

Approaches and Methods, Learning Activities,
Instructional Materials and Tools
2. Choose appropriate principles in the
preparation and utilization of the
conventional and non-conventional
technology tools as well as traditional and
alternative teaching strategies.
Educational Technology
Application of scientific knowledge about
learning anf the conditions of leaning to
improve the effective and efficiency of
teaching and learning.
Educational Technology –
complex integrated process
involving people, procedures,
ideas, devices, and organization
for analyzing problems and
devising, implementing,
evaluating, and managing
solutions to those problems,
involved in all aspects of human
learning.
Audio Visual Aids in
education include materials
and equipment that appeal
to the senses of hearing
and sight. In its the
broadest sense, it includes
all teaching devices that
appeal to all senses.
Art education is the area of
learning that is based upon the
visual, tangible arts—drawing,
painting, sculpture, and design
in jewelry, pottery, weaving,
fabrics, etc and design applied
to more practical fields such as
commercial graphics and home
furnishings. Latest trends also
include photography, video,
Instructional technology - is just what it
sounds like: using computers, CD-ROMs,
interactive media, modems, satellites,
teleconferencing, and other technological
means to support learning.
- Is a systematic way of designing,
carrying out, and evaluating the total process
of learning and teaching in terms of specific
objectives. (Lucido and Borabo, 1997)
EDUCATIONAL
TECHNOLOGY
I. EDUCATIONAL TECHNOLOGY IN
CONTEXT
DIFINITION OF INTEGRATING EDUCATIONAL
TECHNOLOGY

Educational technology can be defined

as a combination of the processes and tools
involved in addressing educational needs
and problems, with emphasis on applying
the most current tools, computers and their
related technologies.
Based on this definition, there is a
need to:
a) Develop a Philosophy – A personal
perspective on the current and
future role of technology in
education.
b) Purchase Products – Become
informed, knowledgeable
consumers of technology products
and select wisely among available
alternatives.
c)Identify Problems – Discriminate between
problems that you can correct and those
that will require outside help.
d)Speak the Language – Knowledge of terms
and concepts allow you to exchange
information and ask informed questions.
e)See Where Technology Fits – identify
specific teaching and learning problems
which technology can help address and
how it can create learning opportunities
that did not exist.
Education Technology is
the development,
application and evaluation
of systems, techniques and
aids to improve the process
of human learning (Council
of Educational Technology
for the UK: cited by Lucido,
1997)
instructional materials
1. Size – is the material (text or picture) big
enough to be seen by the farthest pupil?
Is relatively of size of pictures observed
when it is viewed with other materials or
picture? Example, the size of the cat
compared with the size of a carabao.
2. Color – is the material colorful? Pupils
are attracted by bright and dark colors. And
if so, is the choice of colors life – like and
harmonious. Does the color facilitate
understanding?
3. Durability – Can the material stand after
several uses? Can it be used over and over
again?
4. Economy- is the material worth it cost?
Or can a cheaper material in terms of time
spent in preparing it and it terms of the
cash value be used?
5. Easy to handle – is the material light
and easy to manipulate. It is easy to put up
and then store for the future use?
6. Relevance – is the material up to date?
Is it related to the lesson in particular and
to the specific needs, problems and
experiences of the target clientele?
7. Novelty – does the material possess and
element of newness? Can it arouse the
curiosity and a sense of discovery in the
learners?
 Five
Domains
Domains of Educational
Description
Technology
Design It is the planning phase of educational
technology
Development It is process of producing learning
materials from detailed plan
Utilization It is actual use of knowledge and the
skills and usually includes the
practical application of information or
procedures on a regular basis . It is
the action phase
Evaluation It is a dynamic process which allows
people to obtain and judge the worth
od data about how students learn
specific content information under
varying instructional condition
Management It is the linchpin which blinds all the
domains of educational technology
 The Cone of Experience is presented in its
inverted form, such that the base is broader than its
apex. It is made up of eleven bands which are
arranged in an increasing degree of abstraction as
one moves from the base to the apex as follows:
Direct purposeful learning experiences, Contrived
experiences; Dramatized experiences;
demonstration; Study Trip; Exhibit; Motion Pictures;
Educational Television; Still Pictures, Radio and
Recordings; Visual symbols and Verbal symbols.
Although the experiences are arranged in bands,
these are fluid, they crisscross one another and they
become more stimulating. Further, the Cone of
Experience suggests that learning is more
impressive if one proceeds from concrete to
abstract, or from specific to general because more
sense are involved and relationship are built in a
more pronounced manner. Direct or actual learning
Three – Fold Analysis of Experience
as follows:
A. Enactive – refers to the direct or
actual experience or encounters with
what is. This is life on the raw, rich and
unedited.
B. Iconic – refers to the more abstract
experiences which could be in the form
of pictures.
C. Symbolic – refers to the use of
words or printed materials which no
longer resemble the object under study.
People Generally Remember People are able to(Learning Outcome

10% of what they Read Rea

d Define Describe
20% of what they Hear Hear List Explain

View
30% of what they See Images
Demonstrate
Watch
Videos
Attend Apply
Exhibits/Sites
50% of what they Practice
Hear and See Watch A
Demonstration
Participate in Hand-
70% of what on Workshop
Analyze
they say and Design Collaborative
Lesson Design
write Create
Simulate or Model a Real
90% of Thing Evaluate
what they Design/Perform a Presentation -
do Do the Real Thing

DALE’S CONE OF
FOUR PERSPECTIVES ON
EDUCATIONAL TECHNOLOGY

If educational technology is viewed

as both processes and tools, it is
important to examine the four different
historical perspectives on these
processes and tools.
1. Technology in Education as media
and audiovisual communication
2. Technology on Education as
Instructional System
3. Technology in Education as
vocational training tools

4. Technology Education as computers

and computer based systems
DEVELOPING A SOUND RATIONALE
WHY USE TECHNOLOGY

This common sense rationale is

based on two beliefs:
1. Technology is everywhere, and therefore,
should be in education, this is called
“societal inevitably” rationale
2. Research has shown how and where
computer – based methods are effective.
 The table below provides the
elements of a rationale for using
technology in education:
1. Motivation
Gaining learner’s attention
Engaging the learners through
production work
Increasing perceptions of
control
2. Unique instructional capabilities
 Linking learners to information
and education sources
 Helping learners visualize
problems and solutions
 Tracking learners progress
 Linking learners to learning
tools
3. Support for new instructional
approaches
 Cooperative learning
 Share intelligence
 Problem solving and higher level
skills
4. Increased teacher productivity
 Feeling time to work with students
by helping with production and
record – keeping tasks
 Providing more accurate
information more quickly
 Allowing teachers to produce
better looking more “student –
friendly” materials more quickly.
5. Unique instructional
capabilities
 Technology literacy
 Information literacy
 Visual literacy
 THEORIES IN
EDUCATIONAL
TECHNOLOGY
Behaviorism. This theoretical
framework was developed in the
early 20th century with the animal
learning experiments of Ivan Pavlov,
Edward Thorndike, Edward C.
Tolman, Clark L. Hull, B.F. Skinner
and many others. Many
psychologists used these theories to
describe and experiment with
human learning. While still very
Cognitivism. Cognitive science has
changed how educators view
learning. Since the very early
beginning of the Cognitive Revolution
of the 1960’s and 1970’s, learning
theory has undergone a great deal of
change. Much of the empirical
framework of Behaviorism was
retained even though a new paradigm
had begun. Cognitive theories look
beyond behavior to explain brain-
based learning. Cognitivists consider
how human memory works to
promote learning.
Constructivism.
Constructivism is a learning
theory or educational
philosophy that many
educators began to consider in
the 1990s. One of the primary
tenets of this philosophy is that
learners construct their own
meaning from new
information, as they interact
Anchored Instruction..
Anchored Instruction Theory
maintains that real world contexts
imbedded in educational media
serve as anchors of learning in
the sense that learners construct
knowledge while solving the
subsequent problems. The theory
was developed by the Cognition
and Technology Group at
Vanderbilt with John Bransford’s
Cognitive Flexibility. Cognitive
Flexibility Theory focuses on the
learning in complex and ill
structured domains. The theory
focuses on the spontaneity of
learning situations. It maintains
that learning should be in context,
however information should be
presented from multiple
perspectives and various case
studies should be utilized in
instruction. Rand Spiro is the
leading theories. Best tools are
Diffusion of Innovations. The
Diffusion of Innovations Theory
attempts to explain the patterns of
adoption of innovations in general.
Educators’ adoption of technology
is an important application of the
principles of this theory. It
explains that stages through
which a technological innovation
passes, the characteristics of
innovations that affects their
adoption, adopter categories, and
Distributed Cognition. The theory
of Distributed Cognition is closely
related to Social Constructivism in
the argument it makes that
cognition is not within the
individual but rather it is
distributed over other people and
tools. The use of
telecommunications technologies in
education has to rely highly on
distributed cognition. Major
researchers in the field are Pea,
Dual – Coding Theory. The Dual
Coding Theory which serves most to
learning via multimedia focuses on the
processing of information. It argues
that information is processed through
two distinct channels – visual and
auditory, each individual channel is
limited in the amount of information it
can process at a time, and humans
learn activity by integrating mental
representations. A major implication of
the research based on this theory and
match, enabling interaction between
Elaboration Theory. Elaboration
theory argues that instruction should be
organized from simple to complex to
increase learning, while providing the
learner with a meaningful context in
which subsequent ideas can be
integrated. The theory has seven
strategy components: an elaborative
sequence, learning prerequisites
sequences, summary, synthesis,
analogies, cognitive strategies, and
learner control. The theory has
implications in instructional and
Experimental Learning. Carl Rogers’
Theory is rooted in humanistic
education. He identifies the two types of
learning as cognitive and experiential.
Cognitive learning refers to the learning
of isolated information out of context,
which usually takes place in formal
school settings. Rogers lists the qualities
of experiential learning as personal
involvement, self – initiation, learner
evaluation, and pervasive effects on
learner. The theory suggests that learner
motivation and thus the relevance of the
Multiple Intelligences. The theory of
multiple intelligences suggests that every
individual possesses a unique combination of
distinct intelligences. The 7 main forms of
intelligence are linguistic, logical –
mathematical, spatial, musical, body –
kinesthetic, intrapersonal and interpersonal.
Recently “natural intelligence” is proposed to
be the 8th form of intelligence. The theory
suggests that everyone learns best when the
material matches the intelligences he/she is
strong at. Thus, teaching should take into
consideration the degrees of intelligences of
each learner. The theory gains importance
due to the fact that most of our schooling
Script theory. Script Theory is
primarily intended to explain language
processing and higher thinking skills.
Schank and Abelson, the pioneers,
developed the theory to explain story –
level understanding, but the work later
was extended by Schank to cognition in
general. The theory argues that all
memory is episodic, that is everything
has to be attached to personal
experiences in order to be in the
memory. However, there are generalized
episodes, “scripts”, that help individuals
Social Constructivism. Social
Constructivism maintains that learners
construct knowledge in interaction with their
social environment. Learning is regarded as a
collaborative activity. Lev Vygotsky, is the most
prominent figure in the development of social
constructivist theory. He outlines the
community, the tools (e.g. language) in the
learning environment, and the Zone of
Proximal Development (ZPD) as important
elements in learning. ZPD refers to the tasks
the learner cannot perform on his/her own but
can with the help of a more knowledgeable
other? It promotes all learning activities that
Symbol Systems. The theory explores
the symbols systems in different media
and how they affect learning. Salomon, a
pioneer of the theory, states that
different inherent symbols in the media
affect the messages conveyed by the
media and the nature of learning. He
also states that the symbol system has
the most effect in learning novel topics.
Research on Sesame Street deals closely
with symbol systems in educational
media. Other major theorists are Perkins
and Globerson Educational Technology
 THE CHALKBOARD AND OTHER
DISPLAY MATERIALS

The chalkboard is the most versatile

medium for instruction; it is always there
and is always available. It is especially
useful in presenting variety of instructional
materials like charts, graphs, pictures. It is
also considered as an important medium for
demonstration.
e Bulletin Board Display
e bulletin board is a medium for displaying materials which
cooperatively planned and put up by the teacher and
ils or students. It is one of the permanent
found in the classroom. It is being put up to
he following purposes:

pproach a unit. The displays are used as a springboard

a new unit. It is motivational in nature.
evelop a unit. This type of display provides
e pupils or students some materials for research purposes.
ummarize a unit. This type of display showcases
e projects or requirements of the whole class.
The multi-purpose board

This type of bulletin board serves m

rposes: like to announce important
ents or occasions; to inform the public ab
ograms and offering; to congratulate
nners or high performers and the like.
3.Three dimensional instructional materials:

Models and mock-ups-are recognizable imitation

of the real thing except size, which may be scaled
down or scaled up to provide the needed
experiences. Models show the totality of a thing
or a process. Examples are the model of the atom,
molecules, amoeba or paramecium, and the different
systems of the human body. Mock-ups are special
types of models which are focused on specific
part of a whole object and these are workable.
Example is showing just the joint of the legs
and the top of tables not the whole table or just
the engine of the refrigerator, which can be
tinkered by the students. Models and mock-ups
facilitate study of objects and processes, which
cannot be seen in the objects themselves.
ES IN EDUCATION AND TECHNOLOGY
Issues Topics Current Issues Implications for
having Under Having Impact Technology in
impact Each Issue on Technology Education
technolog and Education
y
education
Education costs Distance learning
Economic increasing (DL) emphasis to
trends make education more
Social cost effective
Political call for More reliance on DL
lower cost, and other
Political more effective technologies so
trends education increase consistency
of quality, stretch
scare resources
  Recognition of  Computer
need for become a
technology required
literacy student
 Increased purchase
Soci communication  Possible
Social results in less suspicion of
al trends privacy technology
 Growing delivered
popular distrust education
of technology  Education must
 Increase social assume more
dependence on responsibility
internet also for monitoring
increases risk students online
of online
predators,
plagiarism
  Lower income  Low – income
school equals students must
less access to have equal
Economic computers access to
Ethnic  More technology
minority  Minority
students in students must
Cultur lower income have equal
al schools access to
technology
Multicultur “Computer Students must use
al culture” is computers
pervasive in regardless of
society cultural bias
Gender Technology Females’ use of
remains a male – computers in
dominated area. education must
increase
 Speci Special devices Students with
al and methods can disabilities must
need allow students receive equal
Cultur s with special access in
al needs equal technology
access to regardless of
technology but high cost to
expensive to educational
obtain and system .
implement.
  Directed  Demonstrate
used of d effective
technology technology
Directe drill, users may
Education d tutorials are be discarded
al
versus proven
constr effective but
uctivist often  More
views considered research
passe needed on
 Constructivi newer
st users are technology
emphasized uses
but little
evidence
  Past  Continued
emphasis emphasis
Single – on on use of
subject teaching single skill
versus subjects in software
Education interdisci isolation  Increasing
al
plinary  Current use of
trend multimedia
toward and other
integrated technologie
curriculum s that
of support
emerging more
several complex
subjects interdiscipl
  Technolo  The lowest
gy technologi
changes es are in
Rapid too limited use
Techni chang quickly in
cal e for education
teachers  Schools
to keep usually
up have out –
 Educators of – date
cannot equipment
afford materials
most
current
technolog
y
  Teacher  Majority of
training is teachers
not have
keeping up insufficient
Technic Complexi with training in
al ty technology technology
developme materials
nt and uses
 Schools  Schools
lack the cannot take
infrastruct advantage of
ure to keep newest most
up with powerful
new technological
technologi development
 III. TWO LEARNING THEORIES
AND INTEGRATION MODELS
Philosophical difference can be
summarized in the following manner:

• Objectivists – knowledge has a

separate, real existence of its own
outside the human mind. Learning
happens when this knowledge is
transmitted to people and they store it
in their minds.
• Constructivists – humans
construct all knowledge in their minds
by participating in certain
experiences, learning happens when
one constructs both mechanisms for
learning and his own unique version
of the knowledge, colored by
background, experiences and
aptitudes.
 The characteristics of the two
teaching / learning models can be
summarized as:
1. Directed Instructional Models
Tend to:
1. Focus on teaching sequences
skills that begin with lower skills
and build higher level skills
2. Clearly state skill objectives
with test items matched to them
3. Stress more individualized work
than group work
 4. Emphasize traditional teaching
and assessment methods: lectures,
skills worksheets, activities and
tests with specific expected
responses.
2. Constructivist Learning Models
Tend to:
1. Focus on learning through posing
problems, exploring possible answer,
and developing products and
presentations.
2. Pursue global goals that specify
general abilities such as problem –
solving and research skills.
3. Stress more group work than
individualized group.
4. Emphasize alternative learning
and assessment methods exploration
of pen – ended question and
scenarios, doing research and
developing products, assessment by
student portfolio, performance
checklists, and tests with open –
ended questions and descriptive
 Theoretical foundation of Directed
Instruction:

 Behaviorism: skinner
Information – processing: Atkinson & Shiffrin
 Teaching guidelines: Gagne
Instructional Design System Approaches
 Characteristics of Directed
Instruction:
Focus on teaching sequences based
on prerequisite skills
Clear objectives with matching test items
Stressed individualized work
Emphasizes traditional teaching
& assessment methods
Criticisms against Directed
Instruction:
Students Cannot Do Problem
Solving
Activities Demotivating
Students Cannot Work
Cooperatively
retical Foundation of Constructivism

Microword:
Paper
Inert Knowledge, Situated Cognition &
Collaborative Learning
Multiple Intelligence:
Gardner
Characteristics of
constructivism
Focuses on learning through posing
problems, answer exploration, and
product development & presentation
Pursues global goals and specifies
general abilities
Stresses group over individual work

Emphasizes alternative learning &

assessment methods
Criticisms against
Constructivism
Problem of How to Certify Leaned
Knowledge
Need Prior Knowledge
Ability for Students to Choose Effective
Instruction
Which Topics Suit Methods
Transfer of Skills to Practical Situations
Integration of both
Models
Increase
motivation
Optimize learning
resources
Remove logistic hurdles to
learning
Foster communication skills and
information & visual literacy
IV INSTRUCTIONAL SOFTWARE
INTEGRATION
Instructional Software Materials
are programs created for the sole
purpose of assisting teaching and
learning in either:
Delivering instruction using directed
methods
Supporting learning using directed
methods
Drill and practice
Tutorial
Simulation
Instructional game
Problem solving
INSTRUCT SAMPLE SAMPLE
IONAL INSTRUCTIONAL CLASSROOM
SOFTWARE BENEFITS USES
 Gives  Supplement
immediate or replace
feedback on assigned
Drill and correction of worksheets
Practice answers and
 Increases homework
motivation for  Prepare
students to students for
practice tests
 Saves teacher
time on grading
  Supplements  A provides
or replaces self – paced
teacher review of
presentation topic after
Tutori s students have
al  Presents received
instruction classroom
in more instruction
visual, self –  Supplies
paced, alternative
motivating way of
way than learning
teacher – when usual
  Compresses time or  Suppliers instruction
slows down on topics for which
processes so they teachers are not
can be studied available
 Makes  Replaces or
demonstration supplements lab
Simulat interactive experiments, role
ion  Allows safe playing, field trips
experimentation  Introduces new topics
 Saves money on  Foster exploration and
consumable process learning
resources  Provides format that
 Slows experiments encourages
to be repeated with cooperative group
variations work
 Makes situation
controllable so they
can be studied.
Instruction  Provides  Replaces
al Games highly worksheets and
motivating exercises
format for  Encourages
practice cooperative
group work
  Directed  Rewards good
benefits: work
focuses  Allow
Proble attention on concentrated
m required practice of key
Solvin problem problem solving
g solving skills
skills  Fosters
Constructivi exploration and
st: allows process learning
self –  Provides formal
discovery of that encourages
principles cooperative
V. SOFTWARE TOOLS
INTEGRATION
Software tools programs created for the
purpose of helping people accomplish various
tasks.
Makes work more efficient
Improves appearance of
products
Improves information
accuracy
Supports integration and
sharing
 Sample Sample Classroom
Software Uses
tools
Word Teacher letters,
processing documents

Spreadsheets Demonstration of math

principles, tables,
charts, projecting
grades
Databases Teacher resource
inventories, ready access
to student information
Desktop Letterhead, brochure,
publishing flyers
software
Test Generate various versions
Generators, of test, online test
Test Items
Banks
Worksheets/ Produce exercises for
puzzle students skill practice
generators
Statistical Teacher and student
packages analyze data
Organizer Help organize, plan activities
Clip art,Teacher and student insert
video, sound these into documents and
media they create
Electronic Help teacher and students
encyclopedias research on topics
, dictionaries,
atlases
VI. INTEGRATION OF MULTEMEDIA
& HYPERMEDIA

Like other educational technology

concepts, definitions for multimedia and
hypermedia defy consensus.

Multimedia simply means “multiple

media or combination of media”. The
media can still be pictures, sound,
motion video, animation, and or text
items combined in a product whose
purpose is to communicate
Hypermedia refers to “linked media”
that have their roots in a concept
developed by Vannevar Bush.
Benefits of
Multi/Hypermedia:
Variety of channels for communicating
Interactive
information
Flexibility of demonstration
qualities
Support for practicing creativity,
learning
critical thinking and information

organization
Support cooperative group
work
 Kinds of multimedia/hypermedia formats
•Commercial multimedia/hypermedia
software packages
•Commercial interactive videodisc
packages
•Authoring tools: preservation software
•Authoring tools: video production and
editing systems
•Authoring tools:
multimedia/hypermedia authoring tools.
 Current and future impact of
multimedia and hypermedia on
education
The current widespread education uses
of multimedia and hypermedia systems augur
an even heavier reliance on these products in
classrooms of the future. Educators recognize
and use these systems when they see the
powerful capabilities they offer to enhance
classroom learning.
1)Motivation
2)Flexibility
3)Development of Creative and
Critical Thinking Skills
4)Improved Writing and Process
Skills
Impact of Multimedia and Hypermedia System
1.Roblyer (1999) found that
multimedia’s benefits seem to
center on its ability to offer
students multiple channels
through which to process
2.Swan and Meskil (1996) argued
information.
that hypermedia’s primary
advantages accrue to students
doing rapid searches through
lengthy or multiple information
resources, for other purposes,
hypermedia and nonhypermedia
resources seem equally useful.
3.Dillion (1998) says that
multimedia/hypermedia increased
learner control that is more
useful to higher ability of
students.
4.Gabbard (1998) says learning style helps
determine whether or not certain
hypermedia features are effective in
various learning situations. Passive learners
may profit more from the cueing offered by
hypermedia, while more capable learners
who are more willing to explore may be
more capable of exploiting other
hypermedia features.
Design of Multimedia and Hypermedia Systems
Stemler (1997) reviewed findings
on various multimedia/hypermedia
that could have an impact on the
potential effectiveness of these
systems:
Instructional design Animation
Screen design Audio
Interaction and feedbackVideo
Navigation
Learner control
Color
Graphics
 Types of Sample Classroom Uses
Multi/hypermedia
Interaction Uses for classroom applications as
Instructional instructional software
Software
Use to supplement or replace
Interactive children’s traditional book reading
Storybooks to promote reading comprehension
and encourage critical thinking and
about story structure
Reference Materials Support student research
(atlases, and information gathering
encyclopedias, etc.)
Interactive videodisc Illustrates concepts and
system make learning more visual
Multimedia/ For presentations and
Hypermedia demonstrations
authoring systems
(e.g. PowerPoint)
Video production/editing Visual communication,
(e.g. movie, moviemaker, video clips for web page
Adobe Premiere)
Hypermedia software (e.g. Presentations, portfolio
hyper studio, macromedia
director
VII. INTEGRATING THE INTERNET AND OTHER
DISTANCE RESOURCES
Many authors used to differentiate
between distance education and distance
learning, referring to the former as the
role of the instructor and the alter as the
role of the learner. The United States
Distance Learning Association (USDLA)
defines distance learning as “the
acquisition of knowledge and skills
through mediated information and
instruction. Distance learning
encompasses all technologies and
supports the pursuit of lifelong learning
for all.”
Distance learning had the following key components:

1. Instructors and learner

separated by time and/or
geographic distance
2.Electronic, print resources,
voice communications, and
combinations of them are used
to bridge the gap.
 Models/Medium of Distance Learning:

1.Broadcast/Terrestrial (broadcast such

as satellite links or microwaves to
send video/Terrestrial such as land
line telephone, cable lines)
2.Computer-based- (e.g.
Microcomputer with modem,
3.network,
Hybrids with camera)
of the two (e.g. one way
audio plus computer, broadcast video
plus computer)
 VIII. THE FUTURE OF TECHNOLOGY INTEGRATION

Why Future Vision is Important?

•Potential influence on future learning

environments
•Need to channel and manage technological
change
Trends in Driving the Use of Emerging Technologies in
Education

•Wireless Networking
•Visualization
•Interfaces
•Hand – Held Systems
 Impact of the four
Trends for Educational
Methods
• Flexibility in classroom organization
and configuration
•Access to computing power in remote
sites
•Ease and flexibility in home networking
•VR (virtual reality) based therapies for
people with disabilities
•Interfaces for people with disabilities
•Constructing environment and
knowledge
•Virtual field trips
•Greater dependence on visual learning
•Decreased emphasis on keyboarding
ure Challenges for Teachers
Visions of Technology’s role in restructuring
education
Replacing teacher functions versus
changing teacher roles
Enhancing existing methods versus
changing the nature of education
The role of distance
learning
Teachers will retain a key
note
Interdisciplinary approaches
will flourish
Research and problem solving skills will
gain attention
Assessment methods will change to reflect
the new curriculum
Distance learning will play a large role

Teachers must prepare for technology –

permeated future by keeping up with change
X. BASIC TERM

TERMS MEANINGS
Avatar  Graphic representation of a real person in
cyberspace
 3 – D image that a person can choose to
represent himself in virtual reality

Bookmark To mark an internet location so one can

remember it
 BPS The speed at which data are
(bits per transmitted across
second) communication lines between
computers
Bug An error in a computer program
 A software package that allows
Browser one to look at information on
the internet in graphic rather
than just text format
CAI (computer Software designed to help
assisted teach information
instruction)
CAT (Computer Using computer to administer
Assisted and score assessment measures
Testing)
 A location on the internet set up to
allow people to converse in real time
Chat room by typing the message or by allowing
their avatars to meet and talk to each
other
A piece of silicon inside a computer
Chip on which electronic circuits have
been placed
Debug Review a computer program and
remove the errors or bugs
DVD (Digital Type of CD-ROM electronic storage
Versatile that holds minimum of 4.7
Disc) gigabytes
FTP (File A way of transferring file (on the
Transfer internet) from one computer to
Protocol) another
GPS (Global An instrument that uses a satellite
User to pinpoint exact location
Interface)
GUI (Graphic Software that displays options to
User Internet) user in graphic format consisting
of menus and icons
HTML The primary programming
(Hypertext language used to develop web
markup pages
Language)
Internet A popular browser used to
Explorer access the internet
 IP (Internet Agreed upon way of coding and
Protocol) sending data across the internet
ISP (Internet An institution, company that
Service provides access to the internet
Provider)
JPEG (Joint A file format for storing and
Photographic sending graphic images on a
Experts network
Group)
 Device consisting of light
LCD (Liquid sensitive material encased
Crystal between two clear pieces of
Display) glass or plastic designed to be
placed on an overhead
projector
MPEG A file format for storing and
(Motion sending video sequences on a
Picture network
Experts
Group)
PDA (Personal Handheld computer that can
Digital function as cellular phone, fax
Assistant) machine, and personal organizer
RAM (Random Type of internal computer
Access memory that is erased when the
Memory) power is turned off
An online meeting between two
Videoconferencing or more people locate internet
sites and information related to
given topic
Search Engine Regular postal service mail as
opposed to email
Snail mail Unsolicited email or other
messages
Spams Series of symbols or letters that
act as an address for site on the
internet