Portfolio in educational technology 2
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The document outlines the presentation on educational technology, discussing its definition, roles, and implications for learning. Key points include the dual nature of technology as both beneficial and detrimental, the systematic approach to teaching, and the various learning models associated with educational technology. It concludes with the impact of the course on students' understanding and practical skills in technology integration for education.
Portfolio in educational technology 2
- 1. PORTFOLIO IN EDUCATIONAL TECHNOLOGY 2 PRESENTED TO: MS. JOVENGRACE F. CABAHUG
- 2. CONTENT OUTLINE • The Student • What is Educational Technology • Technology: Boon or Bane? • Systematic Approach to Teaching • The roles of Educational Technology in Learning • Roles of Technology in Learning • Cone of Experience • Learning through Educational Technology 2 • Conceptual Model of Learning • The Student after Educational Technology 2
- 3. THE STUDENTS
- 4. Name: Rona Jean Sabuya Birthday: January 8, 1998 Age: 18 years of age Address: Aribungos, Brooke’s Point, Palawan Course: Bachelor of Secondary Ed.-Mathematics
- 5. Name: Heavenita Janyaco Birthday: December 20,1997 Age: 18 years of age Address: Sumbiling, Bataraza, Palawan Course: Bachelor of Secondary Ed.-Mathematics
- 7. ACCORDING TO DAVID H. JONASSEN Educational Technology “consists of designs and environments that engage learners … and reliable technique and method for engaging learning such as cognitive learning strategies and critical thinking skills.” It is a theory about how problems in human learning are identified and solved. Is a field involved in applying a complex , integrated process to analyze and solve problems in human learning.
- 8. TECHNOLOGY: BOON OR BANE? “ Technology is in our hands. We can use it to build or destroy.”
- 9. TECHNOLOGY IS BOON WHEN: TECHNOLOGY IS BOON WHEN: it contributes to the improvement of the teaching-learning process and to the humanization of life; your teaching and learning can be more novel, stimulating, exciting, and engaging with the use of multimedia in the classroom; and it helps individual to do things which they cannot do then.
- 10. TECHNOLOGY IS BANE WHEN:TECHNOLOGY IS BANE WHEN: it becomes a detriment to learning and development when it is not use properly; and the learners gets glued to his computer for computer assisted instruction unmindful of the world and so fails to develop the ability to relate to others.
- 13. Instruction begins with the definition of instructional objectives that consider the students’ needs, interests and readiness. The use of learning materials, equipment and facilities necessities assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of these learning resources.
- 14. The effective use of learning resources is dependent on the expertise of the teacher, the motivation level or responsiveness and the involvement of the students in the learning process. With instructional objective in mind, the teacher implements planned instruction with the use of selected teaching method, learning activities and learning materials with the help of other personnel whose role has been defined by the teacher.
- 15. After instruction, teacher evaluates the outcome of the instruction. From the evaluation results, teachers comes to know if the instructional objective was attained.
- 17. “Technology makes a world a new place.”
- 18. Traditional role of educational technology •Delivery vehicles for instructional lessons.
- 19. Constructivist Role •Partners in the learning process
- 20. ROLES OF TECHNOLOGY IN LEARNING
- 21. • As tools support knowledge construction: for representing learner’s ideas, understandings and belief for producing organized, multimedia knowledge bases by learners. • As a social medium to support learning by conversing: for collaboration with others, discussing, arguing and building consensus among members of a community, for supporting discourse among knowledge- building communities.
- 22. • As information vehicles for exploring knowledge to support learning-by- constructing: for accessing needed information for comparing perspective beliefs and world views. • As context to support learning-by-doing: for representing and stimulating meaningful real world problems, situations and context and for defining a safe, controllable problem space for student thinking.
- 24. The cone of experience is a pictorial device use to explain the interrelationships of the various types of audio-visual media, as well as their individual “positions” in the learning process.
- 25. • Direct Purposeful Experiences -these are the first hand experiences which serves as the foundation of our learning. • Contrived experiences -make use of representative models or mock ups of reality to make the real life accessible to the students perception and understanding. • Dramatized Experiences -dramatization is essentially a process of communication, in which both participant, and spectators are engaged.
- 26. • Demonstration -it is a visualized explanation of an important fact, ideas or process by the use of photographs, drawings, films, display or guided motions. • Study Trips -these are visits conducted to observe an event that is unavailable within the classroom. • Exhibits -these are displays to be seen by spectators.
- 27. • Television and Motion Pictures - it can reconstruct the reality of the past so effectively that we are made to feel we are there. • Still pictures, Recordings, Radio -these are visual and auditory devices that can be use by an individual. • Visual Symbols -these are no longer realistic reproduction of physical things for these are highly abstract representation. • Verbal Symbols -they are not like the objects or ideas for which they stand.
- 29. A conceptual model is a representation of a system made the composition of concepts which used to help people know, understand or stimulate a subject the model represents.
- 31. MEANINGFUL LEARNING -gives focus to new experience that departs from the learning of a sequence of words but gives attention to meaning.
- 32. DISCOVERY LEARNING -This is differentiated from reception (meeting point of meaningful and discovery learning) in which ideas are presented to students in a well- organized way, such as through detailed set of instructions to complete an experiment.
- 33. GENERATIVE LEARNING -Here, we have active listeners who attend to learning events and generate meaning from this experience and draw inferences thereby creating a personal model of explanation to the new experience in the context of existing knowledge.
- 34. CONSTRUCTIVISM -Here, the learner builds a personal understanding through appropriate learning activities and a good learning environment.
- 36. This subject provides education in the use of technology in instruction by providing knowledge and skills on technology integration- in-instruction to learners; and It inculcate higher-level thinking and creativity among us while providing us knowledge of IT- related learning theories.
- 37. THE STUDENT AFTER EDUCATIONAL TECHNOLOGY 2
- 38. Engaged us on practical technology integration issues including managing IT classrooms, use of the internet for learning, cooperative learning through the use of information technology; it involves us in a deeper understanding of the computer as well as hands-on application of computer skills;
- 39. it helps us to be more active in dealing with our discovery skills; and we learned to use and evaluate computer- based educational resources.