lesson 4 Systematic Approach to Technology

Systematic Approach to Technology  

              The system approach views the entire educational program as as system of closely interrelated parts. These are a lot of elements or factors that the teacher has to take into consideration-students needs, interest, home background, prior experiences, developmental stage, nature and the like.

lesson 1 Meaning of Educational Technology

Meaning of Educational Technology

         The word technology came from the Greek word 'techne'  which means craft or art. Technology refers to all ways people use their inventions  and discoveries to satisfy their needs and desires. These inventions and discoveries can be devices, tolls, equipment, activities, procedures, and process. With technology there is a lot that we can do which we could not do then.

lesson 18 Roles and Function of an Educational Media Center

Roles and Function of an

 Educational media Center

      An EMC is a facility of the school system tasked to acquire, maintains, care and promote the full effective use of educational media. It houses both old and new technologies meant to be make learning more efficient and effective. It facilities  and ensures the optimum use of all instructional media. It organize learning activities for students and teachers alike for them to upgrade and improve on their technology  manipulative all for the purpose of motivating them to keep on developing their communication, analytically, integrative, creative and collaborative skills for meaningful lifelong learning.

lesson 17 Assessment in a Constructiveness, Technology-Supported Learning

Assessment in a Constructiveness,

Technology - Supported Learning

          The tradition paper-and-pencil tests are not adequate to assess learning in a constructiveness                  technology-supporting learning.The authentic form of assessment such as performance and product assessment are more reliable and adequate to measure students communication, analytically, integrative, evaluation and  collaboration skills. In a technology learning environment the students are not only users of technology product.    

lesson 16 Using the Project-based learning Multimedia as a Teaching-Learning Strategy

Using the Project-based Learning Multimedia 

as a Teaching-Learning Strategy

                 The effective use of project-based multimedia learning requires through planning. Initial planning involves: clarifying, goals and objectives, determining how much time is needed and extent of students involvement, identifying and determining what resources are needed, and   deciding on the mode to measure what students learn.

lesson 15 Project-Based Learning and Multimedia: What it is?

Project-Based Learning and Multimedia:

What it is?

Project-based multimedia learning s a teaching method in which students "acquire new knowledge and skills in the course of designing, planning and producing multimedia product.

The goals and objectives of a project are based  on the core curriculum as laid to down in the curriculum standards and are mode crystal clear to students at the beginning  of the project. Their learning task ends up with a multimedia presentation through their multimedia project.    

lesson 14 Maximizing the use of the Overhead Projector and the Chalkboard

Maximizing the use of the Overhead 

Projector  and the Chalkboard 

                 Among all instruction, the chalkboard is most available. The Overhead projector is another versatile equipment that is quite common today, By learning how to use them properly and in an inexperience way we are able to realize our instructional objective. There are techniques of using the chalkboard and OHP proven to be effective by practitioners. Adopting them in our teaching spells visual and lasting learning for our students.

   

lesson 13 Teaching with Visual Symbols

Teaching with Visual Symbols

               Visual symbols come in many form, drawing, cartoons, strip drawing (comic strip) diagram, map, chart  graph. For these visual symbols to be at your finger trips, you ought to be skilled at making them.

               The collection, preparation and use of these various visuals symbols depends to a great extent on your own resourcefulness and creativity. They may be used in different phases of the lesson depending on your purpose.   

lesson 12 The Power of Film, Video and TV in the classroom

The Power of Film, Video and 

TV in the classroom

The film, video and tv are powerful instruction tools, When they are appropriate and moderately, they can make the teaching-learning process more concrete, lively, colourful and interactive. It contribute to a more lasting learning because of its visuals, audio and motion effects. These effects make learning fun. The most significantly cited weakness of tv violence on people's aggressive behaviour.    

lesson 11 Making the most of Community Resources and fields trip

                                                             

       Making the Most Community 

      Resources and Field Trips

                 Field trip are experience, They require much time for preparation and planning. Preparation and planning for the field trip includes discussion and decisions on what to do before the field trip, during the field trip and after the field trip.

                Field trip abolish the walls that divide the classroom and the outside world. Field trip also connect people. all people involved in the field trip - students, teachers, parents, school head come together for joint planning. Resource persons in the community are brought to the school as key information in an interview by children or as lecture. 

lesson 10 Demonstration in teaching

Demonstration in Teaching

         Demonstration involves showing by reason or proof, explaining or making clear by use of examples or experiments. Put more simply, demonstration means to clearly show.In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers. Demonstrations often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories.

 Demonstrations are valuable tools for teaching both concrete techniques (skills) and abstract concepts (principles). A good demonstration permits a student to learn by observation, a skill we use innately when learning to talk, walk, and even clap our hands. They can be used to teach techniques like conducting a counseling session, using a computer program, o r drawing blood for analysis

lesson 9 Teaching with Dramatized Experience

Teaching with Dramatized Experiences

Dramatized experience can range from the formal plays,pageants to less formal tableau pantomime, puppets and role-playing.

PLAYS depict life, character, or culture or a combination of all three. 

PAGEANTS  are usually community dramas that are based on local history, presented by local actors.an example is a historical pageant that traces the growth of a school. Play and pantomime require much time for preparation and so cannot be part of everyday classroom program.

A PANTOMIME is the "art of conveying a story through bodily movements only."

A TABLEAU is a picture-like scene composed of people against a background. A tableau is often used to celebrate Independence Day, United Nations Day.

       We learn certain things quickly through an intense dramatic experience. These dramatic experience, most especially role-playing are most effective with lessons in the affective domain.

       A play is a all right but with all the ground we have to cover, we haven't time to use it. We use instead the other forms of dramatic experience that do not need very elaborate preparations.

lesson 8 Teaching with Contrived Experience

Teaching with Contrived Experience

Contrived experience is edited copies of reality and are used as substitutes you real things when it is not practical or not possible to bring or do the real thing in the classroom. 

A model is a reproduction of a real thing is a small scale on large scale. A mock up is an arrangement of a real devices created. this is a special model where the parts of a model are singled out.

A specimen is any individual considered typical of the group. 

Simulation is a representation of a manageable real event in which the learner is an active participant. 

Games are played ti win this used for the following purpose:

-to practice 

-to identify gaps

-to  secure as a review 

-to develop mew relationships

lesson 7 Direct, Purposeful Experience and Beyond

             

                 Direct , purposeful experiences and beyond. 

            

          “From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.” Are experiences of other people that we observe,read or hear about. They are not firsthand but rather vicarious experiences.People that we observe, read / hear about. They are not our own self-experiences but still experiences in the sense that we see, read and hear about them.

     The approximation of how much persons learn  through the Five Senses 75%- SIGHT, 13%- HEARING, 6%TOUCH, 3%- TASTE, 3%- SMELL. .

         1. Connect this graph to sensory experience for maximum learning.2. Any principle you learned from the principles of teaching that connects to learning by direct experiences?3. Our lack of understanding is often due to our lack of attention.4. How can we arrive at a more accurate interpretation of what we experience?

         You have the skill to lead the students in drawing generalization or abstraction about the direct experience for meaning. Firsthand sensory experience alone does not ensure adequate learning. For instance, teachers do a lot of preparation before they bring their children to get in direct contact with the City Council in session to realize their objectives.

lesson 6 Using and Evaluating Instructional Material

 Using and Evaluating Instructional Material

Instructional materials are highly important for teaching, especially for inexperienced teachers. Teachers rely on instructional materials in every aspect of teaching. They need materials for background information on the subject they are teaching. Young teachers usually have not built up their expertise whenever they enter into the field. Teachers often use instructional materials for lesson planning.  These materials are also needed by teachers to assess the knowledge of their students. Teachers often assess students by assigning tasks, creating projects, and administering exams. Instructional materials are essential for all of these activities.

Because students spend a significant amount of their classroom time using instructional materials and because of the large variety of available materials, both print and nonprint, it is crucial that all materials be thoroughly evaluated.

Instructional materials shall be evaluated and selected according to specified procedures by qualified certified staff to ensure that the materials in the educational structure support the curriculum and meet the diverse needs of students. The instructional materials selected must be age and grade appropriate and must contribute to, and be aligned with, the curriculum and competencies.

Instructional materials are print and non-print items that are designed to impart  information to students in the educational process. Instructional materials include items such as kits, textbooks, magazines, newspapers, pictures, recordings, slides, transparencies, videos, video discs, workbooks, and electronic media including but not limited to music, movies, radio, software, CD-ROMs, and online services.

Library books are literary works, narratives, and other texts that are selected for research or use but not used for guided or directed instruction.

Instructional staff shall consider the following factors in the selection evaluation and use of instructional materials:

• Directly support student achievement

• Impact on instructional time

• Authenticity

• Age/grade appropriateness

 Criteria for Selection

Instructional materials selected should:

1. Support achievement of the content standards of the Learning Results;

2. Support the goals and objectives of the educational programs;

3. Enrich and support the curriculum;

4. Take into consideration the varied interests, abilities, and maturity levels of the students served

            5. Foster respect and appreciation for cultural diversity and varied opinions;

6. Give comprehensive, accurate and balanced representation to minorities and women in history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups to our American heritage;

7. Present a balance of opposing sides of controversial issues to enable students to develop a capability for critical analysis;

8. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;

9. Provide a background of information that will enable students to make intelligent decisions in their daily lives; and

Other factors that should be considered are accuracy and currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer. In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.