Educational technology 1

Educational Technology

Learning Episode 1:

Meaning of Educational Technology

“Technology is more than hardware. Technology consists of the designs and

the environments that engage learners.”- D. Jonassen

Learning Episode 1-Meaning of Educational

Technology

• The word "technology " comes from he greek word techne which means craft or art.

• Educational technology refers to the art or craft of responding to our educational needs

• Technology is not just machines. It is a "planned, systematic method of working to achieve planned outcomes-a process not a product.


Technology

Base from Dale 1969• Technology also refers to any valid and

reliable process or procedure that is derived from basic research using the scientifc method.

Based from Wikipedia• Technology refers to “all the ways people

use their inventions and discoveries to satisfy their needs and desires.”


Technology

Based from The world Book Encyclopedia, Vol. 19• So, educational technology refers

to how people use their inventions and discoveries to satisfy their educational needs and desires, i. e. learning.


Technology

Based from In the Definition of Educational Technology

• Educational technology is “a complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solution to those problems, involved in all aspects of human learning.”


Technology

Based from 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.


Technology

Based from David H. Jonassen• Is a profession like teaching. It is

made up of organized effort to implement the theory, intellectual technique and practical application of educational technology.


Technology

Based from Lucido and Borabo• Educational Technology is a field study

which is concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process.


Technology

Other terms that are associated with Educational Technology

• Technology in education• Instructional technology• Technology integration in education books,

educational media


Technology

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


Technology

Instructional Technology

• “Is a part of Educational Technology.”• Refers to those aspects of

educational technology that “are concerned with instruction as contrasted to designs and operations of educational institutions.”


Technology

Technology Integration

• “Means learning technologies to introduce, reinforce, supplement and extend skills.”

• “Technology is a part and parcel of instructional technology, which in turn is a part of educational technology.”

Learning Episode 2:

Technology: Boon or Bane?

“Technology is in our hands. We can use it to build or destroy.”

Learning Episode 2-Technology: Boon or Bane?

In Education technology is Bane when:

• The learner is made to accept Gospel truth information they get from the internet.

• The learner surfs the Internet for pornography.

• The learner has an uncritical mind on images floating on televisions and computers that represent modernity and progress.

In Education technology is Bane when:• The TV makes the learner a mere spectator

not an active participant in the drama of life.

• The learner gets glued to his computer for computer-assisted instruction unmindful of the world and so fails to develop the ability to relate to others.

• We make use of the Internet to do character assassination of people whom we hardly like.


In Education technology is Bane when:

• Because of our cell phone, we spend most of our time in the classroom or in our workplace texting.

• We use overuse and abuse TV or film viewing as a strategy to kill time


Learning Episode 3:

The Roles of Educational Technology in Learning

“Technology makes the world a new place.”

Learning Episode 3-The Roles of Educational Technology in Learning

Roles of Technology in Learning• As tools support knowledge construction:

for representing learners’ ideas, understandings and beliefs for producing organized, multimedia knowledge bases by learners

• As information vehicles for exploring knowledge to support learning-by-constructing: for accessing needed information for comparing perspectives, beliefs and world views

Roles of Technology in Learning• As context to support learning-by-doing: for

representing and simulating meaningful real-world problems, situations and context, for representing beliefs, perspectives, arguments and stories of others, for defining a safe, controllable problem space for student thinking.

• As a social medium to support learning by conversing: for collaboration with others, for discussing, arguing and building consensus among members of a community, for supporting discourse among knowledge-building communities


Roles of Technology in LearningAs intellectual partner to support learning-by-reflecting:• For helping learners to articulate and represent

what they know• For reflecting on what they have learned and

how they come to know it• For supporting learners internal negotiations

and meaning making• For constructing personal representations of

meaning for supporting mindful thinking


Learning Episode 4:

Systematic Approach to Teaching

“A plan that emphasizes the parts may pay the cost of failing to consider the whole and plan that

emphasizes the whole must pay to cost of failing to get down to the real depth with respect to the parts.”

- C. West Churchman

• 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.Learning Episode 4-Systematic Approach to

Teaching

• 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.

Learning Episode 4-Systematic Approach to

Teaching

Examples of Learning Activities• Reading• Writing• Interviewing• Reporting or Doing Presentation• Discussing• Thinking• Reflecting• Dramatizing• Visualizing• Creating Judging• Evaluating


Teaching

Examples of Learning Resources• Textbooks• Workbooks• Programmed materials• Computer• Television• Programs • Flat Pictures• Slides and Transparencies• Maps• Charts• Cartoons• Posters• Models• Mock Ups• Flannel Board Materials• Chalkboard• Real objects


Teaching

After instruction, teacher evaluates the outcome of the instruction. From the evaluation results, teachers comes to know if the instructional objective was attained.


Teaching

Learning Episode 5:

The Cone of Experience

“The cone is a visual analogy and like all analogies, it does not bear an exact and detailed relationship to the complex elements it present.”

- Edgar Dale

The Cone of Experience is a visual model, a pictorial device that presents bans of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

Learning Episode 5- The Cone of Experience

• Direct Purposeful ExperiencesThese are the first hand experiences which

serves as the foundation of our learning.

• Contrived ExperiencesIn here, we make use of representative

models or mock ups of reality for practical reasons and so that we can make the real life accessible to the students’ perception and understanding.

• Dramatized ExperiencesBy dramatization, we can participate in a

reconstructed experience, even though the original event is far removed from us in time.


• DemonstrationsIt is a visualized explanation of an important

fact, ideas or process by the use of photographs, drawings, films, displays or guided motions.

• Study TripsThese are excursions and visits conducted to

observe an event that is unavailable within the classroom.

• ExhibitsThese are displays to be seen by spectators.

They may consist of working models arranged meaningfully or photographs with models, charts and posters.


• Television and Motion PicturesTelevision and motion pictures can reconstruct the

reality of the past so effectively that we are made to feel we are there.

• Still Pictures, Recordings, RadioThese are visual and auditory devices may be used by

an individual or a group.

• Visual SymbolsThese are no longer realistic reproduction of physical

things for these are highly abstract representation.

• Verbal SymbolsThey are not like the objects or ideas for which they

stand. They usually do not contain visual clues to their meaning.


Learning Episode 6:

Using and Evaluating Instructional Material

“The cone is a visual analogy and like all analogies, it does not bear an exact and detailed relationship to the complex elements it present.”

- Edgar Dale

Learning Episode 6- Using and Evaluating Instructional Material

For an effective use of instructional material such as fieldtrip, there are guidelines that ought to be observed , first of all, in their selection, second, in their use.

Selections of Materials

The following guide questions express standards to consider in the selection of instructional materials:

• Do the materials give a true picture of the ideas they present?

• Do the materials contribute meaningful content to the topic under study?

• Is the material appropriate for the age, intelligence and experience of the learners?

• Is the physical condition of the material satisfactory?


• Is there a teacher’s guide to provide a briefing for effective use?

• Can the materials in question help to make students better thinkers and develop their critical faculties?

• Is the material worth the time, expense and effort involved?


The Proper use of MaterialsTo ensure the effective use of

instructional material, Hayden Smith and Thomas Nangel (1972) book of authors on Instructional Media, advise us to abide by the acronym PPFF.


P – Prepare yourself

P – Prepare your Student

P – Present the Material

F – Follow Up


• Prepare YourselfYou know your lesson objective and

what you expect from the class after the session and why you have selected such particular instructional material.

• Prepare Your StudentsSet class expectations and learning

goals. It is sound practice to give them guide questions for them to be able to answer during discussion.


• Present the MaterialPresent the materials under the best

possible conditions. Many teachers are guilty of R. O. G. Syndrome. This means “running out of gas” which usually results from poor planning.

• Follow upRemember that you use instructional

material to achieve an objective, not to kill time nor to give yourself a break, neither to merely entertain class.


Learning Episode 7:

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.”

Direct, purposeful Experiences• These are our concrete and firsthand

experiences that make up the foundation of our learning.

• These are rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.

Learning Episode 7-Direct, Purposeful Experiences and Beyond


• Direct ActivitiesThese may be preparing meals, making

a piece of furniture, doing power point presentation, performing a laboratory experiment, delivering a speech or taking a trip.• Indirect Activities

These are people we observe, read or here about. They are not our own self-experiences but still experiences in the sense that we see, read and hear about them.

Why are these direct experiences described to be purposeful?

• Purposeful because the experiences are not purely mechanical, they are not matter of going through the motion. These are not “mere sensory excitation”.


If direct, purposeful experiences or firsthand sensory experiences make us learn concepts and skills effectively, what does this imply to the teaching-learning process?

• It lets the students given the opportunities to learn by doing.

• It lets us make us use of real things as instructional materials as long as we can.

• It lets us help the students to develop the 5 senses to the full to heighten their sensitivity to the world.


Learning Episode 8:

Teaching with Contrived Experiences

“We teach through a re-arrangement of the raw reality: a specimen, a manageable

sample of a whole…when the direct experience cannot be used properly in its

natural setting .”

Learning Episode 8-Teaching with Contrived

Experiences

Contrived Experiences

• These are “edited” copies of reality and are used as substitute for real things when it is not practical or not possible to bring or do the real thing in the classroom.

• The atom, the planetarium are classified as models. A model is a “reproduction of a real thing in a small scale or large scale, or exact size. ”

• The planetarium may also be considered as a mock up. Mock up is an “an arrangement of a real device or associated devices displayed in such a way that representation of reality is created. ”

• The preserved specimens fall under specimens and objects. A specimen is any individual or item considered typical of a group, class or whole. Objects may also include artifacts displayed in the museum or objects displayed in exhibits or preserved insect specimen in science.


Experiences

• School election is and example of simulation. Simulation is a “representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.”

• Another instructional material included in contrived experiences is games. Games are played to win while simulations need not to have a winner.


Experiences

General Purposes of simulations and games in Education:

• To develop changes in attitudes.• To change specific behaviors.• To prepare participants for assuming new

roles in the future.• To help individuals to understand their

current roles.• To increase the students’ ability to apply

principles.Learning Episode 8-Teaching with Contrived

Experiences

General Purposes of simulations and games in Education:

• To reduce complex problems or situations to manageable elements

• To illustrate the roles that may effect one’s life but one may never assume.

• To motivate learners.• To develop analytical processes• To sensitize individuals to another person’s

life role.


Experiences

Learning Episode 9:

Teaching with Dramatized Experiences

“All dramatization is essentially a process of communication, in which both

participant and spectators are engaged. A creative interaction takes place, a sharing

of ideas .”

Learning Episode 9-Teaching with Dramatized Experiences

• A dramatic entrance is something that catches and holds our attention and has an emotional impact. If our teaching is dramatic our students get attracted, interested and affected.

• Dramatized experiences 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. They offer excellent opportunities to portray vividly important ideas about life.

• Pageants are usually community dramas that are based on local history, presented by local actors.

• Pantomime is the art of conveying a story through bodily movements only.

• Tableau is a picture like scene composed of people against a background.


• Puppets can present ideas with extremely simplicity without elaborate scenery or costume yet effectively.

Types of puppet• Shadow puppetsFlat black silhouette made from light weight cardboard and shown behind a screen.

• Rod puppetsFlat cut out figures tacked to a stick, with one or more movable parts and operated from below the stage level by wire rods or slender sticks.


• Hand puppets The puppets head is operated by the forefinger of the puppeteer, the little finger and thumb being used to animate the puppet hands.

• Glove and finger puppetsMake use of the old gloves to which small costumed figure are attached.

• MarionettesFlexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage.


• Role playingIs an unrehearsed, unprepared

and spontaneous dramatization of a “lets pretend” situation where assigned participants are absorbed by their own roles in the situation described by the teachers.


Learning Episode 10:

Demonstration in Teaching

“Good demonstration is good communication.”

Learning Episode 10-Demonstrations in Teaching

Demonstration

• Webster’s International Dictionary defines it as “a public showing and emphasizing of the salient merits, utility, efficiency etc, or product.”

• In teaching it is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, method or processes or an attitude.

Edgar Dale’s guiding principles that must be observed in using demonstration as a teaching and learning experience:

• Establish RapportGet your audience. Make them feel at ease by your warmth and sincerity.

• Avoid the COIK fallacy (Clear Only If Know)It is an assumption that what is clear known to the person for whom the message is intended.

• Watch for key pointsThey are the ones at which an error is likely to be made, the places at which many people stumble and where the knacks and tricks of trade are especially important.


Question for Methodical procedures for planning and preparing for demonstration by Brown:

• What are our objectives?• How does your class stand with respect to these

objectives?• Is there a better way to achieve your ends?• Do you have access to all necessary materials

and equipment to make the demonstration?• Are you familiar with the sequence and contents

of the proposed demonstration?• Are the time limits realistic?


Several points to observe in demonstrating by Dale:

• Set the tone for good communication. Get and keep your audience interested.

• Keep your demonstration simple.• Don’t wander from the main ideas.• Check to see that the demonstration is

being understood.• Do not hurry your demonstration.


• Do not drug out the demonstration.

• Summarize as you go along and provide a concluding summary.

• Hand out written materials at the conclusion.


Questions that can be asked in the classroom demonstration evaluation by Dale:

• Was the question adequately and skillfully prepared?

• Did you follow the step by step plan?

• Did you make use of additional materials appropriate to your purposes-chalkboard, felt board, pictures, charts, diagrams, models, overhead transparencies or slides?


• Was the demonstration itself correct?

• Was your explanation simple enough so that most of the students understood it easily?

• Did you keep checking to see that all your students were concentrating on what you are doing?

• Could every person could see and hear?

• Did you help students do their own generalizing?


• Did you take enough time to demonstrate the key points?

• Did you review and summarize the key points?

• Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?

• Did your evaluation of the student learning indicate that your demonstration achieved its purpose?



Making the Most of Community Resources and Field Trips

“Field Trips offer an excellent bridge between the work of the school and the

work of the world outside.”

Learning Episode 11-Making the Most Community Resources and Field Trips

Planning a fieldtrip incudes these steps:

• Preliminary planning by the teacher

• Preplanning with others going on the trip

• Taking the fieldtrip itself

• Post-fieldtrip follow up activities

Preliminary planning by the teacher by Brown:• Make preliminary contact, a tour on final

arrangement with the place to be visited.

• Make final arrangements with the school principal about the details of the trip, time, schedule, transportation arrangements, finances and permission slips from parents.

• Make a tentative route plan, subject to later alternation based on class planning and objectives.


• Try to work out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.

• Prepare preliminary lists of questions or other materials which will be helpful in planning with the students.


Preplanning with students joining the trip• Discuss the objective of the trip and write them

down.

• Prepare a list of questions to send ahead to the guide of the study trip.

• Define safety and behavior standards for the journey there and for the fieldtrip site itself.

• Discuss and decide on what ways to document the trip. Everyone is expected to take notes.


Preplanning with others joining the trip

• Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standards.


Taking the fieldtrip• Distribute the route map of places to be observed.

• Upon arriving at the destination, teacher should check the group and introduce the guide.

• Special effort should be made so that:- the trip keeps to the time schedule.- the students have the opportunity to obtain

answers to questions.- the group participate courteously in the entire

trip.- the guide sticks closely to the list of questions.


Evaluating the fieldtripQuestion that can be asked in evaluating the fieldtrip:• Could the same benefits be achieved by other

materials?

• Were there unexpected problems which could be foreseen another time?

• Were new interest developed?

• Should the trip be recommended to other classes studying similar topics?


Educational benefits derived from Fieldtrip

Educational Benefits of Fieldtrip:• The acquisition of lasting concepts and change in

attitudes are rooted on concrete and rich experiences.

• Field trips bring us to the world beyond the classroom.

• Field Trips have a wide range of application.• It can bring about a lot of realizations which may

lead to changes attitudes and insights.


Disadvantages of Field trips:• Field trips is costly.

• It involves logistics.

• It is extravagant with time.

• Contains an element of uncertainty.



The Power of Film, Video and TV in the Classroom

“Next to the home and school, I believe television to have a more profound

influence on the human race than any other medium of communication.”

- Edgar Dale

Learning Episode 12-The Power of Film, Video and TV in the Classroom

The film, the video and the TV are indeed very powerful. Dale says they can:• Transmit a wide range of audio.

• Bring models of excellence to the viewer.

• Bring world of reality to the home and to the classroom through a “live” broadcast or as mediated through film or videotape.

• Make us see and hear for ourselves world events as they happen.

• Be the most believable news source.

• Make some programs understandable and appealing to a wide variety of age and educational level.

• Become a great equalizer of educational opportunity because programs can be presented over national and regional networks.


• Provide us with sounds and insights not easily available even to the viewer of real event through long shots, close ups, zoom shots, magnification and split screen made possible by the TV camera.

• Can give opportunity to teachers to view themselves while they teach for purposes of self – improvement.

• Can be both instructive and enjoyable.


Film, Video and TV limitations:• TV and film are one-way communication device

consequently, they encourage passivity.

• The small screen size puts TV at a disadvantage when compared with possible size of projected motion pictures, for example.

• Excessive TV viewing works against the development of the child’s ability to visualize and create imaginative, skills that are needed in problem solving.

• There is much violence in TV.


Basic Procedures in the use of TV as a supplementary enrichment

• Prepare the classroom

- darken the room

- the students should not be seated too near nor too far from the TV.


Pre-viewing activities- set goals and expectations.

- link the TV lesson with past lesson and/or with your students experiences for integration and relevance.

- set the rules by viewing.

- put the film in context.

- point out the key points they need to focus on.


Viewing- don’t interrupt viewing by

inserting cautions and announcements you forgot during the pre- viewing stage.

- just make sure sights and sound are clear.


Post-viewingTo make them feel at ease begin by asking the following questions:• What do you like the best in the film?• What part of the film makes you wonder?

Doubt?• Does the film remind you of something or

someone?• What questions are you asking about the

film?



Teaching with Visual Symbols

“Visual symbols will be made meaningful if we can use them as summaries of our own

direct experiences or our own rich indirect experiences…A little can stand for a lot!.”

Learning Episode 13-Teching with Visual Symbols

Visuals symbols include drawings, cartoons, strips drawings, diagrams, formulas, charts, graphs, maps, globes and globes.

• DrawingsA drawing may not be a real thing but better

to have a concrete visual aid than nothing. To avoid confusion, it is good that our drawing correctly represent the real thing.

• CartoonsAnother useful visual symbol that can bring

novelty to our teaching is the cartoon. The perfect cartoon needs no caption. The less artist depends on words, the more effective the symbolism.

• Strips drawingsThese are commonly called comics or comics

strip. Make use of strips that a educational and entertaining at the same time.


• DiagramsIt is “any line drawing that shows

arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distribution, etc.”

Types of diagram

• Affinity diagramUsed to cluster complex apparently unrelated

data into natural and meaningful groups.


• Tree diagramUsed to chart out, in increasing detail,

the various tasks that must be accomplished to complete a project or achieve a specific objective.

• Fishbone diagramIt is also called cause-and-effect

diagram. It is a structured form of brainstorming that graphically shows relationship of possible causes and subcauses directly related to an identified effect/problem.


• ChartsA chart is a diagrammatic representation of

relationships among individuals within an organization.

Examples of charts

• Time chartIs a tabular time chart that represents data in

ordinal sequence.

• Tree or stream chartDepicts development, growth and change by

beginning with single course which spreads out into many branches.


• Flow chartIs a visual way of charting or showing a

process from the beginning to the end.

• Organizational chartShows how one part of the organization

relates to other parts of the organization.

• Comparison and contrast chart

• Pareto chartIs a type of bar chart, prioritized in descending

order of magnitude or Importance from left to right.

• Gantt chartIs an activity time chart


• Graphs

Kinds of Graphs• Pie graph or circle graph

Recommended for showing parts of a whole.

• Bar graphUsed in comparing the magnitude of similar

items at different ties or seeing relative sizes of the parts of the whole.

• PictographMake use of picture symbols.

• Graphic OrganizersYou met several graphic organizers in your

subject, Principles of Teaching .Learning Episode 13-Teching with Visual Symbols

• Maps• A map is a representation of the surface of the

earth or some part of it.

Kinds of Map• Physical Map

Combines in a single projection data like altitude, temperature, rainfall, precipitation, vegetation and soil.

• Relief MapHas three dimensional representation and

show contours of physical data of the earth or part of the earth.


• Commercial or economic mapAlso called product or industrial map since they show land areas in relation to the economy.

• Political mapGives detailed information about country, provinces, cities and towns, roads and highways. Oceans, rivers and lakes are the main features of most political maps.


• Map Language• Scale

Shows how much of the actual earth’s surface is represented by a give measurement on a map.

• SymbolsUsually a map has a legend that explains what

each symbol means.

• ColorThe different colors of the map are part of the

map language. • Geographic grids

The entire system of this grid lines are called grid lines. These grid lines are called meridians and parallels.



Maximizing the use of the Overhead Projector and the

Chalkboard

“Indeed in no…country have I ever seen a good school without a blackboard or a

successful teacher who did not use it frequently.”

- Horace Mann

• The ChalkboardExcept extremely deprived classrooms, every

classroom has a chalkboard. I fact, a school may have no computer, radio, TV, etc. but will always have a chalkboard. The following practices of dedicated personal teachers may help us in the effective use of the chalkboard:

• Write clearly and legibly on the board.

• It helps if you have a hard copy of your chalkboard diagram of outline.

• Don’t crowd your notes on the board.

Learning Episode 14-Maximizig the use of the OverheadProjector and the Chalkboard.

• Make use of colored chalk to highlight key points.

• Do not turn your back to your class while you write on the chalkboard.

• For the sake of order and clarity, start to write from the left side of the board going to the right.

• If you teach the Grades and you think the lines on the chalkboard are needed for writing exercise, then provide line for your board.

• Look at your board work from all corners of the room to test if the pupils from all sides of the room can read your board work.


• If there is a glare on the chalkboard at certain times of the day, a curtain on the window may solve the problem.

• If you need to replace your chalkboard or if you are having a new classroom with new chalkboard suggest to the carpenter to mount the chalkboard a little concave from the left to right to avoid glare for the pupils’ benefits.

• If you need to have a board work in advance or that need to be saved for tomorrow’s use write “please save” and cover the same with curtain.


• Make full use of the chalkboard.

Chalkboard techniques

• Sharpen your chalk to get good line quality.

• Stand with your elbow high. Move along as you write.

• Use dots as “aiming points”. This keeps writing level.

• Make all writing and printing between 2 and 4 inches high for legibility.

• When using colored chalk, use soft chalk so that it can be erased easily.


• The Overhead Projector (OHP)

There are other kinds of projector like opaque projector and slide projector. The overhead projector seems more available in schools.


Advantages of Overhead Projector by Brown:

• The projector itself is simple to operate.

• The overhead projector is used in the front of the room by the instructor, who has complete control of the sequence, timing and manipulation of his material.

• Facing his class and observing the students reactions, the instructor can guide his audience, control its attention and regulate the flow of information in the presentation.


• The projected image behind the instructor can be as large as necessary for all in the audience to see; it is clear and bright, even in fairly well-lighted room.

• Since the transparency, as it is placed on the projector, is seen by the instructor exactly as students see it on the screen, he may point, write, or otherwise make indications upon it to facilitate communication.

• Since the transparency, as it is placed on the projector, is seen by the instructor exactly as students see it on the screen, he may point, write or otherwise make indications upon it to facilitate communication.


• The stage, of the projector is large , thus allowing the teacher to write information with ease or to show prepared transparencies. His works appears immediately on the screen.

• It is especially easy for teachers and students to create their own materials for use in the overhead projector.

• An increasing number of high-quality commercial transparencies.


Overhead Projection Techniques

• You can show pictures and diagrams, using a pointer on the transparency to direct attention to a detail.

• You can use a felt pen or wax based pencil to add details or to make points on the transparency during projection.

• You can control the rate of presenting in formation by covering a transparency with a sheet o paper or card board and then exposing data as you are ready to discuss each point.


• You can superimpose additional transparency sheets as overlays on the base transparency so as to separate processes and complex ideas into elements and present them in step by step order.

• You can show three dimensional objects from the stage of the projector – in silhouette if the object is opaque, or in color if an object is made of transparent color plastic.

• You can move overlays back and forth across the base in order to rearrange elements of diagrams or problems.


• For special purposes you can simulate motion on parts of a transparency by using the effects of polarized light.

• You can simultaneously project on an adjacent screen other visual materials, usually slides or motion pictures, which illustrate or apply the generalization shown on a transparency.



Project-based Learning and Multimedia: What it is?

“Project-based learning redefines the boundaries of the classroom. No longer are students confined to learning within

four wall.”

Project-based Multimedia LearningIs a teaching method in which students

“acquire new knowledge and skills in the course of designing, planning and producing multimedia.”

Dimensions of Project-based Multimedia Learning

• Core curriculumAt the foundation of any unit of this type is a

clear setoff learning goals drawn from whatever curriculum or set of standards is in use.

Learning Episode 15-Project-based Learning and Multimedia: What it is?.

• Real-world connectionIt seeks to connect students’ work in school

with the wider world in which students live.

• Extend time frameA good project is not a one-shot lesson: it

extends over a significant period of time.

• Student decision makingIn project-based multimedia learning,

students have a say.


• CollaborationWe define collaboration as working together

jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.

• AssessmentRegardless of the teaching methods used,

data must be gathered on what the students have learned.


• MultimediaIn multimedia projects, students do not learn

simply by “using” multimedia produced by others; they learn by creating themselves.

• Why we use multimedia learning?Because it is “value added” to your teaching.

• What can be some limitations of the use of the project-based multimedia learning strategies?

o One limitation that we see is the need for an extended period of time.



Using the Project-based Learning Multimedia as a Teaching-Learning

Strategy

“Project-based learning enables classrooms to emphasize this undervalued part of the “invisible curriculum” what author Daniel

Goleman has called “emotional intelligence”.”

• Goals and objectives are always the starting point of planning. When we plan a multimedia learning project as a teaching strategy, we begin by clarifying our goals and objectives.

• Another important thing is to determine the resources available from library materials, community resources both material and human, internet, news media since this project calls for multimedia.

Learning Episode 16-Using the Project-based Learning Multimedia as a Teaching-Learning Strategy.

Before the project starts

• Create a project description and milestones.

• Work with real-world connections.

• Prepare resources.

• Prepare software and peripherals such as microphones.

• Organize your computer files.

• Prepare the classroom.Learning Episode 16-Using the Project-based Learning Multimedia as a Teaching-Learning Strategy.

Introducing the project (one or two days)

• Review project documents.

• Perform pre-assessments.

• Perform relevant activities.

• Group students.

• Organize materials.


Learning the technology (one to three days)

Give a chance for the students to work with whatever software and technology they will be using. Is some students are already familiar with the tools and processes as them to help you train the others. If students are new to multimedia, then begin with the lessons that involve using the different media types . Remember, you and your students are colearners and you both learn as you go.


• Preliminary research and planningAt this stage, the students should immerse

themselves in the content or the subject matter they need to understand to create their presentations.

• Concepts design and storyboardingAfter collecting initial information, hold a

brainstorming session where the whole class or a subgroup define a tentative approach to the subjects and discusses some preliminary design ideas.


Here are a few design tips to keep in mind throughout storyboarding and production:

• Use scanned, handmade artwork to make a project look personal and to manage scarce technology resources.

• Keep navigation

• Organize information similarity throughout so users can find what they are looking for.

• Care for collaboration.

• Organize manageable steps.

• Check and assess oftenLearning Episode 16-Using the Project-based Learning

Multimedia as a Teaching-Learning Strategy.


Assessment in a Constructivist Technology-Supported Learning

“Complex learning cannot be assessed or evaluated using any single measure.

We must examine both the processes and products of student learning .”

• In a constructivist classroom, learning transcends memorization of facts. It is putting these isolated facts together, form concepts and construct meaning from them.

• Authentic assessment is most appropriate for the constructivist classroom measures collective abilities, written and oral expression skills, analytical skills, manipulative skills, integration activity and ability to work collaboratively.

Learning Episode 17-Assessment in a Constructivist, Technology-Supported Learning.

• In authentic assessment, students perform real world tasks, thus the word “authentic”. It is an assessment of a process or a product.

• You and your students may develop a rubric. It can be a collaborative effort for both of you teacher and students, in line with the practice of self-assessment, which is highly favored and encourage.

• Assessment in a technology-supported environment necessarily includes display of skillful and creative use of technologies, old and recent, because that is what is naturally expected of us in the real world, a technology dominated world.


• A technology supported classroom maximizes the use of old and new technology. Students are expected to demonstrate learning with the use of both old and new technology.

• Assess as it is occurring. This is process or performance assessment.

• The traditional paper and pencil tests are not adequate to assess learning in constructivist technology supported learning.



Roles and Functions of an Educational Media Center

“We have said that the best ideas in the world are to be found I a modern library. But the modern

educational media center must include excellence in varied media.”

- Edgar Dale

Mission/Vision of EMC• it reflects and supports the philosophy of the

school.

• It shares and implements the school’s aims and objectives.

• It is involved in the teaching and learning process.

• It is a source center.

• It is a learning laboratory.

Learning Episode 18-Roles and Functions of an Educational Media Center.

• It is a teaching agency.

• It is a service agency.

• A coordinating agency.

• A center for recreational reading, viewing and listening.

• It introduces the students to the resources available in other community resource centers.

Learning Episode 18-Roles and Functions of an Educational Media Center.

EMC Services

• Orientation

• Selection of print and non-print materials.

• Organization of print and non-print materials.

• Circulation of print and non-print materials.

• Reference

• Bibliographic service.Learning Episode 18-Roles and Functions of an Educational

Media Center.

• Media Instruction Program

• Class Supervised Research

• Grade Level newspaper

• Mags-on-wheels

• Photocopying Services

• Video and sound Production

• Multimedia ServicesLearning Episode 18-Roles and Functions of an Educational

Media Center.