Educational Technology 2 is concerned with “integrating technology into Teaching and Learning.” Specifically this is focus on introducing, reinforcing, supplementing and extending the knowledge and skills to the learner so that they can become exemplary users of educational technology.

Educational Technology 2 will involve a deeper understanding of the computer as well as hands-on application of computer skills. But this is NOT to say that the goal of the course is to promote computer skills, rather, the course is primarily directed at enhancing teaching- learning through TECHNOLOGY INTEGRATION.

Objectives: 

Ø     To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners.

Ø     To impart learning experiences in instructional technology supported instructional planning.

Ø     To acquaint students on information technology or IT-related learning theories with the computer as a tutor.

Instructional Technique and Technologies

Problem Based Learning and Inquiry-based learning are active learning educational technologies used to facilitate learning. Technology which includes physical and process applied science can be incorporated into project, problem, inquiry-based learning as they all have a similar educational philosophy. All three are student centered, ideally involving real-world scenarios in which students are actively engaged in critical thinking activities. The process that students are encouraged to employ (as long as it is based on empirical research) is considered to be a technology. Classic examples of technologies used by teachers and Educational Technologists include Bloom's Taxonomy and Instructional Design.

Educational Technology in the Asia Pacific Region

Ø      New Zealand ICT Goals and Strategy

http://www.tki.org.nz/ict/

Ø      Malaysia Smart School-level technology project

http://www.ppk.kpm.my/smartschool/

Ø      Singapore master plan for it in education

http://www.moe.edu.sg/iteducation/masterpla n /

THE SOFTWARE AS AN EDUCATIONAL RESOURCE

Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produces copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/ stores data and direct computer operations. The computer machine or hardware is naturally an attention-getter.

It’s more difficult to realize, however, that the computer hardware can hardly be useful without the program or system that tells what the computer machine should do. This is called software.

Two Kinds of Software:

1. The system software. This is the operating system that is found or bundled inside all computer machines.

2. The application software. This contains the system that commands the particular task or solves a particular problem.

In turn the applications software may be:

(a) A custom software that is made for specific tasks often by large corporations, or

(b) A commercial software packaged for personal computers that helps with a variety of tasks such as writing papers, calculating numbers, drawing graphs, playing games, and so much more.

Microsoft Windows

Also referred to as program, Microsoft Windows or Windows for short is an operating environment between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colourful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.

Ø      User convenience – just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen

Ø      A new look – fancy borders, smooth and streamlined text fonts

Ø      Information Center – Windows puts all communications activities (e-mail, downloads etc. in a single screen icon); adapts/configures the computer for the Internet.

Ø      Plug and play – configures the computer with added components, such as for sound and video.

Instructional Software

Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage. In evaluating computer-based educational materials, the following can serve as guidelines:

Ø      Be extremely cautious in using CBIs and “free” Internet materials

Ø      Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth.

Ø      Teachers must evaluate these resources using sound pedagogical principles.

Ø      Among design and content elements to evaluate are: the text legibility, effective use.


Reflection:
        There is lots of educational software that can be taught to the students. If you are intended to discuss web design, you could use application software such as HTML, notepad, PHP, Dream weaver CS4, and VB.net. And if you are a math teacher, you could and introduce Math Type application to your students. There are license and unlicensed software that you could buy or download from the internet.

            Computer software in education enables the teacher to teach more effectively and the computer learning activities catch the interest of students. 

UNDERSTANDING HYPERMEDIA

From the Educational Technology 1 course the student has already become aware of multimedia or an audiovisual package that includes more than the instructional media (means of knowing) such as text, graphics, audio animation and video clip.

Hypermedia is nothing but multimedia, but this time packaged as educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these include:

• Tutorial software packages
• Knowledge web pages
• Simulation instructional games
• Learning project management and others

The presentation of information-learning in hypermedia is said to be sequenced in a non linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills

Characteristics of Hypermedia Applications

There are two important features that are outstanding among other features---that characterize the hypermedia software:

1.) Learner control - This means the learner makes his own decisions on the path, flow or events of instruction. The learner

 Has control on such aspects sequence, page content, media, feedback, etc. that he/she may encounter in the hypermedia learning program.

2.) Learner wide range of navigation routes - the learners controls the sequence and pace of his path depending on his ability and motivation. He has the option to repeat and change speed, if desired.  The learner also has a wide range of navigation routes such as by working on concepts he is already familiar with.

In the use of hypermedia the following instructional events will prove useful to the teacher:

•  Get the learner's attention
• Recall prior learning
• Inform learners of lesson objectives
• Introduce the software and its distinctive features
• Guide learning, eliciting performance
• Provide learning feedback
• Asses performance
• Enhance retention and learning transfer

  

    REFLECTION:

             Currently, it is necessary to understand hypermedia as an educational material to be presented to the students. Traditional way of teaching which is by the book and pen find it boring for the whole day class. The learner’s tend to focus their attention in some other concern. With the use of hypermedia, the learners’ find it more exciting to learn. During the discussion, the graphics, sounds and videos might get their attention and interest to the subject. Many students benefited from the immediate responsiveness of computer interactions and appreciate self paced and private learning environment.

THE INTERNET AND EDUCATION

        The Internet, also simply called the Net, is the largest and far-firing network system-of-all-system. How is everything coordinated through the Internet? This is done through a standardized protocol(or set of rules for exchanging data) called Transmission Control Protocol/Internet Protocol(TCP/IP).To gain access to the internet, the computer must be equipped with what is called a Server which has a special software (program) that uses the Internet protocol. Originally developed and still subsidized by the United State government, the Internet connect not only commercial, industrial, scientific establishments but all other sectors including education and its libraries, campuses and computer centers.

Getting around the Net

     The vast sea of information now in the Internet, including news and trivia, is an overwhelming challenge to those who wish to navigate it.Everyday,the Net user-population and the available information continue to grow, and new ways are continuously being developed to tour the Internet.

      The most attractive way to move around the Internet is called browsing. Using a program called a browser, the user can use a mouse to point and click on screen icons to surf the Internet, particularly the World Wide Web (the web), an Internet' s subset of text,images,and sounds are linked together to allow users to access data or information need.

     The future of the Internet seems limitless. Already its complexity has spawned and continues to spawn Net sites including new demand for services to business, industries, science, government and even homes. Many experts predict that the Internet is destined to become the centerpiece of all online communications on the planet and in some future time in the solar system using interplanetary satellite communication stations.

Educational uses of the Internet

             Today, even elementary school graders in progressive countries like the United States are corresponding via e-mail with pen pals in all 50 states. They ask probing question like,” What is your state's most serious problems,” or how much does a pizza cost in your state? This educational activity prodded by their schools are paying dividends from increasing the pupil's interest in Geography to a greater understanding of how people live in large cities and other places in the United States or the world.

    Educational software materials have also developed both in sophisticated and appeal. There is now a wider choice from rote arithmetic or grammar lesson to discovery and innovation projects. But the real possibility today is connecting with the world outside homes, classrooms, and Internet cafés. And today schools are gearing up to take advantage of Internet access, where they can plug into the Library of Congress, make virtual visits to famous museums in the world, write to celebrities and even send questions to heads of states.


REFLECTION:

Computer and internet access expound the educational horizon of both teachers and students. Today, internet was popular in some private schools or even to a public school. The Department of Education pushes thru to integrate ICT programs for the students’ new discovery because the Internet provides vast of information needed for a better education.

THE COMPUTER AS THE TEACHERS' TOOL

             In the previous lesson, we saw how the computer can act as a tutor, particularly along a behaviourist and cognitive approach to learning. But we also saw how certain computer software programs have been developed to foster higher thinking skills and creativity.

            Constructivist was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.

            While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social constructivism. This is an effort to show that the construction of knowledge is governed by social, historical and cultural contexts. 

            The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition, Dewey sees language as a medium for social coordination and adaptation. 

Learning Framework	Constructivism	Social Constructivism
Assumption	Knowledge is constructed by the individual.	Knowledge is constructed within a social context.
Definition of Learning	Students build their own learning.	Students build knowledge influenced by the social context.
Learning Strategies	Gather unorganized information to create new concept/principle	Exchange and share from ideas, stimulates thinking.
General Orientation	Personal discovery of knowledge.	Students discuss and discover meanings
Example	8*5-8+8+8+8+8	Two alternative job offers option 1-8 hrs/day for 6days/week Option 2-9 hrs/day for 5 days/week

FIGURE 7 SUMMARY OF THE TWO LEARNING PERSPECTIVE

The Computer’s Capabilities

            Given its present-day speed, flexibility and sophistication, the computer can provide access to information, foster creative social knowledge building, and enhance the communication of the achieved project package. Without the computer, today’s learners may still be assuming the tedious task of low-level information gathering, building and new knew knowledge packaging. 

            Based on the two learning theories, the teacher can employ the computer as a/an:

·         As an information tool

·         A communication tool

·         A constructive tool

·         As co-constructive tool

·         A situating tool

Informative tool

           The computer can provide vast amounts of information in various forms, such as text, graphics, sound and video. Even multimedia encyclopedias are today available on the internet.

            The internet itself provides and enormous database from which user can access global information resources that includes the latest news, weather forecasts, airline schedule, sports development, entertainment news and features, as well as educational information directly useful to learners. The internet on education can be sourced for kinds of educational resources on the internet.

Constructive Tool 

            The computer itself can be used for manipulating information, visualizing one’s understanding and building new knowledge. The Microsoft Word computer program itself is a desktop publishing software that allows uses to organize and present their ideas in attractive formats.

Co-constructive Tools 

           Students can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. On ways of co-constructive is the use of the electronic whiteboard where students may post notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.

            The Computer-Supported International Learning Environments (CSILE) is an example of an integrated environment developed by the Ontario Institute for studied in Education. Within CSILE, students can enter their ideas in notes and respond to each other’s ideas. Manifest in the student-generated database are higher level thinking processes-explaining, problem solving/finding, expertise and development, literacy improvement.

Situating Tool

          By means of virtual reality (RS) extension systems, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of situating tool which places the user in a simulated flying environment.

            Multi-User domains or Dungeons (MUDs) MUD Object Oriented (MOOs), and Multi-User Shared hallucination (MUSHs) are example of situating systems MUDs and MOOs are text-based virtual reality environments on the Internet. When users log on to a MOO environment, they may interact with the virtual reality (such as by writing on a notice board) through simple text based commands. A school-to-school or classroom-to-classroom environment is possible whereby the user can choose to talk around the campus, talk with other users who are logged to the same site.

REFLECTION:

          Computer as the teacher’s tool can be in different areas. As mentioned in our lesson above, it can support the constructivist and social constructivist paradigm of constructing learning. In that way, computer helps the student to gather information and may able to apply it in real life situation. It can also be a tool for project presentation using any application software.

           

THE COMPUTER AS A TUTOR

                        The computer is one of the wonders of human ingenuity, even in its original design in the 1950s to carry out complicated mathematical and logical operations. With the invention of the microcomputer (now commonly referred to PCs or personal computers), the PC has become the tool for programmed instruction.

                    Educators saw much use of the PC. It has become affordable to small business, industries and homes. They saw its potential for individualization in learning, especially as individualized learning is a problem since teachers usually with a class of forty or more learners. They therefore devised strategies to use the computer to the break the barriers to individualized instruction

Computer-assisted instruction (CAI)

                  The computer can be a tutor in effect relieving teacher of many activities in his personal role as classroom tutor. It should be made clear, however, that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. Even with the available computer and CAI software, the teacher must;

        ·Insure that students have the needed knowledge and skills for    any computer activity

        ·Decide the appropriate learning objectives

     ·Plan the sequential and structured activities to achieve objectives

    ·Evaluate the students’ achievements by ways of tests the specific expected outcomes.

On the other hand, the student in CAI play their own roles as learners as they;

     ·Receive information

     ·Understand instruction for the computer activity

     ·Retain/keep in mind the information and rules for the computer activity

    ·Apply the knowledge and rules during the process of computer learning

During the computer activity proper in CAI the computer too plays its roles as it:

    ·Act as a sort of tutor (the role traditional played by the teacher)

    ·Provides a learning environment

    ·Delivers learning instruction

    ·Reinforces learning through drill and practice

    ·Provides feedback

         Today, educators accept the fact that the computer has indeed succeeded in providing an individualized learning environment so difficult for a teacher handling whole classes. This is so, since the  computer able to  allow individual student to learn out their own pace, motivate learning through a challenging virtual learning environment, assist student through information needed during the learning process, evaluate student responses through immediate feedback during the learning process also give the total score to evaluate the student’s total performance.

CAI Integrated with Lesson

                    CAI computer learning should not stop with the drill and practice activities of students in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can practice basic skills or knowledge in various subject areas. Common types of drill and practice programs include vocabulary building, math facts, and basic science, and history or geography facts. In these programs, the computer presents a question/ problem the first and the student is asked to answer the question/problem. Immediate feedback is given to the student’s answer. After the number of practice problems and at the end of the exercise, the students get a summary of his overall performance.

            The question arises: When and how can teacher integrate drill and practice programs with their lessons? The following suggestion can be made:

·Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students (e.g. multiplication table, letter and word recognition, identification of geometric shapes, etc.)

      ·Ensure that drill and practice activities conform to the lesson plan/curriculum.

       ·Limit drill and practice to 20-30 minutes to avoid boredom.

   ·Use drill and practice to assist students with particular weakness in basic skills.

         In integrating computer programs in instruction, use tutorial soft ware associated with cognitive learning. While practice exercise or learning by doing is still the heart of each tutorial, the tutorial software should be able to:

     ·Teach new content /new information to students (in as much as CAI provides practice on old or already learned content)

    ·Provide comprehensive information on concepts in addition to practice exercise

     ·Can be effectively used for remediation, reviewing or enrichment

    ·Allow the teacher to introduce follow-up question to stimulate student learning.

·Permits group activity for cooperative learning

SIMULATION PROGRAMS

             Simulation software materials are another kind of software that is constructivist in nature. This simulation software:

   ·Teacher strategies and rules applied to real-life problems/situation

  ·Ask students to make decision on models or scenarios

      ·Allow students to manipulate elements of a model and get the experience of the effect of their decisions

            An example of such software is SimCity in which students are allowed to artificially manage a city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/ industries available. (Note: soft ware may not be available on local computer shops. Still concept-learning is helpful).

INSTRUCTIONAL GAMES

                While relating to low level learning objectives (e.g. basic spelling or math skills), instructional computer games add the elements of competition and challenge.

      

           An example is GeoSafari which introduces adventure activities for Geography History and Science. The program can be played by up to four players to form teams. Learning outcomes can be achieved along simple memorization of information, keyboarding skills, cooperation and social interaction, etc.

PROBLEM SOLVING SOFTWARE

                  These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their own problem solving ability. Since problems cannot be solved simply by memorizing facts, the students have to employ higher thinking skills such as logic, recognition, reflection, and strategy-making

             The Thinking Things 1 is an example of a problem solving software in which the team learners must help each other by observing comparing.

MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS

               The Multimedia Encyclopedia can score a huge database with text, images, animation, audio and video. Students can access any desired information, search it vast contents and even download/print relevant portions of the data for their composition or presentation. An example is the eyewitness children’s encyclopedia.

            Electronic books provide textual information for reading supplemented by other types of multimedia information (sounds, spoken words, pictures, animation). These are useful for learning reading, spelling and word skills. Examples are Just Grandma and Me animated storybook which offer surprises for the young learner’s curiosity.

      

          

REFLECTION:

                 Nowadays, we could eventually considered computer as a tutor if the user knows to use and navigate it. For me, it is quite necessary for the students to gain more knowledge thru computer because they still need to be supervise by the teacher or parents. Why? Because not all information are relevant. Some finds it difficult go understand the terms. It is applicable to choose an ideal site according to their age or even their needs. Computer learning experiences often engage the interest of students, motivating them to learn and increasing independence and personal responsibility for education.