Lesson 11: The Computer as the Teacher's Tool

Florrie Jane M. Suralta BSEd- GS4

EdTech2 MW 3-5

Lesson 11- The Computer as the Teacher’s Tool

CONTENT- There are two learning perspectives, the constructivism and social constructivism. Constructivism gives emphasis to the knowledge discovery of new meaning, concepts and principles in the learning process. It is also defined as an application to real life situation. Constructivism was introduced by Piaget and Bruner. While Social constructivism shows that the construction of knowledge is governed by social, historical, and cultural context. It states that learning is affected by social influence therefore, the environment of the society has something to do with the construction of knowledge or learning of individuals. In social constructivism, the language is the medium for social coordination 

and adaptation. This was introduced by Lev Vygotsky and John Dewey. The difference between the 

two learning perspectives are indeed observable. In Constructivism, the knowledge is constructed by the individual, students built their own learning, they gather information to create new concept and there is personal discovery of knowledge. While in social constructivism, the knowledge is constructed within the social context, students build knowledge with the influence of social context, there is an exchange and sharing of ideas and students discuss and discover meaning. Computers as teacher’s tool has capabilities such as Informative tool, constructive tool, co- constructive tool and situating tool.

EXPERIENCE- Many of our teachers use computer as a tool for teaching. For example, our teacher presents the topic and then he/ she would tell us to research more about our topic or the next lesson we are going to discuss. In that way, we can construct our own understanding base on the information we had gathered. Constructing our own ideas could be done by group or individually but often, our teacher groups us. Through this, we gather information and discuss it within our group so we are using constructivism, specifically social constructivism. With the aid of the computer, we are able to have an access to the sites which are about our lessons or topics. In our Science, Technology and Society subject, we had an activity in which we are given a topic and we are going to research some articles about our chosen topic then make a synthesis report.

REFLECTION- Computer as teacher’s tool is an effective way to assess students’ knowledge, capabilities and their skills. Through constructivism, students will build their own ideas and knowledge with the use of computers. In this technological era, using computers were observable. So in teaching, teachers should integrate computers as tools for instruction. It is said that computer as a tool has capabilities such as informative, constructive, co- constructive, and situating tools. With these, the teacher may choose any of these to be applied in the teaching- learning process. But we must remember that before using or employing these, it should be our priority that after the activity, students would learn and develop their skills such as interpersonal skills and critical thinking skills.

 APPLICATION-  As future teachers, we must remember the following:

ü Apply the computer capabilities if it is suitable for the lesson or topic presented.

ü If there are strategies or methods better than using computers, then apply the other best possible method. If hands- on activities are possible, then use it instead of computer- based activities because it is important to consider in what method students learn best.

Lesson 10: The Computer as a Tutor

Florrie Jane M. Suralta BSEd- GS4

EdTech2 MW 3-5

Lesson 10- The Computer as a Tutor

CONTENT- Educators saw that using computers is a potential for individualization in learning, especially that it is a problem for teachers since their class is usually composed of forty or more learners. The computer- assisted instruction was introduced as computers become the tutors of the learners. But it should be cleared that computers cannot totally replace the primary roles of teachers. Even if the CAI is available, the teacher must insure that students should have sufficient knowledge and skills for computer activities, decide the appropriate learning objectives and evaluate students’ achievement. The computer has indeed succeeded in providing individualized learning environment. There are also simulation programs used; these software are constructivist in nature, which teaches strategies and rules applied to real- life problems or situations and allows students to manipulate elements of models. Example of this software is the SimCity in which students are allowed to artificially manage a city given an imaginary city environment. There are also Instructional games which add elements of competition and challenge. There is also the problem- solving software which are more sophisticated than the drill and practice exercises.

EXPERIENCE- Nowadays, using technology in Instruction is more likely to be just ordinary. During my secondary years, we have not experienced using computers for our lessons. That is why it is difficult in our part because we are about fifty students in our class and we could not be entertained one by one by our teacher. The teachers were not able to employ the individualized learning strategy because we lack facilities such as computers. But now, when there are topics or lessons introduced to us we quite do not understand fully those lessons, we can just study or learn on our own because of the modern technology. We can do research in the internet about the topics for us to understand it fully.

REFLECTION- Having computers as tutors indeed were helpful in both parts of the teacher and to the students. For the teachers, it would be easier for them to assess the learning of the students because he/ she can employ individualized learning. Teachers can ensure that as he/ she teaches, computers can support or enhance students’ knowledge. But as teachers, we should remember that computers should not replace our primary roles because its function is to support the learning of students and is not the sole provider of the information. Before introducing the instructional software in which the students might use or visit, we should test its relevance to our topic and if using this software matches with 

our objectives set.

 APPLICATION- As future teachers, we must: 

ü Use the computer to support the topics being presented and for students to further study the lessons or to have self- study.

ü Assess the usefulness and appropriateness of the available instructional software that could be used.

ü Remember that we are still the source of knowledge, we should also facilitate and guide our students for them to learn.

History of Educational Technology and ICT Revolution

Florrie Jane M. Suralta                                                                                                         BSEd- GS4

Educational Technology 2                                                                                                     MW 3-5 pm

History of Educational Technology and the ICT Revolution

 CONTENT- First revolution was said to be comprised of films, radio, television and satellite broadcasting, while the second to comprise telecommunications and microcomputers in mathematics instruction (Paisley, 1985). The integration of telecommunications and microelectronic technology in computing was termed a “third revolution” and came to be what is called Information Technology (IT). The current trend in ICT has brought a phenomenon which can be termed a “fourth revolution” in IT. The first revolution was mainly dominated by ‘paper and pencil’ way of instruction and delivery of knowledge relied more on the teacher. The second revolution can well be described when “new” or “modern” mathematics was introduced in many countries of the world. It was during this time that calculators and computers were also integrated in mathematics instruction. The third revolution was said to promise not only a more productive person, a problem- solver and a life-long learner, but also a better informed, rational and participative citizen. The current “fourth revolution” in ICT has a globalization component force that has replaced other revolutions and accelerated its influence worldwide.

EXPERIENCE- The revolution of ICT and the application of it in education is a great help to the school as well as to the students because it makes the teaching- learning active and made the lessons easier to understand to students through showing video clips or pictures. Educational Technology also helped to develop skills of the students by creating web pages, posting the activities in social media, creating and producing multimedia projects such as short film, poster, comic strips, etc.

REFLECTION- ICT Revolution had a great impact to education and led to the development of educational technology. As teachers, we should also use technology in instruction because in that way, our students will participate. They got bore when we do lecture in the class. What they like is more activities and hands- on.

APPLICATION- As future teachers, we should:

Ø  Provide activities with the use of computers.

Ø  Implement the learner- centered approach and act as facilitators.

Ø  Give the students multimedia projects.

Reference:

https://www.unige.ch/math/EnsMath/Rome2008/WG4/Papers/KAINO.pdf

(August 9, 2015)

Lesson 9: Computers as Information and Technology

Florrie Jane M. Suralta                                BSEd- GS4

Educational Technology 2                               MW 3-5 pm

 

Lesson 9: Computers as Information and Communication Technology

CONTENT- The rise of computer was recognized as the third revolution in education.The first invention is the printing press. Second is the introduction of libraries, and third, the invention of computers thus, emerging the computer technology in education. Computer technology help the school improve its medium of instruction. Computer Assisted Instruction was introduced with individualized learning. The CAI includes realism and drill exercises that uses color, music and animation. Information Age is so dynamic that during 21^st century, computer technology in education evolved and now was called Information and Communication Technology (ICT). Personal computer has two major functions; as communication media such as E- mail, blog sites, News services, Chat rooms. And as audiovisual media such as power point presentation, photos, charts, CD, VCD Player, Educational websites. Instructional media consist of audio-visual aids that enhance teaching- learning process, while educational communication media consist of print, film radio or television as means of communication. Personal computer has programs that are installed readily. It includes Microsoft office, power point, excel, Internet explorer, yahoo or google, Adobe reader, MSN, Windows media player, Cyberlink power and Game House.

EXPERIENCE- Computers are evolving fast. In our daily activities in school, personal computers are really being used. It become a ,part of our lives. Even in communication, it becomes faster and easier to contact or connect with people even in other countries. The evolution of computers also help us in understanding deeper our lessons and when we find or search information, it become easier through internet.

REFLECTION- Our next generation learners are more advanced with using personal computers and more knowledgeable in terms of using the programs. That is why we must also be able to master in using the new technologies, specially the computers because we are the one to teach our students and not the other way around. Although there are some instances that they knew those things and we didn’t. That is why we have to tutor ourselves to learn the things we think we are not capable of handling.

APPLICATION- If we are not yet that knowledgeable and skilled in using computers, we should attend seminars, workshops, and tutorials for us to be able to teach well to the digital learners. We must be many times ahead of them.

Lesson 8: Higher Thinking Skills Through IT- Based Projects

Florrie Jane M. Suralta                                                                                                           BSEd- GS4

Educational Technology 2                                                                                                      MW 3-5

Lesson 8: Higher Thinking Skills Through IT- Based Projects

CONTENT- Developing higher order thinking skills of students may not be that easy. Here are the four IT- Based Projects that could help in developing that certain skills. But it doesn’t mean that these four projects caters all the thinking skills. These skills represents the constructivist approach to instruction. First is the Resource- based Projects. Students find the information and the facts they needed, teachers act only as facilitators. The inquiry- based or discovery approach is highlighted. Students learn to cooperate with other members. The process is more important than the product. Second is the Simple Creations. Students can create software materials, but there are also available materials such as creative writer, Kidwork deluxe that they can use. As an outcome, students become creative. Creativity combines the three skills or abilities; analyzing, synthesizing and promoting.For the students to develop creativity, there are five key tasks that should be done; defining the tasks, brainstorming, judging ideas, to act, and adopting flexibility. Third is the Guided Hypermedia. Self- made multimedia projects can be approached in two ways; as instructive tool, such as power point presentation, and as a communication tool such as doing multimedia presentation ( video clips, photos, interviews, etc.). Fourth is the Web- Based projects. Teachers can make an activity in which students will post it.

EXPERIENCE- With the new technology, it is really evident that even in Education it is being applied. For instance, we use the MS Paint to draw cartoon characters, posting our activities in blog spot or in Edmodo, we made power point presentations in topics given to us and discuss it. Indeed, those projects helped us a lot because we are able to develop creativity and also cooperating with other students during brainstorming for ideas so that we can produce or create the activity assigned to us.

REFLECTION- Digital learners are so much engage with the technology that using traditional method to them will not be suitable anymore. As teachers, we must know our role for effective learning of our students. In order to achieve this goal, we must be knowledgeable with how to use products of modern technology. We must be equipped with the knowledge and skills that we need as teachers, for us to develop the critical thinking or higher order thinking skills of students with the aid of technology.

APPPLICATION- Today, schools are engaging in learner- centered approach. So as future teachers, we should engage our students with more activity to assess their understanding of the lessons presented. Provide group projects such as the IT- Based projects for them to develop higher thinking skills.

Lesson 7: Evaluation of Technology Learning

Florrie Jane M. Suralta                                                                                     BSEd- GS4

Educational Technology 2                                                                                MW 3-5 pm

Lesson 7: Evaluation of Technology Learning

CONTENT- The traditional world was now changing into a digital one. Because of this, assessment should conform or cope up with the new literacy of the 21^st century and not anymore to the literacy of the past century. The evaluation must be based on the assessment of skills and knowledge that would help students to function effectively, productively and globally competitive individuals. The use of standardized paper- pencil test would not be enough to assess students learning. The learning of students should be evaluated through the basic skills or fluency such as media, solution, information, collaboration, creative fluency and digital citizenship. Mass Amateurization consists of students’ outputs. This will measure the knowledge and skills of students in terms publishing, visual creation, audio- video recording, internet website postings and multimedia productions.

EXPERIENCE- During in primary and secondary level, our teacher used traditional assessment such as quizzes and periodical exams. But now in tertiary level, we shifted to digital world. For example, in our English subject,our teacher grouped us and let us come up with research papers and present it in the class. In that way, we had developed information and media fluency. In our IT and EdTech subjects, we’ve developed creative and media fluency by researching topics, creating cartoons using the MS Paint, making power point presentation. These serves as evidences that we are already in a digital world.

REFLECTION- As future teachers, it is important that we would know how to assess our students. They are the 21^st century learners and are at the digital world. For us to be able to assess fully their learning, we should use performance based or output based activities and projects and not the traditional assessment which is the paper- pencil test. We should be knowledgeable enough with the subject matter we are going to teach and also the skills so that we would be able to become efficient teachers for the 21^st century learners.

APPLICATION- In assessing the students’ learning, we should not just limit on using paper- pencil test because it is not sufficient; it cannot assess all areas of learning of students. The following are the things that we should remember when assessing student’s learning.

Ø  Make use of output or product based activities as one way to assess students’ learning.

Ø  Involve or integrate the multimedia in the class or as assessment tool.

Ø  As future teachers, we should set goals or objectives that would lead to the development of skills of our students.

Ø  In assessing them, we must also make sure that they had a meaningful learning because when there is fun while learning, the knowledge will stay in their hearts and will not be forgotten.

Lesson 6: Developing Basic Digital Skills

Florrie Jane M. Suralta                                                                                                         BSEd- GS4

Educational Technology 2                                                                                                   MW 3-5 pm

Lesson 6: Developing Basic Digital Skills

CONTENT- Teachers need to know what are the basic knowledge, skills and values that needs to be developed by technology learners. These literacy or fluency skills complements the 3Rs and not replacing it. These are the six fluency skills. First is the solution fluency in which students would be able to define the problem, design the the solution, do the work and report the result. Second is the information fluency which helps students access information through internet and other resources. Also to retrieve the gathered information and to reflect and rewrite the information. Third is the collaboration fluency where teamwork with other students in other places is possible through virtual community. Students learn to cooperate well with others because of virtual communication or interaction, thus bridging the distance between them. Fourth is media fluency. This will develop the analytic skills and creativity of students because this fluency involves the publication of works of students in social media. Fifth is the creativity fluency. When students do their written projects, they can design it including the font, color, lay out and other elements, thus developing their creativity. Lastly, the digital ethics in which digital learners are guided by principles in how to use technology that would not cause harm to other people. These fluency will lead to the development of student’s higher cognitive skills.

EXPERIENCE- Now in tertiary level, we are developing those basic digital skills. In making power point presentation for our reports in different subject area, we developed creativity fluency. We also made written reports or summary of the lessons discussed and post it in social media such as in blog spot and developing the media fluency. When we had assignments we research it in internet and get the concept of it thus, developing the information fluency.

REFLECTION- As future teachers, it is important that we knew already the basic digital skills that needs to be developed by our students someday. The new learners for the next generation are more interested when technology is applied. So it is crucial that in our teaching strategies, it should be aided with technology for our students not only to stay focused but also for them to develop fluency skills. Students learn more when they are included in the activity so it is important that we should develop the active teaching - learning process through being student- centered.

APPLICATION- As future teachers, we must:

Ø  Apply inquiry- based approach. We can give students with activities or problems that they are going to solve.

Ø  Aim that our students will develop those fluency skills.

Ø  Let them make reflection papers about the subject matter and post it in the social media.

Ø  Provide them project- based multimedia at the end of the school year.

Give them research activities about some current issues and produce reaction paper or any research articles related to the subject matter.