MEANING OF EDUCATIONAL

Answer the following questions briefly but substantially:

1. Using three concentric circles show that educational technology and instructional technology are much broader than educational media and technology integration.

2. Differentiate education technology from technology in education.

Technology Education is the area of education that specifically concerns the professional organization, the International Technology Education Association (ITEA), and for which ITEA’s Technology for All Americans Project (TfAAP) developed the set of technological literacy standards contained in Standards for Technological Literacy: Content for the Study of Technology (STL) and Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standard (STL).

Technology Education is also called the Study of Technology or Technological Studies.

Technology Education teaches about technology as an educational area of content.

Technology Education is concerned with a broad spectrum of technology, which is any innovation, change, or modification of the natural environment to satisfy perceived human needs and wants, and how technology accomplishes this through the interrelated disciplines of math, science, engineering, and others.

The primary goal of Technology Education in grades K—12 is to develop technological literacy in all students. Technological literacy is the ability to use, manage, understand, and evaluate technology in general.

Educational Technology focuses on the use of computers, information systems*, audiovisual equipment, and other media.

Educational Technology is also called Instructional Technology or Information Technology (IT)

Educational Technology is mainly concerned with the narrow spectrum of technologies used for communication and the dissemination of information.

Educational Technology teaches through technology, instructing students in the use of a relatively small set of tools developed by technology.

The primary goal of Educational Technology in grades K—12 is to enhance the teaching and learning process.

3. Are chalkboards, bulletin boards, and other traditional learning equipment included in educational technology?

Yes! Educational technology does not only mean those machines, gadgets, and computers which we often mean when we hear educational technology. It is not a product but a process. Educational Technology is a field study which is concerned with the practice of using educational methods ad resources for ultimate goal of facilitating the learning process. And chalkboards and bulletin boards are part of that learning process. Without these two, it would be impossible for teachers to let their students/pupils have a visual aid to help them understand their lesson.

TECHNOLOGY: BOON OR BANE

Answer the following questions briefly but substantially:

1. Using the table below, make a list of how technology can be a blessing or a curse to mankind. Give examples drawn from life in general and from inside the classroom.

Technology as Boon Technology as Bane

1. tablets 1. Poor in reading

2. laptop 2. Poor teaching

2. Explain the meaning of the following quotations

a. “Technology or perish.” – John R. Pierce

We need innovative alternatives for the future. Technology is how we discover new things and make lifeeasier. We need to explore things that would make us progress.

b. “If there is a technological advance without social advance, there is, almost automatically, an increase in human misery.” – Michael Harrington

Technology contributes to the improvement of the teaching-learning process, and consequently to the humanization of life. It is indeed seen as a blessing. But when it is not used properly, it becomes detrimental to the instruction, and to human development.

Technology is made for man, and not man made for technology. In the same way, technology is made for the teacher, and not the teacher for the technology. Unlocking the potential of technology in the teaching-learning process is like unlocking more doors for the students to learn better. However, there should always be moderation in the use of technology in all aspects of life, including in instruction. Use of technology in instruction must not compromise the content of the lesson. There is a possibility that students are more overwhelmed by the graphics and other aesthetic aspect of technology and may give little importance to the content.

Advances in technology must be coupled with advances in content delivery and absorption. They must go hand in hand for advancement of the students.

3. Can technology take the place of the teacher in the classroom? Discuss briefly.

Technology can replace parts of what a teacher does in the classroom, such as reading stories or giving lectures. Technology cannot replace all of what a teacher does, such as responding to questions or disciplining the students.

The technology can contribute to the improvement of the teaching and learning process. It is made for the teacher for technology. It is meant to serve man in all aspects of life including instructions. It is the teacher who determines how technology should be used in order to obtain the utmost benefits that come along with the technology.

THE CONE OF EXPERIENCE

Answer the following questions briefly but substantially:

1. Explain why teachers in Literature their students from reading only comics or illustrated comic version of novels which can be read in pocketbooks?

The goal of English teachers is to expose students to texts they may not ordinarily come in contact with. Literature opens up a world of various cultures and social levels, both past and present. Literature encourages the reader to think about universal themes which speak to all level of peoples of all times. People usually favor texts that are within their comfort zone which means they may not be challenged to think beyond their immediate level. Comics are fine for relaxation and downtime, or when a person needs a simplification due to low reading comprehension.

2. How does the dictum in philosophy: “There is nothing in the mind that was not first in the senses” relate to what you learned from the Cone of Experience?

That phrase is used to explain the theory of 'tabula rasa', or 'the empty mind'. It means that you have nothing in your mind except the biological capacity to learn; and that what you learn you learn from your empirical experiences. You 'abstract' information from those experiences, and then turn it around into concepts when you're old enough, which is about the time you begin to talk.

However, in relation to the Cone of Experience, Dale was presuming you were already past the 'tabula rasa' period, and that your mind was already filled with the things he was describing in your head, and the means by which you use them.

3. Alfred North Whitehead said: “In the Garden of Eden, Adam saw the animals before he named them. In the traditional system, children name the animals before they see them.” How would you relate this remark to the Cone of Experience?

The primary acquisition of knowledge involves freshness, enthusiasm, and enjoyment of learning. The natural ferment of the living mind leads it to fix on those objects that strike it pre-reflectively as important for the fulfilling of some felt need on the part of the learner. All early learning experiences are of this kind and a curriculum ought to include appeals to the spirit of inquiry with which all children are natively endowed.

4. When Dale formulated the Cone of Experience, computers were not yet a part of educational or home settings, so they are not part of the original Cone. The computer technology actively engages the learner who uses seeing, hearing, a range of mental skills, and physical activity at the keyboard. Where would the computer be located at the Cone?

When Dale formulated the cone of experience, computers were not a part of educational or home settings, and so they aren't part of the original cone. Given the fact that computer technology actively engages the learner, who uses seeing, hearing, and physical activity at the keyboard as well as a range of mental skills, computer-based instruction probably becomes level 4 or 5 from the bottom of the cone. However, we don't know where Dale would have placed it.

As educators, we know that the purposes of selecting resources beyond a textbook is to help students learn more or learn something better and to enable them to apply basic knowledge to life and work. How will we make those selections? The principles embodied in Dale's cone of experience can help.

The importance of Dale's cone of experience is the tool it provides to help a teacher make decisions about resources or activities.

HISTORY OF EDUCATIONAL TECHNOLOGY

Discuss educational programs on television. How effective are these in enriching the educational process in Philippine schools? What are their flaws and limitations?

Learning doesn’t only happen inside the four corners of the classroom because, most of the learning happens outside the classroom. With these being said, one should take into consideration the “number one” place of leisure and the “thing” that consumes most of the students’ time, or people’s time – television. Since most children love to watch television, it is the ideal tool for entertaining while educating.

Before kids became addicted to morning and afternoon cartoons and before cable channels -- Nickelodeon, Disney Channel, and Cartoon Network -- arrive in the country, Filipino educational shows are the most watched programs. Through the efforts of big TV stations, like ABS-CBN and GMA7, with the support of the Department of Education, educational television (ETV) programs were developed to cater young audiences. Some of the most popular and most successful, as well as most favorite (personally), ETV programs in the country are: Batibot, Sineskwela, HirayaManawari, Bayani, Math Tinik, Epol Apple, ATBP -- Awit, Titik, BilangnaPambata, Pahina, 5 and Up, and Wansapanataym. And one should not forget: Matanglawin, Aha!, History with Lourd, and Kultura.

According to the official journal of the American Academy of Pediatrics, “educational television programs are successful in broadening young children’s knowledge, affecting their racial attitudes and increasing their imaginations.” Furthermore, kids who watch informative and educational shows tend to watch informative and educational shows when they get older (Macbeth, 1996). They use TV effectively as a complement to school learning. Anderson (2001) said that, preschoolers who viewed educational programs tend to have higher grades, are less aggressive and value their studies more when they reach high school.

It is also noteworthy to include the generosity of Philip Morris International in the education sector. They are helping the government to raise educational standards by partnering with Knowledge Channel Foundation Philippines Inc. (KCFI) which provides access to a cable-based educational television channel for primary and secondary schools.

On the other hand, we should also consider the negative effects of television on the learning of the students. Researchers from the University of Sydney report a link between total screen time and retinal artery width in children. Kids with lots of screen time were found to have narrow artery in their eyes, which may indicate heart risk. Also, kids who watch too much TV are usually overweight, according to the American Medical Association. Moreover, kids who watch a lot of TV have trouble paying attention to teachers because they are accustomed to the fast-paced visual stimulation on TV. Some critics also argue the learning passivity imposed by television. According to them, young people are being conditioned, much like Pavlov’s dogs, to be passive learners for learning how to learn requires active engagement (i.e. reading, hands-on activities, etc.)

Yes, there are positive and negative effects of the use of television on student’s learning; but, the bottom line here is the CONTENT of the television show -- high educational programming can have a positive effect on children’s learning. It can aid in the acquisition of general knowledge plus improve overall cognitive knowledge among students. Just like what Ed Palmer said on his opinion article, television is the foremost tool for learning in the 21st century, use it wisely!

QUALITY OF EDUCATION THROUGH EDUCATIONAL TECHNOLOGY

Answer the following questions briefly but substantially:

1. Describe how primitive people taught their young about life and the human skills needed to survive in what was then a difficult world.

Primitive people were mostly nomadic having to move from one spot to another in order to follow the food. Even back in this time the concept of the "survival of the

fittest" was around. In fact, for most primitive peoples it was all about who could learn to survive and be strong enough to survive. Youth that could not survive were often left or ended up dying early. Given the parameters of survival of the fittest it was necessary to provide hands on training.

Part 1:* Young people were taught about life through stories. Primitive people

did not have the concept of writing. A lot of the primitive artwork we see was used to teach youths. It was mostly through stories passed down from elder to youth that taught life lessons.

* Hands-on-training was a way of life. There was no school room to learn how to survive. Instead nature was the school room. Youths were taught the hard way about life such as how to survive, have children, find food, etc.

Part 2:* The skills needed to survive were often taught in hands-on experiences.

When possible fighting skills were trained but when on the move it was kill or be killed. Any youth who could not fight to survive would not make it.

* Youths were taught what to look for and how to look for food by doing. Parents would take the youths with them wherever they went. If camps were set up then some youths would stay behind to help the camp, while others would hunt.

* Hunting parties were formed with hands-on experience necessary. At the camps it was often the women and younger children gathering berries and other necessities.

2. Describe how native learners may have been taught during the early period of Americancolonization in the Philippines.

Volunteer American soldiers became the first teachers of the Filipinos. Part of their mission was to build classrooms in every place where they were assigned. The American soldiers stopped teaching only when a group of teachers from the U.S. came to the Philippines in June 1901. They came aboard the ship "Sheridan." In August 1901, 600 teachers called Thomasites arrived. Their name derived from the ship they traveled on, the USS Thomas.

3. Describe how modern students could be taught considering the advent of audio- video machines and the computer.

Audio video machines and computers are an asset to prevent repetition, but a teacher is still a key role in education. Only a person can sit next to a student and immediately react and guide when a question is raised.

EDUCATIONAL TECHNOLOGY AND EDUCATIONAL MEDIA

1. List down the similarities and differences of instructional technology, educational media, and audiovisual media technology.a. INSTRUCTIONAL TECHNOLOGY - Aspects of educational technology that are

concerned primarily with instruction as contrasted to design and operation of educational institutions. It gives stress to instruction or to the learning process.

b. EDUCATIONAL MEDIA - It consist of instructional machines and materials used to promote learning. Media is part of the term Instructional Technology

c. AUDIO-VISUAL-MEDIA/TECHNOLOGY/AIDS - It emphasize the use of the senses such hearing (audial) and seeing (visual) or combination. Audio-visual “media” stress the use of media as a means of communication. Audio-visual aids stress the assistance of educational tools in carrying out instructions. Audio-visual “technology” capitalizes the use of learning tools in the design, implementation and evaluation of instructional activities.

UNDERSTANDING EDUCATIONAL MEDIA

Differentiate the terms message, medium, and channel.

Message- is the content to be taught. The word “content” here is taken in a broad sense, meaning knowledge, understanding, skills and attitudes. In other words, “message” is the substance of anything that the teacher hopes will be acquired by the learner, in whatever form.

Message might be information to be learned, skills to be performed, relationship to be understood feelings to be acquired, or any of a variety of behaviors to be achieved.

Medium – is the shape of the message, examples of which ate words, pictures, objects, two=dimensional projected images, symbols, and non- verbal signs such as pantomimes.

Channel – is the vehicle (mechanical or physical) or the structure through which the medium is presented to the learner. Examples are a television system, a projector, the human voice box, or a recording and playback device. A field trip may be classified as a channel, since it is merely the structure or administrative vehicle for getting the learner to the place where the media for learning are to be observed.

DOMAINS OF HUMAN LEARNING

1. List down the activities in each domain using the table below.

PLANNING THE USE OF INSTRUCTIONAL MEDIA OR AUDIOVISUAL MATERIALS

Make a brief outline of the five phases in a total system of instruction.

1. Introduction

- This is the motivational and exploratory phase. During this phase, students are shown that the course of study will be interesting and challenging to them. The use of AV’s can help to motivate and challenge students.

- Whenever instructional materials are used, the teacher must consider the following preparations:1.1. Self-preparation. Preview and evaluate the materials with an aim to

effectively integrating them in the unit of study; either as an introductory or as follow-up material.

1.2. Preparation of the presentation. Determine how the media will be most effectively presented for projected and/or audio material, consider the following possibilities: (a) showing materials all the way through (b) showing only excerpts/segments/frames (c) showing material with recorded narration (d) showing material without recorded narration (e) pausing at specific points for verbal comment/information on projected material (f)repeating segments (g) combining two or more media.

1.3. Preparing students. Inform students on the what they are to see, why they are going to see it, and what they are expected to learn from the presentation.

1.4. Preparing follow-up activities. Plan in advance what could be activities after the presentation. A review of content? An evaluation? Projects’? Further studies?

2. Development phase- This involves the location and learning of the required information by the students. A

problem under study may be segmented to facilitate the use of all available alternative options of methodology, such as: study by individuals, groups, or the entire class.

3. Organizational phase- This is the time for “pulling-together” the results of the research and study activities

of the students. This phase uses the production capabilities of the school media center. Among the most useful materials which students may use are: mounted pictures, slide or still-picture materials, charts, posters, graphs, maps, models, mock-ups, duplicated materials, audio and video recording, etc. Dramatizations, debates, reports, panel discussions, role-playing situations, use of resource speakers, etc. are typical of activities that may be planned and developed. Students may also plan and execute display centers, bulletin boards, or exhibits.

4. Summarizing phase- This entails a major presentation for the whole class either by individual members,

small groups or by the teacher. Students may make summary presentations; present and discuss the content of displays; or hand in written reports, papers, scrapbooks,

etc. The teacher may reshow a film, filmstrip, set of slides, overhead transparencies, etc. they were used in the introductory phase in order to provide a review and to “cement” together all facets of the study. Any “loose-ends” are tied together, and the class is ready for the final of fifth phase, that of evaluation.

5. Evaluation phase- This involves two areas of evaluation – students and teacher. It is important that

there be an evaluation process. Students need to be aware that they are to be held accountable for lesson content and ultimately for changes in behavior – changes that prepare them to live and function as contributing citizens in society. Among the evaluation techniques used in evaluation are:

(a) Written tests using true-false, multiple choice, fill-in-the-blank, matching type, short-answer, essay or take-home exams;

(b) Oral discussions, dramatizations, role-playing, sociodramas and demonstrations;

(c) Audiotaped or videotaped responses or experiences(d) Written reports, term papers or research papers;(e) Student-produced instructional materials, such as mounted pictures, maps,

graphs, photographic slides, bulletin board displays, exhibits, etc.- In critical evaluation of the students’ performance, the teacher may do the following:

(a) Suggest revisions or refinement of parts of the presentation/report;(b) Show evidence of faults in the presentation plan, content, procedures or

instructional materials used;(c) Identify problems arising from unclear/inadequate objectives, evaluation

procedures or methods;(d) Indicate lack of student readiness;(e) Show evidence of the need for review or remedial presentation(f) Show evidence of too slow/fast pace

THE CONCEPT OF VISUAL LITERACY

Compare and contrast decoding and encoding.

- Encoding is the process of transforming data in to a different format using a method that is publicly available. The purpose of this transformation is to increase the usability of data especially in different systems. It is also used for reducing the storage space required to store data and for transferring data across different channels.

- Decoding is the reverse process of encoding, which converts encoded information back in to the original format.

DESIGNING VISUALS FOR INSTRUCTION

Explain briefly in outline form the four basic design considerations.

BASIC DESIGN CONSIDERATIONS

A. Arrangement

- The pattern should capture the viewer's attention to relevant details.- A geometric shape (e.g. oval, rectangle, triangle) can serve as a framework to build on.- Apply the "rule of third". Elements along any of the one-third dividing lines takes on liveliness or movement. The most dominant and dynamic position is at the intersections of the one-third dividing lines (especially the upper left intersection). The center is the most static and least interesting point on the grid.- Restrict the display to a single idea. In advertising this is called the "unique selling position.- Lines add to eye movement.- Horizontal lines give a feeling stability and rest- Vertical lines imply strength- Diagonal lines show movement, action and dynamism- Crossed diagonals give a sense of conflict- Curved lines give a feeling of motion.- Contrast lends emphasis. There may be contrasting variations in size, shape, color, or orientation. An arrow is a pointer to direct the viewer's attention.

B. Balance

- Symmetrical or formal balance has an equivalence of elements on each side of the visual either horizontally or vertically.- Asymmetrical of informal balance has a rough equivalence  of weights among elements. This tends to provide dynamism and interest.

C. Color

Color adds to realism, provides emphasis, and create an emotional tone.

- Blue, green and violet are "cool" colors which physiologically seem to recede from the viewer.- Red and orange are "hot" colors which seem to approach the viewer.  Red and orange highlights help make objects leap to the viewer.- Different colors appear to stimulate the senses: Blue is "sweet" orange is "edible" Pink, yellow and green "smell" best.  Dark red and brown evoke masculine images of earth, wood and leather.  Gold, silver and black suggest prestige and status.- Use color judiciously in order not to lose harmony.  Choose analogous colors (next to each other) on the color wheel.

D. Lettering

- Letterings should be consistent and harmonious.- Ornate letterings adapt to aesthetic or motivational objects.

- Simple letterings(like the Gothic or Roman Sanserif or without serif) are for informational or instructional purposes.- Lowercase letters with capitals, only when needed are most legible.- Short headlines may be all in capitals.- Color of lettering should contrast with background color for  legibility and emphasis.- For size, a rule of thumb is to adopt 1/4 inch high letters can be seen by a student at the last row of a 35-feet-long classroom.- For letter spacing, judge distance by experience stressing an "optical" even and regular pattern.