My Portfolio In

Educational Technology II

Shiena Jane O. AmitBEED-III block 2

Studied at Palawan State University

The Physical View – refers to the hardware or devices.

The Behavioral View – stresses the importance of software or application of scientific knowledge.

The Integrated System View – combines the hardware and the software approaches. It focuses on the processes of teaching and learning as well as on the product, and therefore… is a complex, integrated process involving process, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing and managing solutions to problems involve in all aspects of human learning.

According to Association for Educational Communications and Technology, Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.

Technology: Boon or BaneWe cannot live without electricity nor can we survive

the whole day without knowing whether which is thelatest gadget in use which would benefit the driver ofan automobile to drive safely and at the same timework on his immediate assignment at hand. Basically,we need technology and we are the big part of italready. We live, strive and thrive on computers, database online, and the latest gadget.

technology today has given us both nuclear weapon and medicines that could cure the unthinkable pain and disease.

– In conclusion, we think that technology is a must. It’s a boon and it will stay so forever. Without it, we could not have had this debate. We would not realize that it is possible to go beyond the age of 90 and still be fit and healthy. Technology has given that to us today.

It provides a method for the functional organization and development of instruction. This method applies to preparation of materials for classroom use, as well as for print and non-print media.

Inputs to the system approach include well defined objectives, analysis of the intended audience, special criteria desired by customer, analysis and use of existing resources and a team of instructional system specialist, subject matter experts, writers, and visual specialist.

Outputs are functional relations trees, functional block diagrams, a teaching sequence chart, and frames ( a combination of words and visuals on a specific topic from the teaching sequence chart )

The system approach views the entire educational program as a system of interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the school, the teacher, the students, the objectives, the media, the materials, and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

ROLE of EDUCATIONAL TECHNOLOGY in LEARNING

1. Traditional point of View- just like delivery vehicles for instructional lessons- the learner learns from the technology and the technology serves as teacher

2. Constructivist's Point of View - as partners in the learning process- technology helps the learner build more meaningful personal interpretations of life and his/her world- technology is the learning tool to learn with, not from

ROLES of TECHNOLOGY in LEARNING

1. technology as tools to support knowledge construction:- for representing learners ideas, understandings, and beliefs- for producing organized, multimedia knowledge bases by learners

2. technology as information vehicles for exploring knowledge to support learning-by-constructing:

-for accessing needed information- for comparing perspectives, beliefs, and world views

3. Technology 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, and others- for defining a safe, controllable problem space for student thinking

4. Technology as a social medium to support learning by conversing:

- for collaborating with others- for discussing, arguing, and building consensus among members of community- for supporting discourse among knowledge-

building communities

5. Technology as intellectual partner to support learning-by-reflecting:

- for helping learners to articulate and represent what they know- for reflecting of 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

Bands of Experiences in Dale's Cone of experience

Direct Purposeful Experience - these are the first hand experience which serves as the foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, testing, and smelling. In the context of the Teaching -Learning process, it is learning by doing.

Contrived Experiences - in here, we make use of representing models or mock ups of reality for practical reasons and so that we can make the real-life accessible to the students perceptions and understanding.

Dramatized Exoeriences - by dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us in time.

Demonstrations - it is a visualized explanation of an important fact, idea, or process by the use of photoraph, drawings, films, displays, or guided motion.

Study Trips- these are excursions and visits conducted to observe an event that is unavailable within the classroom.

Exhibits - these are display to be seen by spectators. They may consist of working models, charts, and posters. Sometimes, exhibits are "for eyes only". there are some exhibits, however, that include sensory experiences where spectators are allowed to touch or manipulate models displayed.

Television and Motion Pictures - television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there. The unique value of the messages communicated by film and television lies in their feeling of realism, their emphasis on persons and personality, their organized presentation and their ability to select, dramatize, highlight and clarify.

Still Pictures, Recordings, Radio - these are visuals and auditory devices maybe used by individual or a group. Still pictures lack the sound and motion of a film. The radio broadcast of an actual eventmayoften be likened to a televised broadcast minus its visual dimension.

Visual Symbols - these are no longer realistic reproduction of physical things for these are highly abstract representations.

Verbal Symbols - they are not liked the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. Written words fall under this category. It may be a word for a concrete object, an idea, a specific principle, a formula.

We do not use onlyone medium of communication in isolation. Rather we use many instructional materials to help the student conceptualized.his experience.

We avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. Student's concept will lack deep roots in the direct experience. Dale cautions us when he said: " The rootless experiences will not have the generative power to produce additional concepts and will not enavle the learner to deal with the new situations that he is faces. "

Whenteaching, we don't get stuck in the concrete. Let us strive to bring our students to the symbolic or abstract level to developtheir higher order thinking skills.

What is Higher-order thinking?A guide to Productive Pedagogies: Classroom reflection

manual states that:Higher-order thinking by students involves the

transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesize, generalize, explain, hypothesize or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.

(Department f Education, Queensland, 2002, p. 1)

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in Terms• The names of six major categories were changed from noun to

verb forms. • The taxonomy reflects different forms of thinking and thinking is

an active process. Hence, the use of verbs would be more appropriate because verbs suggest action.

• Some subcategories were reorganised.• The knowledge category was renamed. Knowledge is a product of

thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

Bloom’s TaxonomyKnowledge

Useful Verbs

Potential activities and products

telllistdescriberelatelocatewritefindstatename

Make a list of the main events..Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember. List all the .... in the story.Make a chart showing...Make an acrostic.Recite a poem.

ComprehensionUseful Verbs Potential activities and products

explaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribe

Cut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like.Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.Make a coloring book.

ApplicationUseful Verbs Potential activities and productssolveshowuseillustrateconstructcompleteexamineclassify

Construct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game suing the ideas from the study area.Make a clay model of an item in the material.Design a market strategy for your product using a known strategy as a model.Dress a doll in national costume.Paint a mural using the same materials.Write a textbook about... for others.

AnalysisUseful Verbs Potential activities and productsanalyzedistinguishexaminecomparecontrastinvestigatecategorizeidentifyexplainseparateadvertise

Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a jigsaw puzzle.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.Arrange a party. Make all the arrangements and record the steps needed.Review a work of art in terms of form, colour and texture.

SynthesisUseful Verbs Potential activities and productscreateinventcomposepredictplanconstructdesignimagineproposedeviseformulate

Invent a machine to do a specific task.Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomime about...?Design a record, book, or magazine cover for...?Make up a new language code and write material suing it.Sell an idea.Devise a way to...Compose a rhythm or put new words to a known melody.

EvaluationUseful Verbs Potential activities and productsjudgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussrateprioritizedetermine

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report.Prepare a case to present your view about...

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingEvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging  AnalyzingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining RememberingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding 

RememberingThe learner is able to recall, restate and remember

learned information.– Recognizing– Listing– Describing– Identifying– Retrieving– Naming– Locating– Finding

  Can you recall information? 

Remembering cont’• List• Memorize• Relate• Show• Locate• Distinguish• Give example• Reproduce• Quote• Repeat• Label• Recall• Know• Group• Read• Write• Outline

• Listen• Group• Choose• Recite• Review• Quote• Record• Match• Select• Underline• Cite• Sort

Recall or recognition of

specific information

Products include:

• Quiz

• Definition

• Fact

• Worksheet

• Test

• Label

• List

• Workbook

• Reproduction

•Vocabulary

UnderstandingThe learner grasps the meaning of information by

interpreting and translating what has been learned.– Interpreting– Exemplifying– Summarizing– Inferring– Paraphrasing– Classifying– Comparing– Explaining

  Can you explain ideas or concepts?

Understanding cont’• Restate• Identify• Discuss• Retell• Research• Annotate• Translate• Give examples of• Paraphrase• Reorganise• Associate

• Describe• Report• Recognise• Review• Observe• Outline• Account for• Interpret• Give main idea• Estimate• Define

Understanding of given

information

Products include:

• Recitation

• Summary

• Collection

• Explanation

• Show and tell

• Example

• Quiz

• List

• Label

• Outline

Applying The learner makes use of information in a context different from

the one in which it was learned.

– Implementing– Carrying out– Using– Executing 

 Can you use the information in another familiar situation?

Applying cont’• Translate• Manipulate• Exhibit• Illustrate• Calculate• Interpret• Make• Practice• Apply• Operate• Interview

• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatise• Construct• Use• Adapt• Draw

Using strategies, concepts, principles and theories in new

situations

Products include:

• Photograph

• Illustration

• Simulation

• Sculpture

• Demonstration

• Presentation

• Interview

• Performance

• Diary

• Journal

AnalyzingThe learner breaks learned information into its parts to best

understand that information.– Comparing– Organizing– Deconstructing– Attributing– Outlining– Finding– Structuring– Integrating

 

Can you break information into parts to explore understandings and relationships?

Analyzing cont’• Distinguish• Question• Appraise• Experiment• Inspect• Examine• Probe• Separate• Inquire• Arrange• Investigate• Sift• Research• Calculate• Criticize

• Compare• Contrast• Survey• Detect• Group• Order• Sequence• Test• Debate• Analyze• Diagram• Relate• Dissect• Categorize• Discriminate

Breaking information down into its component

elements

Products include:

• Graph

• Spreadsheet

• Checklist

• Chart

• Outline

• Survey

• Database

• Mobile

• Abstract

• Report

EvaluatingThe learner makes decisions based on in-depth

reflection, criticism and assessment.– Checking– Hypothesizing– Critiquing– Experimenting– Judging– Testing– Detecting– Monitoring

  Can you justify a decision or course of action?

Evaluating cont’• Judge• Rate• Validate• Predict• Assess• Score• Revise• Infer• Determine• Prioritise• Tell why• Compare• Evaluate• Defend• Select• Measure

• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:

• Debate

• Panel

• Report

• Evaluation

• Investigation

• Verdict

• Conclusion

•Persuasive speech

CreatingThe learner creates new ideas and information using

what has been previously learned.– Designing– Constructing– Planning– Producing– Inventing– Devising– Making

 Can you generate new products, ideas, or ways of viewing things?

Creating cont’• Compose• Assemble• Organize• Invent• Compile• Forecast• Devise• Propose• Construct• Plan• Prepare• Develop• Originate• Imagine• Generate

• Formulate• Improve• Act• Predict• Produce• Blend• Set up• Devise• Concoct• Compile

Putting together ideas or elements to develop

a original idea or engage in creative

thinking.

Products include:

• Film

• Story

• Project

• Plan

• New game

• Song

• Newspaper

• Media product

• Advertisement

• Painting

Lower and Higher Order Questions

• Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy.

• Usually questions at the lower levels are appropriate for:

• Evaluating students’ preparation and comprehension

• Diagnosing students’ strengths and weaknesses• Reviewing and/or summarizing content

www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Lower and Higher Order Questions• Higher level questions are those requiring complex

application, analysis, evaluation or creation skills.• Questions at higher levels of the taxonomy are

usually most appropriate for:• Encouraging students to think more deeply and

critically• Problem solving• Encouraging discussions• Stimulating students to seek information on their

ownwww.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Questions for Remembering• What happened after...?• How many...?• What is...?• Who was it that...?• Can you name ...?• Find the definition of…• Describe what happened after…• Who spoke to...?• Which is true or false...?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Understanding• Can you explain why…?• Can you write in your own words? • How would you explain…?• Can you write a brief outline...?• What do you think could have happened next...?• Who do you think...?• What was the main idea...?• Can you clarify…?• Can you illustrate…?• Does everyone act in the way that …….. does?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Applying

• Do you know of another instance where…?• Can you group by characteristics such as…?• Which factors would you change if…?• What questions would you ask of…?• From the information given, can you develop

a set of instructions about…?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

Question for Analyzing

• Which events could not have happened?• If. ..happened, what might the ending have been?• How is...similar to...?• What do you see as other possible outcomes?• Why did...changes occur?• Can you explain what must have happened when...?• What are some or the problems of...?• Can you distinguish between...?• What were some of the motives behind..?• What was the turning point?• What was the problem with...?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

Questions for Evaluating• Is there a better solution to...?• Judge the value of... What do you think about...?• Can you defend your position about...?• Do you think...is a good or bad thing?• How would you have handled...?• What changes to.. would you recommend?• Do you believe...? How would you feel if. ..?• How effective are. ..?• What are the consequences..?• What influence will....have on our lives?• What are the pros and cons of....?• Why is ....of value? • What are the alternatives?• Who will gain & who will loose? 

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Questions for Creating

• Can you design a...to...?• Can you see a possible solution to...?• If you had access to all resources, how would you deal

with...?• Why don't you devise your own way to...?• What would happen if ...?• How many ways can you...?• Can you create new and unusual uses for...?• Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

How does it all fit together?

Bloom’s Revised

Taxonomy

Creating Green Hat, Construction Key, Ridiculous Key, Combination Key, Invention Key

EvaluatingBrick Wall Key, Decision Making Matrix, PMI, Prioritising.

Analyzing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key.

ApplyingBlue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.

UnderstandingGraphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration).

Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.

Educational Technology 2 helps students to mold individual in a more skillfull person when it comes to technology.

Through Educational Technology, I learn to use those different social medias such as facebook, twitter, instagram, and I even use slideshare which there, I made my portfolio and my knowledge on using Microsoft Powerpoint was being enhanced. I also learn how to send an email through yahoo mail.

Educational technology helps me to be more skillfull when it comes in using technology. A helpful and useful knowledge that I may use when I become a successful TEACHER.

CONCEPTUAL MODEL of LEARNING

MeaningfulLearning

Discovery Learning

GenerativeLearning Constructivism

- if the traditional learning environment gives stress to rote learning gives focus to new experience that departs from the learning of a sequence of words but gives attention to meaning.

- this is differentiated from reception ( meeting point of meaningful and discovery learning ) in which ideas are presented to students in a well-organized way such as through detailed set of instructions to complete an experiment.

- here, we have an active listener who attend learning events and generate meaning from this experience and draw inferences thereby creating a personal model of explanation to the next experience in the context of existing knowledge.

here, the learner builds a personal understanding through apropriate learning activities and a good learning environment. The most accepted constructivism principles are:

learning consist in what a person can actively assemble for himself and not what he can just askfrom someone else.

role of learning is to help the individual live to his personal world.

As a took up Educational Technology 2, I learned a lot through this. before, i'm just contented on having only a knowledge in using computer. but now, I used to use this expertly. I can manipulate it without the help of others.

I learn also to use those different social medias such as facebook, twitter, instagram, and I even use slideshare which there, I made my portfolio. I also learn how to send an email through yahoo mail.

Educational technology helps me a lot to enhance my skills in using technology. And I thank people who share their knowledge on us. ( Ms. jovengrace F. Cabahug )

He who learns but does not think is lost.

(Chinese Proverb)