Lesson 1

LESSON 1: TEN COMMANDMENTS FOR CREATING LEARNING MATERIALS

EDTECH
The21^st century is an age when change is unparalleled. It is an Information-based and technology driven area where thinking and learning has become borderless. It is a time when the use of electronic media has dominated many people’s lives. Time and space no longer pose a problem as they can now be bridged by technology.
 Marshall Mcluhan
Educator, Journalist

According to research, people tend to remember;

-10% of what they read
-20% of what they hear
-30% of what they see
-50% of what they hear and see
-70-90% of what they see, hear and experience

EDUCATIONAL TECHNOLOGY
   -Is the application of technology in the educative process that takes place in education institutions.

EDUCATIVE PROCESS
    - Teaching, learning process.

TECHNOLOGY IN EDUCATION
  -Is the application of technology in the operation of education institution.

INSTRUCTIONAL TECHNOLOOGY
  -Is refers to aspects of educational technology that are concerned with instructions.

TECHNOLOGY INTEGRATION
  -Is using learning technologies to introduce supplement and extend skills.

BENEFITS FROM USING EDUCATIONAL TECHNOLOGY
1. Increase the quality of learning and the degree of its mastery through the use of special effects of unique programming that are considered individualized, valid and accessible.
2. Teaching through technology-Decrease the time spent in instruction for learners so achieve desired learning objective.
3. Increase efficiency of teachers
4. Reduce educational cost without affecting quality of Instruction.

GUIDELINES IN USING EDUCATIONAL TECHNOLOGY
1. Determine the purpose for which the instructional materials are to be used.

INSTRUCTIONAL TECHNOLOGY
Examples:
-Computer
-Laptop
-Tablet
- Tablet pen
-Speaker
-Cell phones

TECHNOLOGY IN EDUCATION
Examples:
- Smart board
- I.D system
- Enrolment system
- Grading system
- Student portal
3. Know the content of material.
4. Exercise flexibility so that the materials satisfy different purposes.
5. Consider diversity/variety of materials.
6.  Relate materials to age, ability, maturity and interest of students.
7. Arrange the conditions so that the materials do not interrupt the momentum of the lesson.
8. Prepare the students for what they will see, hear and do as lessons unfold.
9. Operate equipment needed for efficient use.
10.  Summarize experiences gained and follow up with further relevant discussion.
11. Evaluate the results of the use materials together with the instructional process, to determine effectiveness.

Why use media in Instruction?
-Methods of teaching are instructional techniques that facilitate learning while Media are the means of implementing those methods.

COMMONLY USED MRDIA/MATERIALS FOR INSTRUCTION.
1. Print media/materials- considered to be the most dominant and the primary means of communicating subject matter to students.
Examples of print Media/Materials
-Books
-textbooks
-Periodical such as newspaper, magazines, journals, hand-outs, manvals.
2. Still pictures and graphics-useful means of expressing ideas; employ lines, patterns, colors and shades to convey Information.
Examples of Still pictures and graphics
- Pictures
- Graphics such as maps, diagrams, charts/graphs, tables, posters and cartoons
- Visual display devices such as chalkboards, whiteboard, magnetic board bulletin board
- projection devices such as slide and filmstrip
3. Sound recordings and radio
- Phonographs records
- Audiotapes
- Compact disc
- Radio
4. Film and television
5. Video recording
-videotapes and disc
- Cables and satellites
-Camcorders
6 Computer-based learning (CBL)
 -Enables the students to study almost anytime and convenient locations and with varying ability levels; provides multimedia, Interactive instruction, practice and testing that in turn helps teachers further in terms of diagnosis and guidance. (Computer software)
7. The Web

Information                  Traditional Education                      Computer based learning
transfer                                lecture                                          Webpages and links

Study Materials                Textbooks and notes                    Down-load online notes

Concepts                          Problem solving                                 self-learning modules
augmentation                  exercises

Knowledge                       Examinations                                      quizzes and examination
evaluation

General Principles/Criteria for selection of Instructional materials
1. Appropriateness:
    -materials must catch the general and specific objectives of the lesson, must be appropriate to the:
-difficulty of concepts taught
-vocabulary level of students
-methods used in teaching
-interest of learners
2. Authenticity:
 -materials must present accurate, up to-date, and reliable information.
3. Interest and appeal to users;
 -materials must have the power to catch the interest of users, motivate them for learning and stimulate.
4. Organization and balance:
  -materials must be very clear, well organized, logically sequenced.
5. Cost effectiveness/economy:
-materials used must be relative to the cost of other similar materials, their durability, and the number of student users.
6. Breadth the scope of materials must suit many different types of learners and learning purposes.

TEN COMMANDMENTS FOR CREATING LEARNING MATERIALS
1. Do not overcrowd
2. Be consistent in format, layout and convention.
3. Use appropriate typefaces and point uses.
4. Use bold an italics for emphasis but don’t overuse them.
5. Use tittles, headings, and subheadings to clarify and guide.
6. Use number to direct through sequence.

7. Use graphics and illustrations to reinforce ideas.

8. Use symbols and icons as identifying markers.
9. Use color/video/audio/music to stimulate but not to overpower the senses.
10. Produce the materials with technical excellence good quality, good audio, clear etc.

LESSON 5

Lesson 5 “The Cone of Experiences”

INTRODUCTION

After a discussion on the systems’ approach to instruction. Let us tackle Edgar Dale’s cone of Experiences to get acquainted with various instructional media which from part of the system’s approach to instruction. If you remember the 8 M’s of instruction, one element is media. Another is material. These 2 M’s (media, material) are actually the elements of this Cone of Experience to be discussed in this lesson.

Edgar Dale (1900-1985)
Served on The Ohio State University faculty from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio- visual materials in instruction.

Professor Dale’s most famous concept was called “Cone of Experience”, a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners.

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

Dale (1969) asserts that:
The pattern of arrangement of the bands of experience is not difficulty but degree of abstraction- the amount of immediate sensory participation that is involved.

Does the Cone of Experience mean that all teaching and learning must move systematically from base to pinnacle, from direct purposeful experience to verbal symbols?
Dale (1969) categorically says:

No. We continually shuttle back and forth among various kinds of experiences. Every day each of us acquires new concrete experiences-through walking on the street, gardening, dramatics and endless other means. Such learning by doing, such pleasurable return to the concrete is natural throughout our lives- and at every age level. On the other hand, both the older child and the young pupil make abstractions every day and may need in doing this well.

What are these bands of experience in Dale’s Cone of Experience? It is best to look back at the Cone itself. But let us expound on each of them starting with the most direct.

Direct purposeful experiences- These are first-hand experiences which serve as the foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing hearing, touching, tasting and smelling.

Contrived experiences- In here, we make use of a representative 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 experiences- 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 photographs, drawings, films, displays, or guided motions.

Study trips- These are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom.

Exhibits- these are displays to be seen by spectators they may consist of working models arranged meaningfully or photographs with models, charts, and posters.

Television and motion pictures- Television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there.

Still pictures, Recordings, Radio- These are visual and auditory devices which may be used by an individual or a group. Still pictures lack the sound and motion of a sound film. The radio broadcast minus its visual dimension.

Visual symbols- These are no longer realistic reproduction of physical things for these are highly abstract representations. Ex: are charts, graphs, maps, and diagrams.

Verbal symbols- They are not like 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 (book), an idea (freedom of speech), a scientific principle (the principle of balance, a formula (e=mc2).

Jerome S. Bruner- Harvard psychologist, he presents a three-tiered model of learning where he points out that every area of knowledge can be presented and learned in three distinct steps.

□ First through a series of actions ENACTIVE

□ Second through a series of illustrations ICONIC

□ Third through a series of symbols SYMBOLIC

LESSON 4

LESSON 4: SYSTEMATIC APPROACH TO TEACHING

□A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plain that emphasizes the whole must pay the cost of failing get down to the real depth with respect to the parts. –C. West Churchman

What is Systematic?

Methodical in procedure or plan (systematic approach)
Organize-relating to or consisting of a system
Logical- presented or formulated as a coherent body ideas or principle (systematic thought)
Efficient-effective in class that marked by thoroughness and regularity (systematic efforts)

Systematic Approach to Teaching
 The systems approach views the entire educational program as a system of closely 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 assessment tools and procedures.

Such an approach integrates the older, more familiar methods and tools of instructions with the new ones such as the computer.

●The focus of systematic instructional planning is the student.

●It tells about the systematic approach to teaching in which the focus in the teaching is the student.

Define Objectives- Instruction begins with the definition of instructional objectives that consider the students’ needs, interests and readiness.

Choose Appropriate Methods- On the basis of these objectives the teacher selects the appropriate teaching method to be used.

Choose Appropriate Experience- In turn, based on the teaching method selected, the appropriate learning experiences an appropriate materials, equipment and facilities will also be selected.

Select Materials, Equipment and facilities- The use of learning materials, equipment and facilities necessitates assigning the personnel to assists the teacher.

Assign Personnel Role- Defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.

Implement the Instruction- With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities and learning materials with the help of other personnel whose role has been defined by the teacher.

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

Refine the process- If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained, then teacher diagnoses was not learned and finds out why it was not learned in order to introduced remedial measure for improved student performance and attainment of instructional objectives.

●Examples of learning Resources for Instructional Use.

1. Textbooks
2. Workbook
3. Programmed material
4. Computer
5. Televisions programs
6. Flat pictures
7.maps
8. Charts
9. Cartoons
10. Slides & transparencies
11. Posters
12. Models
13. Mock-up
14. Flannel board mate
15. Chalk bar
16. Real object

●Examples of learning Activities:

1. Reading
2. Writing
3. Interviewing
4. Reporting or doing a Presentation
5. Discussing
6. Thinking
7. Reflecting
8. Dramatizing
9. Visualizing
10. Creating
11. Judging
12. Evaluating

LESSON 3

LESSON 3: THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

“Technology makes the world a new place”

Traditional role of technology:
-Delivery vehicles for instructional lessons.

Traditional way:
-Technology serve as a teacher.

Constructivist role:
-Partners in the learning process.
-Technology is a learning tool to learn with, not from.

From a Constructivist perspective, the following are the roles of technology in learning: [Jonassen, et al 1990]
-Learning to solve problems with technology.

Technology as tool to support knowledge construction:
-For learners’ ideas, understanding and beliefs.
-For producing organized, multimedia knowledge bases by learners.

Technology as information vehicles for exploring knowledge to support learning-by-constructing:
-For accessing needed information.
-For comparing perspective, beliefs and world views.

Technology as context to support learning-by-doing:
-For representing and stimulating meaningful real-world problems, situations and context.
-For representing beliefs, perspectives, arguments and stories of others.
-For defining a safe, controllable problem space for student thinking.

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 community.

Technology as intellectual partner (Jonassen1996) to support learning-by-reflecting:
- For helping others to articulate and represent what they know.
- For reflecting on what they have learned and how they came to know it.
-For supporting learners internal negotiations and meaning making.
-For constructing personal representations of meaning for supporting mindful thinking.

LESSON 2

Lesson 2: Boon or Bane                                           

Technology: Boon or Bane

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

“Is technology a Boon or Bane?”

*A BLESSING or a CURSE?
*A BLESSING or a DETRIMENT to a person’s development?

Technology is BOON

Technology is a blessing for a man. With technology there is a lot that we can do which we could not do then.

Technology contributes much to the improvement of the teaching-learning process and to the humanization of life.

With TV, you can watch events as they happen all over globe.

Your teaching and learning can be more novel, stimulating, exciting engaging with the use of multimedia in the classroom.

Many human lives saved because of speedy notifications via cell phones.

With cell phones, web cams you will be closer to someone miles and miles a way.

Technology is BANE

When not used properly, technology becomes a detriment to learning and development.

Examples: Erode marital relationship
-It can destroy relationships.

In Education, technology is Bane when.

The learners is made to accept as Gospel truth information they get from the Internet.

The learners surfs the Internet for pornography.

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

The TV makes the learner a mere spectator not an active participant in the drama of life.

The learners gets glued to his computer for computer assisted instruction unmindful of the world and so falls to develop the ability to relate to others.

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

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

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