Educational Technology 2
is concerned with “Integrating Technology into Teaching and Learning Process.”
Specifically this is focused on introducing, reinforcing, supplementing and
extending the knowledge and skills to learners so that they can become
exemplary users of educational technology. It involves a deeper understanding
of the computer as well as hands-on application of computer skills.
Educational
Technology 2 Objectives
§ To provide education in the use
of technology in instruction by providing knowledge and skills on technology
integration-in-instruction to learners.
§ To impart learning experiences in
instructional technology-supported instructional planning.
§ To acquaint students on
Information Technology or IT-related learning theories with the computer as a
tutor.
§ To learn to use and evaluate
computer-based educational resources.
§ To engage learners on practical
technology integration issues including managing IT classrooms, use of the
Internet for learning, cooperative learning through the use of information
technology.
§ To inculcate higher-level
thinking and creativity among students while providing them knowledge of
IT-related learning theories.
EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC REGION
§ Progressive countries in the Asia
Pacific Region have formulated state policies and strategies to infuse
technology in schools.
§ Progressive
states/city imposing ICT policies and strategies in schools are:
§
Educational Technology in New Zealand
Goal
Government with the education and technology
sectors, community groups, and industry envisions supporting to the development
of the capability of schools to use information and communication technologies
in teaching-and-learning and in
administration.
Strategy
A Improving
learning outcomes for students using ICT to support the curriculum.
A Using ICT
to improve the efficiency and effectiveness of educational administration.
A Developing
partnership with communities to enhance access to learning through ICT.
Focus Areas
A Infrastructure
for increasing school’s access to ICTs to enhance education.
A Professional
development so that school managers and teachers can increase their capacity to
use ICT.
Initiatives
A An
On-line Resource Center with a centrally managed website for the delivery of
multimedia resources to schools.
A A
computer recycling scheme.
A A
planning and implementation guide for schools.
A ICT
professional development schools/ clusters.
§
Educational Technology in Australia
Planning, Funding & Implementation Strategies
A Fast
local and wide area networks linking schools across the state and territory.
A Substantial
number of computers in schools, ensuring adequate access.
A Continuing
teacher training in the use of technology for instruction.
A Technical
support to each school.
A Sufficient
hardware and software.
A Digital
library resources.
A Technology
demonstration as models for schools.
§
Educational Technology in Malaysia
Teaching-and-Learning includes:
A Classroom with multi-media,
presentation facilities, e-mail and groupware for collaborative work.
A Library media center with
database for multimedia courseware and network access to the internet.
A Computer laboratory for teaching,
readily accessible multimedia and audiovisual equipment.
A Multimedia development center
A Studio / theatre with control
room
A Teachers’ room with on-line
access to courseware catalogues and databases, information and resource
management systems and professional networking tools, such as e-mail and
groupware.
A Server room.
A Administration offices capable of
accessing the network.
§
Educational Technology in Singapore
Curriculum and Assessment
A A balance between acquisition of
factual knowledge and mastery concepts and skills.
A Students in more active and
independent learning.
A
Assessment
to measure abilities in applying information and communicating.
Learning Resources/Strategies
A Development of a wide range of
educational software for instruction.
A Use relevant internet resources
for teaching- and-learning.
A
Convenient
and timely procurement of software materials.
Teacher Development
A Training on purposeful use of IT
for teaching.
A Equipping each trainee teacher
with core skills in teaching with IT.
A
Tie-ups with
institutions for higher learning and industry partners.
Physical and Technological
infrastructure
A Pupil computer ratio 2:1
A Access to IT in all learning
areas in the school
A School wide network and school
linkages through wide area network (WAN), eventually connected to Singapore ONE
§
Educational Technology in Hong Kong
IT Initiatives
A 40
computers for each primary schools and 82 computers for each secondary schools.
A About
85,000 IT training places for teachers at four levels.
A Technical
support for all schools.
A Information
Education Resource Center
A IT
coordinator for each of 250 schools.
A Computer
rooms for the use of students after normal school hours.
A An IT
Pilot Scheme
A Review of
school curriculum to incorporate IT elements.
A Development
of appropriate software in collaboration with government, the private sector,
tertiary institutions and schools.
A Exploring
feasibility of setting up an education- specific Intranet.
§
Educational Technology in Philippines
DepEd is committed to integrate ICT in public schools . The DepEd
ICT4E Strategic Plan:
It identifies the following as
the role of ICT in Philippine education:
A revitalize
our schools to make them into dynamic, collaborative and innovative learning
institutions where students can become more motivated, inquisitive and creative
learners.
A link up
our students with the vast networked world of knowledge and information to
enable them to acquire a broad knowledge base and a global outlook and provide
them with the resources for the development of a creative mind;
Initiatives
A Develop
in our students skills and capabilities to critically and intelligently seek,
absorb, analyse, manage and present information;
A Create
new knowledge and products; and
A Develop
in our students habits of self-learning to nurture the attitude and capability
for lifelong learning.
Achieving the vision of ICT in
Philippine education in the next five years, DepEd commits to:
A completely
integrate ICT into the curriculum, which includes the development of multimedia
instructional materials, and ICT enabled assessment;
A intensify
competency based professional development programs;
A establish
the necessary ICT infrastructure and applications.
A develop
processes and systems that ensure efficient, transparent and effective
governance.
BASIC CONCEPTS ON INTEGRATING TECHNOLOGY IN INSTRUCTION
There
is a lingering issue on how educational technology is integrated in the
teaching learning process. This is due to the fact that the mere use of the
computer does not mean technology has already been integrated in instruction.
For example, computer games may not related at all to education, much less
classroom instruction.
There
is a need, therefore, to provide learning on how educational technology can be
applied and integrated into the teaching-learning process. For this purpose,
the definition given by Pisapia (1994) is helpful: “Integrating technology with
teaching means the use of learning technologies to introduce, reinforce,
supplement and extend skills.”
The
difference between the classrooms of exemplary users of technology and technology
users is the way their classes are conducted. In the exemplary classrooms,
student use of computers is woven integrally into the patterns of teaching;
software is a natural extension of student tools.
Following
this definition , there is NO INTEGRATIVE
PROCESS if for example the teacher makes students play computer games to
give them a rest period during classes. Neither is there integration , if the
teacher merely teaches students computer skills. In the first place, the
teachers of general or special subjects are not computer technicians or
computer trainers.
External Manifestation of Technology Integration into
Instruction
§ There’s a change in the way
classes are traditionally conducted.
§ The quality of instruction is
improved to a higher level in such a way that could not have been achieved
without education technology.
§ There is planning by the teacher
on the process of determining how and when technology fits into the
teaching-learning process.
§ The teacher sets instructional
strategies to address specific instructional issues/problems.
§ The use of technology provides
the opening of opportunities to respond to these instructional issues/problems.
§ In sum, technology occupies a
position (is a simple or complex way) in the instructional process.
Helping teachers effectively integrate technology by:
§ Learning the basics
of using technology.
§ Using technology
to support instruction.
§ Integrating new technology into classroom practice.
§ Discovering new uses for technology tools or designing projects that combine
multiple technologies.
§ Focusing on
cooperative, project-based and interdisciplinary work with technology being
just one of many tools that students use.
The
use of modern software technology in schools as part of the learning process
has many levels. Most teachers start from a simple or basic integration such as
the use of computer to present more vivid and clearer illustrations of the
subject matter to be learned. They can also ask students to send thru e-mail
assigned task. From these simple utilization of the computer, the teacher can
create activities involving the students in team work by giving them specific
situations wherein they use computer based materials to come up with the
assigned tasks. Examples are the use of software to present lessons more
vividly, group activities to produce information materials on certain subject
matters, exchange of ideas between schools and students of different
nationalities. In this way, students and teachers are now an integral part of
our advancing modern global technology.
There
is actually nothing to be worry about for teachers who are still novices in
technology integration because learning how would really take time. Technology
integration into instruction is developmental and takes a gradual road to mastery
and expertise. In time, a teacher can advance from basic integration to more
complicated integrations
Three (3) Types/Levels of Integration
1. Simple/Basic Integration:There is no substantial change in
the teaching-learning process from previous method. While technology helps, it
does not play a pivotal role.
Examples:
a.
Ms. Cruz wants to show photos in hersocial studies class, but the
pictures aresmall. She decides to use the computer,scan the photos for a
computerprojection to the class (a presentationsoftware package)
Result: Good class presentation followedby a
discussion.
b. Mr. Alonzo
thinks it is tedious to dopaper and pen Match worksheets. Hedecided to use the
computer to put theworksheets into a spreadsheet form. Hethen asked students to
submit theircompleted worksheet to him by e-mail.
Result: More active student activity.
2. Middle Level Integration:There is a purposeful use of
technology to support key learning areas.
Examples:
a.
Mr.Roxas uses a computer-basedTrigonometry software, projected to
theclass using a projector to supplement histeacher-centered class
presentation.
Result: An interactive class using asoftware.
b. English
teacher, Ms. Santos, usedcomputer-based activities (software)which students can
go through duringlibrary time.
Result: Enrichment
activity; record-keeping features of software allowschecking of progress of
student learning.
c.
Ms. Yu asks her students to findinformation on H-Fever in the
internet.Students are to create an informationleaflet giving a family health
tips on H-fever.
Result: Creative skills employed bystudents.
3. High Level Integration:Technology is the central
instructional tool.
Examples:
a.
To dish out information on the ASEANRegion, Mr. Lopez assigned
newslettercomputer production by group.
Result: increased social skills throughgroup work;
planning, creativity,computer skills.
b. The Rizal
school has a partner school inthe U.S. A joint Science project allowsthe
Philippine and U.S. schools toexchange information on indigenousherbal plants
in both countries. Videoconferencing is held involving studentsof both schools.
Result: A more
sophisticated technologysupported project demonstrating globalcommunication and
socially relevantresearch.
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