Educational technology 1

Learning Episode 1:
Meaning of Educational
Technology
“Technology is more than hardware.
Technology consists of the designs and the
environments that engage learners.”
- D. Jonassen

• The word "technology " comes from
he greek word techne which means
craft or art.
• Educational technology refers to the
art or craft of responding to our
educational needs
• Technology is not just machines. It is a
"planned, systematic method of
working to achieve planned
outcomes-a process not a product.
Learning Episode 1-Meaning of Educational Technology

Base from Dale 1969
• Technology also refers to any valid and
reliable process or procedure that is derived
from basic research using the scientifc
method.
Based from Wikipedia
• Technology refers to “all the ways people
use their inventions and discoveries to satisfy
their needs and desires.”

Based from The world Book
Encyclopedia, Vol. 19
• So, educational technology refers
to how people use their inventions
and discoveries to satisfy their
educational needs and desires, i.
e. learning.

Based from In the Definition of Educational
Technology
• Educational technology is “a complex,
integrated process involving people,
procedures, ideas, devices and organization
for analyzing problems and devising,
implementing, evaluating and managing
solution to those problems, involved in all
aspects of human learning.”

Based from David H. Jonassen
• Educational Technology “consists of designs
and environments that engage learners …
and reliable technique and method for
engaging learning such as cognitive
learning strategies and critical thinking skills.”
• It is a theory about how problems in human
learning are identified and solved.
• Is a field involved in applying a complex,
integrated process to analyze and solve
problems in human learning.

Based from David H. Jonassen
• Is a profession like teaching. It is made
up of organized effort to implement
the theory, intellectual technique and
practical application of educational
technology.

Based from Lucido and Borabo
• Educational Technology is a field study
which is concerned with the practice of
using educational methods and resources
for the ultimate goal of facilitating the
learning process.

Other terms that are associated with Educational
Technology
• Technology in education
• Instructional technology
• Technology integration in education books,
educational media

Technology in Education
“The application of technology to any of
those processes involved in operating
the institutions in which house the
educational enterprise. It includes the
application of technology to food,
health, finance, scheduling, grade,
reporting and other processes which
support education within institutions.”

Instructional Technology
• “Is a part of Educational
Technology.”
• Refers to those aspects of
educational technology that “are
concerned with instruction as
contrasted to designs and operations
of educational institutions.”

Technology Integration
• “Means learning technologies to
introduce, reinforce, supplement and
extend skills.”
• “Technology is a part and parcel of
instructional technology, which in turn
is a part of educational technology.”

Learning Episode 2:
Technology: Boon or Bane?
“Technology is in our hands. We can
use it to build or destroy.”

In Education technology is Bane when:
• The learner is made to accept Gospel truth
information they get from the internet.
• The learner surfs the Internet for
Learning Episode 2-Technology: Boon or Bane?
pornography.
• The learner has an 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 learner gets glued to his computer for
computer-assisted instruction unmindful
of the world and so fails 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 our time in the classroom or in
our workplace texting.
• We use overuse and abuse TV or film
viewing as a strategy to kill time

Learning Episode 3:
The Roles of Educational
Technology in Learning
“Technology makes the world a new
place.”

Roles of Technology in Learning
• As tools support knowledge construction: for
representing learners’ ideas, understandings
and beliefs for producing organized,
multimedia knowledge bases by learners
Learning Episode 3-The Roles of Educational Technology
in Learning
• As information vehicles for exploring
knowledge to support learning-by-constructing:
for accessing needed
information for comparing perspectives,
beliefs and world views

• 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 of others, for defining a safe,
controllable problem space for student thinking.
• As a social medium to support learning by
conversing: for collaboration with others, for
discussing, arguing and building consensus
among members of a community, for
supporting discourse among knowledge-building
communities
in Learning

As intellectual partner to support learning-by-reflecting:
• For helping learners to articulate and represent
what they know
• For reflecting on 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
in Learning

Learning Episode 4:
Systematic Approach to
Teaching
“A plan that emphasizes the parts may pay the cost of failing
to consider the whole and plan that emphasizes the whole
must pay to cost of failing to get down to the real depth with
respect to the parts.”
- C. West Churchman

• Instruction begins with the definition of
instructional objectives that consider
the students’ needs, interests and
readiness.
• The use of learning materials,
equipment and facilities necessities
assigning the appropriate personnel to
assist the teacher and defining the role
of any personnel involved in the
preparation, setting and returning of
these learning resources.
Learning Episode 4-Systematic Approach to Teaching

• The effective use of learning resources is
dependent on the expertise of the teacher,
the motivation level or responsiveness and
the involvement of the students in the
learning process.
• With instructional objective in mind, the
teacher implements planned instruction with
the use of selected teaching method,
learning activities and learning materials
with the help of other personnel whose role
has been defined by the teacher.

Examples of Learning Activities
• Reading
• Writing
• Interviewing
• Reporting or Doing Presentation
• Discussing
• Thinking
• Reflecting
• Dramatizing
• Visualizing
• Creating Judging
• Evaluating

Examples of Learning Resources
• Textbooks
• Workbooks
• Programmed materials
• Computer
• Television
• Programs
• Flat Pictures
• Slides and Transparencies
• Maps
• Charts
• Cartoons
• Posters
• Models
• Mock Ups
• Flannel Board Materials
• Chalkboard
• Real objects

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

Learning Episode 5:
The Cone of Experience
“The cone is a visual analogy and like all analogies,
it does not bear an exact and detailed relationship to
the complex elements it present.”
- Edgar Dale

The Cone of Experience is a visual
model, a pictorial device that
presents bans 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.
Learning Episode 5- The Cone of Experience

• Direct Purposeful Experiences
These are the first hand experiences which
serves as the foundation of our learning.
• Contrived Experiences
In here, we make use of representative models
or mock ups of reality for practical reasons and so that
we can make the real life accessible to the students’
perception 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, ideas or process by the use of photographs,
drawings, films, displays or guided motions.
• Study Trips
These are excursions 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 may be used
by an individual or a group.
• Visual Symbols
These are no longer realistic reproduction of physical
things for these are highly abstract representation.
• Verbal Symbols
They are not like the objects or ideas for which they
stand. They usually do not contain visual clues to their
meaning.

Learning Episode 6:
Using and Evaluating
Instructional Material
“The cone is a visual analogy and like all analogies,
it does not bear an exact and detailed relationship to
the complex elements it present.”
- Edgar Dale

For an effective use of instructional
material such as fieldtrip, there are
guidelines that ought to be
observed , first of all, in their
selection, second, in their use.
Learning Episode 6- Using and Evaluating Instructional
Material

Selections of Materials
The following guide questions express
standards to consider in the selection of
instructional materials:
• Do the materials give a true picture of the
ideas they present?
• Do the materials contribute meaningful
content to the topic under study?
• Is the material appropriate for the age,
intelligence and experience of the learners?
• Is the physical condition of the material
satisfactory?
Material

• Is there a teacher’s guide to provide a
briefing for effective use?
• Can the materials in question help to
make students better thinkers and
develop their critical faculties?
• Is the material worth the time, expense
and effort involved?
Material

The Proper use of Materials
To ensure the effective use of
instructional material, Hayden Smith
and Thomas Nangel (1972) book of
authors on Instructional Media,
advise us to abide by the acronym
PPFF.
Material

P – Prepare yourself
P – Prepare your Student
P – Present the Material
F – Follow Up
Material

• Prepare Yourself
You know your lesson objective and
what you expect from the class after the
session and why you have selected such
particular instructional material.
• Prepare Your Students
Set class expectations and learning
goals. It is sound practice to give them guide
questions for them to be able to answer
during discussion.
Material

• Present the Material
Present the materials under the best
possible conditions. Many teachers are guilty
of R. O. G. Syndrome. This means “running out
of gas” which usually results from poor
planning.
• Follow up
Remember that you use instructional
material to achieve an objective, not to kill
time nor to give yourself a break, neither to
merely entertain class.
Material

Learning Episode 7:
Direct, Purposeful
Experiences and Beyond
“From the rich experiences that our senses
bring, we construct the ideas, the concepts,
the generalizations that give meaning and
order to our lives.”

Direct, purposeful Experiences
• These are our concrete and firsthand
experiences that make up the
foundation of our learning.
• These are rich experiences that our
senses bring from which we construct
the ideas, the concepts, the
generalizations that give meaning and
order to our lives.
Learning Episode 7-Direct, Purposeful Experiences and
Beyond

Beyond
• Direct Activities
These may be preparing meals, making
a piece of furniture, doing power point
presentation, performing a laboratory
experiment, delivering a speech or taking a
trip.
• Indirect Activities
These are people we observe, read or
here about. They are not our own self-experiences
but still experiences in the sense
that we see, read and hear about them.

Why are these direct experiences
described to be purposeful?
• Purposeful because the experiences
are not purely mechanical, they are
not matter of going through the
motion. These are not “mere sensory
excitation”.
Beyond

If direct, purposeful experiences or firsthand
sensory experiences make us learn concepts and
skills effectively, what does this imply to the teaching-learning
process?
• It lets the students given the opportunities to learn
by doing.
• It lets us make us use of real things as instructional
materials as long as we can.
• It lets us help the students to develop the 5 senses to
the full to heighten their sensitivity to the world.
Beyond

Learning Episode 8:
Teaching with Contrived
Experiences
“We teach through a re-arrangement of the
raw reality: a specimen, a manageable sample
of a whole…when the direct experience
cannot be used properly in its natural setting
.”

Contrived Experiences
• These are “edited” copies of reality and are
used as substitute for real things when it is
not practical or not possible to bring or do
the real thing in the classroom.
• The atom, the planetarium are classified as
models. A model is a “reproduction of a real
thing in a small scale or large scale, or exact
size. ”
Learning Episode 8-Teaching with Contrived Experiences

• The planetarium may also be considered as
a mock up. Mock up is an “an arrangement
of a real device or associated devices
displayed in such a way that representation
of reality is created. ”
• The preserved specimens fall under
specimens and objects. A specimen is any
individual or item considered typical of a
group, class or whole. Objects may also
include artifacts displayed in the museum or
objects displayed in exhibits or preserved
insect specimen in science.

• School election is and example of
simulation. Simulation is a “representation of
a manageable real event in which the
learner is an active participant engaged in
learning a behavior or in applying previously
acquired skills or knowledge.”
• Another instructional material included in
contrived experiences is games. Games are
played to win while simulations need not to
have a winner.

General Purposes of simulations and games in
Education:
• To develop changes in attitudes.
• To change specific behaviors.
• To prepare participants for assuming new
roles in the future.
• To help individuals to understand their
current roles.
• To increase the students’ ability to apply
principles.

General Purposes of simulations and games in
Education:
• To reduce complex problems or situations to
manageable elements
• To illustrate the roles that may effect one’s
life but one may never assume.
• To motivate learners.
• To develop analytical processes
• To sensitize individuals to another person’s
life role.

Learning Episode 9:
Teaching with Dramatized
Experiences
“All dramatization is essentially a process of
communication, in which both participant
and spectators are engaged. A creative
interaction takes place, a sharing of ideas .”

• A dramatic entrance is something that
catches and holds our attention and has an
emotional impact. If our teaching is
dramatic our students get attracted,
interested and affected.
• Dramatized experiences can range from the
formal plays, pageants to less formal
tableau, pantomime, puppets and role
playing.
Learning Episode 9-Teaching with Dramatized
Experiences

• Plays depict life, character or culture or a
combination of all three. They offer
excellent opportunities to portray vividly
important ideas about life.
• Pageants are usually community dramas
that are based on local history, presented
by local actors.
• Pantomime is the art of conveying a story
through bodily movements only.
• Tableau is a picture like scene composed of
people against a background.
Experiences

• Puppets can present ideas with extremely simplicity
without elaborate scenery or costume yet
effectively.
Types of puppet
• Shadow puppets
Flat black silhouette made from light weight
cardboard and shown behind a screen.
• Rod puppets
Flat cut out figures tacked to a stick, with one or more
movable parts and operated from below the stage
level by wire rods or slender sticks.
Experiences

• Hand puppets
The puppets head is operated by the forefinger of the
puppeteer, the little finger and thumb being used to
animate the puppet hands.
• Glove and finger puppets
Make use of the old gloves to which small costumed
figure are attached.
• Marionettes
Flexible, jointed puppets operated by strings or wires
attached to a cross bar and maneuvered from
directly above the stage.
Experiences

• Role playing
Is an unrehearsed, unprepared and
spontaneous dramatization of a “lets
pretend” situation where assigned
participants are absorbed by their own
roles in the situation described by the
teachers.
Experiences

Learning Episode 10:
Demonstration in Teaching
“Good demonstration is good
communication.”

Learning Episode 10-Demonstrations in Teaching
Demonstration
• Webster’s International Dictionary defines it
as “a public showing and emphasizing of
the salient merits, utility, efficiency etc, or
product.”
• In teaching it is showing how a thing is done
and emphasizing of the salient merits, utility
and efficiency of a concept, method or
processes or an attitude.

Edgar Dale’s guiding principles that must be observed
in using demonstration as a teaching and learning
experience:
• Establish Rapport
Get your audience. Make them feel at ease by your
warmth and sincerity.
• Avoid the COIK fallacy (Clear Only If Know)
It is an assumption that what is clear known to the
person for whom the message is intended.
• Watch for key points
They are the ones at which an error is likely to be
made, the places at which many people stumble and
where the knacks and tricks of trade are especially
important.

Question for Methodical procedures for planning and
preparing for demonstration by Brown:
• What are our objectives?
• How does your class stand with respect to these
objectives?
• Is there a better way to achieve your ends?
• Do you have access to all necessary materials and
equipment to make the demonstration?
• Are you familiar with the sequence and contents of
the proposed demonstration?
• Are the time limits realistic?

Several points to observe in demonstrating by
Dale:
• Set the tone for good communication. Get
and keep your audience interested.
• Keep your demonstration simple.
• Don’t wander from the main ideas.
• Check to see that the demonstration is
being understood.
• Do not hurry your demonstration.

• Do not drug out the demonstration.
• Summarize as you go along and
provide a concluding summary.
• Hand out written materials at the
conclusion.

Questions that can be asked in the classroom
demonstration evaluation by Dale:
• Was the question adequately and skillfully
prepared?
• Did you follow the step by step plan?
• Did you make use of additional materials
appropriate to your purposes-chalkboard,
felt board, pictures, charts, diagrams,
models, overhead transparencies or slides?

• Was the demonstration itself correct?
• Was your explanation simple enough so that
most of the students understood it easily?
• Did you keep checking to see that all your
students were concentrating on what you
are doing?
• Could every person could see and hear?
• Did you help students do their own
generalizing?

• Did you take enough time to demonstrate
the key points?
• Did you review and summarize the key
points?
• Did your students participate in what you
were doing by asking thoughtful questions
at the appropriate time?
• Did your evaluation of the student learning
indicate that your demonstration achieved
its purpose?

Making the Most of Community
Resources and Field Trips
“Field Trips offer an excellent bridge between
the work of the school and the work of the
world outside.”

Planning a fieldtrip incudes these steps:
Learning Episode 11-Making the Most Community Resources and
Field Trips
• Preliminary planning by the teacher
• Preplanning with others going on the trip
• Taking the fieldtrip itself
• Post-fieldtrip follow up activities

Preliminary planning by the teacher by Brown:
• Make preliminary contact, a tour on final
arrangement with the place to be visited.
• Make final arrangements with the school
principal about the details of the trip, time,
schedule, transportation arrangements,
finances and permission slips from parents.
• Make a tentative route plan, subject to later
alternation based on class planning and
objectives.
Field Trips

• Try to work out mutually satisfactory
arrangements with other teachers if
the trip will conflict with their classes.
• Prepare preliminary lists of questions or
other materials which will be helpful in
planning with the students.
Field Trips

Preplanning with students joining the trip
• Discuss the objective of the trip and write them
down.
• Prepare a list of questions to send ahead to the
guide of the study trip.
• Define safety and behavior standards for the
journey there and for the fieldtrip site itself.
• Discuss and decide on what ways to document the
trip. Everyone is expected to take notes.
Field Trips

Preplanning with others joining the trip
• Other people accompanying the
group need to be oriented on the
objectives, route, behavior standards
required of everyone so they can help
enforce these standards.
Field Trips

Taking the fieldtrip
• Distribute the route map of places to be observed.
• Upon arriving at the destination, teacher should check
the group and introduce the guide.
• Special effort should be made so that:
- the trip keeps to the time schedule.
- the students have the opportunity to obtain
answers to questions.
- the group participate courteously in the entire trip.
- the guide sticks closely to the list of questions.
Field Trips

Evaluating the fieldtrip
Question that can be asked in evaluating the fieldtrip:
• Could the same benefits be achieved by other
materials?
• Were there unexpected problems which could be
foreseen another time?
• Were new interest developed?
• Should the trip be recommended to other classes
studying similar topics?
Field Trips

Educational benefits derived from Fieldtrip
Educational Benefits of Fieldtrip:
• The acquisition of lasting concepts and change in
attitudes are rooted on concrete and rich
experiences.
• Field trips bring us to the world beyond the
classroom.
• Field Trips have a wide range of application.
• It can bring about a lot of realizations which may
lead to changes attitudes and insights.
Field Trips

Disadvantages of Field trips:
• Field trips is costly.
• It involves logistics.
• It is extravagant with time.
• Contains an element of uncertainty.
Field Trips

The Power of Film, Video
and TV in the Classroom
“Next to the home and school, I believe television
to have a more profound influence on the human
race than any other medium of communication.”
- Edgar Dale

Learning Episode 12-The Power of Film, Video and TV in the
Classroom
The film, the video and the TV are indeed very
powerful. Dale says they can:
• Transmit a wide range of audio.
• Bring models of excellence to the viewer.
• Bring world of reality to the home and to the
classroom through a “live” broadcast or as
mediated through film or videotape.
• Make us see and hear for ourselves world events as
they happen.

• Be the most believable news source.
• Make some programs understandable and
appealing to a wide variety of age and
educational level.
• Become a great equalizer of educational
opportunity because programs can be
presented over national and regional
networks.
Classroom

• Provide us with sounds and insights not
easily available even to the viewer of real
event through long shots, close ups, zoom
shots, magnification and split screen
made possible by the TV camera.
• Can give opportunity to teachers to view
themselves while they teach for purposes
of self – improvement.
• Can be both instructive and enjoyable.
Classroom

Film, Video and TV limitations:
• TV and film are one-way communication device
consequently, they encourage passivity.
• The small screen size puts TV at a disadvantage
when compared with possible size of projected
motion pictures, for example.
• Excessive TV viewing works against the
development of the child’s ability to visualize and
create imaginative, skills that are needed in
problem solving.
• There is much violence in TV.
Classroom

Basic Procedures in the use of TV as a
supplementary enrichment
• Prepare the classroom
- darken the room
- the students should not be seated too
near nor too far from the TV.
Classroom

Pre-viewing activities
- set goals and expectations.
- link the TV lesson with past lesson and/or
with your students experiences for integration
and relevance.
- set the rules by viewing.
- put the film in context.
- point out the key points they need to
focus on.
Classroom

Viewing
- don’t interrupt viewing by inserting
cautions and announcements you
forgot during the pre- viewing stage.
- just make sure sights and sound
are clear.
Classroom

Post-viewing
To make them feel at ease begin by asking
the following questions:
• What do you like the best in the film?
• What part of the film makes you wonder?
Doubt?
• Does the film remind you of something or
someone?
• What questions are you asking about the
film?
Classroom

Teaching with Visual
Symbols
“Visual symbols will be made meaningful if
we can use them as summaries of our own
direct experiences or our own rich indirect
experiences…A little can stand for a lot!.”

Visuals symbols include drawings, cartoons, strips
drawings, diagrams, formulas, charts, graphs, maps,
globes and globes.
Learning Episode 13-Teching with Visual Symbols
• Drawings
A drawing may not be a real thing but better to
have a concrete visual aid than nothing. To avoid
confusion, it is good that our drawing correctly
represent the real thing.

• Cartoons
Another useful visual symbol that can bring
novelty to our teaching is the cartoon. The perfect
cartoon needs no caption. The less artist depends on
words, the more effective the symbolism.
• Strips drawings
These are commonly called comics or comics
strip. Make use of strips that a educational and
entertaining at the same time.

• Diagrams
It is “any line drawing that shows arrangement
and relations as of parts to the whole, relative values,
origins and development, chronological fluctuations,
distribution, etc.”
Types of diagram
• Affinity diagram
Used to cluster complex apparently unrelated
data into natural and meaningful groups.

• Tree diagram
Used to chart out, in increasing detail,
the various tasks that must be accomplished
to complete a project or achieve a specific
objective.
• Fishbone diagram
It is also called cause-and-effect
diagram. It is a structured form of
brainstorming that graphically shows
relationship of possible causes and subcauses
directly related to an identified
effect/problem.

• Charts
A chart is a diagrammatic representation of
relationships among individuals within an organization.
Examples of charts
• Time chart
Is a tabular time chart that represents data in
ordinal sequence.
• Tree or stream chart
Depicts development, growth and change by
beginning with single course which spreads out into
many branches.

• Flow chart
Is a visual way of charting or showing a process
from the beginning to the end.
• Organizational chart
Shows how one part of the organization relates
to other parts of the organization.
• Comparison and contrast chart
• Pareto chart
Is a type of bar chart, prioritized in descending
order of magnitude or Importance from left to right.
• Gantt chart
Is an activity time chart

• Graphs
Kinds of Graphs
• Pie graph or circle graph
Recommended for showing parts of a whole.
• Bar graph
Used in comparing the magnitude of similar
items at different ties or seeing relative sizes of the
parts of the whole.
• Pictograph
Make use of picture symbols.
• Graphic Organizers
You met several graphic organizers in your
subject, Principles of Teaching .

• Maps
• A map is a representation of the surface of the
earth or some part of it.
Kinds of Map
• Physical Map
Combines in a single projection data like
altitude, temperature, rainfall, precipitation,
vegetation and soil.
• Relief Map
Has three dimensional representation and show
contours of physical data of the earth or part of the
earth.

• Commercial or economic map
Also called product or industrial map since
they show land areas in relation to the
economy.
• Political map
Gives detailed information about country,
provinces, cities and towns, roads and
highways. Oceans, rivers and lakes are the
main features of most political maps.

• Map Language
• Scale
Shows how much of the actual earth’s surface is
represented by a give measurement on a map.
• Symbols
Usually a map has a legend that explains what each
symbol means.
• Color
The different colors of the map are part of the map
language.
• Geographic grids
The entire system of this grid lines are called grid
lines. These grid lines are called meridians and parallels.

Maximizing the use of the
Overhead Projector and the
Chalkboard
“Indeed in no…country have I ever seen a good
school without a blackboard or a successful
teacher who did not use it frequently.”
- Horace Mann

• The Chalkboard
Except extremely deprived classrooms, every
classroom has a chalkboard. I fact, a school may
have no computer, radio, TV, etc. but will always have
a chalkboard. The following practices of dedicated
personal teachers may help us in the effective use of
the chalkboard:
• Write clearly and legibly on the board.
• It helps if you have a hard copy of your chalkboard
diagram of outline.
• Don’t crowd your notes on the board.
Learning Episode 14-Maximizig the use of the Overhead
Projector and the Chalkboard.

• Make use of colored chalk to highlight key points.
• Do not turn your back to your class while you write
on the chalkboard.
• For the sake of order and clarity, start to write from
the left side of the board going to the right.
• If you teach the Grades and you think the lines on
the chalkboard are needed for writing exercise,
then provide line for your board.
• Look at your board work from all corners of the
room to test if the pupils from all sides of the room
can read your board work.

• If there is a glare on the chalkboard at certain times
of the day, a curtain on the window may solve the
problem.
• If you need to replace your chalkboard or if you are
having a new classroom with new chalkboard
suggest to the carpenter to mount the chalkboard
a little concave from the left to right to avoid glare
for the pupils’ benefits.
• If you need to have a board work in advance or
that need to be saved for tomorrow’s use write
“please save” and cover the same with curtain.

• Make full use of the chalkboard.
Chalkboard techniques
• Sharpen your chalk to get good line quality.
• Stand with your elbow high. Move along as you
write.
• Use dots as “aiming points”. This keeps writing level.
• Make all writing and printing between 2 and 4
inches high for legibility.
• When using colored chalk, use soft chalk so that it
can be erased easily.

• The Overhead Projector (OHP)
There are other kinds of projector
like opaque projector and slide
projector. The overhead projector
seems more available in schools.

Advantages of Overhead Projector by Brown:
• The projector itself is simple to operate.
• The overhead projector is used in the front of the
room by the instructor, who has complete control of
the sequence, timing and manipulation of his
material.
• Facing his class and observing the students
reactions, the instructor can guide his audience,
control its attention and regulate the flow of
information in the presentation.

• The projected image behind the instructor can be
as large as necessary for all in the audience to see;
it is clear and bright, even in fairly well-lighted room.
• Since the transparency, as it is placed on the
projector, is seen by the instructor exactly as
students see it on the screen, he may point, write, or
otherwise make indications upon it to facilitate
communication.
• Since the transparency, as it is placed on the
projector, is seen by the instructor exactly as
students see it on the screen, he may point, write or
otherwise make indications upon it to facilitate
communication.

• The stage, of the projector is large , thus allowing
the teacher to write information with ease or to
show prepared transparencies. His works appears
immediately on the screen.
• It is especially easy for teachers and students to
create their own materials for use in the overhead
projector.
• An increasing number of high-quality commercial
transparencies.

Overhead Projection Techniques
• You can show pictures and diagrams, using a
pointer on the transparency to direct attention to a
detail.
• You can use a felt pen or wax based pencil to add
details or to make points on the transparency
during projection.
• You can control the rate of presenting in formation
by covering a transparency with a sheet o paper or
card board and then exposing data as you are
ready to discuss each point.

• You can superimpose additional transparency
sheets as overlays on the base transparency so as
to separate processes and complex ideas into
elements and present them in step by step order.
• You can show three dimensional objects from the
stage of the projector – in silhouette if the object is
opaque, or in color if an object is made of
transparent color plastic.
• You can move overlays back and forth across the
base in order to rearrange elements of diagrams or
problems.

• For special purposes you can simulate motion on
parts of a transparency by using the effects of
polarized light.
• You can simultaneously project on an adjacent
screen other visual materials, usually slides or
motion pictures, which illustrate or apply the
generalization shown on a transparency.

Project-based Learning and
Multimedia: What it is?
“Project-based learning redefines the
boundaries of the classroom. No longer are
students confined to learning within four
wall.”

Project-based Multimedia Learning
Is a teaching method in which students
“acquire new knowledge and skills in the course of
designing, planning and producing multimedia.”
Dimensions of Project-based Multimedia Learning
• Core curriculum
At the foundation of any unit of this type is a
clear setoff learning goals drawn from whatever
curriculum or set of standards is in use.
Learning Episode 15-Project-based Learning and Multimedia:
What it is?.

• Real-world connection
It seeks to connect students’ work in school with
the wider world in which students live.
• Extend time frame
A good project is not a one-shot lesson: it
extends over a significant period of time.
• Student decision making
In project-based multimedia learning, students
have a say.
What it is?.

• Collaboration
We define collaboration as working together
jointly to accomplish a common intellectual purpose
in a manner superior to what might have been
accomplished working alone.
• Assessment
Regardless of the teaching methods used, data
must be gathered on what the students have learned.
What it is?.

• Multimedia
In multimedia projects, students do not learn
simply by “using” multimedia produced by others;
they learn by creating themselves.
• Why we use multimedia learning?
Because it is “value added” to your teaching.
• What can be some limitations of the use of the
project-based multimedia learning strategies?
o One limitation that we see is the need for an
extended period of time.
What it is?.

Using the Project-based Learning
Multimedia as a Teaching-
Learning Strategy
“Project-based learning enables classrooms to
emphasize this undervalued part of the
“invisible curriculum” what author Daniel
Goleman has called “emotional
intelligence”.”

• Goals and objectives are always the starting
point of planning. When we plan a
multimedia learning project as a teaching
strategy, we begin by clarifying our goals
and objectives.
• Another important thing is to determine the
resources available from library materials,
community resources both material and
human, internet, news media since this
project calls for multimedia.
Learning Episode 16-Using the Project-based Learning
Multimedia as a Teaching-Learning Strategy.

Before the project starts
• Create a project description and milestones.
• Work with real-world connections.
• Prepare resources.
• Prepare software and peripherals such as
microphones.
• Organize your computer files.
• Prepare the classroom.

Introducing the project (one or two days)
• Review project documents.
• Perform pre-assessments.
• Perform relevant activities.
• Group students.
• Organize materials.

Learning the technology (one to three days)
Give a chance for the students to work with
whatever software and technology they will be using.
Is some students are already familiar with the tools
and processes as them to help you train the others. If
students are new to multimedia, then begin with the
lessons that involve using the different media types .
Remember, you and your students are colearners and
you both learn as you go.

• Preliminary research and planning
At this stage, the students should immerse
themselves in the content or the subject matter they
need to understand to create their presentations.
• Concepts design and storyboarding
After collecting initial information, hold a
brainstorming session where the whole class or a
subgroup define a tentative approach to the subjects
and discusses some preliminary design ideas.

Here are a few design tips to keep in mind throughout
storyboarding and production:
• Use scanned, handmade artwork to make a project
look personal and to manage scarce technology
resources.
• Keep navigation
• Organize information similarity throughout so users
can find what they are looking for.
• Care for collaboration.
• Organize manageable steps.
• Check and assess often

Assessment in a Constructivist
Technology-Supported Learning
“Complex learning cannot be assessed or
evaluated using any single measure. We must
examine both the processes and products of
student learning .”

• In a constructivist classroom, learning transcends
memorization of facts. It is putting these isolated
facts together, form concepts and construct
meaning from them.
• Authentic assessment is most appropriate for the
constructivist classroom measures collective
abilities, written and oral expression skills, analytical
skills, manipulative skills, integration activity and
ability to work collaboratively.
Learning Episode 17-Assessment in a Constructivist, Technology-
Supported Learning.

• In authentic assessment, students perform real world
tasks, thus the word “authentic”. It is an assessment
of a process or a product.
• You and your students may develop a rubric. It can
be a collaborative effort for both of you teacher
and students, in line with the practice of self-assessment,
which is highly favored and encourage.
• Assessment in a technology-supported environment
necessarily includes display of skillful and creative
use of technologies, old and recent, because that is
what is naturally expected of us in the real world, a
technology dominated world.
Supported Learning.

• A technology supported classroom maximizes the
use of old and new technology. Students are
expected to demonstrate learning with the use of
both old and new technology.
• Assess as it is occurring. This is process or
performance assessment.
• The traditional paper and pencil tests are not
adequate to assess learning in constructivist
technology supported learning.
Supported Learning.

Roles and Functions of an
Educational Media Center
“We have said that the best ideas in the world are
to be found I a modern library. But the modern
educational media center must include excellence
in varied media.”
- Edgar Dale

Mission/Vision of EMC
• it reflects and supports the philosophy of the
school.
• It shares and implements the school’s aims and
objectives.
• It is involved in the teaching and learning process.
• It is a source center.
• It is a learning laboratory.
Learning Episode 18-Roles and Functions of an Educational
Media Center.

• It is a teaching agency.
• It is a service agency.
• A coordinating agency.
• A center for recreational reading, viewing and
listening.
• It introduces the students to the resources available
in other community resource centers.
Media Center.

EMC Services
• Orientation
• Selection of print and non-print materials.
• Organization of print and non-print materials.
• Circulation of print and non-print materials.
• Reference
• Bibliographic service.
Media Center.

• Media Instruction Program
• Class Supervised Research
• Grade Level newspaper
• Mags-on-wheels
• Photocopying Services
• Video and sound Production
• Multimedia Services
Media Center.

Educational technology 1

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