Lesson 15: Understanding Hypermedia

Hypermedia is nothing but multimedia, but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these include tutorial software packages, knowledge webpages, simulation instructional games, and learning project management and others.

          The presentation of information- learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his own path of activities thus providing an environment of learner autonomy and thinking skills.

          There are three important features that are outstanding that characterize the hypermedia software:

1.      Learner control - the learner makes his own decisions on the path, flow or events of instruction.

2.       Learner wide range of navigation routes - the learner controls the sequence and pace of his path depending on his ability and motivation.

3.       Variety of media - which includes more than one media but does not necessarily use all types of media in one presentation.

Lesson 14: The Software as an Educational Resource

The computer hardware can hardly be useful without the program or system that tells what the computer machine should do. This is also called the software. There are two kinds of software: the systems software, which is the operating software that is found or bundled inside all computer machines; and applications software, which contains the system that commands a particular task or solves a particular problem. In turn, the applications software may be; a custom software that is made for specific tasks often by large corporations, or a commercial software packaged for personal computers that helps with a variety of tasks such as writing papers, calculating numbers, drawing graphs, playing games, and so much more.

          Microsoft Windows also referred to as a program,  is an operating environment between the user and the computer operating system. Actually, Windows is in itself a self-contained operating system which provides user convenience, a new look, information center, and plug and play configurations.

        Instructional software can be visited on the Internet or can be bought from software shops or dealers.  But beware since computer-based instructional materials need much improvement, while web-based educational resources are extremely good or what is complete garbage.

Lesson 13: Cooperative Learning with the Computer

Cooperative or collaborative learning is learning by small groups of students who work together in a common learning task. It is often also called group learning but to be truly cooperative learning, five (5) elements are needed: a common goal, interdependence, interaction, individual accountability, and social skills. It encourages active learning while motivating students; increases academic performance; promotes literacy and language skills; and improves teacher effectiveness.

         The teacher is assigned several tasks in order to ensure collaborative learning. These are: assigning students to mixed-ability teams; establishing positive interdependence; teaching cooperative social skills; insuring individual accountability; and helping groups process information. It is also important for the teacher to limit learning group clusters  (six is the ideal number in a group) so that there can be closer involvement in thinking and learning.

Lesson 12: Information Technology in Support of Student-Centered Learning

THE TRADITIONAL CLASSROOM

It may be observed that classrooms are usually arranged with neat columns and rows of student chairs, while the teacher stands in front of the classroom or sits behind his/her desk. This situation is necessitated by the need to maintain the classroom discipline and also it allow the teacher to control classroom activities through lecture presentation and teacher-led discussion.

THE SCL CLASSROOM

John Dewey has described traditional learning as a process in which the teacher pours information to student learners, much like pouring water from a jug into cups.

This learning is approach is generally known as direct instruction, and it has worked well for obtaining many kinds of learning outcomes.

THE NEW CLASSROOM ENVIRONMENT

v  performing computer word processing for text or graph presentations

v  preparing power-point presentation

v  searching for information on the internet

v  brainstorming on ideas, problems and project plans as needed, the teacher facilitating instruction, also gives individualized instruction to serve individual needs.

Lesson 11: The Computer as the Teacher's Tool

Informative Tool. The computer can provide vast amounts of information in various forms such as text, graphics, sound and video. The Internet itself provides an enormous database from which user an access global information resources as well as educational information directly useful to learners.

Communication Tool. Given the fact that the Internet can serve as a channel for global communication, the computer can very well be the key tool for video teleconferencing sessions.

Constructive Tool. The computer can be used for manipulating information, visualizing one's understanding and building new knowledge. The Microsoft Word is an example wherein it allow users to organize and present their ideas in attractive formats.

Co-constructive Tool. Students can use co-constructive tools to work cooperatively and construct a shared understanding of new knowledge.

Situating Tool. By means of virtual reality extension systems, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example which places the user in a simulated flying environment

Lesson 10: The Computer as a Tutor

Computer- assisted instruction (CAI)

The computer can be a tutor in effect relieving the teacher of many activities in his/her personal role as classroom tutor. It should be made, however that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. Even with the available computer and CAI software, the teacher must insure that students have the needed knowledge and skills for any computer activity. The teacher also decide the appropriate learning objectives, plan the sequential and structured activities to achieve the objectives and evaluate the students' achievement by way of tests.

On the other hand, the students in CAI play their own roles as learners as they receive information, understand instructions for the computer activity, retain the information and rules for the computer activity, and apply the knowledge and rules during the process of computer learning.

During the computer activity proper in CAI the computer too plays its roles as it acts as a sort of a tutor, provides a learning environment, delivers learning instruction, reinforces learning through drill and practice, and provides feedback.

In integrating computer program in instruction, use tutorial software associated with cognitive learning.  You can also use simulation programs, instructional games, problem solving software, multimedia encyclopedia and electronic books. 

Lesson 9: Computer as Information and Communication Technology

          Instructional media consist of audio-visual aids that served to enhance and enrich the teaching- learning process. Examples are the blackboard, photo, film and video. On the other hand, educational communication media comprise the media of communication to audiences including learners using the print, film, radio and television or satellite means of communication. For example, distance learning were implemented using correspondence, radio, television or the computer satellite system.

Programs normally installed in an ordinary modern PC:

v  Microsoft Office- program for composing text, graphics, photos into letters, articles, reports, etc.
v  Power-point - for preparing lecture presentations
v  Excel- for spreadsheets and similar graphic sheets
v  Internet Explorer- access to the internet
v  Yahoo or Google- websites; e-mail, chat rooms, blog sites, news services (print/video),        educational software, etc.
v  Adobe Reader- graphs/photo composition and editing
v  MSN- mail/chat messaging
v  Windows Media Player- CD, VCD player, editing film/video
v  Cyberlink Power- DVD player
v  GameHouse- video games

Lesson 8: Higher thinking skills through IT-based Project

             There are four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking.  

(1)The Resource-based Projects, the teacher steps out of the traditional role of being an content expert and information provider, and instead lets the student find their own facts and information.  

(2)Simple Creations,they can create their software materials to supplement the need for relevant and effective materials. 

 (3)Guided Hypermedia Projects is production of self-made multimedia projects can be approached in two different ways: As an instructive tool, such as in the production by students of a PowerPoint presentation of a selected topic. As a communication tool, such as when students do a multimedia presentation like graphs, photos, interviews and video clips.

 (4) Web-Based Projects, students can be made to create and post webpages on a given topic. Creativity projects as tools in the teaching-learning process can be achieved with the assistance of advisers adept in the technical use of Internet Resources.

Lesson 7: Evaluation of Technology Learning

The standard student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. Teachers must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world. It must use evaluative tools that measure the new basic skills of the 21^st century digital culture, namely: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital citizenship. This six fluencies reflect process skills. On the other hand,   the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs.

Lesson 6: Developing Basic Digital Skills

With the boost of technology in education as we call it today our learners is the new digital world of information and communication technology (ICT). Teaching need to be equip with the sic fluency skills. Basic literacy will not replace the 3 R’s (reading, writing and arithmetic), but they will be complemented by six essential skills to equip students for success in the millennial world. The fluency skills are the solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital ethics.

a.       Solution fluency. This refers to the capacity and creativity in problem solving students define a problem, design solution, apply the solution, and assess the process and results.

b.      Information fluency. It involves 3 subsets of skills, the ability to access information, retrieve information, and to reflect on, assess and rewrite for instructing information packages.

c.       Collaboration fluency. Refers to teamwork with virtual, real partners in the online environment. There is a virtual interaction in social networking and online gaming domains.

d.      Media fluency. This refers to channels of mass communication/digital sources(radio, television, magazine, advertising, graphic arts).

e.       Creativity fluency. Adds meaning by way of design, art and storytelling to package a message. Font, color, patterns, layout are elements creative fluency. Templates for PowerPoint presentation and blogs are available for free access in the internet.

f.       Digital fluency. The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship and period accountability.

Lesson 5: Preferences Of The Technology Generation

Some Basic Comparison Between Old and New Generation:

What Old Generation likes may not be the same as what the New Generation prefers in Life, Work and Leisure.

Much of the good things enjoyed by elders when they were students are no longer available to the new generation.

Vocational, Cultural and Values classes that are widely used by old generations during their time today, it is also available but it has been minimized due to the emphasis on the basics of English, Mathematics and Science.

Text vs. Visual

 

 

Our parents read book text, enrich by illustrations and photos. In order to research, they go to the school library, use the card catalog for needed books and sign up to borrow books for home reading.

The technology or digital generation has greater affinity to visuals (photo and video) compared with texts. In fact, they have been exposed since childhood to cable television and videos images especially cartoon characters and then to compute images, in such manner and their visual fluency or abilities have sharpened and enriched.

     Linear vs. Hyper Media

 

  The past-30 year old generation obtained information in a linear, logical and sequential manner. On the positive side, this made them more logical, focused and reflective thinkers.

The new generation, however, follows a personal random access to hyperlinked digital information, less superior elders in focused and reflection. Thus, they appear to be more easily bored and distracted during class lectures.

  Independent vs. Social Learner

 

 The traditional education system gives priority to independent learning, prior to participate work.

New learners, however, are already acquainted with digital tools that adapt to both personal and participation work. They take the opportunity for dozens of instantaneous ways to communicate with others mobile calls and text, emails, Facebook, YouTube, MySpace, twitter, wikis and etc. experts describe this mode of digital learning as one that based on experimentation, discovery and intuition.

  Learning to do vs. To pass the test

 

 Old teachers teach students in order to help them pass tests and complete the course requirement.

On the other hand, the new digital learners simply wish to acquire skills, knowledge and habits as windows of opportunity afford them to learn. Our parents have completed a course and have engaged in a permanent job for most of their lives. A different work situation awaits the digital generation with contractual, multitask and multi-career opportunities in a digital world ahead of them.

  Delayed rewards vs. Instant gratification

 

The traditional reward system in education consists in the grades, honor certificates/medals and diplomas. Including future jobs, the traditional rewards for the performance.

On the other hand. Digital learners on their own experience or more immediate gratification through immediate scores from games, enjoyable conversation from web-cam calls, excitement from email chats and inviting comments from their Facebook accounts.

  Rote memory vs. Fun learning

 

Teachers feel too obliged to delivering content-based courses, the learning of which is measurable by standard tests.

Digital learners and not surprisingly there is much fun in the digital world outside the school.

Lesson 4: Bridging the Generation Gap

 

The older generation often feels there is a generation gap between them and the younger generation. This is apparent simple things like the manner of dressing, socializing, more intimate relationships like friendship and marrying. In the field of education, a huge generation gap also exists and it will continue to widen unless some changes are adopted at the proper time. In peasant third world continues where schools don’t have the technology facilities, it is understandable that transition to digital education may take time. But given the rapid emergence of digital technology (ICT), there is the need to prepare for bridging the digital gap in society. First, we need to understand the potentials of ICT:

    The new network of instantaneous  communication is global, overcoming borders between countries and continents

   Much of what elders believe may not be applicable anymore to the new generations

   Alvin Toffler’s book, Future Shock, shows how the information age has begun to create many cultural changes

Since the new generations are expected to face a future professionalism challenge of a digital world ahead of them, technology-supported skills need to be taught in schools today, or else schools will become a white elephant. If schools fail to respond to emergent changes and needs, new learners may lose appreciation of the educational system, and drop out of school, as surveys show an increasing drop-out rate every year.

Lesson 3: Understanding Technology Learners

 

Learners these days are more store of visual presentation made or displayed by their educators more than simply unadulterated tuning in. They are likewise not intrigued much in the discourse if there's nothing to pull in them. Some way or another, having this new innovation made the method for showing too hard in light of the fact that the instructor MUST have or get something quite recently to draw in their understudies dissimilar to before everything was so basic. In any case, then, we must adapt up to what our surroundings are currently into, and that is fundamentally Innovation. It is on us on how we keep it adjust without going up against it harsh path for both educator and learners. How about we make utilization of it on a way it could help and we can learn. Not to damage by any stretch of the imagination.

  The  new generation of the 21st millennium is not the kind of learner that they were, but are information technology or digital learners.

   Lest the concern for new learners is not well understood, it serves to know what scientists say, as follows:

There are positive benefits derived from the use of information technology or digital resources and these counterbalance possible negative effects of technology on children.

Positive Benefits Using IT

Daily exposure to high technology-personal computers, video game gadgets, cell phones, Internet search, sites-stimulates the brain by strengthening and creating neural circuits.

Exposure To High Technology

A current technological revolution is creating an intellectual revolution, faster and better than ever before.

Reflection

This lesson includes on the best way to comprehend the advanced learners and what are their advantages in captivating this sort of learners in innovation based instructional medias. Researchers said that, there are sure advantages got from the utilization of data innovation or computerized assets and these offset conceivable negative impacts of innovation on kids. Also, every day presentation to high innovation individual computers,video diversion contraptions, cellphones, web pursuit locales animates the mind by reinforcing and making neural circuits. Besides, this current innovative unrest is making a scholarly upheaval, quicker and better then ever some time recently.

Application

Understanding Technology learners in truly a major point of interest for us future instructors. We can have the capacity to realize what suitable material to utilize that suits to their capacities and aptitudes. It additionally help us to keep up the center and enthusiasm of our learners, and in that a case the learning procedure get to be agreeable for them.

It is additionally invaluable in the piece of the instructors, in light of the fact that it permits them to investigate and to find new instructional material utilizing innovation. It draws in them to a more greetings tech and advanced sort of learning environment, and it makes their life less demanding than before and less bother.

Lesson 2: An Overview Of Educational Technology 2

   

 

  Educational technology 2 is concerned with “Integrating Technology into Teaching and Learning.” 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. Mainly directed to student teachers, also professional teachers who may wish to update their knowledge of educational technology, it is our goal that this course can help our target learners to weave technology in teaching with software (computer programmed learning materials) becoming a natural extension of their learning tools.

          Necessarily, Educational Technology 2 will involve a deeper understanding of the computer a well as hands-on application of computer skills. But this is not to say that the goal of the course is to promote computer skills. Rather, the course is primarily directed at enhancing teaching-and-learning through technology integration.

          In essence, the course aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technological changes particularly in the thriving global information and communication technology (ICT) environment.

More specifically, the course objectives are:

• 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,  etc.

• To inculcate higher level thinking and creativity among students while providing them knowledge of IT-related learning theories

While the course is primarily intended for the use of student-teachers, it can also be of great use to professional teachers, school administrators, teacher educators, and in fact anyone who is interested on how information technology can be used to improve not only instruction but the school management and curriculum.

It may be said, too, that the study of this course on integrating Information Technology in instruction should not be considered as a formidable task, but rather as a refreshing and exciting study given the idea that all learning should be fun.

Lesson 1: A Review Of Educational Technology 1

 

       The Education Technology 1 (ET-1) course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology 1 tools ranging from traditional to modern educational media.

            Truly, the foundation for a truly satisfying exposure to educational technology has been firmly laid down by the ET- 1 course, starting with the through treatment of the history of educational technology, quality education, and the roles of ET in the 21th millennium.

            In ET-1, the learner was also oriented towards averting the dangers of dehumanization which technology brings into societies, such as through ideological propaganda, pornography, financial fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect peoples and cultures while widening the gap between rich and poor countries.

            On the application of educational technology to instruction. Educational technology 1 showed the four phases of application of educational technology in teaching- and- learning, namely: (a) setting of learning objectives (b) designing specific learning experiences (c) evaluating the effectiveness of the learning experiences vis-à-vis the learning objectives, and (d) revision as needed of the whole teaching-learning process, or elements of it, for further improving future instructional activities.

d seeds are intended not to be kept in the container but to be spread on the ground, be tilled, watered, weeded and grown until the right time comes that it will bear much fruit and continue to advance in number. Such seed are the good foundations that ET 1 has provided. By proper training and practice, I believe that we can keep dehumanizing effect of  technology from even being recognized.