applying educational technology

8/10/2019 Applying Educational Technology

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Educational

TechnologyBy: Henry F. Haranay


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Lesson 2 ApplyingEducational Technology

The whole is the sum of all its parts.

From Gestalt Psychology


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Systematic Instruction

The focus of systematicinstructional planning is thestudents.

Instruction begins with thedefinition of instructionalobjectives / learning objectives.

The teacher then selectsappropriate methods andlearning experiences.

Materials to be used must beselected properly and appliedduring the learning process.

The success of theimplementation of the lesson isreflected during evaluationand assessment.

Objectives

Methods &Experiences

MaterialsImplementation

Assessment

STUDENTS


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Choosing and ApplyingEducational Technology

Teachers aim to teach well so they do all sorts ofpreparations ahead of time.

But at times, all is not well.

That is why it is advisable that before using anyspecific technology, teachers and students should

be very critical in selecting the technology they aregoing to use.


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VerbalSymbols

VisualSymbols

Recordings, Radio,Still Pictures

Motion Pictures

Educational Television

Exhibits

Study Trips

Demonstrations

Dramatized Experience

Contrived Experiences

Direct Purposeful Experiences

Edgar Dales

Cone of Experience
http://d/Documents/Presentations/Cone%20of%20Experience.pptx#10.%20Verbal%20Symbolshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#10.%20Verbal%20Symbolshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#9.%20Visual%20Symbolshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#9.%20Visual%20Symbolshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#8.%20Still%20Pictures,%20Recording,%20and%20Audiohttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#8.%20Still%20Pictures,%20Recording,%20and%20Audiohttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#7.%20Motion%20Pictureshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#7.%20Motion%20Pictureshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#6.%20Exhibitshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#5.%20Study%20Tripshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#4.%20Demonstrationshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#3.%20Dramatized%20Experienceshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#2.%20Contrived%20experienceshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#1.%20Direct%20Purposeful%20Activitieshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#1.%20Direct%20Purposeful%20Activitieshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#2.%20Contrived%20experienceshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#3.%20Dramatized%20Experienceshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#4.%20Demonstrationshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#5.%20Study%20Tripshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#6.%20Exhibitshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#7.%20Motion%20Pictureshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#7.%20Motion%20Pictureshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#8.%20Still%20Pictures,%20Recording,%20and%20Audiohttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#9.%20Visual%20Symbolshttp://d/Documents/Presentations/Cone%20of%20Experience.pptx#10.%20Verbal%20Symbols


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Cone of Experience A visual model that represents bands of

experiences arranged according to the degree ofABSTRACTION and not the degree of difficulty(Dale, 1969).

The bands stand for experiences that are fluid,extensive, and continually interact (Dale, 1969).

The cone of experience does not mean thatteaching and learning should move systematicallyfrom the bottom to top (Dale, 1969).


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Cone of Experience Teaching begins with the kind of experience that is

most appropriate to the needs and abilities of aparticular learner in a particular learning situation(Dale, 1969).


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Three Tiered Model

Enactive

Iconic

Symbolic

Jerome Bruner
http://d/Documents/Presentations/Three%20Tiered%20Model.pptx#3.%20Symbolichttp://d/Documents/Presentations/Three%20Tiered%20Model.pptx#2.%20Iconichttp://d/Documents/Presentations/Three%20Tiered%20Model.pptx#1.%20Enactive


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CautionsAvoid the following when following the Cone ofExperience (Lucido & Paz, 2008):

Using one medium in isolation.

Moving directly to abstract without adequatefoundation of concrete experiences.

Getting struck in the concrete without moving tothe abstract.


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Choosing CorrectlyTo help teachers make a good choice of whattechnology to use, it might help to ask the followingquestions (Garo, 2008):

1. What instructional materials are suited to myobjectives and subject matter?

2. What instructional material is available? If none,shall I develop/create one?

3. Shall I use traditional technology (low-tech) orcomputer-based technology (high-tech)?


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Procedure in UsingTechnology in Teaching

According to Garo (2008), to ensure the effectivenessof an instructional material, teachers are encouragedto do:

Previewing

Effective timing

Tying experiences together

Review and/or follow-up.


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Previewing Teacher should be very familiar with the technology

or the material he/she has chosen.

Teacher must know its merits and demerits.


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Review or Follow-up Is there a review or follow-up?

This can be answered after an evaluation orassessment has been made.

If the result is not satisfying, there is a need forreview/follow-up to strengthen the nextactivity/experience.


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Summary Teaching process follows several steps to attain

meaningful learning.

Teaching process must utilize technologiesappropriately.

In designing the lesson, students skills, interests, andcapabilities must be considered.

Teacher must know the advantages anddisadvantages of the instructional material he willuse.

In choosing the right material, the Cone ofExperience and the Three Tiered Model are of help.


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THANK YOU!DAGHANG SALAMAT!