Thursday, February 18, 2010
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Monday, February 8, 2010
There are guidelines that ought to be...
Lesson 6
Using and Evaluating of Instructional Materials
There are guidelines that ought to be followed for an effective use of instructional materials; first is their selection and second is their use.Using and Evaluating of Instructional Materials
Summary of Lesson:
The materials that we select must: give a true picture of the ideas they present; contribute to the attainment of the learning objective; be appropriate to the age, intelligence and experience of the learners; be in good and satisfactory condition; provide for a teacher’s guide; help develop the critical and creative thinking powers of students; and be worth the time, expense and effort involved.
To ensure effective use of instructional materials, the authors of Instructional Media, Smith and Nagel advise us to abide by the acronym PPPF, which means – Prepare Yourself; Prepare Your Students; Present the Materials and; Follow Up.
My Learning:
The use of instructional materials is not the end in itself, but it is a means to an end, which is the attainment of the learning objective. Selecting appropriate instructional materials is one thing and it is another thing to ensure its effective use. And there is a need to follow up to find out if the objective was attained or not, otherwise they become useless.
My Application:
The use of instructional materials can be of great help to the teacher to become effective in facilitating learning. As a teacher, I should adopt the guidelines provided by the experts in the selection of instructional materials and in their use. Likewise I should try to avoid the R.O.G. Syndrome (running out of gas) especially if the materials to be used are mechanical ones, hence it is a wise move to try out the materials ahead of the class schedule to avoid unwanted situations. If careful planning is employed, the use of instructional materials can be an effective partner in attaining the teacher’s mission.
Lesson 7
Direct and Purposeful Experiences and Beyond
Summary:Direct and Purposeful Experiences and Beyond
Direct, purposeful experiences are our concrete and firsthand experiences that make up the foundation of our learning; the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives. They are experiences that are internalized in the sense that these experiences involved the asking of questions that have significance in the life of the person undergoing the direct experience. They are purposeful because these experiences are undergone in relation to a purpose, that is learning. They are done in relation to a certain learning objective. And these experiences must be brought to a higher plane which is the level of generalization and abstraction.
My Learning:
Usually, our lack of understanding are due to our lack of focus or attention, or our failure in the use of our senses. It is said that the more senses involved in the experience, the more learning is attained. So that learning can be maximized, all of the senses should be involved in the learning process and be one-pointed in the attainment of the goal. In direct, purposeful experience, i think that not only the five senses should be involved but the totality of our being: not only the senses or physical but including the affective or emotions and ultimately the higher senses which are our mental or cognitive faculties in order that the experience can be meaningful and thus learning is surely attained.
My Application:
Having learned that direct, purposeful experience can be a meaningful tool in the learning process, I should give my students later opportunities to learn by doing and immerse them in the world of experience, making real experience as instructional materials; help the students develop the five senses to the fullest to maximize their sensitivity and guide the students to draw meaning from the firsthand experiences to elevate their level of thinking to higher level; making abstraction or realization out of the experience. With these, learning can be ensured.
Wednesday, February 3, 2010
Lesson 6 - Using and Evaluating Instructional Materials
Summary:
There are guidelines that ought to be followed for an effective use of instructional materials; first is their selection and second is their use.
The materials that we select must: give a true picture of the ideas they present; contribute to the attainment of the learning objective; be appropriate to the age, intelligence and experience of the learners; be in good and satisfactory condition; provide for a teacher’s guide; help develop the critical and creative thinking powers of students; and be worth the time, expense and effort involved.
To ensure effective use of instructional materials, the authors of Instructional Media, Smith and Nagel advise us to abide by the acronym PPPF, which means – Prepare Yourself; Prepare Your Students; Present the Materials and; Follow Up.
My Learning:
The use of instructional materials is not the end in itself, but it is a means to an end, which is the attainment of the learning objective. Selecting appropriate instructional materials is one thing and it is another thing to ensure its effective use. And there is a need to follow up to find out if the objective was attained or not, otherwise they become useless.
My Application:
The use of instructional materials can be of great help to the teacher to become effective in facilitating learning. As a teacher, I should adopt the guidelines provided by the experts in the selection of instructional materials and in their use. Likewise I should try to avoid the R.O.G. Syndrome (running out of gas) especially if the materials to be used are mechanical ones, hence it is a wise move to try out the materials ahead of the class schedule to avoid unwanted situations. If careful planning is employed, the use of instructional materials can be an effective partner in attaining the teacher’s mission.
There are guidelines that ought to be followed for an effective use of instructional materials; first is their selection and second is their use.
The materials that we select must: give a true picture of the ideas they present; contribute to the attainment of the learning objective; be appropriate to the age, intelligence and experience of the learners; be in good and satisfactory condition; provide for a teacher’s guide; help develop the critical and creative thinking powers of students; and be worth the time, expense and effort involved.
To ensure effective use of instructional materials, the authors of Instructional Media, Smith and Nagel advise us to abide by the acronym PPPF, which means – Prepare Yourself; Prepare Your Students; Present the Materials and; Follow Up.
My Learning:
The use of instructional materials is not the end in itself, but it is a means to an end, which is the attainment of the learning objective. Selecting appropriate instructional materials is one thing and it is another thing to ensure its effective use. And there is a need to follow up to find out if the objective was attained or not, otherwise they become useless.
My Application:
The use of instructional materials can be of great help to the teacher to become effective in facilitating learning. As a teacher, I should adopt the guidelines provided by the experts in the selection of instructional materials and in their use. Likewise I should try to avoid the R.O.G. Syndrome (running out of gas) especially if the materials to be used are mechanical ones, hence it is a wise move to try out the materials ahead of the class schedule to avoid unwanted situations. If careful planning is employed, the use of instructional materials can be an effective partner in attaining the teacher’s mission.
Monday, February 1, 2010
Lesson 5 - The Cone of Experience
Summary:
The Cone of Experience can be aptly summarized by this Native American Proverb: “Tell me and I”ll forget. Show me and I may not remember. Involve me and I”ll understand.”
Edgar Dale’s Cone of Experience is a visual device that demonstrates the bands of experience arranged according to the degree of abstraction and not the degree of difficulty. The farther we go from the bottom of the cone, the more abstract the experience becomes. These are the elements of the Cone of Experience as arranged from the bottom to the top: Direct Purposeful Experiences; Contrived Experiences; Dramatized Experiences; Demonstrations; Study Trips; Exhibits; Educational Television; Motion Pictures; Recordings, Radio, Still Pictures; Visual Symbols and Verbal Symbols.
My Learning:
Direct Purposeful experience being at the bottom served as the foundation of learning, which is learning by doing and which is the reservoir of meaningful information and ideas derived through seeing, hearing, touching, tasting and smelling. Being first- hand experience by the learner it becomes a concrete experience on the part of the learner. The more senses that are involved, the more learning can be attained. The Verbal Symbols on the other hand, are not like the objects for which they represent, but they are only symbols thus more abstract. Learning can be attained as students continually shuttle back and forth among the various elements in the cone and sometimes it can overlap or blend into one another. However, teaching should not get stuck in the concrete but students should be brought to the symbolic or abstract level in order to develop their higher order thinking or critical thinking and creativity.
The Cone of Experience is in parallel with Harvard psychologist, Jerome S. Bruner’s Three-Tiered Model of Learning, wherein Bruner pointed out that every area of knowledge can be presented and learned in three distinct steps: first, Enactive (Through a Sequence of Actions); second, Iconic (Through a Series of Illustrations) and third, Symbolic (Through a Series of Symbols).
My Application:
As a teacher someday, to effectively facilitate learning, the Cone of Experience can contribute significantly, and I will make use of a combination from the various elements of the cone, starting first from the concrete then proceeding with the abstract, then from the abstract going again to the concrete and taking into consideration also the condition or nature of the learners.
The Cone of Experience can be aptly summarized by this Native American Proverb: “Tell me and I”ll forget. Show me and I may not remember. Involve me and I”ll understand.”
Edgar Dale’s Cone of Experience is a visual device that demonstrates the bands of experience arranged according to the degree of abstraction and not the degree of difficulty. The farther we go from the bottom of the cone, the more abstract the experience becomes. These are the elements of the Cone of Experience as arranged from the bottom to the top: Direct Purposeful Experiences; Contrived Experiences; Dramatized Experiences; Demonstrations; Study Trips; Exhibits; Educational Television; Motion Pictures; Recordings, Radio, Still Pictures; Visual Symbols and Verbal Symbols.
My Learning:
Direct Purposeful experience being at the bottom served as the foundation of learning, which is learning by doing and which is the reservoir of meaningful information and ideas derived through seeing, hearing, touching, tasting and smelling. Being first- hand experience by the learner it becomes a concrete experience on the part of the learner. The more senses that are involved, the more learning can be attained. The Verbal Symbols on the other hand, are not like the objects for which they represent, but they are only symbols thus more abstract. Learning can be attained as students continually shuttle back and forth among the various elements in the cone and sometimes it can overlap or blend into one another. However, teaching should not get stuck in the concrete but students should be brought to the symbolic or abstract level in order to develop their higher order thinking or critical thinking and creativity.
The Cone of Experience is in parallel with Harvard psychologist, Jerome S. Bruner’s Three-Tiered Model of Learning, wherein Bruner pointed out that every area of knowledge can be presented and learned in three distinct steps: first, Enactive (Through a Sequence of Actions); second, Iconic (Through a Series of Illustrations) and third, Symbolic (Through a Series of Symbols).
My Application:
As a teacher someday, to effectively facilitate learning, the Cone of Experience can contribute significantly, and I will make use of a combination from the various elements of the cone, starting first from the concrete then proceeding with the abstract, then from the abstract going again to the concrete and taking into consideration also the condition or nature of the learners.
Lesson 4 - Systematic Approach to Teaching
Summary:
Among the broad definition of educational technology is system or designs of instructions, making teaching more organized or systematic. The eight elements of systematized instruction in which the students are the main focus can be summed up in three phases: the formulation of instructional objectives wherein the learners’ needs, interests, home background, prior experiences, developmental stages and their nature are taken into consideration; the process of instruction itself whereby learning materials, resources, equipment and methods are carefully selected and the assistance of personnel are involved; and the assessment of learning which is based on the objectives and which again lead to the same process. In detail, the eight elements are: define objective, identify content; choose appropriate methods; choose appropriate experiences; select materials, equipment and facilities; assign personnel roles; implement the instruction; evaluate outcomes and refine the process
My Learning:
The eight elements of systematized instruction should not be treated as isolated parts, but they are connected to one another or interdependent with each other. The fulfilment of the learning objective is dependent on the synergy of all elements and all the persons involved in the process. The purpose of a systematized instructional design is to ensure orderly relationships and interaction of human, technical and environmental resources to fulfil the goals which have been established for instruction.
My Application:
Having equipped with the knowledge of the elements of systematized instruction, I could at least improve the teaching-learning process guided by these elements. This may sound simple, but I should bear in mind that this will involve a lot of processes if only to fulfil the teacher’s mission to effectively facilitate learning. I should also bear in mind that after the processes have been implemented and yet improvement are still needed, sacrifice should be embraced to make the necessary improvement and even to the extent of giving remedial activities so that slow learners can still cope up with the learning objective.
Among the broad definition of educational technology is system or designs of instructions, making teaching more organized or systematic. The eight elements of systematized instruction in which the students are the main focus can be summed up in three phases: the formulation of instructional objectives wherein the learners’ needs, interests, home background, prior experiences, developmental stages and their nature are taken into consideration; the process of instruction itself whereby learning materials, resources, equipment and methods are carefully selected and the assistance of personnel are involved; and the assessment of learning which is based on the objectives and which again lead to the same process. In detail, the eight elements are: define objective, identify content; choose appropriate methods; choose appropriate experiences; select materials, equipment and facilities; assign personnel roles; implement the instruction; evaluate outcomes and refine the process
My Learning:
The eight elements of systematized instruction should not be treated as isolated parts, but they are connected to one another or interdependent with each other. The fulfilment of the learning objective is dependent on the synergy of all elements and all the persons involved in the process. The purpose of a systematized instructional design is to ensure orderly relationships and interaction of human, technical and environmental resources to fulfil the goals which have been established for instruction.
My Application:
Having equipped with the knowledge of the elements of systematized instruction, I could at least improve the teaching-learning process guided by these elements. This may sound simple, but I should bear in mind that this will involve a lot of processes if only to fulfil the teacher’s mission to effectively facilitate learning. I should also bear in mind that after the processes have been implemented and yet improvement are still needed, sacrifice should be embraced to make the necessary improvement and even to the extent of giving remedial activities so that slow learners can still cope up with the learning objective.
Lesson 3 - The Roles of Educational Technology in Learning
Summary:
Educational Technology from the traditional perspective, serves as source and presenter of knowledge like the teaching sequence in programmed instruction in films and television programs or in the internet. While from the constructivist’s point of view, educational technology serves as learning tools that learners learn with. It involves the learners in active, constructive, intentional, authentic and cooperative learning and provides opportunities for technology and learner interaction for meaningful learning. In this way, educational technology is used as facilitator of thinking and knowledge construction.
My Learning:
The role of Educational Technology can be both in a traditional way in which it serves as source and presenter of knowledge and in a constructivist way in which it serves as learning tool or partner. But in this stage of human development wherein mental or cognitive development are of major concern; I would prefer the constructivist’s perspective that educational technology should serve as a learning tool rather than just a mere presenter of knowledge so that it would engage the learner in a more active, constructive, interactive and cooperative learning in order to develop the learner’s creativity and abstract or high order of thinking.
My Application:
As a teacher, it would be of great advantage in employing technology in the teaching and learning process. Aside from learning different approaches, methodologies, strategies to suit the different developmental stages of the learners, I should also learn the use of technology so I could present an interesting, stimulating, engaging and challenging activities so that learning can be made fun at the same time. Moreover, learning the use of modern technology will make more of the teaching tasks fast, easier and convenient. There is no other way than to learn the use of technology and that is one of my greatest challenge at present.
Educational Technology from the traditional perspective, serves as source and presenter of knowledge like the teaching sequence in programmed instruction in films and television programs or in the internet. While from the constructivist’s point of view, educational technology serves as learning tools that learners learn with. It involves the learners in active, constructive, intentional, authentic and cooperative learning and provides opportunities for technology and learner interaction for meaningful learning. In this way, educational technology is used as facilitator of thinking and knowledge construction.
My Learning:
The role of Educational Technology can be both in a traditional way in which it serves as source and presenter of knowledge and in a constructivist way in which it serves as learning tool or partner. But in this stage of human development wherein mental or cognitive development are of major concern; I would prefer the constructivist’s perspective that educational technology should serve as a learning tool rather than just a mere presenter of knowledge so that it would engage the learner in a more active, constructive, interactive and cooperative learning in order to develop the learner’s creativity and abstract or high order of thinking.
My Application:
As a teacher, it would be of great advantage in employing technology in the teaching and learning process. Aside from learning different approaches, methodologies, strategies to suit the different developmental stages of the learners, I should also learn the use of technology so I could present an interesting, stimulating, engaging and challenging activities so that learning can be made fun at the same time. Moreover, learning the use of modern technology will make more of the teaching tasks fast, easier and convenient. There is no other way than to learn the use of technology and that is one of my greatest challenge at present.
Lesson 2 - Technology: Boon or Bane?
Summary:
Is technology boon or a blessing; or is it bane or a curse to mankind? This is the paradox that humanity faces with the development and advent of modern technology.
Technology is actually a blessing for man. There are a lot of things that we can do now as compared in the past with the help of modern technology. It makes life easier or convenient like the modern communication facilities: (cell phone and internet) that link mankind globally; and the modern and fast transportation facilities that let mankind conquer the world. More so, it makes teaching and learning becomes more exciting, stimulating, novel and engaging. Further, more human lives are saved with the aid of modern technologies. Moreover, technology bringing speed and convenience, it gives mankind the time and opportunity to enjoy and develop other aspects in life for its further and total development.
On the other end, technology becomes a curse with disuse and abuse of its usage. It can make or break a relationship in the micro level; and at the same time, it can make or break the world in the macro level like the misuse of the atomic bomb in World War II that destroys a great number of people and the environment. A lot of destructive things can happen when technology is not properly put in its proper and rightful usage, hence it can hinder the improvement and development of humanity and society.
My Learning:
Technology is made for man and not man for technology. It is ideally an instrument to aid greatly in the advancement and progress of humanity in so many aspects like education, economy, health, infrastructure and governance in the locality and for the global welfare, that makes the world a beautiful place to live in.
My Application:
As educators, we play a major role in striking the balance for the use and integration of technology in the teaching and learning process. Technology without the heart, is rude and destructive. It is therefore our responsibility to inculcate to the learners the morals for the proper usage of technology or else it can be a detriment to the development of the individual and to the society.
Is technology boon or a blessing; or is it bane or a curse to mankind? This is the paradox that humanity faces with the development and advent of modern technology.
Technology is actually a blessing for man. There are a lot of things that we can do now as compared in the past with the help of modern technology. It makes life easier or convenient like the modern communication facilities: (cell phone and internet) that link mankind globally; and the modern and fast transportation facilities that let mankind conquer the world. More so, it makes teaching and learning becomes more exciting, stimulating, novel and engaging. Further, more human lives are saved with the aid of modern technologies. Moreover, technology bringing speed and convenience, it gives mankind the time and opportunity to enjoy and develop other aspects in life for its further and total development.
On the other end, technology becomes a curse with disuse and abuse of its usage. It can make or break a relationship in the micro level; and at the same time, it can make or break the world in the macro level like the misuse of the atomic bomb in World War II that destroys a great number of people and the environment. A lot of destructive things can happen when technology is not properly put in its proper and rightful usage, hence it can hinder the improvement and development of humanity and society.
My Learning:
Technology is made for man and not man for technology. It is ideally an instrument to aid greatly in the advancement and progress of humanity in so many aspects like education, economy, health, infrastructure and governance in the locality and for the global welfare, that makes the world a beautiful place to live in.
My Application:
As educators, we play a major role in striking the balance for the use and integration of technology in the teaching and learning process. Technology without the heart, is rude and destructive. It is therefore our responsibility to inculcate to the learners the morals for the proper usage of technology or else it can be a detriment to the development of the individual and to the society.
Lesson 1 - Meaning of Educational Technology
Summary:
Technology comes from the Greek word “techne”, which means craft or art.
Educational Technology is therefore an art in teaching, but it is often perceived to mean just the modern technology like the hardware, but it refers broadly to the use of all human inventions and discoveries to satisfy all the needs in the educational processes. These inventions and discoveries include the devices, tools, equipment, activities, procedures and processes. All the old traditional learning equipment like chalk, chalkboards and bulletin boards also form part of the educational technology.
There are other terms associated with technology like, technology in education, instructional technology, technology integration, and educational media. Technology in Education is the application of technology to any of those processes involved in operating the institutions which are engage in educational enterprise. Instructional Technology is a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives. Technology Integration means using “learning technologies to introduce, reinforce, supplement and extend skills.” While Educational Media are channels, avenues or instruments of communication which also serve educational purposes.
My Learning:
Usually, we believe that educational technology only refers to the use of recent and advance inventions of modern technologies like computers, video, multi-media and internet. But in this lesson, I have learned that educational technology includes all the materials including the old and traditional and the new tools and processes, methods, procedures and activities, instructional and curricular design, including the teaching profession itself, the learning environment and systems. These all form part of educational technology with the main objective to realize the mission of the teachers to effectively facilitate learning.
My Application later as a teacher:
As a teacher, I would preferably employ the use of modern technologies in facilitating learning although at times there are situations which call for the use of traditional materials and methods so we can not frown upon them because in the course of evolution, we cannot deny the fact that the traditional materials and systems, have served and proved their purpose. But since we are now in the computer age, it is a must that teachers should also adopt the use of modern technologies in the learning processes owing to its advantages and convenience; and to ensure their proper place and usage to prevent abuse, disuse and wastage.
Technology comes from the Greek word “techne”, which means craft or art.
Educational Technology is therefore an art in teaching, but it is often perceived to mean just the modern technology like the hardware, but it refers broadly to the use of all human inventions and discoveries to satisfy all the needs in the educational processes. These inventions and discoveries include the devices, tools, equipment, activities, procedures and processes. All the old traditional learning equipment like chalk, chalkboards and bulletin boards also form part of the educational technology.
There are other terms associated with technology like, technology in education, instructional technology, technology integration, and educational media. Technology in Education is the application of technology to any of those processes involved in operating the institutions which are engage in educational enterprise. Instructional Technology is a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives. Technology Integration means using “learning technologies to introduce, reinforce, supplement and extend skills.” While Educational Media are channels, avenues or instruments of communication which also serve educational purposes.
My Learning:
Usually, we believe that educational technology only refers to the use of recent and advance inventions of modern technologies like computers, video, multi-media and internet. But in this lesson, I have learned that educational technology includes all the materials including the old and traditional and the new tools and processes, methods, procedures and activities, instructional and curricular design, including the teaching profession itself, the learning environment and systems. These all form part of educational technology with the main objective to realize the mission of the teachers to effectively facilitate learning.
My Application later as a teacher:
As a teacher, I would preferably employ the use of modern technologies in facilitating learning although at times there are situations which call for the use of traditional materials and methods so we can not frown upon them because in the course of evolution, we cannot deny the fact that the traditional materials and systems, have served and proved their purpose. But since we are now in the computer age, it is a must that teachers should also adopt the use of modern technologies in the learning processes owing to its advantages and convenience; and to ensure their proper place and usage to prevent abuse, disuse and wastage.
Thursday, January 28, 2010
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