Lesson 18 - Tablets for Textbooks in Schools

Tablets for learning is still futuristic, but today's books are still the primary of medium instruction in schools. These will be replace by digital technology reading tools, but disadvantages of using books are backbreaking due to their weight and size. Publishing and printing millions of books are too much expensive. If there is an error information the technical mistakes and editorial lapses. The technology is being view as a savior. Learning technology along other audio-visual aids in teaching learning process.

Many schools are now engaging their students with tablets for textbooks in school. One of the most popular example of this is the De La Salle in which administrators, teachers, parents and other stakeholders have made it possible through reasonable IT payments, full support of parents and teachers in the IT advancements.

Lesson 16 - The Internet and Education

The Internet, also simply called the Net is the largest and far-flung network system of all systems. The Internet is not really a network but a loosely organized collection of about 25,000 networks accessed by computers on the planet.

Everything is coordinated in the Internet through a standardized protocol called Transmission Control Protocol/Internet Protocol (TCP/IP). To gain access to the Internet, the computer must be equipped with what is called a Server which has a special software program that uses the Internet protocol.

The great attraction of the Internet is that once the sign-up fees are paid, there are no extra charges. E-mail for example is free regardless of amount use. The vast sea of information now in the Internet is an overwhelming challenge to those who wish to navigate it. The most attractive way to move around the Internet is called browsing. Using a program called the browser, the user can use a mouse to point and click on screen icons to surf the Internet, particularly the World Wide Web, an Internet's subset of text, images and sounds are linked together to allow users to access data or information needed.

Educational software materials have also developed both in sophistication and appeal. But the real possibility today is connecting with the world outside homes, classrooms and Internet cafes. Today schools are gearing up to take advantage of Internet access.

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

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 path of activities thus providing an environment of learner autonomy and thinking skills.

Characteristics of hypermedia applications:

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

2. Learner wide range of navigation routes - the learner has a wide range of navigation routes such as by working on concept he is already familiar with. He may even follow a linear or logical path, even if the previous activity is half-completed.

3. Variety of media - Hypermedia includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation. Since only virtual learning activity takes place, it is important from the standpoint of the teacher to optimize the learning process by identifying the characteristics of media application, as well as the advantages and limitations of such an application.

Lesson 14 - The Software as an Educational Resource

When people think about computers, they imagine the computer machine with monitor screen, keyboard, and "the box" or CPU which contains the electronic parts and circuits. It is more difficult to realize, however, that 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 2 types of software:

1. System Software - this is the operating system that is found or bundled inside all computer machines.

                                     

2. Application Software - this contains the system that commands the particular task or solves a particular problem.

                                    

In turn the applications software may be:

(a) A custom software that is made for specific tasks often by large corporations, or

(b) A commercial software packaged for personal computers that helps with a variety of tasks such as writing papers, calculating numbers, drawing graphics, playing games, and so much more.

Microsoft Windows

                                                     

This is also referred to as a program. Microsoft Windows or Windows for short is an operating environment between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work.

Instructional software

This can be visited on the internet or can be bought from software shops or dealers. The teacher through this school should decide on the best computer-based instructional(CBI) materials for the school resource collection.But beware since CBIs need much improvement, while web-based educational resources are either 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, 5 elements are needed:

1. Common goal

2. Interdependence

3. Interaction

4. Individual Accountability

5. Social skills

Cooperative Learning and the Computer

Researchers have made studies on the learning interaction between the student and the computer. The studies have great value since it has been a long standing fear that the computer may foster student learning in isolation that hinders the development of the student's social skills. Now this mythical fear has been contradicted by the studies which show that when students work with computers in groups.

Components of Cooperative Learning

Education are still wary about the computer's role in cooperative learning. Thus they pose the position that the use of computers do not automatically result in cooperative learning. Therefore assign the teachers several tasks in order to ensure collaborative learning. These are:

1. Assigning students to mixed-ability teams

2. Establishing positive interdependence

3. Teaching cooperative social skills

4. Insuring individual accountability, and

5. Helping groups process information

Lesson 12 Information Technology in Support of Student-Centered Learning

The idea of student-centered learning is not a recent idea. In fact, as early as the 20th century, educational educator such as John Dewey argued for highly active and individualized pedagogical methods which place the student at the center of the teaching-learning process.

The Traditional Classroom

              It may be observed that classrooms are usually arranged with neat columns and rows of student chairs or desks, while the teacher stands in front of the classroom or sits behind his table. This situation is necessitated by the need to maintain classroom discipline, also allow the teacher to control classroom activities through lecture presentation and teacher-led discussions. Noticeably, however, after spending so many minutes in lesson presentation and class management, students can get restless and fidgety. Often enough, the teacher has to also manage misbehavior in class as students start to talk among themselves or simply stare away in lack of attention.

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 is based on the long accepted belief that the teacher must perform his role of teaching so that learning can occur. This learning approach is generally known as direct instruction, and it has worked well for obtaining many kinds of learning outcomes. The problem with it is that the approach in learning, however, is the fact that the world's societies have begun to change. It may not be felt strongly to countries in which on countries who depends mostly their economy to factory workers. Traditional and direct instruction is very useful in these countries.

             In contrast, industrialized societies we find knowledge-based economies in which workers depend on information that can be accessed through information and communication technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, demonstrating independence and self-awareness in the learning process.

Lesson 11 Computer as Teacher's Tool

Constructivism was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.

While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social constructivism is the effort to show that the construction of knowledge is governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community society he lives in.

The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition, Dewey sees language as a medium for social coordination and adaptation. For dewey human learning is really human languaging that occurs when students socially share, build and agree upon meanings and knowledge.

The Computer's Capablities

Based on the two learning theories, the teacher can employ the computer as a/an:

Informative Tool

The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedias are today available on the internet.

Communication Tool

The computer has been used in communications as evident by social networking sites as to Facebook, Twitter and Friendster. We can even chat/talk friends and families anywhere in the globe through the webcam. We can send messages and information through the internet in just seconds or minutes.

Constructive Tool

The computer itself can be used for manipulating information, visualizing one's understanding, and building new knowledge. The Microsoft Word computer program itself is desktop publishing software that allows users to organize and present their ideas in attractive formats.

Co-constructive Tool

Students can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. One way of co-construction is the use of the electronic whiteboard where students may post notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.

Situating Tool

By means of virtual reality (RS) extension system, 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 of a situating tool which places the user in simulated flying environment.

Lesson 10 The Computer as a Tutor

The computer is one of the wonders of human ingenuity. With the invention of the microcomputer (now also commonly referred to PCs or Personal Computer), the PC has become the tools for programmed instructions.

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 teacher.

The computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller.

The teacher must:

v  Insure that students have the needed knowledge and skills for any computer activity.

v  Decide the appropriate learning objectives .

v  Plan the sequential and structured activities to achieve objectives.

v  Evaluate the students’ achievement by ways of tests the specific expected outcomes.

The Students in CAI plays their own roles as learners ,as they:

v  Receive information.

v  Understand instructions for the computer activity.

v  Retain/keep in mind the information and rules for the computer activity.

v  Apply the knowledge and rules during the process of computer learning.

The  Computer  plays  its  roles as  it:

v  Acts as a sort of tutor (the role traditional played by the teacher)

v  Provides a learning environment.

v  Delivers learning instruction.

v  Reinforces learning trough drill-and-practice.

v  Provides feedback.

CAI Integrated with Lessons

v  CAI computer learning should not stop with the drill and practice activities of students

v  CAI works best in reinforcing learning through repetitive exercises such that students can practice basic skills or knowledge in various subject areas

v  In these programs, the computer presents a question /problem first and the student is asked to answer the question/problem. Immediate feedback us given to the student’s answer.

The question arises: When and how can teachers integrate drill and practice programs with their lessons? The following suggestions can be made:

v  Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students (e.g. multiplication table,  letter and word recognition, identification of geometric shapes, etc. )

v  Ensure that drill and practice activities conform to the lesson plan/curriculum .

v  Limit drill and practice to 20-30 minutes to avoid boredom.

v  Use drill and practice to assist students with particular weakness in basic skills.

The tutorial software should be able:

v  Be able to teach new content/new information to students (in as much as CAI provides practice on old or already learned content)

v  Provide comprehensive information on concepts in addition to practice exercises.

v  Be able to teach new content/new information to students (in as much as CAI provides practice on old or already learned content)

v  Provide comprehensive information on concepts in addition to practice exercises.

v  Be effectively used for remediation, reviewing, or enrichment.

v  Allow the teacher to introduce follow-up questions to stimulate students’ learning.

v  Permit group activity for cooperative learning.

SIMULATION PROGRAMS

            Simulation software materials are another kind of software that are constructivist in nature.

Simulation software:

§  Teaches strategies and rules applied to real-life problems/ situation.

§  Asks students to make decision on models or scenarios.       

§  Allows students to manipulate elements of a model and get the experience of the effects of their decisions.

           

Lesson 9: Computer as Information and communication technology

          In educational technology course 1 the role of computer in education was well discussed. It was pointed out that the advent of the computer is recognized as the third revolution in education. The first was the invention of the printing press; the second, the introduction of libraries and the third the invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education

          Through the technology, educators saw the amplification of learning literacy. Much like reading, the modern student can now interact with computer messages; even respond to question or to computer commands. Again like writing, the learner can form messages using computer language or programs.

          Soon computer assisted instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill exercise that uses color, music and animation. The novelty of CAI has not waned to this offered by computer-equipped private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.

THE PC

Communication media     
(Internet)
email
chat rooms 
blog sites
Music/movie/television room

Audiovisual Media
(multimedia)
Text, sound, graphics chart, photos
Powerpoint presentations
CD, VCD, DVD player
CDVCD, DVD player
Educational software
(internet)
Educational websites
softwares, coursewares
School registration/ records accounting

                                              

FIGURE 6 – USES OF THE COMPUTER AS ICT IN EDUCATION

THE PERSONAL COMPUTER (PC) AS ICT

                Until the nineties, it was still possible to distinguish between instructional media and the educational communication media.

                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 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

                Close to the turn of the 21st century, however, such as distinction merged owing to the advent of the microprocessor also known as the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.

                To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:

·         Microsoft Office- program for composing text, graphics, photos into letters, articles, reports etc.

·         Power-point- for preparing lecture presentations

·         Excel- for spreadsheet and similar graphic sheets

·         Internet – access to the internet

·         Yahoo or Google- websites; email, chat rooms, Blog sites, news service (print/video) educational software etc.

·         Adobe reader- Graph/photo composition and editing

·         MSN- mail/chat messaging

·         Cyber link power- DVD player

·         Windows media player- Editing film/video

·         Game house- video games

Lesson 8 Higher Thinking Skills Through IT-Based Projects

OVERVIEW:

                        In this lesson, we shall discuss four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. To be noted is the fact that these projects differ in the specific process and skills employed, also in the ultimate activity or platform used to communicate completed products to others.

Four IT based projects

I.              Resource-based projects

 The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.

Key Elements of a constructivist approach:

a)      The teacher creating the learning environment.

b)      The teacher giving students the tool and facilities.

c)      The teacher facilitating learning.

The general flows of events in resource-based projects are:

1. The teacher determines the topic for the examination of class.

2. The teacher presents the problem to the class.

3. The students find information on the problem/questions.

4. Students organize their information in response to the problem/questions.

Relating to finding information, the central principle is to make the students “go beyond the textbook and curriculum materials”. Students are encouraged to go to the library, particularly to the modern extension of the modern library,   the Internet.

           

TRADITIONAL AND RESOURCE-BASED LEARNING

Traditional learning model

1. Teacher is expert and information provides

2. Textbook is key source of information

3. Focus on facts Information is packaged in neat parcels

4. The product is the be-all and end-all of learning

5. Assessment is quantitative

Resource-based learning model

1. Teacher is a guide and facilitator

2. Sources are varied (print, video. Internet, etc.)

3. Focus on learning inquiry, quest, or discovery

4. Emphasis on process

5. Assessment is quantitative and qualitative.

II. SIMPLE CREATIONS

v   more consonant with planning, making, assembling, designing and/or building.

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence.

Creativity is said to combine three kinds of skills/abilities :

•       Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.

•       Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.

•       Promoting- selling of a new ideas to allow the public to test the ideas themselves.

The five key task to develop creativity:

• Define the task- clarify the goal of the completed project to the student.

• Brainstorm- the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange.

• Judge the ideas- the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene.

• Act- the students do their work with the teacher a facilitator.

• Adopt flexibility- the students should be allowed to shift gears and not follow an action path rigidly.