Lesson 5 Preferences of Technology Generation

¡  Text Versus Visual

ü   Our parents read book texts, enriched by illustrations and photos. In order to research, they go to the school library, use the cart catalog for needed books, and sign up to borrow books for home reading. The technology or digital generation has greater affinity to visuals compared with texts.

¡  Linear Versus Hyper media

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

¡  Independent Versus Social Learners

ü  The traditional education system gives priority to independent learning, prior to participative work. New learners, however, are already acquainted with digital tools that adopt both personal and participative work.

¡  Learning to do Versus Learning to pass the test

ü  Old teachers teach students in order to help them pass test 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.

¡  Delayed Rewards and Instant Gratification

ü  The traditional reward system in education consists in the grades, honor certificates/medals, and diplomas. On the other hand, digital learners on their own  experience more immediate gratification through immediate scores from games.

¡  Rote Memory Versus Fun Learning

ü  Teachers feel obliged to delivering content-based courses, the learning of which is measurable by standard tests. Digital learners prefer fun learning which is relevant and instantaneously useful to them. Learning is play to new 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 in simple things like the manner of dressing, socializing, more intimate relationship like friendship and marrying.  In the field of education, a huge generation gap also exists and will continue to widen unless some changes are adopted at the proper time. 

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 countries where schools don't have technology facilities, it is understandable that the transition to digital education may take time. But given the rapid emergence of digital technology, at times referred to as Information and Communication 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, especially along matters of traditional value systems.

·         Alvin Toffler’s book, Future Shock, show how the information age has begun to create many cultural changes in the family, societies, businesses, governments such as what he calls throw-away society, modular man, kinetic image, scientific trajectory, fractured family, surfeit of sub-cults, psychological dimensions.

Given the speed and power of ICT for change, growth, innovation, it becomes critical that teachers understand the gap that may be perceived between them and the new generation of learners.

Since the new generations are expected to face a future professional challenge of a digital world ahead of them, technology-supported skills need to be taught in schools today, or else schools will become 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 survey show an increasing drop-out rate every year. Learning at home and availing digital learning systems like the open Universities may save the day, but the situation remains bleak for schools stolidly adhering to the old educational system.

 The only permanent in this world is change; nobody can cease a thing to grow. Despite of some negative effects still human continue to discover and invent something that could make life easier and comfortable. As future educators, we need to adapt to the fast changing development of technology in order for us to be effective. We need to be adept in using technology because children nowadays learn fast because of gadgets. Just like Bruce Lee said “You must be shapeless, formless, like water. When you pour water in a cup, it becomes the cup. When you pour water in a bottle, it becomes the bottle. When you pour water in a teapot, it becomes the teapot. Water can drip and it can crash. Become like water my friend.” We must be like water; we need to learn to adapt in any given situation.

Lesson 3 Understanding Technology Learners

Our teachers today generally use the traditional education program applicable to learners of the past, acquainted with linear, textual and sequential learning.  They fail to realize that the new generation of the 21^st millennium is not the kind of learner that they were, but are information technology or digital learners.

The 21st century education is going to be empowered by digital learners pretty soon as the beginning is coming.

•      53% of students use a smart phone and are connected and prefer the internet.

•      78% of the students believe and prefer learning through technology

            Even in classes, their concentration is questionable as they are uneasy to simply sit and listen. They become alive again through video presentations, group activities and computer classes.

Information Technology learners ( Digital Learners ) – A video is presented in discussing the characteristics of a digital learner.

21^ST Century Learning is done with :

•      COLLABORATION - Learning how to work with others to achieve a common purpose. Students bring gadgets with them as well as presenting the knowledge the knowledge and abilities they have to come up with a product/solution.

•      Communication- Students use their mobile devices to discuss content they are learning with others, set goals for themselves, and share new concepts. The lines of communication now become multi-directional and extend beyond the classroom.

•      Critical Thinking- helps to construct a firm foundation for personalized learning. In many classrooms, teachers don’t provide the time necessary for critical thinking in order to develop original solutions to problems. Many of the problems that are provided to students also have only one possible right or wrong answer and don’t encourage true critical thinking.

When students are given the opportunity to utilize all of the resources available within a classroom to solve problems, they can be challenged to personally connect to their learning and construct new understanding.

•      Creativity- Students make use of their imagination as well as technologies to create new things. To think beyond things.

Lesson 2 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.

            Adding to the technology sophistication of the learner, educational technology 1 fitting refined the distinction between educational technology and other concepts, such as instructional technology (which is the use of technology and instruction, different from school management), educational media (or equipment and materials, apart from the teacher himself), audio visual aids (or learning media to stir the senses for more effective learning).

            In sum, educational technology 1 served:

•         To orient the learner to the pervasiveness of educational technology in society.
•         To lend familiarization on how educational technology can be utilized as media for the avenues teaching-learning process in this school.
•         To uplift the learner to human learning through the use of learning technology.
•         To impart skills in planning, designing, using and evaluating the technology-enriched teaching-learning process.
•         To acquaint learners on the basic aspects of community education, functions of the school media center, and finally.
•         To introduce the learner to what is recognized as the third revolution in education, the computer.