Lesson 5: The Cone of Experience

• The Cone is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience become. 

a. Direct Purposeful Movement - first-hand experience which serve as the foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling.

b. Contrived Experiences - in here, we make use of a representative models or mock ups of reality for practical reasons.

c. Dramatized Experiences - by dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us in time.

d. Demonstration - it is visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, display, or guided motion.

e. Field Trips - these are the excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom.

f. Exhibits - these are displays to be seen by spectators. They may consist of working models arranged meaningfully or photographs with models, charts, and posters. Sometimes exhibits are "for your eyes only."

g. Television and motion pictures - television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there. 

h. Still pictures, recordings, radio - these are visual and auditory devices which may be used by an individual or a group.

i. Visual Symbols - these are no longer realistic reproduction of physical things for these are highly abstract representations.

j. Verbal Symbols - they are not like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. 

Three - Tiered Model of Learning 

     Harvard psychologist, Jerome S. Bruner, presents a three- tiered model of learning where he points out that every are of knowledge can be presented and learned in three distinct steps. 

   It is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC and only after to the SYMBOLIC.

Three pitfalls that we should avoid with regard to the use of the Cone of Experience:

• Using one medium in isolation
• Moving to the abstract without an adequate foundation of concrete experience. 
• Getting stuck in the concrete without moving to the abstract hampering the development of our students' higher thinking skills. 

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Lesson 4: Systematic Approach to Teaching

Systematic Approach to Teaching

• Systematic - organize, relating to or consisting of a system. Methodical in procedure or plan (systematic approach). Logical, presented or formulated as a coherent body of ideas or principle (systematic thought). Efficient, effective in class that is marked by thoroughness and regularity (systematic efforts).

• Systematic Approach to Teaching - it is a network of elements or parts different from each other but each one is special in the sense that each performs a unique function for the life and effectiveness of the instructional system. The systems approach views the entire educational program as a system of closely interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole: the school, the teacher, the students, the objectives, the media, the materials, and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

• Purpose of a System Instructional Design - to ensure orderly relationships and interaction of human, technical and environmental resources to fulfill the goals which have been established for instruction. 

• The focus of systematic instructional planning is the student.

• It tells about the systematic approach to teaching in which the focus in the teaching is the students.

Systematized Instruction

1. Define Objectives- instruction begins with the definition of instructional objectives that consider the students' needs, interests and readiness.

2. Choose appropriate methods- on the basis of these objectives the teacher selects the appropriate teaching methods to be used.

3. Choose appropriate experiences- based on the teaching method selected, the appropriate learning experiences, an appropriate material, equipment and facilities will also be selected.

4. Select materials, equipment and facilities- the use of learning materials, equipment, and facilities necessitates assigning the personnel to assist the teacher.

5. Assign personnel roles- defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.

6. Implement the instruction- with the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

7. Evaluate outcomes- after instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.

8. Refine the process- if the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. 

 Examples of Learning Activities:

• Reading
• Writing 
• Interviewing
• Reporting or doing presentation
• Discussing
• Thinking
• Reflecting
• Dramatizing
• Visualizing
• Creating judging
• Evaluating

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Lesson 3: Roles of Educational Technology in Learning

   Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist way as partners in the learning process.

    - From the traditional Point of View, technology serves as source and presenter of knowledge. -David H. Jonassen 1999.

    - Technology like computer is seen as productivity tool.

    - With the eruption of the Internet in the mid 90's.

    - From the constructivist Point of View, educational technology serves as learning tool that learners learn with.

  From a constructivist perspective, the following are roles of technology in learning (Jonassen, et al 1999).

• Technology as tools to support knowledge construction:

        - for representing learners' ideas, understandings and beliefs

        - for producing organized, multimedia knowledge bases by learners.

• Technology as information vehicles for exploring knowledge to support learning-by-constructing:

        - for accessing needed information

        - for comparing perspective, beliefs and world views.

• Technology as context to support learning-by-doing:

        - for representing and stimulating meaningful real- world problems, situations and contexts.

        - for representing beliefs, perspective, arguments, and stories of others

        - for defining a safe, controllable problem space for student thinking

• Technology as a social medium to support learning by conversing:

         - for collaborating with others

        - for discussing, arguing, and building consensus among members of a community

        - for supporting discourse among knowledge-building communities

     

• Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:

        - for helping learners to articulate and represent what they know

        - for reflecting on what they have learned and how they came to know it

        - for supporting learners 'intellectual negotiations and meaning making

        - for constructing personal representations of meaning

      

       - for supporting mindful thinking

                                            ----

Lesson 2: Technology: Boon or Bane?

"Technology is in our hands. We can use it to build or to destroy."

Boon- is a thing that is beneficial or useful. It is also called "Advantage."

Bane- it is a curse or destruction. It is also called "Disadvantage."

The Education Technology is Boon when:

   

    * Technology is a blessing for man. With technology, there is a lot that we can do which we could not do then.

    * Technology contributes much to the improvement of the teaching-learning progress and to the humanization of life.

    * With cellphones, webcam, you will be closer to someone miles and miles away.

    * Many human lives saved because of speedy notifications via cellphones.

    * Your teaching and learning have become more novel, stimulating, exciting, fresh and engaging with the use of multimedia in the classroom.

   * With your TV, you can watch events as they happen all over the globe.

The Education Technology is Bane when:

  *When not used properly, technology becomes a detriment to learning and development.

             Examples:

                              It can destroy relationships.

                             

                              Erode marital relationship.

  * The learner is made to accept as Gospel truth information they get from the Internet.

  * The learner surfs the Internet for pornography.

  * The learner has an uncritical mind on images floating on televisions and computers that represent modernity and progress.

  * The TV makes learner a mere spectator not an active participant in the drama of life. 

  * The learner gets glued to his computer for computer-assisted instruction unmindful of the world and so fails to develop the ability to relate to others.

  * We make use of the Internet to do character assassination of people whom we hardly like. 

  * Because of our cellphone, we spend most of our time in the classroom or in our workplace texting.

  * We use overuse and abuse TV or film viewing as a strategy to kill time.

  * The abuse and misuse of the Internet will have far reaching unfavorable effects on his moral life.

The integration of technology in the instructional process must be geared towards:

1. Interactive and meaningful learning.

2. The development of creative and critical thinking.

3. The development and nurturing of teamwork.

4. Efficient and effective teaching.

"Technology is made for man and not man for technology. Technology is made for the teacher and not teacher for technology." 

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Lesson 1: Meaning of Educational Technology

According to research, people tend to remember;

10% of what they read

 20% of what they hear

                        

 30% of what they see

50% of what they hear and see

70-90% of what they see, hear and experience

Educational Technology

- is the application of technology in the educative process that takes place in education institutions.

       * Technology in Education 
                 - is the application of technology in the operation of education institution.

       *  Instructional Technology
                 - is refers to aspects of educational technology that are concerned with instructions.

       *  Technology Integration
                 - is using learning technologies to introduce, supplement and extend skills.

Benefits from using Education Technology

     * Increase the quality of learning and the degree of its mastery through the use of special effects of unique programming that are considered individualized, valid and accessible.

     * Decrease the time spent in instruction for learners to achieved desired learning objectives.

     * Increase efficiency of teachers.

     * Reduce educational cost without affecting quality of instruction.

Guidelines in using Educational Technology

     - Determine the purpose for which the instructional materials are to be used.

     - Define the objectives to determine the appropriateness of the material.

     - Know the content of the material.

     - Exercise flexibility so that the materials satisfy different purposes.

     - Consider diversity/ variety of materials.

     - Relate materials to age, ability, maturity and interests of students.

     - Arrange the conditions so that the materials do not interrupt the momentum of the lesson.

     - Prepare the students for what they will hear, see and do as lessons unfold.

     - Operate equipment needed for efficient use.

     - Summarize experiences gained and follow up with further relevant discussion.

     - Evaluate the results of the use materials together with the instructional process, to determine effectiveness.

Why use media in instruction?

        Methods of teaching are instructional techniques that facilitate learning while Media are the means of implementing those methods.

Commonly used Media/ Materials for Instruction

    1. Print Media or Materials

           - considered to be the most dominant and the primary means of communicating subject matter to students.
          
           - the principal aid to teaching and learning.

Examples
          
          books

          textbooks

          periodicals such as newspapers, magazines, journals, hand outs, manuals

    2. Still Pictures and Graphics

             - useful means of expressing ideas; convey lines, patterns, colors and shades to convey information.

Examples:

          Pictures 

          Graphics such as maps, diagrams, charts/graphs, tables, posters and cartoons

          Visual display devices such as chalkboards, whiteboards, magnetic board, bulletin boards

           Projection devices such as slide and filmstrip projectors, opaque projectors an overhead projectors.

    3.  Sound recordings and radio

         * Phonograph records

         * Audiotapes

         * Compact disc

         * Radio

     4. Film and Television

      5. Video Recording

         * Videotapes and discs

         * Cables and satellites

         * Camcorders

    


 

      6. Computer Based Learning (CBL)

             - enables the students to study almost anytime and convenient locations and with varying ability level; provides multimedia, interactive instruction, practice and testing that in turn helps teachers further in terms of diagnosis and guidance.

      


     7. The Web

General Principles/ Criteria for Selection of Instructional Materials

1. Appropriates

       - materials such catch the general and specific objectives of the lesson; must be appropriate.

              * difficulty of concepts taught

              * vocabulary level of students

              * methods used in teaching

              * interest of learners

2. Authenticity

         - materials must accurate, up-to-date, and reliable information.

3. Interest and appeal to users

         - materials must have the power to catch the interest of users, motivate them for learning and stimulate.

4. Organization and balance

         - materials must be very clear, well-organized, logically sequenced.

5. Cost Effectiveness/Economy

         - materials used must be relative to the cost of other similar materials, their durability and the number of student-users.

6. Breadth

         - the scope of materials must suit many different types of learners and learning purposes.

Ten Commandments for Creating Learning Materials

1. Do not overcrowd.

2. Be consistent in format, layout and convention.

3. Use appropriate typefaces and point uses.

4. Use bold and italics for emphasis, but don't overuse them.

5. Use titles, headings and subheadings to clarify and guide.

6. Use numbers to direct through sequences.

7. Use graphics and illustrations to reinforce ideas.

8. Use symbols and icons as identifying markers.

9. Use color/video/audio/music to stimulate but not to overpower senses.

10. Produce the materials with technical excellence good quality, good audio, clear etc.