Huwebes, Oktubre 13, 2016

Educational Technology 1 (Poster)

POSTER/DRAWING



     This poster/drawing for me, means a lot. This drawing is about Educational Technology. We all know that we live now in a Technology world or I mean we are all high tech nowadays. All people always use a computer or mobile phone when they need to do things in rush. Computers, mobile phones and etc are useful in our lives nowadays. So for me, we need to limit ourselves when we use computers. Don't over use it. Sometimes we need to use books.


Lesson 18

Roles and Functions of an Educational Media Center


     An EMC is a facility designed for the housing and utilization of all educational media within the school. It is a basic requirement for a school to render quality service. It is not independent of the school. Rather, like any part of the human body, it is a unit in the school that cooperates with other units or departments that help the school fulfill its mission.

     An EMC renders various kinds of services. Its services boil down to improving the teaching-learning process by making it more interactive, collaborative, interesting and authentic.

What must an EMC have to be a functional EMC?
The evaluation questions for a functional EMC (Lucido & Borabo, 1997)

1. The Institutional Media Services



  •  Is the administration committed to a media program?
  •  Is the program of media services administered by a media specialist through media center?
  • Is the center operating at the same level as other major institutional services of the school?
  • Are there clearly defined policies, procedures, and plans for short, medium and long term coverage?
  • Is the center provided with appropriate facilities.
  • Is the center capable of giving media and/or educational media technology advises/assistance to the faculty.

2. Media and Instruction


  • Are the faculty encourage to use media as an integral part of instruction?
  • Are classrooms equipped and/or adapted for the best possible use of educational media?
  • Is the media center accessible to all classrooms and lecture/conference rooms?
  • Is there educational media technology information dissemination?
  • Is there proper cooperation between faculty and the professional media staff in the planning, developing, and using media for instructions?
  •  In particular, are faculty members assisted by the media center staff in analyzing teaching needs and in designing, selecting and using educational media to meet these needs?
  • Is there a capability for production of graphics, audio, visual and other media materials for instruction.


3. Classroom Facilities

  • Are classroom designed for and provided with essential facilities for effective use of educational media?
  • Specifically, are classrooms equipped for full light control, electrical outlets, appropriate ventilation and media operations space?
  • Are classrooms equipped with a bulletin board.

4. Media program

  • Are there clear-cut administration policies on the media program?
  • Is there an adequate source/system of funding?
  • Is there appropriate hiring of media center supervisions, creating and technical personnel, consultants and clerical staff?



Lesson17

Assessment in a Constructivist, Technology-Supported Learning


Abstraction
From the conversation we gather that some students:
  • Memorize very much for the test.
  • Study only for passing score and a passing grade.



     The questions we raise are: “Is it really bad to memorize for the test?” and is it not good to study for a score and for a grade? The answer to both questions is a NO.
Authentic assessment is most appropriate for the constructive classroom. Authentic assessment measures collective abilities, written and oral expression skills, analytical skills, manipulative skills, (like computer skills ) integration, creativity, and ability to work collaboratively.

     In authentic assessment, students perform real world tasks, thus the word “authentic” assessment includes performance or product assessment.

·         You and your students may develop a rubric. It can be a collaborative effort for both of you- teacher and students- in line with the practice of self-assessment, which is highly encourage. In fact with scoring rubric, standards are clearly set at the beginning for you and your students.
·          Assessment in a technology-supported environment necessarily includes display of skillful and creative use of technologies, old and recent, because that is what is naturally expected of us in the real world, a technology-dominated world.
·            In the 21 century, we need to be computer literate and fluent or we get lost or become helpless.
·       These presentations need performance-based assessment or product assessment. It is a direct assessment.
·           We do not test their computer and creative skills, their analytical and integrative skills by way of a multiple-choice.
·         A technology-supported classroom maximizes the use of old and new technology, students are expected to demonstrate learning with the use of both old and new technology.
·            Students may use transparencies OHP to demonstrate the learned skill of topic presentation.


     This is process or performance assessment. How do we assess of our students have learned the constructivist’s way of thinking, behaving and living? The rubric for understanding and improving meaningful environments.

Lesson 16

Using the Project-based Learning Multimedia as a Teaching-Learning Strategy


     Compare you list of steps to the following steps suggested by Michael Simkins, who are experts in project-based multimedia learning.

1. Go over the K to 12 content and performance standards and competencies to determine objectives and content that the multimedia project will address effectively.
2. Estimate how much time you need to spend compared to how much time is available.
3. Make clear and explicit parameters and procedures that must be observed in decision making. Take note that involving students in decision making where they can be involved has educational advantages.
4. Set collaborative working arrangements to enable students to share their knowledge and skills and to build on one another’s strengths.
5. Determine what resources you will need and what are available
  • What library materials are available?
  • What information can your students collect or what resources can they gather by going for field trips in the community?
  • Are there people in the community who can serve as resources in the area your students are studying?
  • Is internet available?
  • Consider newspapers, television and radio as sources of information.
  • Depending on what your students’ project involves.
6. Plan on how you will measure what students learn.

     Another important thing is to determine the resources available from library materials, community resources both material and human, internet, news media- since this project calls for multimedia. To trim down time devoted to a multi-media project, Simkins at el (2002) suggest the following.
  • Use technology students already know.
  • Use time outside of class wherever possible.
  •  Assign skills practice as homework.
  • Let students compose text and select and prepare graphics and sounds as they plan.

BEFORE THE PROJECT STARTS

1. Create project description and milestone.
2. Work with real- world connections.
3. Prepare resources.
4. Prepare software and peripherals such as microphones.
5. Organize computer files- finding files eats most of your time if you are not organized.
6. Prepare the classroom.

INTRODUCING THE PROJECT (ONE OR TWO DAYS)
Help the students develop a big picture to understand the work ahead.

1. Review project documents. You can ask students to work with the project documents you have produced.
2. Perform Pre-assessments.
3. Perform relevant activities.
4. Group students.
  • By topic interest
  • By student talent and expertise
  • By student choice
  • Randomly
5. Organize materials

LEARNING THE TECHNOLOGY (ONE TO THREE DAYS )


    

  • Give a chance for the students to work with whatever software and technology they will be using.






PRELIMINARY RESEARCH AND PLANNING (THREE DAYS TO THREE WEEKS, DEPENDING ON PROJECTS SIZE)
     At this stage, students should immerse themselves in the content or subject matter they need to understand to create their presentations.

CONCEPT DESIGN AND STORY BOARDING (THREE TO FIVE DAYS)

     


  • After collecting initial information, hold a brainstorming session where the whole class or a subgroup defines a tentative approach to the subjects.





Here are few design tips to keep in mind throughout story boarding and production:
  • Use scanned, handmade artwork to make a project look personal and to manage scarce technology resources.
  • Keep navigation.
  • Organize information similarly throughout so users can find what they are looking for.
  • Care for collaboration.
  • Organize manageable steps.
  • Check and assess often.

ASSESSING, TESTING, AND FINALIZING PRESENTATIONS (ONE TO THREE WEEKS)
There are two kinds of testing to think about:
  • Functional testing and user testing.


Lesson 15

Project-based Learning and Multimedia: What It Is?


 


Project-based multimedia learning is a teaching method in which students “acquire new knowledge and skills in the course of designing, planning, and producing multimedia product.” The name project-based multimedia learning implies the use of multimedia and the learning activity includes a project.







Dimensions of Project-Based Multimedia Learning

Project-based multimedia learning has seven key dimensions: Core Curriculum, Real-world Connection, Extended Time Frame, Student decision making, Collaboration, Assessment, and Multimedia.
Core curriculum. At the foundation of any unit of this type is a clear set off learning goal drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire, and should not simply be an enrichment or extra-credit activity for a special few. Often, these projects lend themselves well to multidisciplinary or cross-curricular approaches.
Real-world connection. The project seeks to connect students’ work in school with the wider world in which students live. It is critical that the students-not only teacher-perceive what is real about the project. The content chosen, the types of activities and the types of products must be real in life.
Extended time frame. A good project is not a one-shot lesson. It extends over a significant period of time. The actual length of a project may vary with the age of the students and the nature of the project. One project may take days or weeks.
Student decision making. In project-based multimedia learning, students have a say. But it is clear to them that the teacher in in charge and so the students understand that there are decisions which only the teacher can make. Students, however, are given considerable leeway in determining what substantive content would be included in their projects as well as the process for producing them.
Collaboration. Project-based multimedia learning demands collaboration. Collaborations working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.

Assessment. There are three (3) assessment concerns in project-based multimedia learning, namely: 
1) activities for developing expectations; 2) activities for improving the media products; 3) activities for compiling and disseminating evidence of learning.
Students must be clarified on what is expected of them and on how they will be assessed. In project-based multimedia learning, they are expected to show evidence that hey gained content information, became better team members, could solve problems and could make choices. Students are also expected to assess their own media products so they can improve on them.
Multimedia. In multimedia projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it themselves.

Why used project-based multimedia learning? 
  • Because it is “value added” to your teaching. It is a powerful motivator as proven in the classes of teacher. It actively students in the learning task. Students are likewise engaged in the production of multimedia presentation.
What can be some limitation of the use of project-based multimedia learning strategy?
  • One limitation that we see is the need for an extended period of time. You need time to orient the students on what are expected of them, guidelines, goals, and objectives of the project, and more so for your students to gather and organize their data, work on their presentations and the like. The strategy requires technical skills on your part and on the part of your students.

Lesson 14

Maximizing the use of LCD, LED projector and the CHALKBOARD


The Chalkboard

Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, TV, etc. but it will always have a chalkboard.
Following Practices of using Chalkboard
Write clearly and legibly on the board.
It helps if you have a hard copy of your chalkboard diagram or outline.
Don’t crowd your notes on the board.
Make use colored chalk to highlight key points.
Do not turn your back to your class while you write on the chalkboard
For the sake of order and clarity, start to write from the left side of   the board going right.
If you teach the Grades and you think the lines on the chalkboard are needed for writing exercises.
Look at your board work from all corners of the room to test if the pupils from all sides of the room can read your board work.
If there is glare on the chalkboard at certain times of the day , a curtain on the window may solve the problem.
Make full use of the chalkboard.

CHALKBOARD TECHNIQUES
Sharpen your chalk to get good line quality.
Use dots “aiming points “. This keeps writing level.
Make all writing or printing between 2 or 4 inches high for legibility.
Stand with your elbow high, move along as you write.
When using colored chalk, use soft chalk so that it can be erased easily.

PROJECTOR
A projector is a device that uses light and lenses to take an image and project a magnified image onto a larger screen or wall.
The LCD Projector
LCD (Liquid Crystal Display) is a thin , flat panel used for electronically displaying information such as text, images and moving picture. Its uses include monitor for Computers, Televisions , Instrument panels Gaming devices etc. Using polarization of lights to display objects.


The LED Projector
Instead of a traditional halogen lamp, they use (light-emitting diodes), which are more environmentally friendly and longer lasting. LED projectors use either DLP technology, replacing the color wheel and white-light lamp with red, blue, and green LEDS, or LCoS technology, which is found in handheld projectors.

Light - emitting diode projectors represent a significant advance over traditional projectors. Instead of using a bulb filled with gas at high pressure, they use an array of LEDs to generate the light that shines through, the image element to project an image.

ADVANTAGES OF USING PROJECTOR

  • Largest possible picture
  • Smaller images a great option also
  • Low cost
  • Space saving
  • Easy to install
  • LIMITATIONS IN USING PROJECTOR
  • Dark room often required
  • Maintenance required
  • Installation can be more   involved
  • Separate audio system required

Lesson 13

Teaching with Visual Symbols


     Your experience of the words and the graphs convinces you that a graph a easier to understand than the words of a paragraph. A graph is “worth a thousand words.” A graph and any visual symbol for that matter such as drawings, cartoons, strip, drawings, diagrams, and maps are worth a thousand words. They are more clearly understood than mere words. Let us learn more about each of them and find out where they can be used in our lessons.



DRAWINGS

      A drawing may not be the real thing but better to have a concrete visual aid than nothing. To avoid confusion, it is good that are drawing correctly represents the real thing.
One essential skill that are a teacher ought to possess in order to be understood is drawing. It helps you a lot if you are capable of doing simple freehand sketching. You will find out that as you lecture, you need to illustrate on the chalkboard. So, better start learning how to draw. The only way to learn it is to do the sketching yourself and devote some time to it. There is nothing so difficult that is not made easy when we spend at least forty hours learning and mastering it.


CARTOONS




     Another useful visual symbol that can bring novelty to our teaching is the cartoon. A first-rate cartoon tells its story metaphorically. The less the artist depends on words, the more effective the symbolism. The symbolism conveys the message.




Sources of Cartoons
     You can easily collect cartoons for instruction. They appear often in newspapers and magazines. In class, you can give it to individual students for individual study or project it by an opaque projector. Depending on themes for the week or the month, you can display these cartoons on the bulletin board. One creative teacher arranged for a “cartoon of the month” and displayed and changed her display every end of the month.
Where to use Cartoons in Instruction
    You can also use this as a springboard for a lesson or a concluding activity. It depends on your purpose.

K to 12 Curriculum Standards and Competencies
      Go back to the K to 12 Curriculum Guide. Which can be taught with the use of a cartoon? Come up with a cartoon for a particular lesson


 STRIP DRAWINGS

   

     These are commonly called Comics strip. Dale (1969) asserts that a more accurate term is strip drawings. Make use of strips that are educational and entertaining at the same time.





Where to Use Strip Drawing in Instruction
      These can serve as motivation and a starter of your lesson. It can also be given as an activity for students to express insights gained at the conclusion of a lesson.
Sources of Strip Drawing.
       You can obtain strip drawings from newspaper, magazines and books.

K to 12 Curriculum Standards and Competencies
      Identify a competency where a strip drawing is appropriate. Look for an appropriate strip drawing or make one.


DIAGRAMS
   

     What is a diagram? It is “any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distribution, etc.” (Dale, 1969)
      If you can draw stick figures, you can easily draw the diagrams that you need as you go along. To emphasize the key points in your diagram, make use of color whether you use the chalkboard or the OHP and transparencies.
    
Types of Diagram
     Find out what these other diagrams are. You may need them as you teach and as you go about your other teaching-related tasks.

                                        Affinity diagram 






Used to cluster complex apparently unrelated data into natural and meaningful groups.







  Tree Diagram








Used to chart out, in increasing detail, the various tasks that must be accomplished to complete a project or achieve a specific objective.











 Fish bone Diagram 




 It is also called cause-and-effect diagram.it is a structured from of brainstorming that graphically shows the relationship of possible cause and sub causes directly related to an identified effect/problem. It is used to analyze work-related problems.





CHART


A chart is a diagrammatic representation of relationships among individuals within an organization. We can have a:

  • Time chart 
  • Tree or stream chart
  •  Flow chart
  • Organizational chart
  • Comparison and contrast chart
  • Pareto chart and 
  • Run chart or Trend chart





Examples of chart:

·                     Time chart 




Is a tabular time chart that presents data in ordinal sequence.




·        
Stream Chart


·         
Depicts development, growth and change by beginning with a single course (the trunk) which spreads out into many branches: or by beginning with the many tributaries which then converge into a single channel.




Flow Chart 

Is a visual way of charting or showing a process from beginning to end. It is a means of analyzing a process. By outlining every step in a process, you can begin to find inefficiencies or problem.


Organizational Chart 





Shows how one part of the organization relates to other parts of the organization.






Comparison and Contrast Chart

Pareto chart 
 Is a type of bar chart, prioritized in descending order of magnitude or importance from left to right. It shows at a glance which factors are occurring most.



Gantt chart  






Is an activity time chart.







K to 12 Standards and Competencies
            Find out which of these charts are appropriate for any lesson in the K to 12 curriculum guide or for any teaching-related task.

GRAPHS

There are several types of graphs. They are:
1) Circle or pie graph, 
2) bar graph, 
3) pictorial graph  
4) line graph
Pie or circle graph 






Recommended for showing parts of whole.











Bar graph 






Used in comparing the magnitude of similar items at different ties or seeing relative sizes of the parts of a whole.







Pictorial graph 







Makes use of picture symbols.








Graphic Organizer





You met several graphic organizers in your subject, Principles of Teaching.








MAPS
            A map is a representation of the surface of the earth or some part of it. (Dale, 1969)

Kinds of Map








Physical map - combines in a single projection data like altitude, temperature, rainfall, precipitation, vegetation, and soil.














Relief map – has three dimensional representations and shows contours of the physical data of the earth or part of the earth.














Commercial or economic map – also called product or industrial map since they show land areas in relation to economy.










Political map – gives detailed information about country, provinces, cities and towns, roads and highways. Oceans rivers and lakes are the main features of most political maps.






Map language









Scale -shows how much of the actual earth’s surface is represented by a given measurement on a map.













Symbols – Usually a map has legend that explains what each symbol means.













Color – the different colors of the map are part of the map language.






Geographic grids -  the entire system of these grid lines are called grid lines. These grid lines are called meridiansand parallels. A meridian is a north to south pole line. Parallels are lines drawn around a globe with all points along each line with an equal distance from the pole. Longitude is the distance in degrees of any place east or west of the prime meridian. Latitudeis the distance in degrees of any place north and south of the equator.