Lesson 10

Lesson 10 – Demonstration in Teaching

“Good demonstration is good communication.”

                  

Demonstration “is a public showing and emphasizing of the salient merits, utility, efficiency, etc of an article or product.” In teaching it is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.

A good demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

To plan and prepare adequately for a demonstration, we first determine the goals, the materials we need, our steps and rehearse.

What guiding principles must we observe in using demonstration as a teaching-learning experience? Edgar dale ( 1969 ) gives at least three:

1.      Establish rapport. Greet your audience. Make them feel at ease by your warmth and sincerity. Stimulate their interest by making your demonstration and yourself interesting. Sustain their attention.

2.      Avoid the COIK fallacy ( Clear Only If Known ) It is the assumption that what is clear to the expert demonstrator is also clearly known to the person for whom the message is intended.

3.      Watch the Key points. Dale ( 1996 ) says,” they are the ones at which an error is likely to be made, the places at which many people stumble  and where the knacks and tricks of the trade are especially important.”

In the actual conduct of the demonstration itself we see to it that we:

1.      Get and sustain the interest of our audience

2.      Keep our demonstration simple

3.      Do not hurry nor drag out the demonstration

4.      Check for understanding in the process of demonstration 

5.      conclude with a summary

6.      Hand out written materials at the end of the demonstration.

Lesson 9

Lesson 9 – Teaching with dramatized Experiences

“All dramatization is essentially a process of communication, in which both participant and spectators are engaged. A creative interaction takes place, a sharing of ideas."

      

 > Some forms of dramatic experiences are play, pageant, pantomime, tableau, puppets and role-playing. The last four are the most commonly used in the classroom due to their simplicity and practicality.

Role-playing is highly effective for lessons in the affective domain. If we want results, we cannot afford to ignore the guiding principles given by experts on the use of puppets and role-playing.

Play – Depict life, character or culture or a combination of all three.

Pageants – Are usually community dramas that are based on local history, presented by local actors.

Pantomime – Is the “art of conveying a story through bodily movements only”

                                                            

Tableau – ( a French word which mean picture ) is a picture-like scene composed of people against a background.

Puppets – Unlike the regular stage play, can present ideas with extreme simplicity – without elaborate scenery or costume – yet effectively.

Types of puppet

Ø    Shadow Puppet – flat black silhouette made from light-weight cardboard and shown behind a screen.

Ø    Rod puppets – Flat cut out figures tacked to a stick, with one or more movable parts and operated from below the stage level by wire rods or slender sticks.

Ø    Hand puppets – The puppet’s head is operated by the forefinger of the puppeteer, the little finger and thumb being used to animate the puppet hands.

Ø    Glove-and-finger puppets – make use of old gloves to which small costumed figure are attached.

Ø    Marionettes – Flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage.

Role-Playing – Is an unrehearsed, unprepared and spontaneous dramatization of a “let’s pretend” situation where assigned participants are absorbed by their own roles in the situation described by the teachers.

Lesson 8

Lesson 8- Teaching with contrived experiences

"We teach through a re-arrangement of the raw reality; a specimen, a manageable sample of a whole...when the direct experience cannot be used properly in its natural setting."

Contrived experiences are substitutes of real things when it is not feasible to bring the real thing to the class. These include models, mock ups, specimens, objects, simulations and games.

 1. Models - Is a "reproduction of areal thing in a small scale, or large scale or exact size - but made of synthetic materials. It is a substitute for real thing which may or may not be operational." ( brown, et al, 1969 )

2. Mock up - Is " an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created. The mock up may be simplified in order to emphasize certain features." ( brown, 1969 )

3. Specimens - Is any individual or item considered typical of a group, class or whole.

4. Simulation - Is a " representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge" 

 ( Orlich, et al, 1994 )

We use simulations and games o make our classes interactive and to develop the decision making skills and knowledge construction skills of our students, Orlich, et al (1994) enumerates 10 general purposes of simulations and games in education;

1. To develop changes in attitude                                  

2. To change specific behaviors
3. To prepare participants for assuming new roles in the future,
4. To help individuals to understand their current roles
5. To increase the students ability to apply principles
6. To reduce complex problems or situations to manageable elements
7. To illustrate roles that may affect one's life but that one my never assume
8. To motivate learners
9. To develop analytical processes
10. To sensitize individuals to another person's life role

The most important thing to remember when we make use of models and mockups are to make them close as we could to the real things they represent. If for one reason or another they could not replicate the real things in size and color and we should at least cautious the user or the reader by giving the scale.

Lesson 7

Lesson 7- Direct, Purposeful Experiences and Beyond

" From the rich experiences that our sense bring. we construct the ideas, concepts, generalizations that give meaning and order to our lives."
                   

What are referred to as direct, purposeful experiences?

        - These are our concrete and firsthand experiences that make up the foundation of our learning. These are the rich experience that our sense bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to or lives. (Dale, 1969) The are sensory experiences.

          In contrast, indirect experiences are experiences of other… people that we observe, read or hear about. They are not our own self-experiences but still experiences in the sense that we see, hear and read about them. They are not firsthand but rather vicarious experiences.

            Climbing a mountain is firsthand, direct experience. Seeing it done in films or reading about it is vicarious, substitute experience. It is clear, therefore, that we can approach the world of reality directly through the sense and indirectly with reduced sensory experience. 

* Direct Experiences are firsthand experiences that serve as the foundation of learning. The opposite of direct experiences are indirect or vicarious experiences. 

 Direct Experiences lead us to the concept formation and abstraction. We should not end our lessons knowing only the concrete. We go beyond the concrete by reaching the level of abstract concepts.

Lesson 6

LESSON 6: Using and Evaluating Instructional Materials

"You should have a good idea of your destination, both in the over-all purposes of education and in the everyday work of your teaching. If you do not know where  you are going, you cannot properly choose a way to get there."

         

  

To ensure that the instructional materials serve their purpose in instruction, we need to observe some guidelines in their selection and use. 

The materials that we select must:

 * give a true picture of the ideas that 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 in the critical and creative thinking powers of students.

 * be worth the time, expense and effort involved.

  For optimum use of the instructional material, it is necessary that the teacher prepares:

 * herself

 * her students

 * the instructional material and does follow up.

Lesson 5

CONE OF EXPERIENCE

ABSTRACTION

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

.

     Dale (1969) asserts that:

     The pattern of arrangement of the bands of experience is not difficult but degree of abstraction – the amount of immediate sensory  participation that is involved. A still photograph of a  is not more difficult to understand than a dramatization of Hamlet. It is simply in itself a less concrete teaching  material than the dramatization (Dale, 1969)

     Dale further explains that “the individual bands of the cone of  experience stand for experiences that are fluid, extensive, and continually interact” (Dale, 1969). It should not be taken literally in its simplified form. The different kinds of sensory aid often overlap and sometimes blend into one another. Motion pictures can be silent or they can combine sight and sound. Students may merely view a demonstration  or  they may view  it then participate in it.

     Does the cone of experience mean that all the teaching and learning must  move systematically  from base to pinnacle, from different purposeful experiences to  verbal symbols? Dale (1969) categorically says:

     …No. we continually shuttle back and forth among various kinds of experiences. Every day each of us acquires new concrete experiences – through walking on the street, gardening, dramatics and endless other means. Such learning by doing, such pleasurable return to the concrete is natural throughout our lives – and at every age level. On the other hand, both the older child and the young pupil make abstractions every day and may need help in doing this well.

     In our teaching then, we do not always begin with direct experience at the base of the cone. Rather, we begin with the kind of experience that is most appropriate to the needs and abilities of particular learning situation. Then, of course we vary this experience with many other types of learning activities. (Dale, 1969).

     One kind of sensory experience is not necessarily more educationally useful than another. Sensory experienced are mixed and interrelated. When students listen to you as you give your lecturette, they do not just have an auditory experience. They also have visual experience in the sense that they are “reading” your facial expressions and bodily gestures.

     We face some risk when we overemphasize the amount of direct experience to learn a concept. Too much reliance on concrete experience may actually obstruct the process of meaningful generalization. The best will be striking a balance  between concrete and abstract, direct participation and symbolic expression for the learning that will continue throughout life.

     It is true that the older the person is, the more abstract his concepts are likely to be. This can be attributed to physical  maturation, more vivid experiences and sometimes greater motivation for learning.  But an older student does not live purely in his world of abstract ideas  just  as a child does  not  only in the world of sensory experience . both old and young shuttle in a world of the concrete and he abstract.

     What are these bands of experience  in Dale’s Cone of experience? It is best to look back  at the cone itself. But let us expound  on each of them starting with the most direct.

     Direct purposeful experiences – these are first hand experiences which serves as the foundation of our learning.  We build up our  reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling. In the context  of teaching – learning process, it is learning by doing. If I want my student to learn how to focus on a compound light microscope, I will let him focus one, of course, after I showed him how.

     Contrived experience – in here, we make use of  a representative models or mock – ups of reality for practical reasons and so that we can make the real -life  accessible to the students’ perceptions and understanding. For instance a mock – up of Apollo,  the capsule for the exploration of the moon, enabled the North American Aviation Co. to study the problem of lunar flight.

     Remember how you will taught to tell time? Your teacher may have use a mock – up, a clock whose hands you could  turn to set the time you were instructed to set. Simulations such as playing, “sari – sari” to teach  subtracting centavos from pesos is another  example of contrived experiences.  Conducting election of class and school officers by  simulating  how local and national elections are conducted is one more example of contrived experiences.

     Dramatized experiences – by dramatization,  we can participate in a reconstructed experience, even though the original  the original event is far removed from us in time. We relieve the outbreak of the Philippine revolution by acting out the role of characters in the drama

.

     Demonstrations – it is a visualized explanation of an important fact, idea or process by the use  of photographs, drawings, films, displays or guided motions. It is showing how things are done. A teacher  in Physical Education shows the class how to dance tango.

     Study trips –these are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom.

     Exhibits – these are displays to be seen by spectators.  They may consists of working models arranged meaningfully or photographs with modes,  charts, posters. Sometimes exhibits are “ for your eyes only” . there are  some exhibits however, that include sensory  experiences where spectators are allowed to touch or manipulate models displayed.

     Televisions and motion pictures – televisions and motions pictures can reconstruct the reality of the past so effectively that we are made to feel we are there.  The unique value of the messages communicated by fil and television lies in their feeling of realism, their emphasis on persons and personality, their organized presentation, and their ability to select, dramatized, highlight, and clarify.

     Still pictures, recordings, radio  - these are visual and auditory devices which may be used by an individual or a group. Still pictures lack the sound and motion of a sound film. The radio broadcast of an actual event may often be Liked to a televise broadcast minus its visual dimension.

     Visual symbols – these are no longer realistic reproduction of physical things for these are highly abstract representations. Examples are charts, graphs, maps, and diagrams.

     Verbal symbols – they are not  like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning.  Written words fall under this category.  It may be a word for a concrete object (book), an idea (freedom of speech), a scientific principle ( the principle of balance), a formula (e=mc2)

     

Lesson 4

Systematic Approach to Teaching

Introduction

The board definition of educational technology encompasses system or designs of instruction. In this Lesson, let’s discuss a system’s or systematic approach to instruction.

ABSTRACTION

As depicted in the chart, the focus of systematic instructional planning is the learner. Instruction begins with the definition of instructional objectives that consider the learners’ needs, interests and readiness. On the basis of these objectives, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, chooses also the appropriate learning experiences and appropriate materials, equipment and facilities.

   The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of these learning resources. (In some school while teacher facilitates.) The effective use of learning resources is dependent on the expertise of the teacher, the motivation level or responsiveness, and the involvement of the learners in the learning process. With the instructional objective in mind, the teacher implements planned instruction with the use of the selected teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

   Will the teacher use direct instruction or indirect instruction? Will he/she teach using the deductive or the inductive method? It depends on his/her instructional objective, mature of the subject matter, readiness of students and the facilitating skills of the teacher himself or herself.

   Examples of learning activities that the teacher can choose from, depending  on his/her instructional objective, nature of the lesson content, readiness of the students, are reading, writing, interviewing, reporting or doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating judging and evaluating.

   Some example of learning resources for instructional use are textbooks, workbooks, programmed, materials, computer, television programs, video clips, flat pictures, slides and transparencies, maps, charts, cartoons, posters, models, mock ups, Flannel board materials, chalkboard, real objects and the like.

   After instruction, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objective was not attained, then teacher diagnoses what was not learned and finds out why it was not learned in order in order to introduce a remedial measure for improved student performance and attainment of instructional objective. This way no learners will be left behind.

   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.

   The systems’ approach to instruction is simple in theory but far from being simplistic in practice. It is not just a matter of teacher formulating his/her lesson objective and then directly teaching the student. There a lot of elements or functions that the teacher has to take into consideration – learners’ needs, entry knowledge and skills, interests, home background, prior experiences, developmental stage, nature and the like. The teacher, in the choice of the most appropriate teaching method, learning activities, and learning resources, considers the nature of his/her subject matter, availability of resources, his/her capability, the developmental stage of his students, and of course his/her lesson objective. Her/his choice of assessment method of learning is likewise dependent on the less objective. The action the teacher takes after getting assessment results is based on the assessment results, acceptability of remedial measure to parents and students, like a tutorial class after class hours. Will an extra hour after class devoted to tutorial be acceptable to the students and parents concerned?

   The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all elements and of all actors involved in the process.

   The purpose of a system instructional design is “to ensure orderly relationship and interaction of human, technical, and environmental resources to fulfill the goals which have been established for instruction” (Brown, 1969).

Lesson 3

ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

Introduction:

                After understanding the comprehensive meaning of educational technology, let us now dwell on the roles of educational technology whether it is Boon or Bane in teaching-learning process.

Abtraction:

For the traditional point of view, technology serves as a source and presenter of knowledge. It is assumed that “knowledge is embedded in the technology (e.g the content presented by films and tv programs or the teaching sequence in programmed instruction) and the technology presents that knowledge to the student (David H. Jonassen, et al,1999).

Technology like computers is seen as a productivity tool. The popularity of  word processing, databases, spreadsheets, grapic programs and desktop publishing in the 1980’s points to this productive role of educational technology.

With the eruption of the INTERNET in the mid 90’s, communications and multimedia have dominated the role of technology in the classroom for the past few years.

From the constructivists point of view, educational technology serves as learning tools that learners learn with it. It engages learners in “active, constructive, intentional, authentic and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning. In this case, technology will not be mere delivery vehicle for content. Rather it is used as facilitator of thinking and knowledge construction.

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

·         Technology as tools to knowledge construction:

•          For representing learners’ ideas, understanding and beliefs
•          For producing organized, multimedia knowledge bases by learners
•          Technology as information vehicle for exploring knowledge to support learning – by – constructing:
•          For accessing needed information
•          For comparing perspectives, beliefs and world views
•          Technology as context to support learning – by – doing:
•          For representing and stimulating meaningful real – world problems, situation and context
•          For representing beliefs, perspectives, 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 an 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 internal negotiations and meaning making
•            For constructing personal representations of meaning
•            For supporting mindful thinking

Whether used from the traditional or constructivist point of view, when used effectively, research indicates that technology  not only “increases students” learning, understanding and achievement but also augments motivation to learn encourages collaborative learning and supports  the development of critical  thinking and problem – solving skills” (Shracter and Fagnano, 1999). Russel and Sorge (1999) also claims that the proper implementation of technology in the classroom gives students more “control of their own learning and.. tends to move classroom from teacher – dominated environments to ones that are more learner – centered. The use of technology in the classroom enables the teacher to do differentiated instruction considering the divergence of students‘ readiness level , interests, multiple intelligences, and learning styles. Technology also helps students  become lifelong learners.

Lesson 2

 Boon or Bane?

-Technology is in our hands. We can use a to build or destroy

Introduction:

After understanding what educational technology is all about, it may be good to reflect on whether this thing called technology is a boon or a to education, a blessing of a course to education.

Abstraction:

                Technology is a blessing for man. With technology, there is a lot that we can do which we could not do then. With cell phones, webcam, you will be closer to someone miles and miles away. So far yet to close! That is your feeling when you talk through a cell phone to a beloved who is far away from home. Just think of many human lives saved because of speedy notifications via cell phones. Just think of how your teaching and learning have became 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. President Ramos have a lively interaction with his audience in Tacloban in his teleaddress  without  discrupting his work schedule in manila. I know of one Ph. D student who defended his dissertation with one member of the panel in Japan interrogating the Ph. D candidate through teleconferencing.

                However, when not use properly, technology becomes a detriment to learning and development. It can destroy relationships. Think of the husband who is glued to tv unmindful of his wife seeking attention. This may eventually erode marital relationship. Think of the student who surfs the  internet for pornographic scenes. He will have noble with his development. The abuse and missave of the internet will have far reaching unfavorable effects on his moral life. The teacher who schedules class tv viewing for the whole hour to free herself from a one hour teaching and so can engage in “tsismis”, likewise will not benefit from technology. Neither will her class truly benefit from the whole period of tv viewing.

                In education, technology is bane when:

·         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 computer that represent modernity and progress.

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

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

·         We make use of the internet to do character assassination of people whom we hardly like.

·         Because of the cell phones, we spend most of our time in the classroom or in our workplace testing.

·         We use overuse and abuse tv or film viewing as a strategy to kill time.

Let’s go back to the question asked at the beginning of this lesson. Is technology  boon or bane to education ? it depends on how we use technology. If we use it to help our students and teachers become caring, relating, thinking, reflecting and analyzing and feeling beings, then it is boon, a blessing. But it we abuse and misuse it and so contribute to our ruin and downfall and those of other persons, it becomes a bane or a curse.

Lesson 1

Meaning of Educational Technology

               To understand the meaning of educational technology, it maybe good to begin with the meaning of technology. the word "technology" comes from the greek word techne which means craft or art.base on the etymology of the word "technology", the term educational technology, therefore, refers to the art or craft of responding for educational needs.

               Many people think that technology refers only to machine such as computers, TV, videos , and the like. all these form part of technology but educational technology is all these and more! tcchnology is not just machine it is "planned, systematic of method of working to achieve planned outcomes - a process not a product. technology is the applied side of scientific development." ( Dale, 1969) technology also refers to any valid and reliable process or procedure that is derive from basic research using the scientific method."(http.//en.wikipedia.org?wiki/educationaltechnology#Perspective_and_meanng) technology refers to "to the ways people use their inventions and discoveries to satisfied their needs and desire" ( The World Book Encyclopedia, Vol 19) so educational technology refers to how people use their invention and discoveries to satisfied their educational needs and desires, i.e leaning. 

                Educational technology is "a complex, integrated process involving people,procedure,idea, devices and organization for analyzing problems and devising,implementing, evaluating, managing solutions to those problem, involved in all aspects of human learning." association for Educational communications and technology, 1977, the definition of educational technology: A summary. In the definition of educational technology, 1-16, Washington D.C.: AECT).

                Educational technology"consist of the design and environment that engaged learners.. and reliable technique or method for engaging learning such cognitive learning strategies and critical thinking skills." David H. Jonassen et.al 1999)  

                Educational technology is a theory about how prblems in human learning ar identified and solve. ( David H. Jonassen. Kyle L.Peck, Brent G. Wilson 1999). As a theory, educational technology as an "integrated set of principles that explain and predict observe events"

  Educational technology is a field involved in applying a complex, integrated process to analyze and solve problems in human learning  (David H. Jonassen, et al 1999).

          Education technology is a field study which is concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process (Lucido and Borabo, 1997). As a field, it operates within total field of education.

      Educational technology is a profession like teaching. It is made up of organized effort to implement the theory, intellectual techniques, and practical application of educational technology (David h. jonassen, et al 1999).  

        Educational technology is a profession like teaching. It is made up of organized effort to implement the theory, intellectual techniques, and practical application of educational technology (David h. jonassen, et al 1999).

           From the definitions of educational technology given above, we can say that the educational technology is a very broad term. It is the application of scientific findings in our method, or procedure of working in the field of education in order to effect learning. It embraces curriculum and instructional design, learning environment, theories of teaching-learning. It is also a field study and a profession. It is the use of all human inventions for teachers to realize  their mission to teach in order that students learn. 

Technology in education is “ the application of technology to any of those processes involved in operating the institutions which house the educational enterprise. It includes the application of technology to food. Health, finance, scheduling, grade, reporting, and other processes which support education within institutions”. (David H. Jonassen, et, al 1999).

 Instructional technology is a part of educational technology. Technology integration means using “learning technologies to introduce, reinforce, supplements and extend skills.” (Williams, ed.2000).

Educational media are channels or avenue or instruments of communication. Examples are books, magazines, newspapers, radio, television and internet. These media also serve educational purposes.

Which of the terms above are very much related to educational technology? Which one is least related?