Reflection and Graphic organizer in Ed. Tech. 1

Reflection I

History of Educational Technology

             Educational technology is a complex concept and seems to be the phenomenon of the 1st century. But history tells us that this started during the ancient civilization when man started to use pointed sticks to in-script signs and symbols on the leaves of trees and knives for the bark of trees. In this time, the Athens and Spartans contribute to the development.

During the Medieval Era, the establishment of the Medieval University was an important milestone in educational development. Their universities and libraries were the models in the entire Europe because they invented the printing press. They also originated the scientific method of teaching. Education during the Renaissance Period Authorities agrees that modern times began with the movement known as age of Renaissance or Reawakening. The period has three main lines of concern: Intellectual to which education belongs, Aesthetic,   and Scientific method.

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Education during the Age of Naturalism, the aim of education was the preservation of the natural goodness of the individual and the formation of society based upon the recognition of natural individual rights. Herbart also came out with the five formal steps to teaching now known as the Herbartian Method of Teaching with the following steps: preparation, presentation, comparison and abstraction, generalization and application.

Education Movements in the 19th Century includes famous are the works of John Dewey and Edward Thorndike. Dewey, an American Pragmatist, formulated the scientific theory of learning while Thorndike, a Connectionist advanced the three primary laws of learning.

The 2nd millennium saw the pervasiveness of educational technology in all aspects of educational organization and management. Most schools have already adopted the computerization of records, entrance procedures and all over aspects of administration and supervision.

Through the history of educational technology, we now knew how it developed and the contribution of every period to the development of it which now the students and teachers benefit. 



                                            GRAPHIC ORGANIZER

Reflection II

Technology: Boon or Bane

    In our generation for today, technology is important in everyday life. Because technology gives more benefits for us, this is the attempt to solve the problem of survival, capturing enough energy and converting it into human needs and also to make life easier. That is some benefits of technology and this show why technology becomes a boon to our life.

      Educators are the most user of technology, they use it for their assignments, activities or anything that can use an internet, and we used it to communicate in other countries or even in our country wherever we are. So that is the advantages of technology in our daily life.

    Technology becomes bane when it poison or cause to destroy life. The disadvantages of technology are we will become a lazy person and we will become dependent. Like for example, we have a library in our school, there’s so many books in that room, but most of the students they not research in the library instead they research in the internet. Because they not suffering to search their assignments or anything. And it can take addiction for us, we lost our money for our bad habit.

    According to a saying, “Technology is in our hands. We can use it to build or destroy” which means that the answer is in you, how to use a technology and not mistreat their use. It’s up to you if you want to poison your life in the use of technology or take benefits from our technology.

                                        GRAPHIC ORGANIZER

Reflection III

Roles of Educational Technology in learning

Educational Technology has absolutely revolutionized the entire education system. Until recently, the teachers used to be the sole interpreter of knowledge to the learners and the textbooks the sole resource. Educational technology has affected the conventional roles and it has opened up the new areas of teacher functions such as management of resources and management of learning. Today, teachers have a range of media to assist and supplement the instructional work.

Teachers can even specify the learning intentions, select the topic, identify the stimulus situation, determine media, manage teaching and finally conduct evaluation and modify the instructions in the light of evaluation results.

Thus educational technology is required in each and every aspect of teaching learning process. Educational technology serves all the purposes for modern education. Education today can’t go far without the help of educational technology. The innovations of technology in the field of education have done wonders to educational process. It has not only maintained the structure but also improved the nature of the educational process.

                                                   GRAPHIC ORGANIZER

Reflection IV

Systematic Approach

    The focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students' 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, the appropriate learning experiences an appropriate material, equipment and facilities will also be selected. 

  The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher and defining the role of any personnel involve in the preparation, setting and returning of these learning resources. (In some school settings, there is a custodian / librarian who take care of the learning resources and/or technician who operate the equipment where teachers facilitate.) The effective use of learning resources is dependent on the expertise of the teacher, the motivation level or responsiveness, and the involvement of the students 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 of the inductive approach? It depends on his/her instructional objective, nature of the subject matter, readiness of students and the expertise of the teacher himself or herself.

                                        GRAPHIC ORGANIZER

Reflection V

Cone of Experiences

The cone of experience is a pictorial device use to explain the interrelationships of the various types of audio-visual media, as well as their individual “positions” in the learning process. The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it.

When Dale researched learning and teaching methods he found that much of what we found to be true of direct and indirect (and of concrete and abstract) experience could be summarized in a pyramid or ‘pictorial device’. He stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials, as well as their individual ‘positions’ in the learning process.

 It is important to note that Dale never intended the Cone to depict a value judgment of experiences; in other words, his argument was not that more concrete experiences were better than more abstract ones. Dale believed that any and all of the approaches could and should be used, depending on the needs of the learner.

                                                                  

REFLECTION VI

Using and Evaluating Instructional Material

Instructional Materials is part of the educational technology that has respective educational purposes. It is used to attain the instructional objectives. It helps the teacher for the improvement and effectivity of teaching-learning process as well as to the progress and development of the learners. In selecting the materials to be used, it's also important to consider the different guidelines that should be needed to become effective and efficient in using it.

So, as a future educator, we need to bear in mind the different ways on how to select and use the different instructional materials. It is necessary that we should use an appropriate material for our learners or in accordance to the level of their learning and styles. It should also attainable wherein it can successfully attain the learning objective that we set.

Although all of the instructional materials are good and effective, it cannot be achievable without the enough knowledge of the teacher in using it. It always relies to the teacher on effectivity of the material. But of course, we cannot deny the fact that the best and effective instructional material is the teacher himself. It's not good that the teacher always depend to the material, sometimes "SELF" is enough for the effectiveness of the teaching-learning process. Remember, no instructional material is much higher than the efficient teacher.

                                                                GRAPHIC ORGANIZER
                      USING AND EVALUATING INSTRUCTIONAL MATERIALS  

REFLECTION VII

Direct Purposeful Experiences

             Direct, purposeful experiences come by an actual experience of something. All the concepts any person have formulated did not come out of the blue. There is somehow an actual encounter or actual doing before learning. In the teaching-learning process, direct, purposeful experience is very important to facilitate learning of the students.

          The experiences that make up the foundation of our learning are our concrete and firsthand experiences. With the help of our senses, we formulate ideas, generalizations and abstractions that give meaning and order to our lives.

          Activities that we experience could be direct or indirect. Direct experiences are the activities we do like, cleaning, preparing the table or meal, riding on a bus, doing an experiment, etc. Unlike direct experience, indirect experiences are experiences from other people that we hear or observe. These are called vicarious experiences. 

        Direct experience is described to be purposeful because its not jut for the sake of experiencing something but by internalizing the significance of it that might bring answers to the questions we have in life. Furthermore, it's ultimate purpose is to facilitate learning of an individual.

       This lesson implies that direct, purposeful experience is not an end but  a stepping stone to bring us to a higher level of generalization and abstraction. In relation to the teaching and learning process, teachers should   find and give opportunities for students to learn by doing and use real instructional materials as often as possible.  Teachers should help students to develop more of their senses in relation to their interaction with the world around them.

REFLECTION VIII

Contrives Experiences

Models,mock-up,specimen, objects, simulation and game, these are few examples on how to use contrived experiences. Starting with the models, these are used to represent the real thing in a small or large scale that is made of synthetic material. An example of models is an atom. Mock-ups- these are used to show a specific arrangement, process, and a system of a thing.

 A planetarium is one of the best examples of mock-ups. The third one is specimen. This can be classify into classes, division and group. An example for this is a specimen of a snake, frog, lizard, etc... Next in line are the objects in which they are commonly observed in the museum, exhibits and etc... Examples for this are relics, fossils and many more.

 Second to the last, Simulation- an activity in which learners are involved and they are active participants. School election and drills are just few examples for this contrived experiences. Last but definitely not the least, Games, Games should be related to the subject matter. This aids to the improvement of the learner's understanding. One best example for this is the game called " Damath".

REFLECTION IX

Dramatized Experiences

Listening to storytelling or reading is an individual activity, even if the story is presented to a group of children; dramatization of a story is a collective activity. Dramatization of a story means that we are “inside” of events and not “outside”, as often in story reading activity.

“The pupils can be liberate to explore, what they understand of the original author’s ideas, they can embellish, expand, create ones…They become a powerful community with the ability to solve problems and resolve dilemmas” (Toye&Prendiville, 2000, p18). Individual experience is juxtaposed with a social context in ‘acting out’ the story, which is very important for young children.

Dramatizations together with adults offer an opportunity not only to observe but to practice ‘acting’ skills as well. We can conclude that the story gives shared content to children’s play activity and creates strong motivation.Dramatic entrance is something that catches and holds our attention and has an emotional impact.

REFLECTION  X

Demonstration in Teaching

A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. For example, in a half demonstration-half lecture, an explanation accompanies the actions performed. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.

Demonstrations can be used to provide examples that enhance lectures and to offer effective hands-on, inquiry-based learning opportunities in classes or labs. Used in classes of all sizes in multiple grade and subject areas, demonstrations are most commonly found in science and technology courses.

When using the demonstration model in the classroom, the teacher, or some other expert on the topic being taught, performs the tasks step-by-step so that the learner will eventually be able to complete the same task independently. The eventual goal is for learners to not only duplicate the task, but to recognize how to problem-solve when unexpected obstacles or problems arise. After performing the demonstration, the teacher’s role becomes supporting students in their attempts, providing guidance and feedback, and offering suggestions for alternative approaches.