MEANING OF EDUCATIONAL

Answer the following questions briefly but substantially:

1. Using three concentric circles show that educational technology and instructional
technology are much broader than educational media and technology integration.

2. Differentiate education technology from technology in education.

Technology Education is the area of education that specifically concerns the
professional organization, the International Technology Education Association (ITEA),
and for which ITEAs Technology for All Americans Project (TfAAP) developed the set of
technological literacy standards contained in Standards for Technological Literacy:
Content for the Study of Technology (STL) and Advancing Excellence in
Technological Literacy: Student Assessment, Professional Development, and
Program Standard (STL).
Technology Education is also called the Study of Technology or Technological
Studies.
Technology Education teaches about technology as an educational area of
content.
Technology Education is concerned with a broad spectrum of technology, which
is any innovation, change, or modification of the natural environment to satisfy
perceived human needs and wants, and how technology accomplishes this
through the interrelated disciplines of math, science, engineering, and others.

The primary goal of Technology Education in grades K12 is to develop

technological literacy in all students. Technological literacy is the ability to use,
manage, understand, and evaluate technology in general.

Educational Technology focuses on the use of computers, information systems*,

audiovisual equipment, and other media.
Educational Technology is also called Instructional Technology or Information
Technology (IT)
Educational Technology is mainly concerned with the narrow spectrum of
technologies used for communication and the dissemination of information.
Educational Technology teaches through technology, instructing students in the
use of a relatively small set of tools developed by technology.
The primary goal of Educational Technology in grades K12 is to enhance the
teaching and learning process.
3. Are chalkboards, bulletin boards, and other traditional learning equipment
included in educational technology?
Yes! Educational technology does not only mean those machines, gadgets, and
computers which we often mean when we hear educational technology. It is not a
product but a process. Educational Technology is a field study which is concerned with
the practice of using educational methods ad resources for ultimate goal of facilitating
the learning process. And chalkboards and bulletin boards are part of that learning
process. Without these two, it would be impossible for teachers to let their
students/pupils have a visual aid to help them understand their lesson.

TECHNOLOGY: BOON OR BANE

Answer the following questions briefly but substantially:

1. Using the table below, make a list of how technology can be a blessing or a
curse to mankind. Give examples drawn from life in general and from inside the
classroom.
Technology as Boon

Technology as Bane

1.

tablets

1. Poor in reading

2.

laptop

2. Poor teaching

2. Explain the meaning of the following quotations

a. Technology or perish. John R. Pierce

We need innovative alternatives for the future. Technology is how we
discover new things and make lifeeasier. We need to explore things that would make us
progress.

b. If there is a technological advance without social advance, there is, almost

automatically, an increase in human misery. Michael Harrington
Technology contributes to the improvement of the teaching-learning process, and
consequently to the humanization of life. It is indeed seen as a blessing. But when it is
not used properly, it becomes detrimental to the instruction, and to human development.
Technology is made for man, and not man made for technology. In the same way,
technology is made for the teacher, and not the teacher for the technology. Unlocking the
potential of technology in the teaching-learning process is like unlocking more doors for
the students to learn better. However, there should always be moderation in the use of
technology in all aspects of life, including in instruction. Use of technology in instruction
must not compromise the content of the lesson. There is a possibility that students are
more overwhelmed by the graphics and other aesthetic aspect of technology and may
give little importance to the content.
Advances in technology must be coupled with advances in content delivery and
absorption. They must go hand in hand for advancement of the students.

3. Can technology take the place of the teacher in the classroom? Discuss briefly.

Technology can replace parts of what a teacher does in the classroom, such as reading
stories or giving lectures. Technology cannot replace all of what a teacher does, such as
responding to questions or disciplining the students.
The technology can contribute to the improvement of the teaching and learning process.
It is made for the teacher for technology. It is meant to serve man in all aspects of life including
instructions. It is the teacher who determines how technology should be used in order to obtain
the utmost benefits that come along with the technology.

THE CONE OF EXPERIENCE

Answer the following questions briefly but substantially:

1. Explain why teachers in Literature their students from reading only comics or
illustrated comic version of novels which can be read in pocketbooks?
The goal of English teachers is to expose students to texts they may not
ordinarily come in contact with. Literature opens up a world of various cultures and social
levels, both past and present. Literature encourages the reader to think about universal
themes which speak to all level of peoples of all times. People usually favor texts that
are within their comfort zone which means they may not be challenged to think beyond
their immediate level. Comics are fine for relaxation and downtime, or when a person
needs a simplification due to low reading comprehension.
2. How does the dictum in philosophy: There is nothing in the mind that was not
first in the senses relate to what you learned from the Cone of Experience?
That phrase is used to explain the theory of 'tabula rasa', or 'the empty mind'. It
means that you have nothing in your mind except the biological capacity to learn; and
that what you learn you learn from your empirical experiences. You 'abstract' information
from those experiences, and then turn it around into concepts when you're old enough,
which is about the time you begin to talk.
However, in relation to the Cone of Experience, Dale was presuming you were
already past the 'tabula rasa' period, and that your mind was already filled with the things
he was describing in your head, and the means by which you use them.
3. Alfred North Whitehead said: In the Garden of Eden, Adam saw the animals
before he named them. In the traditional system, children name the animals
before they see them. How would you relate this remark to the Cone of
Experience?
The primary acquisition of knowledge involves freshness, enthusiasm, and
enjoyment of learning. The natural ferment of the living mind leads it to fix on those
objects that strike it pre-reflectively as important for the fulfilling of some felt need on the
part of the learner. All early learning experiences are of this kind and a curriculum ought
to include appeals to the spirit of inquiry with which all children are natively endowed.
4. When Dale formulated the Cone of Experience, computers were not yet a part of
educational or home settings, so they are not part of the original Cone. The
computer technology actively engages the learner who uses seeing, hearing, a
range of mental skills, and physical activity at the keyboard. Where would the
computer be located at the Cone?
When Dale formulated the cone of experience, computers were not a part of
educational or home settings, and so they aren't part of the original cone. Given the fact
that computer technology actively engages the learner, who uses seeing, hearing, and
physical activity at the keyboard as well as a range of mental skills, computer-based
instruction probably becomes level 4 or 5 from the bottom of the cone. However, we
don't know where Dale would have placed it.

As educators, we know that the purposes of selecting resources beyond a

textbook is to help students learn more or learn something better and to enable them to
apply basic knowledge to life and work. How will we make those selections? The
principles embodied in Dale's cone of experience can help.
The importance of Dale's cone of experience is the tool it provides to help a
teacher make decisions about resources or activities.

HISTORY OF EDUCATIONAL TECHNOLOGY

Discuss educational programs on television. How effective are these in enriching the
educational process in Philippine schools? What are their flaws and limitations?

Learning doesnt only happen inside the four corners of the classroom because, most of
the learning happens outside the classroom. With these being said, one should take into
consideration the number one place of leisure and the thing that consumes most of the
students time, or peoples time television. Since most children love to watch television, it is
the ideal tool for entertaining while educating.
Before kids became addicted to morning and afternoon cartoons and before cable
channels -- Nickelodeon, Disney Channel, and Cartoon Network -- arrive in the country, Filipino
educational shows are the most watched programs. Through the efforts of big TV stations, like
ABS-CBN and GMA7, with the support of the Department of Education, educational television
(ETV) programs were developed to cater young audiences. Some of the most popular and most
successful, as well as most favorite (personally), ETV programs in the country are: Batibot,
Sineskwela, HirayaManawari, Bayani, Math Tinik, Epol Apple, ATBP -- Awit, Titik,
BilangnaPambata, Pahina, 5 and Up, and Wansapanataym. And one should not forget:
Matanglawin, Aha!, History with Lourd, and Kultura.
According to the official journal of the American Academy of Pediatrics, educational
television programs are successful in broadening young childrens knowledge, affecting their
racial attitudes and increasing their imaginations. Furthermore, kids who watch informative and
educational shows tend to watch informative and educational shows when they get older
(Macbeth, 1996). They use TV effectively as a complement to school learning. Anderson (2001)
said that, preschoolers who viewed educational programs tend to have higher grades, are less
aggressive and value their studies more when they reach high school.
It is also noteworthy to include the generosity of Philip Morris International in the
education sector. They are helping the government to raise educational standards by partnering
with Knowledge Channel Foundation Philippines Inc. (KCFI) which provides access to a cablebased educational television channel for primary and secondary schools.
On the other hand, we should also consider the negative effects of television on the
learning of the students. Researchers from the University of Sydney report a link between total
screen time and retinal artery width in children. Kids with lots of screen time were found to have
narrow artery in their eyes, which may indicate heart risk. Also, kids who watch too much TV are
usually overweight, according to the American Medical Association. Moreover, kids who watch a
lot of TV have trouble paying attention to teachers because they are accustomed to the fastpaced visual stimulation on TV. Some critics also argue the learning passivity imposed by
television. According to them, young people are being conditioned, much like Pavlovs dogs, to
be passive learners for learning how to learn requires active engagement (i.e. reading, handson activities, etc.)
Yes, there are positive and negative effects of the use of television on students learning;
but, the bottom line here is the CONTENT of the television show -- high educational
programming can have a positive effect on childrens learning. It can aid in the acquisition of
general knowledge plus improve overall cognitive knowledge among students. Just like what Ed
Palmer said on his opinion article, television is the foremost tool for learning in the 21st century,
use it wisely!

QUALITY OF EDUCATION THROUGH EDUCATIONAL TECHNOLOGY

Answer the following questions briefly but substantially:
1. Describe how primitive people taught their young about life and the human skills
needed to survive in what was then a difficult world.
Primitive people were mostly nomadic having to move from one spot to another
in order to follow the food. Even back in this time the concept of the "survival of the

fittest" was around. In fact, for most primitive peoples it was all about who could learn to
survive and be strong enough to survive. Youth that could not survive were often left or
ended up dying early. Given the parameters of survival of the fittest it was necessary to
provide hands on training.
Part 1:
* Young people were taught about life through stories. Primitive people
did not have the concept of writing. A lot of the primitive artwork we see was used
to teach youths. It was mostly through stories passed down from elder to youth
that taught life lessons.
* Hands-on-training was a way of life. There was no school room to learn
how to survive. Instead nature was the school room. Youths were taught the hard
way about life such as how to survive, have children, find food, etc.
Part 2:
* The skills needed to survive were often taught in hands-on experiences.
When possible fighting skills were trained but when on the move it was kill or be
killed. Any youth who could not fight to survive would not make it.
* Youths were taught what to look for and how to look for food by doing.
Parents would take the youths with them wherever they went. If camps were set
up then some youths would stay behind to help the camp, while others would
hunt.
* Hunting parties were formed with hands-on experience necessary. At
the camps it was often the women and younger children gathering berries and
other necessities.

2. Describe how native learners may have been taught during the early period of
Americancolonization in the Philippines.
Volunteer American soldiers became the first teachers of the Filipinos. Part of
their mission was to build classrooms in every place where they were assigned. The
American soldiers stopped teaching only when a group of teachers from the U.S. came
to the Philippines in June 1901. They came aboard the ship "Sheridan." In August 1901,
600 teachers called Thomasites arrived. Their name derived from the ship they traveled
on, the USS Thomas.
3. Describe how modern students could be taught considering the advent of audiovideo machines and the computer.
Audio video machines and computers are an asset to prevent repetition, but a
teacher is still a key role in education. Only a person can sit next to a student and
immediately react and guide when a question is raised.

EDUCATIONAL TECHNOLOGY AND EDUCATIONAL MEDIA

1. List down the similarities and differences of instructional technology, educational media,
and audiovisual media technology.
a. INSTRUCTIONAL TECHNOLOGY - Aspects of educational technology that are
concerned primarily with instruction as contrasted to design and operation of
educational institutions. It gives stress to instruction or to the learning process.
b. EDUCATIONAL MEDIA - It consist of instructional machines and materials used to
promote learning. Media is part of the term Instructional Technology

c. AUDIO-VISUAL-MEDIA/TECHNOLOGY/AIDS - It emphasize the use of the senses

such hearing (audial) and seeing (visual) or combination. Audio-visual media stress
the use of media as a means of communication. Audio-visual aids stress the
assistance of educational tools in carrying out instructions. Audio-visual technology
capitalizes the use of learning tools in the design, implementation and evaluation of
instructional activities.

UNDERSTANDING EDUCATIONAL MEDIA

Differentiate the terms message, medium, and channel.
Message- is the content to be taught. The word content here is taken in a broad sense,
meaning knowledge, understanding, skills and attitudes. In other words, message is the
substance of anything that the teacher hopes will be acquired by the learner, in whatever form.
Message might be information to be learned, skills to be performed, relationship to be
understood feelings to be acquired, or any of a variety of behaviors to be achieved.

Medium is the shape of the message, examples of which ate words, pictures, objects,
two=dimensional projected images, symbols, and non- verbal signs such as pantomimes.
Channel is the vehicle (mechanical or physical) or the structure through which the medium is
presented to the learner. Examples are a television system, a projector, the human voice box, or
a recording and playback device. A field trip may be classified as a channel, since it is merely
the structure or administrative vehicle for getting the learner to the place where the media for
learning are to be observed.

DOMAINS OF HUMAN LEARNING

1. List down the activities in each domain using the table below.

PLANNING THE USE OF INSTRUCTIONAL MEDIA OR AUDIOVISUAL MATERIALS

Make a brief outline of the five phases in a total system of instruction.
1. Introduction

This is the motivational and exploratory phase. During this phase, students are
shown that the course of study will be interesting and challenging to them. The use
of AVs can help to motivate and challenge students.
Whenever instructional materials are used, the teacher must consider the following
preparations:
1.1.
Self-preparation. Preview and evaluate the materials with an aim to
effectively integrating them in the unit of study; either as an introductory or as
follow-up material.
1.2.
Preparation of the presentation. Determine how the media will be most
effectively presented for projected and/or audio material, consider the following
possibilities: (a) showing materials all the way through (b) showing only
excerpts/segments/frames (c) showing material with recorded narration (d)
showing material without recorded narration (e) pausing at specific points for
verbal comment/information on projected material (f)repeating segments (g)
combining two or more media.
1.3.
Preparing students. Inform students on the what they are to see, why
they are going to see it, and what they are expected to learn from the
presentation.
1.4.
Preparing follow-up activities. Plan in advance what could be activities
after the presentation. A review of content? An evaluation? Projects? Further
studies?

2.
Development phase
- This involves the location and learning of the required information by the students. A
problem under study may be segmented to facilitate the use of all available
alternative options of methodology, such as: study by individuals, groups, or the
entire class.
3.
Organizational phase
- This is the time for pulling-together the results of the research and study activities
of the students. This phase uses the production capabilities of the school media
center. Among the most useful materials which students may use are: mounted
pictures, slide or still-picture materials, charts, posters, graphs, maps, models, mockups, duplicated materials, audio and video recording, etc. Dramatizations, debates,
reports, panel discussions, role-playing situations, use of resource speakers, etc. are
typical of activities that may be planned and developed. Students may also plan and
execute display centers, bulletin boards, or exhibits.

4.
Summarizing phase
- This entails a major presentation for the whole class either by individual members,
small groups or by the teacher. Students may make summary presentations; present
and discuss the content of displays; or hand in written reports, papers, scrapbooks,
etc. The teacher may reshow a film, filmstrip, set of slides, overhead transparencies,
etc. they were used in the introductory phase in order to provide a review and to

cement together all facets of the study. Any loose-ends are tied together, and the
class is ready for the final of fifth phase, that of evaluation.
5.
Evaluation phase
- This involves two areas of evaluation students and teacher. It is important that
there be an evaluation process. Students need to be aware that they are to be held
accountable for lesson content and ultimately for changes in behavior changes that
prepare them to live and function as contributing citizens in society. Among the
evaluation techniques used in evaluation are:
(a) Written tests using true-false, multiple choice, fill-in-the-blank, matching type,
short-answer, essay or take-home exams;
(b) Oral discussions, dramatizations, role-playing, sociodramas and
demonstrations;
(c) Audiotaped or videotaped responses or experiences
(d) Written reports, term papers or research papers;
(e) Student-produced instructional materials, such as mounted pictures, maps,
graphs, photographic slides, bulletin board displays, exhibits, etc.
- In critical evaluation of the students performance, the teacher may do the following:
(a) Suggest revisions or refinement of parts of the presentation/report;
(b) Show evidence of faults in the presentation plan, content, procedures or
instructional materials used;
(c) Identify problems arising from unclear/inadequate objectives, evaluation
procedures or methods;
(d) Indicate lack of student readiness;
(e) Show evidence of the need for review or remedial presentation
(f) Show evidence of too slow/fast pace

THE CONCEPT OF VISUAL LITERACY

Compare and contrast decoding and encoding.
- Encoding is the process of transforming data in to a different format using a method that is
publicly available. The purpose of this transformation is to increase the usability of data
especially in different systems. It is also used for reducing the storage space required to store
data and for transferring data across different channels.

- Decoding is the reverse process of encoding, which converts encoded information back in to
the original format.

DESIGNING VISUALS FOR INSTRUCTION

Explain briefly in outline form the four basic design considerations.
BASIC DESIGN CONSIDERATIONS
A. Arrangement

- The pattern should capture the viewer's attention to relevant details.

- A geometric shape (e.g. oval, rectangle, triangle) can serve as a framework to build on.
- Apply the "rule of third". Elements along any of the one-third dividing lines takes on liveliness
or movement. The most dominant and dynamic position is at the intersections of the one-third
dividing lines (especially the upper left intersection). The center is the most static and least
interesting point on the grid.
- Restrict the display to a single idea. In advertising this is called the "unique selling position.
- Lines add to eye movement.
- Horizontal lines give a feeling stability and rest
- Vertical lines imply strength
- Diagonal lines show movement, action and dynamism
- Crossed diagonals give a sense of conflict
- Curved lines give a feeling of motion.
- Contrast lends emphasis. There may be contrasting variations in size, shape, color, or
orientation. An arrow is a pointer to direct the viewer's attention.
B. Balance
- Symmetrical or formal balance has an equivalence of elements on each side of the visual
either horizontally or vertically.
- Asymmetrical of informal balance has a rough equivalence of weights among elements. This
tends to provide dynamism and interest.
C. Color
Color adds to realism, provides emphasis, and create an emotional tone.
- Blue, green and violet are "cool" colors which physiologically seem to recede from the viewer.
- Red and orange are "hot" colors which seem to approach the viewer. Red and orange
highlights help make objects leap to the viewer.
- Different colors appear to stimulate the senses: Blue is "sweet" orange is "edible" Pink, yellow
and green "smell" best. Dark red and brown evoke masculine images of earth, wood and
leather. Gold, silver and black suggest prestige and status.
- Use color judiciously in order not to lose harmony. Choose analogous colors (next to each
other) on the color wheel.
D. Lettering
- Letterings should be consistent and harmonious.
- Ornate letterings adapt to aesthetic or motivational objects.
- Simple letterings(like the Gothic or Roman Sanserif or without serif) are for informational or
instructional purposes.
- Lowercase letters with capitals, only when needed are most legible.
- Short headlines may be all in capitals.

- Color of lettering should contrast with background color for legibility and emphasis.
- For size, a rule of thumb is to adopt 1/4 inch high letters can be seen by a student at the last
row of a 35-feet-long classroom.
- For letter spacing, judge distance by experience stressing an "optical" even and regular
pattern.