FS 3 Technology in the Learning Environment

Outcome – Based
Learning Experience 1
Using Educational Technology in the Classroom
___________________________________________________________________

Educational Technology for teaching and learning includes a wide range of

enablers or facilities of teaching and student learning. Their purpose is to supplement
learning material, to help act concretizing abstract ideas for better student
understanding.
These enablers of learning take on certain classifications. Print materials
include those which are printed, drawn or illustrated. These include print media like
books, posters, and charts. On the other hand, the non-print materials include the likes
of models, laboratory equipment, vocational tools and realia. The past few years saw
the onset of the use of computers in the classroom. This development has radically
changed the landscape of educational technology which has been made available for
use for use of the teachers and students in schools. In fact, knowledge of technology
is one of the 21st century skills identified as important to be developed among learners,
the main idea of which is to look at education technology as enhancing educational
objectives. Thus, it behooves the teacher not only to gather as many instructional
materials as he can for his use , but, more importantly to develop the skill in making
sure that the use of these materials will optimize student learning.

In this learning experience, you will be guided through the experiential organizer as
follows.
Your Intended Learning Outcome:
Classify resources that facilitate teaching and learning processes.
Your Experiential Tasks Your reflection Trigger/s

1.1. Exposure
Conducting on ocular inspection of the
school for resources
1.2. Participation
Classifying instructional materials from the
school resources
1.3. Identification
Providing experiences for actual uses of
instructional materials  Of what importance is your
1.4. Internalization knowledge about educational
Planning for harnessing instructional technology in the classroom in
materials for teaching your professional life as a
1.5. Dissemination teacher? How?
Preparing a PowerPoint presentation on
resources for sharing.
FS 3 Technology in the Learning Environment

1.1 EXPOSURE
Conducting an ocular inspection of the classroom for resources

 Do an ocular inspection of your assigned classroom, as well as other

classrooms in the
school. Go also to the library. Visit also the media center (MC), the learning
resource center (LRC), and laboratories (e.g. science lab, speech lab etc.) List
down or make an inventory of existing or available instruction materials from
these resources.( Note: If any of any of these resources is not available, you
may look into these in other schools.)

Classroom/s

 Blackboard
 Posters
 Chairs
 Tables

Learning Resource Center

 Lapel
 Speaker
 Chalk
 Microphones

Media Center

 Computer units
 Audio visual
 Flat screen TV

Library

 Books
 Journals
 Newspaper
 Magazines

Laboratory (specify lab type)

 Home Economics
 Gardening tools
 Cooking tools

Search also the internet and find out what it says about instructional
resources. List downs the instructional materials you find in the internet, but
which you did not find in the different resources of the school.
The list of instructional materials that I found out in the internet

TYPES OF INSTRUCTIONAL MATERIALS IN TEACHING

Instructional materials in teaching or resources are available from many
sources. Modern education faces lots of problems. The attempts at solving these
problems, which involve the use of, organized combination utilization of people,
materials, facilities, equipment and procedures to achieve the desired instructional
materials in teaching, instructional media and educational media virtually mean the
same thing.

They all involve media materials derived from communication revolution, which
can be used to promote teaching learning process.
According to Agu Okogbuo (2000) instructional materials in teaching could be
classified into:

1. Visual material - such as picture, diagrams buildings, projectors, teachers

themselves, chart, real objects (realia) studies etc. these materials such as
books, newspapers journals, magazines, pamphlets, hand out or modules were
also involved.
2. Audio materials – such as tape recording, cassette, radio, teleconferencing,
language laboratories, teacher’s voice. They appeal to the sense of hearing.
3. Audio-visual materials - which include the television, video recording motion
pictures with sound tracks, slide and films trips projection with sound tapes, films
and multimedia. They appeal to both sense of hearing and sight.
4. Materials/software - include graphic materials, printed materials, slide, filmstrips,
overhead transparency, cassette tapes, and motion pictures.
5. Equipment/hardware: examples include: black boards, tape recorders,
projectors and video recorders. They are used in presenting materials, static or
display such as chalkboard, flannel graph, flip charts, magnetic board are also
used in presenting materials or lectures.
6. Electronics - this comprises of radio, computer , e-mail, multimedia. These
teaching materials makes teaching and learning process more easy and
concrete.
7. Non-projected media include books and other printed materials, objects,
specimens. Models mock-up graphical materials, bulletin boards that exhibits,
black boards, field trips, simulation and games.
8. Two-dimensional instructional materials in teaching - include flat pictures,
graphs, chart, diagrams posters, comics, cartoons, slides, films trips. They are
also non-projected materials with characteristics of being flat and light and may
be either in opaque or transparent form. They have length but no height, hence
they are 2 dimensional aids.
9. Three-dimensional institutional materials - include models, mock up objects,
specimens, laboratories, simulation and games (toys). They are non-projected
materials. Characteristically, they have length, width, height; hence they are
called 3 dimensional.

Instructional materials in teaching generally make the teaching process

easier. However in order to appreciate the importance of instructional materials in
teaching -learning process, Rhert Heinich – et al. (2001) consider the reasons for
using them. They include to help:

1. Gain and hold the attention of the learner

2. Provide visual aspects to a process or techniques
3. Focus attention on highlight of key points
4. Create impact
5. Facilitates the understanding of abstract explanations.
6. Provide a common experience to a large number of learners
7. Stimulate reality

With this, instructional materials in teaching help to concretize the learning

process.

Words only convey little or no concreteness in the teaching-learning process.

In effect, the type of instructional materials in teaching used depends on what the
teacher wants to demonstrate; for instance, the reasons for media is to create clear
idea of something e.g. real object (realia) models as follows:

1. To give visual access to something which may be inaccessible to clarity abstract

information which may be difficult to communicate verbally.
Examples are model picture, photo, posters and diagrams.
2. To condense large qualities of information e.g. diagram and handout
3. To promote mental activities of students; examples are handout, textbooks,
films and picture
4. To teach language pronouncement e.g. audiotapes.
5. To support work of the teachers e.g. sound recordings

They make learning more interesting, more real and lively. At all level of
education, instructional materials in teaching are very important in the attainment of
desired goal and objectives. The traditional chalkboard method of teaching involves
only the learning sense of hearing and they easily loose of interest after some time.
However, the utilization of instructional materials in teaching and learning situation
involves not only the sense of hearing but also the sense of sight and touch, looking
at educational practices, the Chinese proverb conclude that:

I hear – I forget
I see – I remember
I do – I understand

Kindler (1993) stated that people generally remember;

10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say and
90% of what they say as they do a thing.

For this reason, it was concluded that instructional materials in teaching ensure
more effective learning since the leaner not only hears but also sees and does.
Instructional materials in teaching play a very big role in teaching and learning process
as enumerated below:

a. It helps the teacher to provide his students with meaningful sources of

information.
b. Helps the teacher by providing him with means of wildering his students of
information
c. Being experts with learning resources in the classroom.
d. Allow members of a group or class to share equally the same teaching
experience.
e. Provides the teacher means of exposing the students to a wide range of
learning activities.
 Berkey (1996) wrote that rational selection of instructional materials in teaching
is a necessary step for effective teaching. He further added that the ability to select
and utilize methods and materials are important qualities of a professional teacher.
He outlines the criteria for selecting resources are as follows:

1. Instructional objective to be achieved by students

2. The teaching resources available for use
3. The characteristics of students to be taught
4. The teacher’s ability and experiences

What Are Learning Resources?

For many people, the words educational materials invoke images of large, print,
classroom textbooks with small type, outdated information, and content that covers
the breadth but not depth of a subject. But learning resources are more than that. They
are any tool that helps teachers teach and students learn.

Learning resources include:

Textbooks (print and digital) Workbooks Worksheets

Manipulatives (blocks, beads, etc.) Flashcards Educator workshops
Non-fiction books Posters Educational games
Apps Websites Software
Online courses Activity books Graphic novels
Reference books DVDs CDs
Magazines & periodicals Study guides Teacher guides
Labs Models Movies
Televisions shows Webcasts Podcasts
Maps & atlases

Multiple Ways to Engage Students in Diverse Classrooms

Auditory Visual Tactile- Affective Technology

Kinesthetic Options
Listening to Using a Using a Braille Working in Using a talking
text read dictionary dictionary areas of dictionary
aloud student interest
Listening to Highlighting Touching Working with a Downloading
and retelling key points words on a partner who and listening to
directions word wall can help with a podcast on an
definitions iPod
Asking and Outlining Using Working alone Using a word
answering steps to manipulatives or in processing
questions solving a cooperative program
problem groups
Engaging in Completing a Building a Participating in Using a talking
a debate graphic model a discussion calculator
organizer group or book
club
Engaging in Designing a Using Participating in Creating
a discussion poster response a seminar spreadsheets
cards
Giving Illustrating or Using a game Giving Creating a video
verbal taking format feedback
prompts pictures
Talking Drawing Finger spelling Giving praise Using blogging
through or text
steps messaging
From Garguiulo/Metcalf. Teaching in Today's Inclusive Classrooms, 1E. © 2010
Wadsworth, a part of Cengage Learning, Inc. Reproduced by
permission. www.cengage.com/permissions.

My Reference: https://www.scribd.com/document/363515391/Types-of-Instructional-
Materials-in-Teaching-or-Resources
FS 3 Technology in the Learning Environment

1.2 PARTICIPATION

Classifying instructional materials from the school resources

Compare materials that you actually observed in the different learning
resource facilities in your school. Classify them together according to their nature
and characteristics, functions or use.

Materials that is used Nature and Function and use

characteristic
1. Print resource These are the major Lecture approach-
 Books/ source of information for source of information
encyclopedia/ the teacher lessons. for the teacher’s
magazine/textbooks/ These can also help the lesson.
dictionaries learner’s reading skills Linguistic approach-
and vocabulary helps develop ones
development. vocabulary and
reading skills.
2. Audio resources These are commonly Metacognitive
 Speakers/microphon used to develop the approach- let the
e/ lapel/ radio/ learners listening skills. children to think deeply
television It can also make with these learning
learning more materials.
effectively.
3. Non Electronic Visual They used to represent Lecture approach- use
Resources the lessons visually. in representing the
 Charts/chalk board/ lessons.
bulletin board

4. Computer Resource They will keep you Integrated learning

Area abreast in any trends approach- the different
 Computers/ printer and new information. senses of the learners
will involve through the
use of these materials.
FS 3 Technology in the Learning Environment

1.34 IDENTIFICATION

Providing experiences for actual use of instructional materials

 Classify the materials you were able to observe and identify the subject
areas where these materials are commonly used.
a. List of Materials Used b. Subject areas where
materials are commonly
used
Print Resource
 Book
 Newspapers Used by the student and teachers for
 School paper publication research purposes.
 Unpublished books
 Bibles
 Encyclopedia
Non- Print (but not electronic) These materials are representing
 Bulletin Boards persons, places, things and concept.
 Display Boards They add realism and appeal
 Charts especially in explaining and
 Maps demonstrating certain topic.

Models NOT OBSERVED

Computer driven Computers have greatly

 Computers with peripheral revolutionized teaching
devices (like multimedia) methodologies and strategies.
Because of computer technology
there is a chain of changes: the role of
the teachers, in the mode of learning
among the students, in the curricular
offerings and in content in all levels of
education.

 Observe three classes. Note the teacher’s use of instructional

materials. In what part of the lesson does the use of instructional
materials prevail?
The instructional materials that was used by the teacher was used all
throughout the whole class.

 Describe or narrate how the teacher used an instructional material. Did

the teacher use a variety of instructional materials or just one or two
kinds only?

The teacher uses one instructional material which is Flat screen TV,
laptop and his lapel.
 Are there indications of the level of ease or expertise by which the
teacher used the instructional material?

Yes because she knows how to used and facilitate the instructional
material and then she properly discussed what is she’s topic about.

 What can you say about the kind of responses of students while
teacher is using the instructional materials?

The students are attentively listening to their teacher and they

participate during class discussion. The lessons went good at the end the
pupils gain knowledge.

 Is the use of the instructional material appropriate and relevant to the

subject matter being developed and discussed? If yes, why do you
think so? If no, why not? Give you reasons.

Yes, the teacher uses the instructional materials appropriate and

relevant to his subject because the teaching and learning process comes
easily. The student learns effectively to the subject that is being discussed by
the teacher.

 Based on your observations, what inference can you make about the
reasons or the purpose why teachers use instructional materials in
teaching?

The teacher uses instructional materials because it helps the student

to get their attention to participate actively in discussion.
FS 3 Technology in the Learning Environment

1.4 INTERNALIZATION
Planning for harnessing instructional materials for teaching

Come up with simple lesson plan on specific topics, focusing on what instructional
materials to use on particular parts of the lesson. Make sure that the instructional
material is relevant to the objective.

MY SAMPLE LESSON PLAN

GRADE 9 ENGLISH

INFINITIVES

I. OBJECTIVE

At the end of the lesson, the students should be able to:

1. Recognize infinitives in texts;
2. Express thoughts on the importance of studying; and,
3. Construct sentences using infinitives.
II. SUBJECT MATTER
 Grammar: Infinitives
 Literature: Of Studies by Francis Bacon
III. MATERIALS
 Worksheet
 PowerPoint Presentation
 Projector
 Laptop
IV. PROCEDURE
A. Preparatory Activities
 The teacher greets the students and then asks them to keep away
unnecessary
 things from their desks.
B. Motivation
 The teacher asks the students if they had played charades before.
The teacher
 explains how to play it.
C. Presentation of Lesson
 The teacher asks the class what are the similarities they noticed in
the game.
D. Lesson Proper
 The teacher discusses the infinitives.
1. Infinitives are one of the three verbal’s that look like a verb but does not
function as a verb. Instead, infinitives are used as a noun, an adjective or an
 adverb. They are constructed by adding “to” before a verb in its base form.
Infinitives become infinitive phrases when words are added to them.
Examples:
To eat on time will prevent ulcer. (Infinitive as noun)
To eat on time will prevent ulcer. (Infinitive phrase as noun)
The person to consult about the book is my publisher. (Infinitive as
adjective)
The person to consult about the book is my publisher. (Infinitive
phrase as
adjective)
It is practical to leave early in the morning. (Infinitive as adverb)
It is practical to leave early in the morning. (Infinitive phrase as
adverb)
E. Application
 The teacher introduces Francis Bacon and his essay “Of Studies.”
The teacher provides a worksheet with a copy of the essay to each
pair and instructs them to look for infinitives then to fill in the table in
the worksheet (worksheet attached).
 Construct a new sentence with the use of the infinitives found in the
text. The
infinitive in the new sentence should function differently from the original.
F. Valuing
 The teacher asks the students the following questions:
1. Is studying purely for school purposes?
2. Is studying perfected only through attending school and reading?
3. If a person graduated from a reputable university with honors and
secured a good career, does this mean he/she necessarily has a
good behavior?
G. Generalization
 The teacher asks a volunteer to summarize the lesson.

V. EVALUATION
 Compose a short paragraph on your opinion of the essay “Of
Studies.” Incorporate at least five infinitive phrases in the paragraph.
Underline the infinitive phrases used.

VI. ASSIGNMENT
 Cut and paste five paragraphs from magazines or newspapers that
contain
infinitives. Highlight the infinitive or infinitive phrase used then
identify its function in the sentence.
FS 3 Technology in the Learning Environment

1.5 DISSEMINATION

Preparing a PowerPoint presentation on resources for sharing

Come up with a PowerPoint presentation or video presentation of different

resources which you can share with your fellow students. In addition, you can lead
discussions on where and when to use such materials. Write below an outline or list
of the slides that you will develop before you finally come up with the PowerPoint
presentation.