Lesson 1

Technology for Teaching and Learning 2

An Overview
Introduction:
Integration of technologies into teaching and learning is the primary function of this subject. This
deals on how this technology is being integrated with instructions to provide schools the necessary knowledge
and skills in order for them to produce competitive graduates. With the use of technology learning could be
fun and exciting.
Educational technology 2 is concerned with “Integrating Technology into Teaching and Learning.”
Specifically:
Introducing- giving enough knowledge about educational technology
Reinforcing- highlights the use of technology as aid on better teaching-learning
process
Supplementing- increasing the use of technology in the process
Extending- giving additional activities that will enhance their skills in technology
Intended specially for student-teachers

々 Since this course is all about the application of technology in teaching-learning process to
make an exemplary user of technology products.
々 It will help them to be acquainted on the current trends on technology in education. Not only
that but also it will empower their caliber on giving out their skills on the process.
々 However, it also intends to be for professional teachers to bridge the gap on technology
literacy and to update to the thriving global competency on education as to computer literacy.
It involves deeper understanding of computer as well as hands-on application of computer skills. But not
necessarily promoting computer but how will it improve the process. As of today, we are on information age
and everyone must cope up with its nature. To give better access to quality education one must be well-
equipped on computer skills as the media of transpiring knowledge.
It aims to give student-teachers admission on going all out to the thriving global information and
communication technology environment.
Goals of Technology for Teaching and Learning 2

々 To provide education in the use of technology in instruction by providing knowledge and skills on
technology integration-in-instruction to learners
々 To impart learning experiences in instructional technology-supported instructional planning
々 To acquaint students on information technology or IT- related learning theories with the computer as
a tutor
々 To learn to use and evaluate computer-based educational resources
々 To engage learners on practical technology integration issues including managing IT classrooms,
use of the internet for learning, cooperative learning through the use of information technology, etc.
々 To inculcate higher level thinking and creativity among students while providing them knowledge of
IT-related learning theories

“Technology for Teaching and Learning 2 should not be considered as a formidable task but
indeed a refreshing, fun and exciting course to start with.”
Lesson 2
UNDERSTANDING TECHNOLOGY LEARNERS

“Today`s learners appear smarter, yet they can`t read as their parents do, they are addicted to the
internet.”
The Learner`s nowadays:
 Digital Literate
 Mobile
 Always On
 Experiential
 Social (Stay Connected)
Lest the concern for new learners is not well understood, it serves to know what scientists say, as
follows:
 There are positive benefits derived from the use of information technology or digital resources and
these counterbalance possible negative effects of technology on children.
 Daily exposure to high technology – personal computers, video game gadgets, cell phones, Internet
search sites – stimulates the brain by strengthening and creating neural circuits.
 A current technological revolution is creating an intellectual revolution, faster and better than ever
before.
Jean Piaget - A Swiss clinical psychologist known for this pioneering work in child development.
Theory of Cognitive Development
1. Sensorimotor (Birth to age 2 years old) – during this stage, understanding is limited to direct contact
with the environment – sucking, touching, listening and looking.
2. Pre - Operational (Age 2 – 7 years old) – during this stage, children develop the ability to use
symbols.
3. Concrete Operational (Age 7 – 12 years old) – although reasoning abilities are more developed,
they remain concrete.
4. Formal Operational (Age 12 – 15 years old) – children are now capable of abstract thinking.
Multitasking - is a concept of performing multiple tasks over a certain period of time by executing them
concurrently.
Source: Educational Technology 2 Book
Lesson 3
Bridging the Generation Gap

The term “generation gap” can be used to describe the

difference among the younger and older generation when it comes to
actions, beliefs and tastes regarding politics, values and other
matters.
---Investopedia

Potentials of ICT

• Expanding Educational Opportunities

 ICT can expand educational opportunities through
different mechanisms such as the radio, television and
virtual high schools and universities. These mechanisms
reach all the corners of the world and can educate people
who are not going to school or educational institutions.

• Increasing Efficiency
 The capacity of ICTs to reach students in any place and
at any time has the potential to promote revolutionary
changes in the traditional educational model.
 ICTs eliminate the premise that learning time
equals classroom time.
 ICTs can make multigrade schools in areas with low
population density viable institutions.
 ICTs can provide courses that small rural or urban
schools cannot offer to their students.

• Enhancing Quality of Learning

 Research and experience have shown that ICTs, used
well in classrooms, enhance the learning process, in
the following ways:
 They supply (via the Internet) students with a
platform through which they can communicate with
colleagues from distant places, exchange work,
develop research, and function as if there were no
geographical boundaries.
 They offer the most cost-effective (and in some
cases only) means for bringing the world into the
classroom.
 They provide access to worldwide information
resources.
  They allow students to use the information they
acquire to solve problems, formulate new problems,
and explain the world around them.
 They provide opportunities for students to practice
basic skills on their own time and at their own
pace.
 They foster inquiry and exploration.
 They bring abstract concepts to life.
 They motivate and engage students in the learning
process.

• Enhancing Quality of Teaching

 First, ICTs and properly developed multimedia materials
can enhance the initial preparation of teachers by
providing good training materials, facilitating
simulations, capturing and analyzing practice-teaching,
bringing world experience into the training institution,
familiarizing trainees with sources of materials and
support, and training potential teachers in the use of
technologies for teaching/learning.
 Second, ICTs open a whole world of lifelong upgrading
and professional development for teachers by providing
courses at a distance, asynchronous learning, and
training on demand.

• Facilitating Skill Formation

 Network technologies have the potential to deliver the
most timely and appropriate knowledge and skills to
the right people, at the most suitable time, in the
most convenient place. E-training allows for
personalized, just-in-time, up-to-date, and user-
centric educational activities.

• Sustaining Lifelong Learning

 The modern demands on countries, societies, and
individuals necessitate lifelong learning for all,
anywhere and anytime. Some of the reasons for such a
need are:
 The fast changing, technology-based economy
requires worker flexibility to adjust to new
demands and the ability to learn new skills.
 The increasing sophistication of modern societies
demands constant updating of the knowledge and
skills of their citizens.
  The escalating knowledge makes the "educated"
obsolete unless they continuously update their
knowledge.
 As society evolves, we are unlikely to continue
the present life-cycle pattern of prolonged
education at the beginning of life and an
extended retirement period at the end.
 Lifelong learning provides opportunities for
those who are unemployed to reenter the
workforce.

• Improving Policy Planning and Management

 Many educational institutions and systems have
introduced simple management and statistical
information systems, but this should be only the
beginning. More specifically, technology for
management can be the underpinnings of reform in two
areas:
 Management of Institutions and Systems: At the
school/institution level, technologies are
crucial in such areas as admissions, student
flow, personnel, staff development, and
facilities. At the system-wide level,
technologies provide critical support in domains
such as school mapping, automated personnel and
payroll systems, management information systems,
communications, and information gathering,
analysis, and use.
 Management of Policy Making: Here ICTs can be
valuable in storing and analyzing data on
education indicators, student assessment,
educational physical and human infrastructure,
cost, and finance. More important, they can
assist in constructing and assessing policy
scenarios around different intended policy
options to determine requirements and
consequences and to help select those that are
the most appropriate.
 The K-12 Curriculum Framework

(Handouts)

The K to 12 Curriculum Framework

The implementation of the K to 12 Curriculum of the Department of Education

paved the way to enhance the Teacher Education Curriculum of the Commission on
Higher Education (CHED). The salient features of the K to 12 Curriculum have been
thoroughly considered to ensure that all the courses in the teacher education program
will meet the demands of the 21st Century classrooms.

One of the features of the K to 12 Curriculum is the requirement to equip

every graduate with the following skills:

● Information, media, and technology skills

● Learning and innovation skills
● Effective communication skills; and
● Life and career skills

Six (6) Different levels of learning and in teaching the various fields of
Specialization.

1. Strengthening Early Childhood Education ( Universal Kindergarten)

- The use of technology in Kindergarten by various schools is very evident
in teaching them the alphabet, numbers, shapes, and colors through
games, songs, and dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
- Sara Bernard (2010) stressed that students need to have personal
connection to a lesson material which can be done through engaging them
emotionally or through connecting the information that that already know.
This she calls as “give it context, and make it Count.”

Briggs (2014) shared some few tips for making learning Engaging and
personally relevant as cited by Willis, Faeth, and Immordino-Yang:

● Used suspense and keep it fresh- drop hints about a new

learning before you reveal what it might be, leave gaping pauses in
your speech, change seating arrangement and put up new and
relevant posters or displays; all these can activate emotional
signals and keep student interest piqued.
● Make it student-directed- give students a choice of assignments
on a particular topic or ask them to design one of their own. When
students are involved in designing the lesson, they understand
better the goal of the lesson and become more emotionally
invested in and attached to the learning outcomes.

● Connect lessons to their lives and what they already know-

taking time to brainstorm about what students already know and
would like to learn about a topic helps them to create goals. Making
cross-curricular connections also helps solidify those neural loops.

● Provide utility value- this helps students realize that the content is
not just interesting but also worth knowing.

● Build relatedness- it is an inherent need that students have to feel

close to the significant people in their lives, including teachers.
 Relatedness is seen by many as having non-academic and
academic sides.
3. Building Proficiency (Mother-tongue Based Multilingual Education)
- To be able to promote the Child’s dominant language and to use it as
language of instruction, technological tools should be maximized.
Currently, a lot of teachers and schools are into developing learning
materials to be able to implement the MTB-MLE program properly
especially that there is a dearth of printed and e-materials in the mother
tongue of the students. Mother tongue is used in instruction and learning
materials of other learning areas. The learners retain their ethnic identity,
culture, heritage and values. Children learn better and are more active in
class and learn a second language even faster when they are first taught
in a language they understand.
4. Ensuring Integrated and Seamless Learning ( Spiral Progression)
- Learning basic concepts that lead to more complex and sophisticated
version of the general concepts entail TPACK: technological knowledge,
content knowledge and pedagogical knowledge.
- Rediscovering concepts, as students progress in their grade level will be
fully supported if all the areas of specialization will be aided by
technologies for teaching and learning.
5. Gearing up for the Future
- The K to 12 Curriculum ensures college readiness by aligning the core
and applied courses to the College Readiness Standards (CRS) and new
General Education (GE) Curriculum.
6. Nurturing the Holistically Developed Filipino (College and Livelihood
Readiness, 21st Century Skills)
- Every graduate is expected to be equipped with information, media and
technology skills, learning and innovation skills, effective communication
skills and life and career skills. This may happen with the proper
 implementation of the curriculum and with the facilitation of excellent
teachers.

A teacher plays a very important role not only inside the classroom as classroom
teachers but also as facilitators of student learning, designing, implementing and
evaluating the curriculum. In the Philippines, the teachers are expected to actively
engage themselves in curriculum design to ensure that the K to 12 Curriculum will be
delivered at its best for students realize fully the intended learning outcomes.

Points to considers in identifying and understanding teacher’s roles as

curriculum designers:

✔ Without doubt, the most important person in the curriculum implementation

process is the teachers. With their knowledge, experiences and competencies,
teachers are central to any curriculum development effort.Better teachers support
better learning because they are most knowledgeable about the practice of
teaching and are responsible for introducing the curriculum in the classroom
(Alsubaie, 2016).
✔ Curriculum is the planned interaction of pupils with instructional content,
materials, resources, and processes for evaluating the attainment of educational
objectives. _Jadhav and Platankar (2013).
✔ Curriculum is content, but when contextualized, it comes alive for students. The
role of teachers in the curriculum process is to help students develop an engaged
relationship with the content. This interactive approach intertwines curriculum
and practical experiences that immerse students in learning. Active learning will
increase the focus and retention of the curriculum, resulting in an exciting
learning environment. Teachers build lessons that include simulations,
experiments, case studies and activities to deliver curriculum. This interactive
approach intertwines curriculum and practical experiences that immerse students
 in learning. The Curriculum process provides opportunity for teachers to be
creative and put their unique stamp on the classroom experience (Meier, 2018).
✔ Teachers, on their part, have practical knowledge based on their daily work with
students. This practical knowledge is useful to curriculum committees because
teachers can assess whether the ideas being developed will work in the
classroom (Young, 1988).

Prepared by:

Noemi M. Gabon

Reporter 1
 INTEGRATING TECHNOLOGY IN INSTRUCTION AND INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT)

Teaching has always been a challenging profession since college has been precipitously expanding and
essential skills have been incessantly increasing and changing. With these challenges, teachers need to engage
educational technologies to assist them in the teaching – learning process. Engaging technologies in teaching
based on theories, principles, and philosophical foundations. Understanding these will help you successfully
integrate technologies to enable your students to demonstrate the intended learning outcomes.

INTEGRATING TECHNOLOGY IN INSTRUCTION

Various educators and researchers provided the following concepts and principles about integrating technology
instruction.

1. JOHN PISAPIA (1994)

● Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement,
and extended skills. For example, if a teacher merely tells a student to read a book without any preparation for
follow up activities that puts the book in pedagogical context, the book is not integrated. In the same way, if the
teacher uses the computer to reward the children by allowing them to play a game, the computer is not integrated.
● On the other hand, integrating technology into curricula can mean different things:
a. Computer science courses, computer – assisted instruction, and/or computer enhanced or enhanced
instruction,
b. Matching software with basic skills competencies, and
c. Keyboarding with word processing followed up with presentation tools.
2. INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)
● Effective integration of technology is achieved when students are able to select technology tools to help them
obtain information in a timely manner, analyze and synthesize the information and present it professionally. The
technology should become an integral part of how the classrooms functions --- as accessible as all other
classroom tools.
3. MARGARET LLOYD (2005)
● ICT integration encompasses an integral part of broader curriculum reforms which include both infra- structural as
well as pedagogical considerations that are changing not only how learning occurred, but what is learnt.
4. QIYUN WANG AND HUAY LIT WOO (2007)
● Integrating Information and Communication (ICT) into teaching and learning is growing area that has attracted
many educators efforts in recent years. Based on the scope of content covered ICT integration can happen in
three different areas: curriculum, topic and lesson.
5. BERNARD BAHATI (2010)
● The process of integrating ICT in teaching and learning has to be done at both pedagogical and technological
levels with much emphasis put on pedagogy. ICT integration into teaching and learning has to be underpinned by
sound pedagogical principles.
6. UNESCO (2005)
● ICT integration is not merely mastering the hardware and software skills. Teachers need to realize how to organize
the classroom to structure the learning tasks so that ICT resources become automatic and natural response to the
requirements for learning environments in the same way as teachers use markers and whiteboards in the
classroom.
 INFORMATION and COMMUNICATION TECHNOLOGY (ICT)
The following are the definitions of ICT from various literatures:

1. MOURSOUND (2005)
● ICT includes all the full range of computer hardware, computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from handheld calculators to multimillion
worth super computers. It includes the full range of display and projections devices used to view computer output
● It includes the local area networks and wide area networks that will allow computer systems in people to
communicate with each other. It includes digital cameras, computer games, CDs, DVDs, cell telephones,
telecommunication satellites, and fiber optics. It includes computerized machinery and computerized robots.
2. TINIO (2009)
● ICT is a diverse set of technological tools and resources used to create, disseminate, store and manage
information. These technologies include hardware devices, software applications, internet connectivity,
broadcasting technologies and telephony.
3. UNESCO (2020)
● ICT is a diverse set of technological tools and resources used to transmit, store create, share or exchange
information. These technological tools and resources include computers, the Internet (website, blogs, emails), live
broadcasting technologies (radio, television, and webcasting) recorded broadcasting technologies (podcasting,
audio and video players and storage devices) and telephony (fixed or mobile, satellite, video conferencing etc.)
● UNESCO defines also as a scientific, technological and engineering discipline and management technique used
and handling information its application, and association with social, economic, and cultural matters.
4. RATHEESWARI (2018)
● Information Communication Technologies (ICT) influence every aspect of human life. They play salient roles in
workplaces, business, education, and entertainment. Moreover, many people recognize ICT as catalysts for
change: change in working conditions, handling and exchanging information, teaching methods, learning
approaches, scientific research, and in assessing information communication technologies.
● In this digital era, ICT is important in the classroom for giving students opportunities to learn and apply the
required 21st Century Skills. ICT improves teaching and learning is importance for teachers in performing their
roles of creators of pedagogical environments. ICT helps a teacher to present his/her teaching attractively and
enables the learners to learn at any level of educational programs.
 COLLEGEOFTEACHEREDUCATI
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 COLLEGEOFTEACHEREDUCATI
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QUI
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Pr
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Bandril, Nitcheele G.

BEEd-III

UNESCO ICT Competency for Teachers

Having a society that is increasingly based on information and knowledge and with the ubiquity of Information and Communication
Technology (ICT) for instruction, UNESCO developed an ICT Competence Framework for teachers (UNESCO, 2018).

⮚ A framework which is a part of range of initiatives by the UN and its specialized agencies.
⮚ UNESCO aims to promote educational reform and sustainable economic development anchored on the principles and objectives
of the Millennium Development Goals (MDG), Education for all (EFA), the UN Literacy Decade (UNLD), and the Decade of
Education for Sustainable Development (DESD).

The teacher six aspect of work;

1. Understanding ICT in education

2. Curriculum and assessment
3. pedagogy
4. Application of digital skills
5. Organization and administration
6. Teacher professional learning

Three approaches to teaching based on human capacity

1. Development knowledge acquisition

2. Knowledge deepening
3. Knowledge creation
The framework also specifically aims to equip teachers to enable them to perform their roles in achieving the following societal goals.

⮚ Build work forces that have information and communications technology (ICT) skills and are reflective, creative and adept at
problem solving in order to generate knowledge;
⮚ Enable people to be knowledgeable and resourceful so they are able to make informed choices, manage their lives effectively and
realize their potential;
⮚ Encourage all members of society irrespective of gender, language, age, background, location and differing abilities to participate
fully in society and influence the decisions that affect their lives and
⮚ Foster cross cultural understanding, tolerance and the peaceful resolution of conflict.

The Commission on Higher Education (CHED) through its Policies, Standards and Guidelines (PSGs) requires the integration of ICTs in
mathematics and science teaching and learning.

Hence the ICT Competency Framework for Teachers is very useful to support the standard as it will serve as guide to
assist the teachers to successfully integrate ICT into the mathematics and science classroom. Through the
framework, the mathematics and science teachers may structure their learning environment in new ways, merge new
technology and pedagogy, develop socially active classrooms and encourage cooperative interactions, collaborative
learning and group work.

What is learning plan?

A learning plan is a description of how you intend to achieve your desired outcomes in learning. Educators interpret learning to be new:
Knowledge is information that will be useful somehow, for example, in solving a problem, achieving a goal or otherwise accomplishing
something important in life.
A Learning Plan is a useful tool to plan and manage Learning Goals as they relate to achieving work objectives and/or competency
development.

What is the use Of ICT in science learning plan?

Computer-assisted inquiry is the use of ICT as an aid to collecting information and data from various sources. For example
Microcomputer-Based Lab (MBL) tools can be used in science inquiry and nature as a source of information. MBL can help in data
acquisition and data processing in laboratory.

What is the use of ICT in mathematics learning plan?

Using ICT as a tool, students spend productive time developing strategies for solving complex problems and develop a deep understanding
of the various mathematics topics. Students can use ICT as a tool to perform calculations, draw graphs, and help solve problems.

The following examples of Learning Plans for mathematics and science learning. These sample learning plan may help you
develop your own learning plans integrating ICT to attain your learning outcomes. After reading the learning plans, answer the
series of activities that follow.

⮚ Learning plan for science

https://www.slideshare.net/VictorOribe/heredity-inheritance-and-variation-63558613

⮚ Learning plan in mathematics

https://deltastate.edu/docs/math/Stovall1.pdf
https://www.slideshare.net/nicogranada31/k-to-12-grade-8-math-learner-module
Activity

Direction: Enumerate the following

The teacher six aspect of work;

1.

2.

3.

4.

5.

6.

Three approaches to teaching based on human capacity

1.

2.

3.

Enumerate 1 Societal goals

1.
 Integrating Active Learning Approaches in Mathematics and
Science
Inquiry-Based Learning and Research-Based Learning
By: Grace V. Ayon

An old adage states: “Tell me and I forget, show me and I remember, involve me and I
understand.” Joe Exline
⮚ Inquiry implies involvement that leads to understanding. Furthermore, involvement in
learning implies possessing skills and attitudes that permit you to seek resolutions to
questions and issues while you construct new knowledge.
⮚ “Inquiry” is defined as “a seeking for truth, information or knowledge seeking
information by questioning.

Inquiry-Based Learning
● Is a learning process that engages students by making real-world connections through
exploration and high level questioning.
● It is an approach to learning that encourages students to engage in
problem-solving and experiential learning.
● Is an approach to learning that emphasizes the students role in the learning process.
● Rather than the teacher telling students what they need to know, students are
encouraged to explore the material, ask questions and share ideas.
● Is a form of active learning that starts by posing questions, problems or scenarios.
● It contrasts with traditional education, which generally relies on the teacher
presenting facts and their own knowledge about the subject.
Importance
● Pushes students beyond simply learning to memorize or remember, and toward applying
knowledge in new domains, drawing connections among ideas, evaluating or challenging
ideas and additionally creating something completely new.
● Helps students make their own connections about what they learn.
● Their curiosity helps them engage and gain a deeper understanding of topics and
content, instead of primarily memorizing and recalling rules, ideas or formulas.
Founder
● John Dewey
- reform the educational system led to the first inquiry-based learning method in United
States.
 - Dewey advocated child-centered learning based on real-world experiences.
Techniques
● The Four Steps of Inquiry-Based Learning
1. Students develop questions that they are hungry to answer……
2. Research the topic using time in class………
3. Have students presents what they’ve learned………
4. Ask students to reflect on what worked about the process and what didn’t……

Example:
A math teacher can see how students work through problem-solving inquiry lessons. Teachers
in math may demonstrate how to solve problems, but by watching students come up with
solutions, they’re able to get a better understanding of the steps it took to get there.

Research-Based Learning
● Is a didactic technique that aims to connect the teachings in the classroom with
techniques and research methodologies that allow students to develop competencies and
analysis, reflection and argumentation skills along with their training.
● Aims to promote and develop students competencies related to research practice and to
benefit students through activities linked to research.
Benefits
● Students can develop the intellectual skills of critical analysis and also valuable
transferable skills such as group work, time-and-resource- management and data
handling.
Mary Lux M. Leonar
BEED-III
C19-10911

Problem-Based Learning
⮚ Is an approach that involve the process of inquiry and solving open-ended questions that serves as
the main problem that the learners work on. The type of questions posited is focused on a specific
content standard and it’s application to real life issues. It also requires more than one answer or
solution.
⮚ Learners are engaged in a collaborative task as they work towards the solution to the problem.
⮚ This learning activity is done in a small groups with each member assigned a certain task to
accomplish. In the process of engaging in PBL, they learn several skills such as problem solving,
communicating, research, among others which are essential in the workplace.

Goal of PBL
⮚ The end goal of PBL is to ensure that the target the learning competencies are achieved in the
process.

Ali (2019)
⮚ described PBL as a process that is used to identify problems with a scenario to increase the
knowledge and understanding.
In her research article, she proposed the following five principles of PBL that can be considered by
teachers in planning or using the approach:
1. Independent and self-directed learning
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students ' learn about motivation, teamwork, problem-solving and engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
Lo (2009)
⮚ proposed a six-stage process that was used in the adoption of the online PBL:
1. Identifying the problem current issues that do not have just one answer or one definite solution;
2. directed Brainstorming questioning-generate; arouse ideas students; tackle' intrinsic the problem
motivation through; self
3. members Collecting to and collect analyzing information the; posting information what they assigning
found and group what
They learned; collaborative collection of useful information;
4. data Synthesizing synthesized information; knowledge-solving building the, problem through relevant
5. Co-building knowledge presentation of the solution to the Learning problem/ issue; and
6. Refining the outcomes-giving of feedback and suggestions by the instructor to help students improve;
learning from other group’s presentation

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among
these are the following:

1. Promotes self-confidence and motivation

2. Reduces students’ nervousness during the learning process
3. Increases students’ responsibility in learning
4. Makes students easily learn the material though sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning

Role of Technology
How is technology integrated in the PBL activity?
⮚ As the learners, there are a number of embark on an open-ended question collaboratively of
the task to free online tools that they can use from the commencement outside its completion
especially that some of the group tasks will be done the regular class hours.
Bower, Hedberg and Kuswara (2010)
⮚ stress that technology is simply the mediator for collaboration and representation and that it is
the type of task and thinking processes in which students engage that determine the quality of
learning.

World Wide Web (www)

⮚ has opportunities for PBL that can be utilized by the learners to accomplish their task. Web
2.0 technologies are characterized by collaboration, sharing and networking. These may
facilitate and enhance PBL activities (Tambouries, et.al, 2012) in its different stages.
⮚ When using PBL, the learning competencies must be the primary consideration together with
the content and performance standards before the technology integration.

QUIZ
1-5.What are the five principles according to Ali (2009)
6-10. Give the benefits of Problem-based Learning.
11-16. What are the six-stage process used in the adoption of the online PBL?
 INTEGRATING ACTIVE LEARNING APPROACHES IN MATHEMATICS AND SCIENCE:

PROJECT-BASED LEARNING

LOREN M. MANGURALI

Project based learning is an approach that is used as teaching method that engages learners generation of
solutions to real-world problems.

It is a student-centered approach as it takes into account the realm of experiences and interest of students.
This method is based on John Dewey’s principle of learning by doing and Vygotsky’s constructivist theory of teaming
that advocates social construction of knowledge.

PrBL/PBA is a collaborative learning activity where learners work on an authentic task guided by an
open-ended question; member has an assigned role that will contribute to the solution of the problem that was
identified which reflects the real issues in their community or the world at large.

Past and more recent researches have proven PrBL to be beneficial in the development of various skills such
as:

1. Research methodology skills (Tiwari. Arya, & Bansal. 2017). Using Student feedback questionnaire given to
99 students, it was revealed that students were enhanced in their knowledge of the topic taken. Searching
review for the topic. Improved communication skills, data collection Skills, and analytical and presentation
skills when prBL was used as component in research methodology. The teachers’ perception also agreed
that there was 100% enhancement of knowledge on the various components of research methodology,
update of the knowledge on a particular topic, and increase in interaction with students.

2. Critical thinking skills (Nargundkar, Samaddar, & Mukhopadhyay, 2019). The researchers investigated how
prBL advances the critical thinking skills of students. To solve real-life problems, students are expected to
use the knowledge they had constructed, to think deeply about the issue, consider evidence for or against a
proposed solution, and apply reasoning skills and • logical inquiry to. Come up with the best solution or
conclusion.
 3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed mixed method to examine the
development of life skills through PrBL. Their findings revealed that after taking the PBL course, there was a
significant difference in the mean-scores for the following life skills: responsibility. Problem solving,
selfdirection, communication, and creativity skills, It was concluded that .PrBL indeed promotes further
development of life skills.

Benefits of PBL

● Increased student engagement

● Deeper knowledge
● Knowledge retention
● Develop 21st century
● Workforce skills
● Real world application

PBL IN SCIENCE

Bridge Building. Students begin by studying the engineering of bridge building, comparing the construction
of famous bridges such as the Golden Gate Bridge or Tower Bridge in London. Then they work in teams to construct
bridges out of Popsicle sticks. The challenge is to get their bridge to hold five pounds (for younger students) or twenty
pounds (for more advanced students).

Student Farm. Students will learn lessons about science, social studies, math, and economics through planting
their organic farm. They can begin by researching the crops they want, figure out what kind of care is needed, and
then use a budget to determine what materials they must purchase. They can even sell food from their farm to
contribute to a cause or fundraiser.

Shrinking Potato Chip Bags in the Microwave. Students can learn about polymers through hands-on activities
using some of their favorite products, like shoes and sporting equipment. As a culminating activity, they can put a
wrapper from their favorite chips or candy bar into the microwave for five seconds to learn about how polymers return
to their natural state when exposed to the heat.

Design an App. Students love using the newest apps and games, so take it to the next level by having them
design their own! With Apple developer tools, kids can learn how to create an app or online game. They can learn
about technology and problem-solving skills while engaged in what they love.
 Gummy Bear: Shrink or Grow? For a project-based lesson on osmosis and solubility, you will just need gummi
bears and different liquids and solutions (water, salt water, vinegar, etc.). Children will place a gummi bear in each
solution overnight and then measure the results.

Example of Project-Based Learning in Science

You just been hired by a wildlife preserve to create signs about the animals around the park How can you best
teach children and adults about how the different animals live and survive?

STUDENTS WILL…

● Research animal adaptations

● Determine how to best present their information
● Create signs and present

HOW TO MAKE MATH PROJECTS

Math projects help you understand a specific math concept. By: Terrance Karter

Math projects help students understand a specific math concept or idea. When you are making math
projects, you are doing an in-depth study of one of those concepts. Math projects can be done about any type of
math concept, from one in kindergarten all the way through high school. Doing a math project is an easy process –
it’s the actual concept that might give you trouble.

Focus on the topic for which you are going to do a math concept. It is important that you have a full
understanding of the concept so that you can complete the project. If you don’t know anything about the concept, or
you aren’t sure you understand it, get some books or find some information on the Internet about your subject.

Come up with an angle for your project. Even though it is a project about math, there are many different ways
for you to do the project. You might write a paper, create a presentation, write a blog, shoot a video or even make a
diagram or 3-D model of whatever your math concept or subject is. You’ll need to decide which type of project you
are doing before you can get started.
 Figure out how your concept will fit into the angle you’ve chosen. For instance, if you are going to write a
report, and your concept is fractions, decide if you’d like to write about the history of fractions, how to work with
fractions, or even what fractions are used for in real life. If your concept is geometry and your project is going to be a
3-D model, decide which shapes you are going to make your models of, and how the models will help you display the
geometric concepts.

Gather the materials you’ll need for your specific math project. Things like a computer, pencil and paper will
be important if your project is a research paper. You might need clay, plastic or paper mache if you are making
models. You will need presentation software or poster board if your project is going to be a presentation.

Find your research and create your project materials. Be sure that you follow your own plan, but also pay
attention to what your teacher has assigned and asked you to do so you can be sure you complete it correctly.

Examples of Project-Based Learning in Mathematics

House for a Spider

John, Tina, Mary, and Chloe are learning about measurement and spaces. They plan to build a doll house for
a spider they have captured. They need to know the sizes of doorways, walls, roof, rooms, etc. for their house. Those
dimensions must be obtained from the spider (or type of spider), and then applied to the house design. They will
figure out what type of spider it is, research typical dimensions for spiders of that type, research house designs, and
draw up a set of plans, complete with dimensions. Finally, they can build the house out of craft materials. Their
presentation will be the display of house, plans, and spider, and they will describe the process by which they
completed the project.