PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

College of Teacher Development
FACULTY OF BEHAVIORAL AND SOCIAL SCIENCES
Taft Ave. Cor. Ayala Blvd., Ermita, Manila 1000 Philippines

Lesson 1: The Nature of Educational Technology:

Foundational Knowledge of Using Technology in Teaching and Learning

Education
➢ Latin word: “educare” → to lead forth.
➢ It involves a purpose, goal, and a process of support or guidance toward achieving that
goal.
➢ planned/incidental
➢ Involves intentional and effortful activity.
➢ It is broad; and involves intentional and systematic study, guidance, and support from
others and often from an institution, along with changes in one’s ability and knowledge
(Spector, 2016).

Technology
➢ Geek word: “techne” → art/craft, or skill; “logia” → words, study, or body of
knowledge.
➢ Referring to the manufactured objects such as computer, telephones, and
refrigerators.
➢ Involves the practical application of knowledge or a purpose.
➢ Changes what people do and what they can do.

Educational Technology

➢ The disciplined application of knowledge for the purpose of improving learning,

instruction, and/or performance
➢ Offers support for instructional objects and other aspects of learning & instruction, new
forms of technology referred to smart technologies (Spector, 2014).
➢ A complex, integrated process involving people, procedures, ideas, devices, and
organization for analyzing problems and devising, implementing, evaluating, and
managing solutions to those problems, involved in all aspects of human learning (AECT,
1977).
Evolution of Concepts of EdTech (Parankmalil, 2015)

Educational Technology
of Association for Educational Communications and Technology

Five Domains of Educational Technology

Domains Descriptions

Design planning phase of EdTech.

Development producing of learning materials in details design).

Utilization actual use of knowledge skills.

● practical application of information/procedures on a regular
basis.
 ● action phase

Evaluation a dynamic process allowing people to obtain and judge the worth of
data about how students learn specific content information under varying
instructional conditions.

Management a linchpin that binds all the domains of educational technology together.

Related Concepts in Educational Technology

Teaching Technology- concerns with the systematization of the process of teaching and
provides necessary theory and practice for the teachers to bring improvement to the task
of teaching.

Technology in Education- refers to the use of technological advancements such as various

equipment, materials, and machines for educational purposes. Devices like projectors, films,
radio, television, tape recorder, recording machines, tele-text, and computer-aided instructions
for individualized and group learning. It is not limited to making use of technology to make
learning and imparting education easier in all possible ways but is also a field of study in itself
for those who are involved with developing technological tools for educational purposes.

Technology Enhanced Classroom (TEC)- the one that houses collaborative technology
equipment to assist with the presentation of information. It can be broadly defined as
contexts that incorporate ICT technologies in support of learning. To overcome the
trade-offs brought upon by the fluidity of technology and context, it is important to situate and
explore TEC within the predominant learning paradigms.

Lesson 2: Theoretical Foundations of Educational Technology

Theory Description Integration in EdTech Proponent/s

Behaviorism John Watson

➢ Learning ➢ Integrating (1878-1958) and B.F.
focuses almost technology Skinner (1904-1990)
exclusively on allows
directly teachers to
observable focus on
things, that is, desired
 the directly behaviors, and
observed and supplies
believed most positive
relevant to reinforcement
learning are the that enhances
immediate the
things in the modification
learner’s and
environment, internalization
and most process
closely
contiguous in
time and place
to the targeted
learning – the
stimulus
condition for
learning.

Cognitivism Jean Piaget, David

➢ This is a Games that will often
Ausubel, Jerome
perspective that present prior
knowledge schema in Seymour Bruner,
arose when a different method, Robert Gagne, Lev
behaviorism thus creating Vygotsky
proved to be disequilibrium and a
inadequate to need to adapt and
learn the new
explain information in order to
complex continue.
human
learning,
notably
language
learning.
Because in
many cases,
some observed
behaviors
appeared
 impossible to
explain in terms
of the stimulus
conditions and
other directly
observable
things in the
learners’
environment.

Constructivism John Dewey, Jean

➢ This is a ➢ Applying this Piaget, Jerome
naturalistic theory with
Seymour Bruner, Lev
epistemological technology
integration can Vygotsky
perspective that
allow students
describes how to work to their
it is that people fullest potential.
come to know Students are
and given tools to
understand the construct their
world. It is own
knowledge.
naturalistic, in
the sense that
the focus is on
describing
what happens
in the
development of
understanding
rather than
deducing what
must have
happened or
advocating what
should happen
based on
various a priori
assumptions.

Critical Theory ➢ Dewey and Herbert Marcuse,

➢ This theory Habermas are Max Horkheimer,
emphasizes the two widely Ivan Illich, Antonio
human known theorists Gramsci.
freedom and who are often
 liberty as associated with
opposed to critical theory
perspectives and its
and practices implication for
that tended to education.
oppress
individuals.
➢ This theory
refers to any
perspective that
challenges
accepted
practices on
the grounds
that the impact
and effects on
people are
dehumanizing
and
oppressive.

Humanism
➢ Humanism is a Abraham Maslow,
psychological Carl Rogers, Malcolm
perspective that Knowles, David Kolb,
emphasizes Jack Mezirow, and
the study of Paolo Freire
the whole
person
➢ Humanistic
psychologists
look at human
behavior not
only through
the eyes of the
observer but
through the
eyes of the
person doing
the behavior.

Theories support the use of Educational Technology

A. Developmental Theory
B. Learning Theories
 Developmental Theory

Theory Author Description Integration in EdTech

Cognitive Jean Piaget ● Foundation of Teachers should provide

Development constructionist theories. concrete props and
Theory visual aids, use
Constructionists contend that familiar examples to
knowledge is constructed and learn more complex
learning occurs when children ideas, allow
create products or artifacts. opportunities to classify
● Children become and group information
more engaged in with increasing
learning when these complexity, and present
artifacts are problems that require
personally relevant. logical analytical
thinking.
● Piaget believed that
children actively
construct their own
knowledge. Therefore,
the instruction should
be drawn from learners’
developmental level
(Zhou & Brown, 2014)
which means that
learning activities
should be
developmentally
appropriate;

● Discovery Learning;
experiment

Cognitive Lev Vygotsky

Social ● Emphasized the Vygotsky emphasized
Mediated important role of social the Zone of Proximal
Theory and cultural Development or the
interactions which ZPD which explain the
added to the idea of critical individual
cognitive development on which
development. educational technologies
and teachers are
focusing as is where
learning progress will
● According to his theory, most often occur.
the emphasis of
cognitive development
is primarily on the
individual. However, it
 is obvious that children
are influenced by their
peers, teachers, and
parents. Moreover,
much learning is
mediated by
language.

Psychosocial Erik Erikson

Development ● Erikson postulated
Theory eight stages of
development that
span the entire life of
an individual and the
basic idea within each
stage is that there are
representative crises
that form one's identity.
He was influenced by
Freudian psychology.

● It stated that it can be

seen in the central
notion that a person's
identity and
personality develop in
stages and ego and
personal identity play a
central role in Erikson's
theory of development.

Learning Theories

Theory Author Description Integration in EdTech

Operant B.F. Skinner ● Learning is defined

Conditioning as the change in
overt behavior.
● Reinforcement as
the key process in the
changes.
● Reinforces aims to
strengthen the
connection between
stimulus conditions
 and desired response.
● The individual
operates on the
environment by an
action that has
consequences.

Social Albert ● Learning occurs in a ● Observational

Learning Bandura social context and is learning/modeling
Theory grained through
observation. Modeling as an instructional
● This theory has method requires the
created several attention of the learner
general implications and the retention of what
for the use of has been observed in
technology in the some internal cognitive
classrooms. form.

Situated Jean Lave

Learning ● Focuses on the
Theory unintentional and
situated aspects of
learning. It believes
that learning occurs
in everyday
activities involving
human actions and
performance.

● Learning is legitimate
peripheral
participation which
involves a learner
moving from an
observer-only status
to a practitioner
guided by others (the
concept of
apprenticeship).

● Learning is
connected to an
activity, culture,
place, or social
situation. Therefore,
 the theory suggests
that learning does
not happen in
isolation from the
environment or
cannot be separated
from its context.

Experiential David Kolb

Learning ● A four-stage cyclical In using technology, one
theory of learning that can create an
is fundamentally a environment where
cognitive theory with learners learn and share
some behavioral knowledge as they would
aspects. in real life, engage with
● Learning is realistic situations, and
grounded in apply what they have
experience, which learned.
means that learning
involves the
transformation of an
experience through
internal processes
into active knowledge
that will form future
actions.

Cognitive
Learning ● An active style of ● Employers need to
learning that focuses expose employees
on helping you learn to training on
how to maximize cognitive
your brain’s learning—an
potential. It makes it organization whose
easier for you to employees have
connect new strong cognitive
information with skills is likely
existing ideas hence successful.
deepening your ● Well-trained and
memory and retention fully engaged
capacity. employees are
● Cognition- the ability capable of learning
of the brain’s mental quickly and being
processes to absorb highly productive by
and retain information handling multiple
through experience, complex tasks
senses, and thought. without the
necessity of a
supervisor.
Cognitive John Sweller
Load Theory ● The fundamental Here are some tips to help
notion of this theory is you use technology to avoid
that human cognitive overload:
architecture has
certain characteristics ● Plan and utilize
and limitations that differentiated
account for why activities in your
learning may or may instruction, and
not occur in some follow microlearning
situations. Our or present
working memory has information in a
a limited capacity and bite-sized manner.
might suffer from ● Frequent breaks
information overload. can also help in
managing stress,
especially when
using a computer.

Different Resource Materials that offer Various Perspectives of Viewing EdTech

Cave paintings (30,000

BCE) ● The first thing that
happened in the
history of educational
technology was the
cave drawing in
30,000 BCE. Cave
paintings were first
found in Asia and
Europe.

“The exact purpose of

drawing and paintings is not
known. However, these cave
paintings might have also
been used to educate early
humans and show them
some stories about their life
and what happened during
their life.” (History of
Educational Technology,
2015).
Pythagoras Academy (510
BCE) It was the time wherein the
first school was opened
and headed by the
philosopher Pythagoras.
Students were taught in an
open classroom setting. (510
BCE Pythagoras Academy,
2016)

Manuscript Transcipts (382 Manuscript is a handwritten

BCE) document, while transcripts
are the printed copy both
are originally from Latin
words. It helped shaped the
Medieval Ages and often
includes text and decoration.
(Wyhe, J. V, 2002).

Paper (105 BCE) ● Invented in China

● Used for wrapping
delicate bronze
mirrors, in relation to
educational
technology.
● Used to help spread
literature and literacy.

Gutenberg Printing Press ● The printing press

(1450) altered the way
people learn, share
knowledge, spread
opinions, and amuse
themselves.
● Gave an impact on
education— vastly
increasing the number
of people who learned
to read.

“Printing could reach more

people, over a wider area
than having one person to
instruct or teach others.”
The Hornbook and Printed ● Used to aid teaching
Books (1450 or earlier) in American schools
● A small wooden,
paddle-shaped
instrument.
● A sheet of paper, with
the alphabet,
numerals, the Lord’s
prayer, and other
reading material
printed on it was
pasted upon the blade
and the entire
implement was
covered with sheets of
transparent horn.”
(Good & Teller, 1973)

The Early School Book ● It contained the 24

(1690) letters of the alphabet;
each letter is
illustrated with a
drawing and a verse
to impress it on the
child’s mind.
● The primer also
contained various
lessons and
admonitions for youth
the Lord’s prayer, and
the Ten
Commandments.

The Sandbox (1806) /

● Students would use a
sandbox on their desk
to practice the
alphabet:
“White sand overlaid the box
Source: and the children traced the
https://www.sutori.com/en/story/ letters of the alphabet with
history-of-educational-technolog their fingers in the sand, the
y--fqMnjnHqSRSA8X5kET67NQ black surface showing
3z through in the form of the
letter traced. After the
children had made each of
the letters, the monitor
smoothed the sand with a flat
iron, and a new letter was
 presented” (Gutek, 1986, p.
62).

School slate and ● Classroom chalkboard

chalkboard (1841) was first introduced.
By the late 1800’s, the
chalkboard had
become a
permanent fixture in
most classrooms.

Magic Lantern (1870) /

● It is the primitive
version of an
overhead projector,
it projected images
from a glass plate
onto a wall in a
darkened room.
● Popular with
Victorians as home
entertainment, the
magic lantern was
also used in
schools.
●

Lead pencils Around the turn of the 19th

century, mass-produced
pencils and paper become
readily available, gradually
replacing the school slate.

Stereoscope
The 3D devices were sold to
schools featuring educational
sets containing hundreds of
images.
Film Strip Projector and ● In 1902, Charles
Film Strip Viewer Urban of London
began exhibiting the
first educational films.

● Thomas Edison also

contributed to the use
of film in the
classroom by
producing a series on
the American
Revolution. In 1910,
enthusiasm for
educational films led
Rochester New York’s
Board of Education to
adopt education
films for
instructional use.

Radio (1920)/
● Radio entered the
educational system in
the early 1920s.
Typically, educational
radio programs lasted
between 30-60
minutes and were
broadcasted a few
times a week.
“Schools of the air”
were formed.

Overhead Projector (1930) The overhead projector was

widely used by the US
Military to train forces during
World War II and eventually,
the device spread to schools.

Television (1930s-1950s)
● The popularity of
instructional television
was rising between
these times. Because
of that, some
hypothesized that
television could
provide students with
a better education at a
lower cost.
 ● A few school systems
attempted to
substitute a large
portion of the
teacher-led classroom
over time with
educational television
programming. In most
schools, however,
instructional television
served as a
supplemental role
and was used
minimally.

Internet (1990s) /
● The most useful
technology of
modern times, which
helps us not only in
our daily lives but also
in our professional
lives.

● Widely used to
gather information
and to do research
or add to the
knowledge of
various subjects.
Through knowledge
explosion, learners
were able to research
information easier and
support the
individualization and
personalization of
learning.

Smartphones and Laptops ● Children as young as

(2000s) primary age interact
readily with digital
devices such as
tablets. Young
people conduct their
social lives through
their phones and
instinctively turn to
them first for news,
information-sharing,
and entertainment.
By capitalizing on
familiarity with mobile,
 education can
motivate today’s
digital natives through
new and innovative
ways of learning.

Lesson 3: Historical Development of Educational Technology

(continutation to Different Resource Materials that offer Various Perspectives of Viewing

EdTech)

Emerging Technologies

Virtual Reality
Virtual Reality (VR) is a
computer-generated
environment with scenes
and objects that appear to
be real, making the user feel
they are immersed in their
surroundings.

● This environment is
perceived through a
device known as a
Virtual Reality
headset or helmet.

Augmented Reality (AR)

An interactive experience
that enhances the real
world with
computer-generated
perceptual information.

● Using software, apps,

and hardware such as
AR glasses,
augmented reality
overlays digital
content onto real-life
environments and
objects.
● Combines the real
 world and
computer-generated
content.

Artificial Intelligence (AI)

● Artificial intelligence
leverages
computers and
machines to mimic
the problem-solving
and decision-making
capabilities of the
human mind.

● The ability of
machines to exhibit
human-like
intelligence"

(McKinsey's definition) "… a

field of computer science that
focuses on creating machines
that can learn, recognize,
predict, plan, and recommend
— plus understand and
respond to images and
language (Salesforce's
definition).

Blockchain Technology
Blockchain technology has
the potential to
revolutionize the education
sector by providing a
secure, transparent, and
tamperproof platform for
storing and sharing
academic records. As
blockchain adoption
continues to grow, we will see
new and innovative use
cases emerging in the
education sector.

How Blockchain is Poised to Disrupt the Education

Sector?
 Blockchain has the potential to transform how academic data
is managed, and how teachers and students interact.

3D Printing ● Also known as

additive
manufacturing.

6 ways Blockchain may Affect Education

1. Smart contracts for courses and assignments.
2. Student record keeping.
3. Cryptocurrency fo rewards.
4. Digital badges and credentials.
5. Ease of certification authenticity.
6. Reduced cost.

Lesson 4: Importance of Technology in Teaching and Learning

Technology for Teaching and Learning

➢ Empowers educators to efficiently personalize learning with access to data, content, and
the cloud.
➢ Prepares students for the 21st-century workforce with modern technology skills and
competencies.
➢ Helps educators create blended learning environments that make learning relevant to
students’ lives.
➢ Gives educators access to real-time feedback through digital formative and summative
assessments and data.

Elements for Using Technology in Education (Tabbada and Buendia, 2016)

1. Motivation
2. Unique Instructional Capabilities
3. Support for New Instructional Approaches
4. Increased Teacher Productivity
5. Required Skills for an Information Age
 1. Motivation A. Gaining learner attention

The critical first event in providing optimal

conditions for instruction, based on Robert Gagne.
The visual and interactive features of many
technology resources help students to focus and
encourage more time for learning tasks.

B. Encouraging learner through

productive work

Engaging learners in creating their own products

promote creativity, self-expression, and feelings of
self-efficacy and result in professional-looking
products they can be proud of.

C. Increasing perceptions of learner

control

Learning control is important for learners; it

increases their intrinsic motivation.

D. Technology uses as motivation

Technology-based methods have

successfully promoted several kinds of
motivational strategies that can be used
individually or in combination.

2. Unique Instructional Capabilities A. Linking learners to information

sources

Hypertext systems develop skills in addition to

those used with traditional reading materials.

B. Enabling learners to visualize problems

and solutions

Interactive visual media provide powerful visual

means of “representing social situations and tasks
such as interpersonal problem solving, foreign
language learning, or moral decision making”
(Kozma, 1991).

C. Tracking learner’s progress

 There are many ways that students and parents
can track students’ progress, like portfolios,
electronic diaries, and others. Schools may also
capitalize on the showcase of the students’
outputs through technology.

D. Linking learners to learning tools

Learners have an access to different productivity

tools and information needed in their lessons and
in solving problems that go beyond classroom
concerns.

3. Support for New Instructional Approaches A. Cooperative Learning

Many technology-based activities lend themselves

to cooperation, small-group work: development of
hypermedia products, and special-purpose
database and research projects using online and
offline databases and multimedia.

B. Shared Intelligence

“Intellectual partnership with computers suggests

the possibility that resources enable and shape
activity and do not reside in one or another agent
but are genuinely distributed between persons,
situation, and tools” (Polin, 1992).

C. Problem-solving and higher-level skills

Students can solve problems and represent their

own knowledge by engaging in higher-level skills.

4. Increased Teacher Productivity

5. Required Skills for an Information Age A. Technology Literacy

Standards for all students based on the

parameters set by The International Society for
Technology in Education (ISTE), National Council
for Accreditation of Teacher Education (NCATE),
the United Nations Educational, Scientific and
Cultural Organization (UNESCO), and
Partnerships for 21st Century Education
(P21.org).
 B. Information Literacy

It is simply a subset of technology literacy

skills. Johnson and Eisenberg (1996) introduced
the “Big Six” skills namely, 1) task definition, 2)
information-seeking strategies, 3) location and
access, 4) use of information, 5) synthesis, and 6)
evaluation. These skills are more important to
learning and more involved with technology.

C. Visual Literacy

Since most technology materials are visual,

there is a need for improved visual literacy
skills to deal with visual communications,
especially for teachers in developing their
instructional materials.

Benefits of Technology to Students and Teachers

1. Equips students for their future careers.
2. Prsonalizes learning and teaching approaches.
3. Drives down costs in the long run and brings more learning opportunities.
4. Boosts teamwork and communication.

Lesson 5: Technology Integration Frameworks

A. TPACK Model (Misha & Koehler, 2006)

Why TPACK?

➢ Learning how to use technology is much different than knowing what to do with it for
instructional purposes (e.g. Smartboard).
➢ Designing (or redesigning) instruction requires an understanding of how knowledge
about content, pedagogy, and technology overlap to inform your choices for curriculum
and instruction.
➢ Basically, it is a framework for teacher knowledge for the intelligent integration of
technology in teaching and learning.

Guide Questions for TPACK-ing

Content Pedagogical Technology PCK: TCK: TPK: TPACK:
Focus: Focus: Used:
Do these Does the use of Do the How might
What does What What pedagogical technology help pedagogical things need to
this lesson pedagogical technologies practices make represent the practices change if one
focus on? practices are are available concepts content in maximize the aspect of the
employed in this and used? clearer and/or diverse ways or use of existing lesson were to
lesson? foster deeper maximize technologies be different or
learning? opportunities to for teaching not available?
transform the and evaluating
content in ways learning?
that make
sense to the
learner?

B. SAMR Model (Puentedura, 2010)

➢ A conceptual model to use for

integrating technology at its best.
➢ Lays out four tiers of learning,
presented roughly in order of
sophistication and transformative
power: substitution, augmentation,
modification, redefinition.
➢ Substitution and Augmentation:
considered as the “enhancement” of
existing ways of working with
technology.
➢ Modification and Redefinition: termed as “transformation” steps in terms of student
learning.