John Michael Silvano BTLED HE 3-A

LECTURE(TTL)
Technology – mechanisms for distributing messages including postal
systems, radio, and television -Information Technology – is the ability to find, evaluate, organize, use, and
communicate information in various formats most notably in situations
-electronic media used as tools to create, learn, explain
requiring decision-making etc.
-application of knowledge to meet the goals and services desired by people
-Technology Literacy – is the ability to use, comprehend, manage, and
-set of tools both hardware and software, that help us act and think better analyze technology safely, effectively, and responsibly.
*Educational technology is associated with computer -Media Literacy – is the ability to identify different types of media and
understand the messages they’re sending.
Educational technology
-combined use of computer hardware, software, and educational theory and
practice to facilitate learning. Characteristics of Effective Learning Tasks
Stone Tools – the first technology invented *Focuses on Goals
TOOLS IN OBTAINING EDUCATIONAL TECHNOLOGY *Includes technology that is working and available
Assessment – gathering evidence about student needs, skills, abilities, *uses technology only if appropriate
experience, and performance.
*Includes teacher education and support
Context – the environment or circumstances that surround something
*Provides needed resources
Effective – the capability to achieve a goal
*allows time to learn relevant technologies
Engagement – can be evidenced by the willingness to stay on task
Evaluation – making a judgment about something
Guidelines for Using Educational Technology
Feedback – information about reactions to a product, etc. which is used as a
1. Understand the realities of technology use.
basis for improvement
2. Examine equality and access for your students.
Goal – a general statement about what should happen or what the expected
outcomes are. 3. Consider student differences.
Objective – a specific statement about what students will be able to do when
they complete the task.
Components of Electronic Tools
Process –information, feedback, a tool, or some other form of support that
HARDWARE
helps students grow from their present level of knowledge, skill, or ability to
the next level. Input Device – any hardware device that sends data to a computer, allowing
you to interact with and control with.
Output Device – display or deliver the information in a format that users can
Student Benefits from Learning with and about Technology (3 Main
understand. (e.g. monitor)
Literacies)
Processing Device – change the input into output
HARDWARE FUNCTION USES Central Processing Brains of the
Processing Unit computer loads
operating
system,
operates.
Digital Camera Input Device Entering video
and images.
Flash Drive Storage Device Very small
storage devices
Handheld/Mobile Combination Small computers
Devices Device that have the
same range of
uses as their
desktop size
Hard Drive Storage Device Storing
information long–
term on a
computer.
Contains
software
installed.
Keyboard Input Device Enter text and
numbers
Microphone Audio Input Enter audio info,
Device particularly for
speech
recognition.
Modem Communication Allow one
Device computer to talk
to another over a
phone or cable.
Monitor Output Device Display
information on
the computer
Mouse/touch Input Device Pointing to and
screen/touchpad selecting
information
*special pen -
stylus
Projector Visual/Audio Provides a
Output Device bigger picture
than a monitor
RAM (Random Storage Device RAM – computer
Access primary memory
Memory)/ROM and stores what
(Read Only is currently in
 Memory) use. to pay –
ROM – stores totalshareware.com
the computer's Teacher Tools Software Grade books, letter
instruction set Functions generator
and can’t be User Interface Software Users see to
changed by the Component screen – Skype,
user Zoom
Scanner Input Device Enter drawings,
and documents
that the user Connection
wants a copy of A. Internet
in digital form.
Speakers Output Device Listening to -connects computers around the world so that they can talk to each other.
audio output.
B. ISP – Internet Service Provider
Webcam Input Device Take pictures to
be displayed on -an organization that provides connection to the internet, typically for profit.
the internet.
C. LAN – Local Area Network
-Connect computers on the same network through wireless or cable
connections to share printers and applications.

D. WAN – Wide Area Network

-connects local computers to a broader network such as the Internet or other
SOFTWARE – is composed of a set of instructions that controls the LANs together.
operation of a computer.
E. WWW – World Wide Web
SOFTWARE CATEGORY EXAMPLES
Commercial Software Type Microsoft Office -part of the internet that enables electronic communication of text, graphics,
Suite audio, and video.
Communications Software Email, courseware
Function
Freeware Software Type Programs from UNIT 2
sites such as
download.com Gamification – is a process that uses game mechanics to enhance learning.
Operating Software Mac OS, Linux -an educational approach that seeks to motivate students by using video
System Component game elements in learning environments.
Personal Software Word processor,
Productivity Function database, Digital Field Trips – a guided exploration through the internet into places
spreadsheet and experiences at pre–screened and thematically based to provide a
Programming Software Java, HTML, structured learning experience.
software, Function Blocky
Formatting Social Media Integration – the practice of using social media platforms or
Language technology to enhance the education of students.
Shareware Software Type Users can choose Gather Student's Feedback – to determine what is and what is not working
 Creating Digital Content – can express themselves and can showcase their  Now What? (How does this fit into what we are learning? Does it affect our
talent. It is a high-quality academic material. thinking? Can we predict where we are going?)
Classroom Calendar – guide for the activities/events
Rise and Shine – In a Twitter-like context, students are asked to capture the
Online Activities for Students Who Finish Their Work Early essence of the significant points of the day’s lesson in 140 words or less.
Video/Multimedia Lessons and Presentations Students may collaborate or work independently. When selected student is
ready, they individually stand up and share their summary with their
classmates.
He Said… She Said – This is a way for groups of students to share creative
ideas with their fellow students. In groups of four, students are given a task,
problem to solve, reaction to a situation, prediction of the next step, etc. Each
student jots down his or her answer or opinion and then each group member
shares his or her idea with the entire group. When the time comes for groups
to share their best thinking, individual group members can point to a fellow
student to share his or her thinking because that person’s idea was the best
response. In short, he said or she said it best.
TED Talk – TED stands for Technology, Entertainment, and Design. TED
talks are 18-minute presentations based on the concept of “ideas worth
sharing.” An innovative way to use this strategy in the classroom is to have
students present TED talks to their fellow students. The time for the talk may
be limited (perhaps five minutes) during which students can volunteer to
share their thoughts with their classmates. The strategy may be used as a
type of assessment giving students the option of writing and delivering (or
filming themselves for a YouTube video) a TED talk instead of a more
traditional assessment.
Cs the Moment – Simply stated, there are a lot of Cs impacting the lives and
thinking of our students. Some of the Cs that are in current educational
literature include critical thinking (and doing), creativity, collaboration, cross-
cultural understanding, communication, computing, career and learning self-
reliance, and collective knowledge. With a profusion of so many ideas, it can
be productive for students to pause periodically and reflect on a “C” which
many writers and prognosticators feel are lifelong skill. Teachers may choose
to have the students self-assess periodically (perhaps quarterly) or ask
students to reflect on a specific skill that the class has been working on (such
as communication or collaboration).
Drop the Mic – The title has become popularized in videos or on television
when individuals complete a spectacular performance or deliver a definitive
ARRAY OF APPROACHES TEACHERS CAN USE AS THEY WORK WITH or remarkable statement. In a classroom, students may be challenged by
THEIR CLASSES their teacher to capture the essence of an idea, put together a concise
understanding of a subject, develop a creative approach to capture an idea
Three Ws – At the end of a lesson or class period, students are asked to under study or summarize a complicated subject concisely. After students
either write or discuss the topic under study by responding to three have had a chance to devise their oral remarks, the teacher hands the
questions: students a plastic microphone. Each participant makes a presentation after
 What did we learn today?
 So What? (What is its relevancy, importance, or usefulness?)
which he or she “drops the mic.” Classmates are invited to show their EXAMPLES:
approval through applause or cheers.
Trial Balloon – A trial balloon is a statement made to see how a new policy  The most interesting thing I remember….
or idea will be received. In classrooms, students study a wide variety of  The most important ideas I learned…
concepts, historical events, scientific possibilities, mathematical processes,  The most useful information was…
technological advances, and a variety of literary approaches. Important
discoveries are made when individuals are allowed to pause and determine Blooms Taxonomy
what may be the next step in an experiment, an event, or a story. Using the
strategy students are asked to make guesses, estimates, approximations, CREATE – produce new or original work (design, assemble, construct,
etc., as they study new content by floating a “trial balloon,” which is then develop, formulate)
followed by a class discussion to determine the validity or possibility of the
ideas being presented. EVALUATE – justify a stand or decision (appraise, argue, judge, select)
The Write Stuff – Writing is a form of thinking, and one of teaching’s most ANALYSE – draw connections among ideas (differentiate, organize, relate)
important goals is to cause students to think more deeply. To accomplish this
goal, students need opportunities to write in a variety of academic settings APPLY – use information in a new situation (execute, implement, solve)
including classes where they might not typically be required to write. When
UNDERSTAND – explain ideas or concepts (classify, describe, discuss)
students write, they gather their thoughts, self-assess what they have
learned, and determine what skills they still have to work on in the future. REMEMBER – recall facts and basic concepts (define, duplicate, list)
Writings may occur occasionally in an informal manner or as an ongoing
practice in a journal. “Assessorize” – Sometimes students are frustrated
because they have learned things during a unit’s study but they are never
asked about this information on a formal assessment. It is important for any
assessments teachers devise to be standards-based. However assessments
cannot address everything that was taught during a particular unit. When
teachers give their students a chance to share information/details/ideas/real-
life applications that the students remember from a unit but were not “on the
test,” they feel valued.
Pulling It Together – Educator James Lang provides teachers with
strategies to implement during the last five minutes of class. Closing the Loop
has the students return to the initial essential question(s) for the day’s lesson
and asks them whether their thoughts on the content were “confirmed,
enhanced, or contradicted what they knew before.” A second strategy is
Closing Connections during which students are asked to identify five ways
the day’s material appears in a context outside the classroom such as in
current events, personal experiences, or popular culture.
In the Voice of…. – Students need only to look at the success of a show like
“Hamilton” to see how creativity can strike a universal nerve. Student thinking
and imagination can be expanded when students consider how a person
they have studied might react to different or new situations from their
perspective or point of view.
The Most … – Before an assessment, the teacher informs the students that
the assessment will be non-traditional. Students are informed that they will be
expected to respond to a series of open-ended statements about the content
they have studied.