CPE 107 –

Technology for Teaching and Learning 1

Prepared by :

MONASALAM M. DISANGCOPAN,
MPA, MAEDGC, LPT, Ph.D. ( CAR)
Meaning of Educational Technology
Technology – come from the Greek word techne craft
or art
-all the ways people use their inventions and
discoveries to satisfy their needs and desires
-Technology education - A study of technology, which
provides an opportunity for students to learn about
the processes and knowledge related to technology
that are needed to solve problems and extend human
capabilities.
Competencies in Educational Technology (Professional Education)

1. Determining Appropriate Instructional Approaches

and Methods, Learning Activities, Instructional
Materials and Tools
2. Choose appropriate principles in the preparation
and utilization of the conventional and non-
conventional technology tools as well as traditional
and alternative teaching strategies.
Educational Technology
Application of scientific knowledge about learning anf
the conditions of leaning to improve the effective and
efficiency of teaching and learning.
Educational Technology – 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.
Audio Visual Aids in education
include materials and equipment
that appeal to the senses of
hearing and sight. In its the
broadest sense, it includes all
teaching devices that appeal to
all senses.
Art education is the area of learning
that is based upon the visual,
tangible arts—drawing, painting,
sculpture, and design in jewelry,
pottery, weaving, fabrics, etc and
design applied to more practical
fields such as commercial graphics
and home furnishings. Latest trends
also include photography, video, film,
design, and computer art.
Instructional technology - is just what it sounds like:
using computers, CD-ROMs, interactive media,
modems, satellites, teleconferencing, and other
technological means to support learning.
- Is a systematic way of designing, carrying out, and
evaluating the total process of learning and teaching
in terms of specific objectives. (Lucido and Borabo,
1997)
EDUCATIONAL TECHNOLOGY

I. EDUCATIONAL TECHNOLOGY IN CONTEXT

DIFINITION OF INTEGRATING EDUCATIONAL
TECHNOLOGY

Educational technology can be defined as a

combination of the processes and tools involved in
addressing educational needs and problems, with
emphasis on applying the most current tools,
computers and their related technologies.
Based on this definition, there is a need
to:
a) Develop a Philosophy – A personal
perspective on the current and future role
of technology in education.
b) Purchase Products – Become informed,
knowledgeable consumers of technology
products and select wisely among
available alternatives.
c) Identify Problems – Discriminate between
problems that you can correct and those that will
require outside help.
d)Speak the Language – Knowledge of terms and
concepts allow you to exchange information and
ask informed questions.
e) See Where Technology Fits – identify specific
teaching and learning problems which technology
can help address and how it can create learning
opportunities that did not exist.
Education Technology is the
development, application and
evaluation of systems, techniques
and aids to improve the process of
human learning (Council of
Educational Technology for the
UK: cited by Lucido, 1997)
Guidelines in the selection of instructional
materials
1. Size – is the material (text or picture) big enough
to be seen by the farthest pupil? Is relatively of
size of pictures observed when it is viewed with
other materials or picture? Example, the size of
the cat compared with the size of a carabao.
2. Color – is the material colorful? Pupils are
attracted by bright and dark colors. And if so, is the
choice of colors life – like and harmonious. Does the
color facilitate understanding?
3. Durability – Can the material stand after several
uses? Can it be used over and over again?
4. Economy- is the material worth it cost? Or can a
cheaper material in terms of time spent in preparing
it and it terms of the cash value be used?
5. Easy to handle – is the material light and easy to
manipulate. It is easy to put up and then store for
the future use?
6. Relevance – is the material up to date? Is it
related to the lesson in particular and to the specific
needs, problems and experiences of the target
clientele?
7. Novelty – does the material possess and element
of newness? Can it arouse the curiosity and a sense
of discovery in the learners?
 Five Domains of Educational
Domains Description
Technology
Design It is the planning phase of educational
technology
Development It is process of producing learning materials
from detailed plan
Utilization It is actual use of knowledge and the skills and
usually includes the practical application of
information or procedures on a regular basis .
It is the action phase
Evaluation It is a dynamic process which allows people to
obtain and judge the worth od data about how
students learn specific content information
under varying instructional condition
Management It is the linchpin which blinds all the domains
of educational technology together
DALE’S CONE EXPERIENCE

The Cone of Experience is presented in its inverted

form, such that the base is broader than its apex. It is made up
of eleven bands which are arranged in an increasing degree of
abstraction as one moves from the base to the apex as follows:
Direct purposeful learning experiences, Contrived experiences;
Dramatized experiences; demonstration; Study Trip; Exhibit;
Motion Pictures; Educational Television; Still Pictures, Radio
and Recordings; Visual symbols and Verbal symbols. Although
the experiences are arranged in bands, these are fluid, they
crisscross one another and they become more stimulating.
Further, the Cone of Experience suggests that learning is more
impressive if one proceeds from concrete to abstract, or from
specific to general because more sense are involved and
relationship are built in a more pronounced manner. Direct or
actual learning is the basis for conceptualization and
abstraction. The common image found from Google as search
Three – Fold Analysis of Experience as
follows:
A. Enactive – refers to the direct or actual
experience or encounters with what is. This is
life on the raw, rich and unedited.
B. Iconic – refers to the more abstract
experiences which could be in the form of
pictures.
C. Symbolic – refers to the use of words or
printed materials which no longer resemble
the object under study.
 People Generally Remember People are able to(Learning Outcomes)
R
10% of what they Read e
a Define Describe
20% of what they Hear d
Hear List Explain

View Images
30% of what they See Demonstrate
Watch Videos
Apply
Attend Exhibits/Sites
50% of what they Practice
Hear and See Watch A Demonstration

Participate in Hand-on Workshop

70% of what they Analyze
say and write Design Collaborative Lesson Design
Create
Simulate or Model a Real Thing Evaluate
90% of what
they do Design/Perform a Presentation - Do the Real Thing

DALE’S CONE OF EXPERIENCE

FOUR PERSPECTIVES ON EDUCATIONAL
TECHNOLOGY

If educational technology is viewed as both

processes and tools, it is important to examine
the four different historical perspectives on
these processes and tools.
1. Technology in Education as media and
audiovisual communication
2. Technology on Education as Instructional
System
3. Technology in Education as vocational
training tools

4. Technology Education as computers and

computer based systems
DEVELOPING A SOUND RATIONALE WHY USE
TECHNOLOGY

This common sense rationale is based on

two beliefs:
1. Technology is everywhere, and therefore, should be
in education, this is called “societal inevitably”
rationale
2. Research has shown how and where computer –
based methods are effective.
 The table below provides the elements of a
rationale for using technology in education:
1. Motivation
Gaining learner’s attention
Engaging the learners through
production work
Increasing perceptions of control
2. Unique instructional capabilities
 Linking learners to information and
education sources
 Helping learners visualize problems and
solutions
 Tracking learners progress
 Linking learners to learning tools
3. Support for new instructional
approaches
 Cooperative learning
 Share intelligence
 Problem solving and higher level skills
4. Increased teacher productivity
 Feeling time to work with students by
helping with production and record –
keeping tasks
 Providing more accurate information
more quickly
 Allowing teachers to produce better
looking more “student – friendly”
materials more quickly.
5. Unique instructional capabilities
 Technology literacy
 Information literacy
 Visual literacy
 THEORIES IN EDUCATIONAL
TECHNOLOGY
Behaviorism. This theoretical framework
was developed in the early 20th century
with the animal learning experiments of
Ivan Pavlov, Edward Thorndike, Edward C.
Tolman, Clark L. Hull, B.F. Skinner and
many others. Many psychologists used
these theories to describe and experiment
with human learning. While still very
useful, this philosophy of learning has lost
favor with many educators.
Cognitivism. Cognitive science has changed
how educators view learning. Since the very
early beginning of the Cognitive Revolution
of the 1960’s and 1970’s, learning theory has
undergone a great deal of change. Much of
the empirical framework of Behaviorism was
retained even though a new paradigm had
begun. Cognitive theories look beyond
behavior to explain brain-based learning.
Cognitivists consider how human memory
works to promote learning.
Constructivism.
Constructivism is a learning theory
or educational philosophy that many
educators began to consider in the
1990s. One of the primary tenets of
this philosophy is that learners
construct their own meaning from
new information, as they interact
with reality or others with different
perspectives.
Anchored Instruction.. Anchored
Instruction Theory maintains that real
world contexts imbedded in educational
media serve as anchors of learning in the
sense that learners construct knowledge
while solving the subsequent problems.
The theory was developed by the
Cognition and Technology Group at
Vanderbilt with John Bransford’s lead.
Exemplary products are the Jasper
Woodbury Videodiscs.
Cognitive Flexibility. Cognitive
Flexibility Theory focuses on the learning
in complex and ill structured domains. The
theory focuses on the spontaneity of
learning situations. It maintains that
learning should be in context, however
information should be presented from
multiple perspectives and various case
studies should be utilized in instruction.
Rand Spiro is the leading theories. Best
tools are interactive technologies,
hypertext being the most important.
Medical education is the field most variety
Diffusion of Innovations. The
Diffusion of Innovations Theory
attempts to explain the patterns of
adoption of innovations in general.
Educators’ adoption of technology is an
important application of the principles
of this theory. It explains that stages
through which a technological
innovation passes, the characteristics of
innovations that affects their adoption,
adopter categories, and the different
roles of people in the process. Rogers is
Distributed Cognition. The theory of
Distributed Cognition is closely related to
Social Constructivism in the argument it
makes that cognition is not within the
individual but rather it is distributed over
other people and tools. The use of
telecommunications technologies in
education has to rely highly on distributed
cognition. Major researchers in the field
are Pea, Solomon, Perkins, Cole,
G.Hutchins and Norman.
Dual – Coding Theory. The Dual Coding
Theory which serves most to learning via
multimedia focuses on the processing of
information. It argues that information is
processed through two distinct channels –
visual and auditory, each individual channel is
limited in the amount of information it can
process at a time, and humans learn activity by
integrating mental representations. A major
implication of the research based on this
theory and match, enabling interaction
between the two. Two important researchers
are Paivio and Mayer.
Elaboration Theory. Elaboration theory
argues that instruction should be organized
from simple to complex to increase learning,
while providing the learner with a meaningful
context in which subsequent ideas can be
integrated. The theory has seven strategy
components: an elaborative sequence, learning
prerequisites sequences, summary, synthesis,
analogies, cognitive strategies, and learner
control. The theory has implications in
instructional and curriculum design. Reigeluth
is the main theorist, where Ausubel’s and
Bruner’s work provide the foundation for
Experimental Learning. Carl Rogers’ Theory is
rooted in humanistic education. He identifies
the two types of learning as cognitive and
experiential. Cognitive learning refers to the
learning of isolated information out of context,
which usually takes place in formal school
settings. Rogers lists the qualities of experiential
learning as personal involvement, self –
initiation, learner evaluation, and pervasive
effects on learner. The theory suggests that
learner motivation and thus the relevance of the
topic are keys to successful learning.
Multiple Intelligences. The theory of multiple
intelligences suggests that every individual possesses a
unique combination of distinct intelligences. The 7
main forms of intelligence are linguistic, logical –
mathematical, spatial, musical, body – kinesthetic,
intrapersonal and interpersonal. Recently “natural
intelligence” is proposed to be the 8th form of
intelligence. The theory suggests that everyone learns
best when the material matches the intelligences
he/she is strong at. Thus, teaching should take into
consideration the degrees of intelligences of each
learner. The theory gains importance due to the fact
that most of our schooling focuses on only two of the
intelligences – linguistic and mathematical – so, does
not provide equal opportunities for all learners.
Script theory. Script Theory is primarily
intended to explain language processing and
higher thinking skills. Schank and Abelson, the
pioneers, developed the theory to explain story –
level understanding, but the work later was
extended by Schank to cognition in general. The
theory argues that all memory is episodic, that is
everything has to be attached to personal
experiences in order to be in the memory.
However, there are generalized episodes,
“scripts”, that help individuals fill in missing
personal information in conceptualizing a
narrative.
Social Constructivism. Social Constructivism
maintains that learners construct knowledge in
interaction with their social environment. Learning is
regarded as a collaborative activity. Lev Vygotsky, is the
most prominent figure in the development of social
constructivist theory. He outlines the community, the
tools (e.g. language) in the learning environment, and
the Zone of Proximal Development (ZPD) as important
elements in learning. ZPD refers to the tasks the learner
cannot perform on his/her own but can with the help of
a more knowledgeable other? It promotes all learning
activities that include collaboration. Computer
Supported Collaborative Learning is the most recent
application of this theory.
Symbol Systems. The theory explores the
symbols systems in different media and how
they affect learning. Salomon, a pioneer of the
theory, states that different inherent symbols in
the media affect the messages conveyed by the
media and the nature of learning. He also states
that the symbol system has the most effect in
learning novel topics. Research on Sesame Street
deals closely with symbol systems in educational
media. Other major theorists are Perkins and
Globerson Educational Technology owes this
theory because it provides a foundation for
educational multimedia applications.
 THE CHALKBOARD AND OTHER
DISPLAY MATERIALS

The chalkboard is the most versatile

medium for instruction; it is always there and is
always available. It is especially useful in
presenting variety of instructional materials like
charts, graphs, pictures. It is also considered as an
important medium for demonstration.
 The Bulletin Board Display
The bulletin board is a medium for displaying materials which
ust be cooperatively planned and put up by the teacher and
r pupils or students. It is one of the permanent
tures found in the classroom. It is being put up to
isfy the following purposes:

To approach a unit. The displays are used as a springboard

to a new unit. It is motivational in nature.
To develop a unit. This type of display provides
the pupils or students some materials for research purposes.
To summarize a unit. This type of display showcases
the projects or requirements of the whole class.
2. The multi-purpose board

This type of bulletin board serves many

purposes: like to announce important
events or occasions; to inform the public about
programs and offering; to congratulate
winners or high performers and the like.
3.Three dimensional instructional materials:

Models and mock-ups-are recognizable imitation of the

real thing except size, which may be scaled down or scaled
up to provide the needed experiences. Models show the
totality of a thing or a process. Examples are the model
of the atom, molecules, amoeba or paramecium, and the
different systems of the human body. Mock-ups are
special types of models which are focused on specific
part of a whole object and these are workable.
Example is showing just the joint of the legs and the
top of tables not the whole table or just the engine of
the refrigerator, which can be tinkered by the
students. Models and mock-ups facilitate study of objects
and processes, which cannot be seen in the objects
themselves.
UES IN EDUCATION AND TECHNOLOGY
Issues Topics Current Issues Implications for
having Under Each Having Impact on Technology in Education
impact Issue Technology and
technology Education
education

    Education costs Distance learning (DL)

   Economic increasing emphasis to make
  trends education more cost
Social effective

  Political call for More reliance on DL and

  lower cost, more other technologies so
Political effective education increase consistency of
trends quality, stretch scare
resources
      Recognition of  Computer become
    need for a required student
    technology literacy purchase
     Increased  Possible suspicion
    communication of technology
Socia   results in less delivered
Social privacy education
l trends  Growing popular  Education must
distrust of assume more
technology responsibility for
 Increase social monitoring
dependence on students online
internet also
increases risk of
online predators,
plagiarism
      Lower income  Low – income
    school equals students must have
    less access to equal access to
  Economic computers technology
  Ethnic  More minority  Minority students
  students in must have equal
  lower income access to
Cultura schools technology
l Multicultural “Computer culture” is Students must use
pervasive in society computers regardless of
cultural bias
Gender Technology remains a Females’ use of
male – dominated computers in education
area. must increase
   Specia Special devices and Students with
l methods can allow disabilities must
needs students with receive equal access
Cultural special needs equal in technology
access to technology regardless of high
but expensive to cost to educational
obtain and system .
implement.
    Directed used  Demonstrated
  of technology effective
  drill, tutorials technology
   Directed are proven users may be
Educational versus effective but discarded
construc often  
tivist considered
views passe  More research
 Constructivist needed on
users are newer
emphasized technology
but little uses
evidence exists
on their
effectiveness
    Past  Continued
  emphasis on emphasis on
  Single – teaching use of single
  subject subjects in skill software
versus isolation  Increasing use
Educational interdiscipli
 Current of multimedia
nary trend toward and other
integrated technologies
curriculum that support
of emerging more complex
several interdisciplin
subjects into ary activities
one activity
  Technology  The lowest
changes too technologies
quickly for are in
Rapid teachers to limited use
Technic change keep up in education
al  Educators  Schools
cannot usually have
afford most out – of –
current date
technology equipment
materials
    Teacher  Majority of
training is teachers have
not keeping insufficient
  up with training in
Technica Complexit technology technology
l y development materials and
 Schools lack uses
the  Schools cannot
infrastructur take advantage
e to keep up of newest most
with new powerful
technologies technological
development
 III. TWO LEARNING THEORIES AND
INTEGRATION MODELS
Philosophical difference can be summarized in the
following manner:

• Objectivists – knowledge has a separate,

real existence of its own outside the human
mind. Learning happens when this knowledge
is transmitted to people and they store it in
their minds.
• Constructivists – humans construct all
knowledge in their minds by participating in
certain experiences, learning happens when
one constructs both mechanisms for learning
and his own unique version of the
knowledge, colored by background,
experiences and aptitudes.
 The characteristics of the two teaching /
learning models can be summarized as:
1. Directed Instructional Models Tend to:

1. Focus on teaching sequences skills that

begin with lower skills and build higher
level skills
2. Clearly state skill objectives with test
items matched to them
3. Stress more individualized work than
group work
 4. Emphasize traditional teaching and
assessment methods: lectures, skills
worksheets, activities and tests with specific
expected responses.

2. Constructivist Learning Models Tend to:

1. Focus on learning through posing

problems, exploring possible answer, and
developing products and presentations.
2. Pursue global goals that specify general
abilities such as problem – solving and
research skills.
3. Stress more group work than
individualized group.
4. Emphasize alternative learning and
assessment methods exploration of pen –
ended question and scenarios, doing
research and developing products,
assessment by student portfolio,
performance checklists, and tests with open
– ended questions and descriptive narrative
written by teachers.
Theoretical foundation of Directed
Instruction:

 Behaviorism: skinner
 Information – processing: Atkinson & Shiffrin
 Teaching guidelines: Gagne
 Instructional Design System Approaches
Characteristics of Directed Instruction:

Focus on teaching sequences based on

prerequisite skills
Clear objectives with matching test items
Stressed individualized work
Emphasizes traditional teaching &
assessment methods
Criticisms against Directed Instruction:

Students Cannot Do Problem Solving

Activities Demotivating
Students Cannot Work Cooperatively
heoretical Foundation of Constructivism

Microword: Paper
Inert Knowledge, Situated Cognition &
Collaborative Learning
Multiple Intelligence: Gardner
Characteristics of constructivism

Focuses on learning through posing

problems, answer exploration, and product
development & presentation
Pursues global goals and specifies general
abilities
Stresses group over individual work
Emphasizes alternative learning &
assessment methods
Criticisms against Constructivism

Problem of How to Certify Leaned Knowledge

Need Prior Knowledge
Ability for Students to Choose Effective
Instruction
Which Topics Suit Methods
Transfer of Skills to Practical Situations
Integration of both Models

Increase motivation
Optimize learning resources
Remove logistic hurdles to learning
Foster communication skills and
information & visual literacy
IV INSTRUCTIONAL SOFTWARE
INTEGRATION
Instructional Software Materials are
programs created for the sole purpose of
assisting teaching and learning in either:
Delivering instruction using directed
methods
Supporting learning using directed methods
Drill and practice
Tutorial
Simulation
Instructional game
Problem solving
INSTRUCTIO SAMPLE SAMPLE
NAL INSTRUCTIONAL CLASSROOM
SOFTWARE BENEFITS USES
 Gives immediate  Supplement or
feedback on replace
correction of assigned
Drill and answers worksheets
Practice  Increases and homework
motivation for  Prepare
students to students for
practice tests
 Saves teacher time
on grading student
work
  Supplements or  A provides self –
replaces paced review of
teacher topic after
presentations students have
Tutoria  Presents received
l instruction in classroom
more visual, instruction
self – paced,  Supplies
motivating way alternative way
than teacher – of learning
delivered when usual
presentations strategies do not
work.
  Compresses time or  Suppliers instruction on
slows down processes so topics for which teachers
they can be studied are not available
 Makes demonstration  Replaces or supplements
interactive lab experiments, role
 Allows safe playing, field trips
Simulati experimentation  Introduces new topics
on  Saves money on  Foster exploration and
consumable resources process learning
 Slows experiments to be  Provides format that
repeated with variations encourages cooperative
 Makes situation group work
controllable so they can
be studied.
Instructional  Provides highly  Replaces
Games motivating worksheets and
format for exercises
practice  Encourages
cooperative group
work
  Directed  Rewards good work
benefits:  Allow concentrated
focuses practice of key
Proble attention on problem solving
m required skills
Solving problem  Fosters exploration
solving skills and process
Constructivist: learning
allows self –  Provides formal that
discovery of encourages
principles cooperative group
work.
V. SOFTWARE TOOLS INTEGRATION

Software tools programs created for the purpose of

helping people accomplish various tasks.

Makes work more efficient

Improves appearance of products
Improves information accuracy
Supports integration and sharing
Sample Software Sample Classroom Uses
tools
Word processing Teacher letters, documents

Spreadsheets Demonstration of math

principles, tables, charts,
projecting grades
Databases Teacher resource inventories,
ready access to student
information
Desktop Letterhead, brochure, flyers
publishing
software
Test Generators, Generate various versions of test,
Test Items Banks online test
Worksheets/ Produce exercises for students
puzzle generators skill practice
Statistical Teacher and student analyze
packages data
Organizer Help organize, plan activities
Clip art, video, Teacher and student insert these
sound into documents and media they
create
Electronic Help teacher and students
encyclopedias, research on topics
dictionaries,
atlases
VI. INTEGRATION OF MULTEMEDIA &
HYPERMEDIA

Like other educational technology concepts,

definitions for multimedia and hypermedia defy
consensus.

Multimedia simply means “multiple media or

combination of media”. The media can still be
pictures, sound, motion video, animation,
and or text items combined in a product
whose purpose is to communicate
information.
Hypermedia refers to “linked media” that
have their roots in a concept developed by
Vannevar Bush.
Benefits of
Multi/Hypermedia:
Variety of channels for communicating information
Interactive qualities
Flexibility of demonstration
learning
Support for practicing creativity, critical
thinking and information organization
Support cooperative group work
 Kinds of multimedia/hypermedia formats
•Commercial multimedia/hypermedia
software packages
•Commercial interactive videodisc
packages
•Authoring tools: preservation software
•Authoring tools: video production and
editing systems
•Authoring tools:
multimedia/hypermedia authoring tools.
Current and future impact of multimedia and
hypermedia on education
The current widespread education uses of
multimedia and hypermedia systems augur an even
heavier reliance on these products in classrooms of the
future. Educators recognize and use these systems
when they see the powerful capabilities they offer to
enhance classroom learning.

1) Motivation
2)Flexibility
3) Development of Creative and Critical
Thinking Skills
4)Improved Writing and Process Skills
Impact of Multimedia and Hypermedia System
1. Roblyer (1999) found that multimedia’s
benefits seem to center on its ability to
offer students multiple channels
through which to process information.
2. Swan and Meskil (1996) argued that
hypermedia’s primary advantages
accrue to students doing rapid
searches through lengthy or multiple
information resources, for other
purposes, hypermedia and
nonhypermedia resources seem
equally useful.
3. Dillion (1998) says that
multimedia/hypermedia increased
learner control that is more useful to
higher ability of students.
4.Gabbard (1998) says learning style helps
determine whether or not certain
hypermedia features are effective in
various learning situations. Passive learners
may profit more from the cueing offered by
hypermedia, while more capable learners
who are more willing to explore may be
more capable of exploiting other
hypermedia features.
Design of Multimedia and Hypermedia Systems
Stemler (1997) reviewed findings on various
multimedia/hypermedia that could have an
impact on the potential effectiveness of these
systems:
Instructional design Animation
Screen design Audio
Interaction and feedback Video
Navigation
Learner control
Color
Graphics
 Types of Sample Classroom Uses
Multi/hypermedia
Interaction Uses for classroom applications as
Instructional instructional software
Software
Use to supplement or replace
Interactive children’s traditional book reading
Storybooks to promote reading comprehension
and encourage critical thinking and
about story structure
Reference Materials Support student research
(atlases, and information gathering
encyclopedias, etc.)
Interactive videodisc Illustrates concepts and
system make learning more visual
Multimedia/ For presentations and
Hypermedia demonstrations
authoring systems
(e.g. PowerPoint)
Video production/editing Visual communication,
(e.g. movie, moviemaker, video clips for web page
Adobe Premiere)
Hypermedia software (e.g. Presentations, portfolio
hyper studio, macromedia
director
VII. INTEGRATING THE INTERNET AND OTHER DISTANCE
RESOURCES
Many authors used to differentiate between
distance education and distance learning,
referring to the former as the role of the
instructor and the alter as the role of the learner.
The United States Distance Learning Association
(USDLA) defines distance learning as “the
acquisition of knowledge and skills through
mediated information and instruction. Distance
learning encompasses all technologies and
supports the pursuit of lifelong learning for all.”
Distance learning had the following key components:

1. Instructors and learner separated by

time and/or geographic distance
2. Electronic, print resources, voice
communications, and combinations of
them are used to bridge the gap.
 Models/Medium of Distance Learning:

1. Broadcast/Terrestrial (broadcast such as

satellite links or microwaves to send
video/Terrestrial such as land line telephone,
cable lines)
2. Computer-based- (e.g. Microcomputer with
modem, network, with camera)
3. Hybrids of the two (e.g. one way audio plus
computer, broadcast video plus computer)
 VIII. THE FUTURE OF TECHNOLOGY INTEGRATION

Why Future Vision is Important?

•Potential influence on future learning

environments
•Need to channel and manage technological
change
Trends in Driving the Use of Emerging Technologies in
Education

•Wireless Networking
•Visualization
•Interfaces
•Hand – Held Systems
 Impact of the four Trends for
Educational Methods

• Flexibility in classroom organization and

configuration
•Access to computing power in remote sites
•Ease and flexibility in home networking
•VR (virtual reality) based therapies for people
with disabilities
•Interfaces for people with disabilities
•Constructing environment and knowledge
•Virtual field trips
•Greater dependence on visual learning
•Decreased emphasis on keyboarding
uture Challenges for Teachers
Visions of Technology’s role in restructuring
education
Replacing teacher functions versus changing
teacher roles
Enhancing existing methods versus changing the
nature of education
The role of distance
learning
Teachers will retain a key note
Interdisciplinary approaches will
flourish
Research and problem solving skills will gain
attention
Assessment methods will change to reflect the new
curriculum
Distance learning will play a large role

Teachers must prepare for technology – permeated

future by keeping up with change
IX. BASIC TERM

TERMS MEANINGS
Avatar  Graphic representation of a real person in
cyberspace
 3 – D image that a person can choose to
represent himself in virtual reality

Bookmark To mark an internet location so one can

remember it
 BPS The speed at which data are
(bits per transmitted across
second) communication lines between
computers
Bug An error in a computer program
 A software package that allows
Browser one to look at information on
the internet in graphic rather
than just text format
CAI (computer Software designed to help
assisted teach information
instruction)
CAT (Computer Using computer to administer
Assisted and score assessment measures
Testing)
 A location on the internet set up to
allow people to converse in real time
Chat room by typing the message or by allowing
their avatars to meet and talk to each
other
A piece of silicon inside a computer
Chip on which electronic circuits have
been placed
Debug Review a computer program and
remove the errors or bugs
DVD (Digital Type of CD-ROM electronic storage
Versatile that holds minimum of 4.7
Disc) gigabytes
FTP (File A way of transferring file (on the
Transfer internet) from one computer to
Protocol) another
GPS (Global An instrument that uses a satellite
User to pinpoint exact location
Interface)
GUI (Graphic Software that displays options to
User Internet) user in graphic format consisting
of menus and icons
HTML The primary programming
(Hypertext language used to develop web
markup pages
Language)
Internet A popular browser used to
Explorer access the internet
 IP (Internet Agreed upon way of coding and
Protocol) sending data across the internet
ISP (Internet An institution, company that
Service provides access to the internet
Provider)
JPEG (Joint A file format for storing and
Photographic sending graphic images on a
Experts network
Group)
 Device consisting of light
LCD (Liquid sensitive material encased
Crystal between two clear pieces of
Display) glass or plastic designed to be
placed on an overhead
projector
MPEG A file format for storing and
(Motion sending video sequences on a
Picture network
Experts
Group)
PDA (Personal Handheld computer that can
Digital function as cellular phone, fax
Assistant) machine, and personal organizer
RAM (Random Type of internal computer
Access memory that is erased when the
Memory) power is turned off
An online meeting between two
Videoconferencing or more people locate internet
sites and information related to
given topic
Search Engine Regular postal service mail as
opposed to email
Snail mail Unsolicited email or other
messages
Spams Series of symbols or letters that
act as an address for site on the
internet