Educ 11:
EDUCATIONAL TECHNOLOGY 2
Course No. and Educ 11 – Educational Technology 2
Title:
Course/Year : BSED
Pre-Requisite/s : EdTech 1
Credit Units: 3
Lecture Hours
:
Laboratory Hours None
:
Course This course emphasizes traditional and contemporary
Description : technologies in Education to facilitate and foster meaningful and
effective learning. Students are expected to demonstrate a
sound of the various types of educational technologies. The
course, likewise, will focus on developing teaching aid and the of
technology based education or a strategy in teachings.
CLASSROOM POLICY
Attendance is counted from the first day of regular classes regardless of
the date of the student’s enrolment thus classes missed due to late
enrolment shall be considered absent
A student who has incurred absences of more than 20% of total class
meeting in a given time shall not be given credit for the course or subject
Subjects with or without laboratory and more than 3 units subjects is as
follows:
Any subject meeting 1 x a week = 3 absences max. = 4 absences over cut
Any subject meeting 2 x a week = 7 absences max. = 8 absences over cut
Any subject meeting 3 x a week = 10 absences max.= 11 absences over cut
Any student who exceeds the prescribed maximum numbers of cuts for a
particular subject is considered dropped, and shall receive a corresponding
remark in the Report of Grades of DROPPED for the semester regardless
of his performance in the class as of the date of debarment.
Note: other classroom policies, please refer to the student handbook
GRADING SYSTEM
Midterm – 50%
Final Term – 50%
Total 100%
Quizzes – 40%
Requirements – 30%
Major Exam – 30%
Total - 100%
COURSE REQUIREMENTS
• Quizzes
• Major Exams
• Assignments
• Group work
• Demonstration
• Midterm Requirement: creation of
eResources
• Final term Requirement: Puppetry,
Demonstration using new technologies
Reference
•Vinoya, A.S., De Guzman, G.C., Merida,
Z.C., Castro, R.D.R., Mendoza. J.J.N.
& Lagasca, J.M. (2016). Educational
technology 2. Bulacan: St. Andrew
Publishing House.
EDUCATIONAL TECHNOLOGY 2
REVIEW OF ET1
Educational Technology 1 served:
• To orient the learner to the pervasiveness
of educational technology
• To lend familiarization on how educational
technology can be utilized as the media for
the avenues teaching-learning process in
the school
• To uplift the learner to human learning
through the use of technology
• To impart skills in planning, designing,
using and evaluating the technology-
enriched teaching learning process
• To acquaint learners on basic aspects of
community education, functions of the
school media center
• To introduce the learner to what is
recognized as the third revolution in
education…the COMPUTER.
REFLECTION:
• Discuss the disparity of educational
technology advancement in schools of
industrialized First World country (such
as the U.S., England, Japan, Singapore,
Australia) and a still developing country,
namely the Philippines.
• Given the lack of resources in our rural
areas in the Phils., what media can still
be used for effective learning in
schools?
A REVIEW OF ICT
Information Communication Technology
applications:
• Operating System
• Word Processing
• Spread sheet
• PowerPoint Presentation
• Internet
OVERVIEW OF ET2
Educational Technology 2 objectives:
• To provide education in the use of
technology in instruction by providing
knowledge and skills on technology
integration-in-instruction to learners
• To impart learning experiences in
instructional technology-supported
instructional planning
• To acquaint students on Information
Technology or IT-related learning theories
with the computer as a tutor
• To learn to use and evaluate computer-
based educational resources
• 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
• To inculcate higher-level thinking and
creativity among students while providing
them knowledge of IT-related learning
theories
ET in the Asia Pacific Region
Progressive countries in the Asia
Pacific Region have formulated state policies
and strategies to infuse technology in
schools to provide confidence to educators
that they are taking the right steps in
adopting technology in education.
Five progressive states/city imposing
ICT policies and strategies in schools,
namely New Zealand, Australia, Malaysia,
Singapore and Hong Kong.
ET in the New Zealand
Goal
Government with the education and
technology sectors, community groups,
and industry envisions to support to the
development of the capability of schools
to use information and communication
technologies in teaching-and-learning and
in administration.
Strategy
• Improving learning outcomes for
students using ICT to support
curriculum
• Using ICT to improve the efficiency and
effectiveness of educational
administration
• Developing partnerships with
communities to enhance access to
learning through ICT
Focus areas
• Infrastructure for increasing schools’
access to ICTs to enhance education
• Professional development so that school
managers and teachers can increase
their capacity to use ICT
Initiatives
• An on-line resource center with
centrally managed website for the
delivery of multi media resources to
schools
• A computer recycling scheme
• A planning and implementation guide for
schools
• ICT professional development
school/clusters
ET in Australia
Planning, funding and implementation strategies:
• Fast local and wide area networks linking
schools across the state and territory
• Substantial number of computers in schools,
ensuring adequate access
• Continuing teacher training in the use of
technology for instruction
• Technical support to each school
• Sufficient hardware and software
• Digital library resources
• Technology demonstrations as models for
schools
ET in Malaysia
Teaching-and-Learning includes:
• Classroom with multi-media, presentation
facilities, e-mail and groupware for
collaborative work
• Library media center with database for
multimedia courseware and network access
to the internet
• Computer laboratory for teaching, readily
accessible multimedia and audiovisual
equipment
• Multimedia development center
• Studio / theatre with control room
• Teachers’ room with on-line access to
courseware catalogues and databases,
information and resource management
systems and professional networking
tools, such as e-mail and groupware
• Server room
• Administration offices capable of
accessing the network
ET in Singapore
Curriculum and assessment
• A balance between acquisition of factual
knowledge and mastery concepts and
skills
• Students in more active and
independent learning
• Assessment to measure abilities in
applying information and
communicating
Learning resources
• Development of a wide range of
educational software for instruction
• Use relevant internet resources for
teaching and-learning
• Convenient and timely procurement of
software materials
Teacher development
• Training on purposeful use of IT for
teaching
• Equipping each trainee teacher with
core skills in teaching with IT
• Tie-ups with institutions for higher
learning and industry partners
Physical and technological infrastructure
• Pupil computer ratio 2:1
• Access to IT in all learning areas in the
school
• School wide network and school linkages
through wide area network (WAN),
eventually connected to Singapore
ONE
ET in HongKong
IT initiatives:
• 40 computers for each primary schools and
82 computers for each secondary schools
• About 85,000 IT training places for
teachers at four levels
• Technical support for all schools
• Information Education Resource Center
• IT coordinator for each of 250 schools
• Computer rooms for the use of students
after normal school hours
BASIC CONCEPTS ON INTEGRATING
TECHNOLOGY IN INSTITUTION
External manifestations of technology
integration into instruction:
• There’s a change in the way classes are
traditionally conducted
• The quality of instruction is improve to
higher level
• There is planning by the teacher on the
process of determining how and when
technology fits into the teaching-learning
process
• The teacher sets instructional
strategies to address specific
instructional issues/problems
• The use of technology provides the
opening of opportunities to respond to
these issues/problems
• Technology occupies a position in the
instructional process
Answer:
• What can be proposed so that the
Philippines can cope up with its
neighbours on IT education?
• Filipinos, including students, are hooked
up on cell phone texting. Is this enough
for information literacy for our citizens
and youths? Mention the benefits and
disadvantages of our texting culture.
