Preference of the Technology

Generation Handouts

Specific Objectives:

1. Define Preferences of the Technology Generation

2. Explain the Old and New Generations and the Critical Differences between each Generation

Motivation/ Prompting Questions

1. What are the preferences or differences between the Old and the New generation? Why is it
important to study the preferences in Technology Generation? What can we learn from the old
and new generations? And why is it important to discuss and addressed the preferences of
technology generation?

Discussion

I. Old and New Generation

What the old generation likes may not be the same as what the new generation prefers in their
life, work and leisure. Sad to say, much of the good things enjoyed by elders when they were
students are no longer available to the new generation.

II. Differences Between the Old and New Generation

In the field of education, it is important that critical differences in perception between old and
young which create a generation gap need to be discussed:

*Texts vs. Visual

*Linear vs. Hyper Media

*Independent vs. Social Learners

*Learning to do vs. Learning to pass the test

*Delayed Rewards vs. Instant Gratification

*Rote Memory vs. Fun Learning

III.

In sum, teachers need to connect with digital learners, and not think of them as entering their
past-30 years old traditional world. While there are apparent setbacks or limitations to digital
learning, there are opportunities to tap through:

• Visual Learning - the new learners digital fluency with visual learning with the use of audio
visuals, media and multimedia

• Hyper Linked Multimedia - using hyperlinked multimedia for projects that enhance work
focus, and reflection; and

• Problem-Solving Activities- problem solving activities to suit the new generation's style and
preference for fun and relevant learning.

IV.

• Text vs. Visual

Our parents read book text, enrich by illustrations and photos. In order to research, they go to the
school library, use the card catalogue for needed books and sign up to borrow books for home
reading.

The technology or digital generation has greater affinity to visuals (photo and video) compared
with texts. In fact, they have been exposed since childhood to cable television and videos images
especially cartoon characters and then to compute images, in such manner and their visual
fluency or abilities have sharpened and enriched.

• Linear vs. Hyper Media

The past-30 year old generation obtained information in a linear, logical and sequential manner.
On the positive side, this made them more logical, focused and reflective thinkers.

The new generation, however, follows a personal random access to hyperlinked digital
information, less superior elders in focused and reflection. Thus, they appear to be more easily
bored and distracted during class lectures.
• Independent vs. Social Learners

The traditional education system gives priority to independent learning, prior to participative
work.

New learners, however, are already acquainted with digital tools that adapt to both personal and
participative work.

They take the opportunity for dozens of instantaneous ways to communicate with others mobile
calls and text, emails, Facebook, YouTube, Myspace, twitter, wikis and etc. experts describe this
mode of digital learning as one that based on experimentation, discovery and intuition.

• Learning to do vs. To pass the test

Old teachers teach students in order to help them pass tests and complete the course requirement.

On the other hand, the new digital learners simply wish to acquire skills, knowledge and habits
as windows of opportunity afford them to learn. Our parents have completed a course and have
engaged in a permanent job for most of their lives. A different work situation awaits the digital
generation with contractual, multitask and multi-career opportunities in a digital world ahead of
them.

• Delayed rewards vs. Instant gratification

The traditional reward system in education consists in the grades, honor certificates/medals and
diplomas. Including future jobs, the traditional rewards for the performance.
On the other hand. Digital learners on their own experience or more immediate gratification
through immediate scores from games, enjoyable conversation from web-cam calls, excitement
from email chats and inviting comments from their Facebook accounts.

• Rote memory vs. Fun learning

Teachers feel too obliged to delivering content-based courses, the learning of which is
measurable by standard tests.

Digital learners and not surprisingly there is much fun in the digital world outside the school.

DEVELOPING BASIC DIGITAL SKILLS

With the boost of technology in education as we call it today our learners is the newdigital world
of information and communication technology (ICT). Teaching need to beequip with the sic
fluency skills. Basic literacy will not replace the 3 R’s (reading, writingand arithmetic), but they
will be complemented by six essential skills to equip studentsfor success in the millennial world.

The fluency skills are the solution fluency,information fluency, collaboration fluency, media
fluency, creativity fluency and digital ethic

SOLUTION FLUENCY

This refers to the capacity and creativity in problem solving students define a problem,design
solution, apply the solution, and assess the process and results.6 D's of Solution Fluency• Define

• Discover• Dream• Design• Debrief

INFORMATION FLUENCY

this refers to:

(a) ability to access information not only in the internet but on other resources too;

(b) ability to retrieved information; and

(c) ability to evaluate and reflect on the validity and accuracy of information and be able to
rewrite the information in own words .

COLLABORATION FLUENCY

Collaboration Fluency is team working proficiency. It's the ability to work cooperatively with
virtual and real partners. It applies to both online and offline environments.

Collaboration Fluency is defined by the 5Es—Establish, Envision, Engineer, Execute, and

Examine.

Establish

This phase is about establishing the group. Team roles, responsibilities, and guidelines are
established. The scope of the project is identified and examined. Leadership figures are also
appointed here. Establishing also includes committing to a group contract.

Envision
Next, the group defines and examines their purpose and the challenge they face. They visualize a
preferred solution or goal. They also develop an agreement on the outcome and the criteria for
evaluating it.

Engineer

In this stage the team engineers a workable plan for moving forward. This means defining all the
steps to get from where they are to their goal. It involves delegating responsibilities to each team
member. It’s important to pinpoint each team member’s strengths for the next phases.

Execute

Now the team has to put the plan into action. This is done with the goal of developing a tangible
and viable solution or product. The best methods of executing a plan utilize the individual
strengths of the various members. These were discovered back in the Engineering phase.

Examine

Examine involves the team looking back at the process. They determine if their challenge was
met and if their goals were achieved. They pinpoint areas for improvement and recognize
contributions. Constructive feedback is given in this stage as well. Of course, this can also
happen throughout all other phases at any time.

Collaboration Fluency skills are a huge asset for life after school. The working world is being
affected by new communication technology. One's ability to function in teams that are both real
and virtual is important.

MEDIA FLUENCY

is the ability to look analytically at any communication to interpret the real message, and
evaluate the efficacy of the chosen medium. As well as, creating original communications by
aligning the message and audience though the most appropriate and effective medium.

CREATIVE FLUENCY

Creativity Fluency is the process by which artistic proficiency adds meaning through design, art,
and storytelling. It is about using innovative design to add value to the function of a product
though the form.
Creativity fluency can help students and enhancing their:

* Brainstorming skills

* Flexibility

* Originality

* Expressing self

* Creativity

* Elaborate

DIGITAL ETHICS

DIGITAL TECHNOLOGYDigital ethics is the branch of ethics concerning the set of rules and
moral guidelines that govern interpersonal behaviour between individuals and/or companies that
is mediated by computer technology, either inside a company or, more broadly, in markets and
society.

UNETHICAL BEHAVIOUR USING DIGITAL TECHNOLOGYDIGITAL

PLAGIARISMCopying and pasting a project or idea from an online resource without citing the
resource which originated the idea is digital plagiarism.

COPYING SOFTWARE

- Copying software is an act of copyright infringement and is subject to civil and criminal
penalties. It's illegal whether you use the copied software yourself, give it away, or sell it. And
aiding piracy by providing unauthorized access to software or to serial numbers used to register
software can also be illegal.COMPUTER FRAUD

Computer fraud is a cybercrime and the act of using a computer to take or alter electronic data,
or to gain unlawful use of a computer or system

THE TEN COMMANDMENTS OF DIGITAL ETHICS

1) Thou shalt not use a computer to harm other people:

2) Thou shalt not interfere with other people's computer work:

3) Thou shalt not snoop around in other people's files:

4) Thou shalt not use a computer to steal:

5) Thou shalt not use a computer to bear false witness:

6) Thou shalt not use or copy software for which you have not paid:

7) Thou shalt not use other people's computer resources without authorization:

8) Thou shalt not appropriate other people's intellectual output:

9) Thou shalt think about the social consequences of the program you write:

10) Thou shalt use a computer in ways that show consideration and respect:

PREPARED BY GROUP 2

LESSON 7: EVALUTION OF TECHNOLOGY LEARNING

“Technology makes the world a new place.” – Shoshana Zuboff

I. Definition of terms

EVALUATION
 Evaluation is the structured interpretation and giving of meaning to predicted or actual
impacts of proposals or results. It looks at original objectives, and at what is either
predicted or what was accomplished and how it was accomplished.
 Evaluation can be formative, that is taking place during the development of a concept or
proposal, project or organization, with the intention of improving the value or
effectiveness of the proposal, project, or organization.

TECHNOLOGY
 Technology is the application of knowledge for achieving practical goals in a
reproducible way.
  The word technology can also mean the products resulting from such efforts, including
both tangible tools such as utensils or machines, and intangible ones such as software.
Technology plays a critical role in science, engineering, and everyday life.

LEARNING
 Learning is the process of acquiring new understanding, knowledge, behaviors, skills,
values, attitudes, and preferences.
 The ability to learn is possessed by humans, animals, and some machines; there is also
evidence for some kind of learning in certain plants. Some learning is immediate, induced
by a single event, but much skill and knowledge accumulate from repeated experiences.

II. Evaluation and Assessment

The standard student evaluation of learning must change. This is justified by the fact that not
only has the new generation changed into digital learners, but traditional world has
metamorphosed into digital world.

Assessment needs to conform, not with the literacy of the past century but the new literacy of
the 21st century. This is a literacy that uses digital tools in preparing students to face a high -
tech world.

Teachers must adopt a new mindset both for instruction and evaluation.
III. Evaluated Tools that measure the New Basic Skills of the 21st Century Digital
Culture:

1. Solution Frequency

Solution Fluency is the ability to think creatively to solve problems in real time by clearly
defining the problem, designing an appropriate solution, delivering the solution and then
evaluating the process and the outcome. Solution Fluency is defined by the 6Ds process.

Description:
 Whole-brain thinking
 Creativity
 Problem solving
 Creating and solving the problems

Examples:
  The 4D problem solving process is a great example of Solution Fluency. Defining a
problem, designing a solution, doing the work, and debriefing the outcome.
 A real-life example would be a solution to fixing the oil spill in the golf or ways to help
stop the spread of oil and help the habitats affected.

2. Information Fluency

Information Fluency- is the ability to critically think while engaging with, creating, and utilizing
information and technology regardless of format or platform. Specifically, an information fluent
individual is to: Recognize the need for information defined.

Examples:
 Finding significant and relevant information that pertains to problem.
 When conducting research, using digital sources that are appropriate for the task at hand;
such as .org, .edu and .gov sources vs. Facebook or Wikipedia.
 Using a variety of digital sources to reach desired objective.

3. Collaboration Fluency

Collaboration Fluency- team working proficiency that has reach the unconscious ability to work
cooperatively with others.
Examples:
 Working collaboratively in groups to solve problems.
 Working with others from another part of the country on a given task.
 Taking an online course.

4. Creative Fluency

Creative Fluency- how artistic proficiency adds meaning through design, art , and storytelling.

Examples:
 Using creativity to come up with creative solutions.
 Not simply creating stories but using creativity to solve problems.
 Using creativity to solve problems such as global warming issues.
 5. Media Fluency

Media Fluency - Our visual learning capacity needs stimulation with rich media from a variety of
different sources.

Examples:
 Using digital media effectively and then publishing for public view.
 Challenge learners to show their understanding through various digital media in which
they can publish for others to see such as Voice Threads or You Tube
 Allow learners to demonstrate writing and media expertise in daily instruction
 Allow learners to experience and use various media to communicate messages and ideas.

6. Digital Citizenship

Digital Citizenship - The digital citizen uses the principles of leadership, ethics, accountability,
fiscal responsibility, environmental awareness, global citizenship, and personal responsibility,
and considers his or her actions and their consequences.

Examples:
 Many relationships of today begin digitally, make sure you portray yourself consistently
with who you are in person .
 Protecting minors from digital predators.
 Making learners aware of those that use the digital worlds for financial gain or other
criminal activity.
 Making learners aware of cyberbullying

IV. The 4D’s

The standard paper and pencil tests will prove inadequate in assessing new learning.
Assessment will also need to focus on the 4 D’s.
 DEFINE
 DESIGN
 DO
 DEBRIEF

1. Define
 Carefully consider the problem. Define the problem.
 Ask yourself the following questions:
 What is it that I have to do?
 What other information do I need before I can do it?
 2. Design
 Carefully create a step-by-step plan of action to solve the problem.
 Determine which member of the team will take responsibility individual tasks.
 Consider the end result. What should look like?

3. Do
 Execute the plan.
 Carry out or put into effect

4. Debrief
 Carefully review the final product.
 Consider what worked well in the plan.
 Consider what did not work well in the plan.
 Knowing the end result, discuss how to revise your plan and / or approach for the next
project.

V. MASS AMATEURIZATION

Mass amateurization refers to the capabilities that new forms of media have given to
nonprofessionals and the ways in which those non - professionals have applied those capabilities
to solve problems (. g., create and distribute content) that compete with the solutions offered by
larger, professional institutions.

A great example of mass amateurization is photography. Before not everyone could take
pictures. Taking picture was a complicated task, from understanding lighting and understanding
how each device work manually. That’s why they were called photographer because they
mastered the art. Now a day anyone is a photographer or just simply take good pictures. This is
definitely due to the increased amount of tools to help take great pictures. Instagram is one of
those tools that help you with filters to give a photography a mood rather than understanding the
light and working with it to give the mood.
Higher Thinking Skills Through IT- Based Projects

Content of this Module:

The Four types of IT- Based Projects

1. Resource - Based Projects

2. Simple Creations
3. Guided Hypermedia Projects
4. Web-based project

Key Elements of Constructivist approach

 Teacher creating the Learning Environment

 The Teacher giving students the tools and facilities
 The teacher facilitating Learning

General Flow of Events in Resource-Based Projects are

1. The teachers determines the topic for the examination of class

2. The teacher presents the problem to the class

3. The students find information on the problem or questions

5. Students organize their information in response to the problem or questions

I. Resource -Based Learning Model

1. Teacher is a guide and facilitator

2. Sources are varied ( print, video, internet, etc. )
3. Focus on the learning inquiry, quest or discover
4. Emphasis on process5. Assessment is quantitative and qualitative.
II. Simple Creation

More consonant with planning, making, assembling, designing and/or building. Students can also
be assigned to create their software materials to supplement the need for relevant and effective
materials.

Three kinds of skills/abilities

 Analyzing
-Distinguishing similarities and differences / seeing the project as a problem to be solve

 Synthesizing
-Making spontaneous connection among ideas, does generating interesting or new ideas

 Promoting
-Selling of a new ideas to allow the public to test the ideas themselves

The five key task to developed Creativity

 Defined the tasks

 Brainstorm
 Judge the idea
 Act
 Adapt Flexibility

III. Guided Hypermedia Projects

 Hypermedia can be defined as non sequential format that uses hypertext and
multimedia or combination of hypertext and multimedia to allow rich interaction
between the user and the material.
 The production of Self-made multimedia projects can be approached in two
different ways:

1. As an Instructive tool, such as in the production by the students of a power

point presentation.
2. As a constructive tool when students do a multimedia presentation to
stimulate a television news show.

IV. Web-Based Projects

  Web-based project management software is a type of software that allows users to work
on collaborative projects online. This software allows streamlining distributed
workflows, replacing email operations and improving remote collaborative work.

List of Web-based Projects

1. News website with slider

2. To-do list App
3. JavaScript Drawing Canvas

Lesson 5: Computer as Information and communication technology

Motivation/ Prompting Questions

What do you mean by computer as information and communication technology ? What is

the essence of knowing the significance of computers, how helpful it is to you as a student? In
what way we can benifit the most in technology?

Discussion

COMPUTERS AS INFORMATION AND COMMUNICATION TECHNOLOGY

Computer has really played a very significant role in educational technology and the most
indispensable tool for ICT revolution. Computer-assisted Instruction (CAI) was introduced as an
approach which promotes individualize learning.

Information technology is so dynamic that computers used as computing devices are now used
in the educative process.
TWO MAJOR FUNCTIONS:

• Communication Media

• Audio Visual Media

Communication media - Computers serve as communication tool. Internet has paved the way
for this to happen.

Ex: Email, chat rooms, blog sites, news services, and movies/music/television room are just
some of the avenue for communication.

Audiovisual media - Computers served as media for multimedia applications for better teaching
inside the classroom.

Ex: multimedia are text, sound, graphics, chart, photos, and PowerPoint presentation

The Rise of Personal Computer (PC):

With a computer in the classroom teachers are able to:

1. Demonstrate a new lesson, present new material

2. Illustrate how to use new programs,

3. Show new websites

The Instructional Media & Educational Media

Instructional Media

• Consist of Audio-Visual Aids

 • Example are the blackboard, photo, film & Video

Educational Media

• Comprises the media of communication

• Using the print, Film, radio, TV or satellite means of communication

Some Programs (Capabilities) installed in a Personal Computer (PC)

•Microsoft Office - Program for composing text, graphics, etc.

•PowerPoint - For presentation

•Excel - Spreadsheet application

•Internet explorer - Access to Internet

•Yahoo or Google - Websites for researching, chatting, blogging etc.

•Adobe Reader - Graphics/photo composing and editing

•MSN - Mailing/chatting/messaging

•Windows Media Player - CD/VCD player, video playing

•Gamehouse - gaming

What is ICT?

• ICT stands for Information Communications Technology

• ICT covers any product that will store, retrieve, manipulate, transmit or receive information
electronically in a digital form.

• diverse set of technological tools and resources used to communicate, and create,
disseminate, store, and manage information.

• include computers, the internet, broadcasting technologies (Radio and Television), and
telephony.

How ICT Help expand access to Education?

ICTs make possible asynchronous learning, or learning characterized by a time lag between the
delivery of instructions and its reception by learners.

Ex. Online Course materials may be accessed 24 hours a days, 7 days a week.

How can the use of ICTs help improve the quality of education?

1. Motivating to Learn

2. Facilitating the acquisition of basic skills

3. Enhancing Teacher training

How can ICTs help transform the learning environment into one that is Learner-Centered?

1. Activity Learning - ICTs enhanced learning mobilizes tools for examination, calculation and
analysis, thus providing a platforms for student inquiry, analysis and construction of new
information.
 2. Collaborative Learning - ICT supported learning encourages interaction and cooperation
among students, teachers, experts regardless of where they are.

3. Creative Learning - ICT supported learning promotes the manipulation of existing

information and the creation of real-world productw rather than the regurgitation of received
information.

4. Integrative Learning - ICT enhanced learning promotes a thematic, integrative approach to

teaching and learning.

5. Evaluative Learning - ICT enhanced learning is student-directed and diagnosis. ICT allows
learners to explore and discover rather than merely listen and remember.

Role of Computers as Information and communication Technology

• Computers are the backbone of ICT

• Computers are used for data storage & retrieval

• Computers for Education

Impact of Computers as Information and Communication Technology

1. Visual Display- Computers provide a visual display of information that is easily accessible to
users. With high-resolution monitors, users can view and analyze complex data in a graphical
format, making it easier to understand and analyze.

2. Online Communication- Computers have enabled people to communicate with each other in
real-time across different locations. Through the internet, people can communicate using email,
messaging apps, social media, and video conferencing tools.
3. Data Visualization- Computers can create and display visual representations of complex data
sets, making it easier for users to understand and analyze data. This includes data visualizations
such as charts, graphs, and diagrams.

4. Digital Media- Computers have revolutionized the way we consume and share media. Users
can now access a vast array of digital content, including images, videos, and audio, through the
internet.

5. Augmented & Virtual Reality- With the advancements in technology, computers can create
augmented and virtual reality experiences that enable users to interact with digital objects and
environments in real-time.

Challenges of Computers as Information and Communication Technology

1. Security- One of the biggest challenges of computers is the risk of cyber threats, such as
viruses, malware, and hacking. As we increasingly rely on computers for sensitive information,
protecting our digital assets becomes more important than ever.

2. Privacy- With the growth of the internet and the increased use of digital communication tools,
there are growing concerns about privacy. It is essential to ensure that sensitive data is protected
and that users have control over their personal information.

3. Digital Divide- Not everyone has access to computers and the internet, which creates a digital
divide between those who have access to these technologies and those who do not. This can limit
opportunities for education, employment, and other aspects of daily life.

4. Information Overload- With so much information available online, it can be challenging to

navigate and find relevant information. This can lead to information overload and can make it
difficult to find trustworthy sources of information.
 5. Dependence- As we become more reliant on computers for communication, we may lose
some of our ability to communicate effectively in person. Additionally, there is a risk of
becoming too dependent on technology, which can have negative effects on mental health and
social skills.

Lesson 6: Computer as Tutor and Tool

Motivation/ Prompting Questions

What do you mean by computer as information and communication technology ? What is

the essence of knowing the significance of computers, how helpful it is to you as a student? In
what way we can benifit the most in technology?

Discussion

The Computer as a Tool

What is Constructivism?

Constructivism is a theory in education which posits that individuals or learners do not acquire
knowledge and understanding by passively perceiving it within a direct process of knowledge
transmission, rather they construct new understandings and knowledge through experience and
social discourse, integrating new information with what they already know (prior knowledge).

What is Social Constructivism?

Social constructivism is a sociological theory of knowledge according to which human

development is socially situated and knowledge is constructed through interaction with others.
Like social constructionism, social constructivism states that people work together to construct
artifacts. While social constructionism focuses on the artifacts that are created through the social
interactions of a group, social constructivism focuses on an individual’s learning that takes place
because of his or her interactions in a group.

Learning Constructivism Social Constructivism

Framework

Assumption Knowledge is constructed by the Knowledge is constructed

individual. within a social context.
 Learning Students build their own Students build knowledge
Strategies Learning. influenced by the social context.

Definition of Gather unorganized information Exchange and share from ideas,

Learning to create new concept/principle stimulates thinking.

General Personal discovery of Students discuss and discover

Orientation knowledge. meanings

The Computer Capabilities

Information Tool – The computer can provide vast amounts of information in various forms,
such as text, graphics, sound and video. Even multimedia encyclopedias are today available on
the internet.

Communication Tool- A wide variety of communication tools are used for internal and external
communication tool.

Example: Mail, Emails, Telephone, Cellphones

Constructive Tool- The computer itself can be used for manipulating information, visualizing
one’s understanding and building new knowledge. The Microsoft Word computer program itself
is a desktop publishing software that allows uses to organize and present their ideas in attractive
formats.

Co-Constructive Tool- Students can use constructive tools to work cooperatively and construct
a shared understanding of new knowledge. On ways of coconstructive is the use of the electronic
whiteboard where students may post notices to a shared document/whiteboard. Students may
also co-edit the same document from their homes.

Situating Tool- By means of virtual reality (RS) extension systems, the computer can create 3-D
images on display to give the user the feeling that are situated in a virtual environment. A flight
simulation program is an example of situating tool which places the user in a simulated flying
environment.

The Computer as a Tutor

The computer can be a tutor relieving the teacher of the many activities in his/her role as a
classroom tutor. It should be made clear that the compo cannot totally replace the teacher.
The teacher must:

- Insure that the students have the needed knowledge and skills for any computer activity

- Decide the appropriate learning objectives

- Plan the sequential and structured activities to achieve the objectives

- Evaluate the students achievement by the ways of test

Roles of students as a CAI learner:

- Understand the instruction for the computer activity

- Retain/ keep in mind the information and rules for computer activity

- Apply the knowledge and rules during the computer learning

Role of computer in CAI learning;

- Acts as a sort of tutor

- Provides a learning environment

- Delivers learning instruction

- Reinforces learning through drills and practice

- Provides feedback

COMPUTER ASSISSTED INSTRUCTION (CAI)

1. Drill and Practice - provides opportunities for students to repeatedly practice the skills that
have been previously presented and that further practice is necessary for mastery.
2. Tutorial - includes both the presentation, information and its extension into different forms of
work including, drill and practice, games and stimulation.

3. Games- games software often creates a contest to achieve the highest score beating either the
others.

4. Stimulation - can provide approximation of reality that does not require experts of real life or
its risk.

5. Discovery- provides a large database for specific information to a course, content area and
challenges the learners analyze, compare, infer and evaluate based on their exploration of data.

6. Problem Solving- helps students develop problem solving skills and strategies.

ADVANTAGES OF COMPUTER ASSISSTED INSTRUCTION (CAI)

- Interactive

- Provides feedback

- Infinitely patient

- Motivates Learners

- Provides consistency in presentation

- Can adjust difficulty to levels of learner

 LIMITATIONS OF COMPUTER ASSISSTED INSTRUCTION (CAI)

- Equipment and software can be costly

- Development takes time and money

- Not all learning outcomes are addressed

- Unsophisticated applications may not make good use of computer

- Simple CAI has limited Modalities