ID150US/TE150US/TEE60US

This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 1
HISTORY OF EDUCATIONAL TECHNOLOGY
LEARNING OBJECTIVES

 Understand the evolution of computers.

 Describe the introduction, growth, and current use of computers in schools.
 Compare early and current expectations of computers in education.
1.1HISTORY OF COMPUTER IN SOCIETY

Early Beginnings
 Simple Tools: Thousands of years ago, people used basic tools like the abacus to help
with counting and simple math. The abacus was used in many ancient civilizations and
is one of the first known tools for calculations.
1.1HISTORY OF COMPUTER IN SOCIETY

Early Beginnings
 Charles Babbage's Machine: In the 1800s, Charles Babbage, an English inventor,
designed a machine called the Analytical Engine. It was never built in his lifetime but is
considered the first concept of a modern computer.
1.1HISTORY OF COMPUTER IN SOCIETY

First Electronic Computers

 World War II Innovations: During the 1940s, the first electronic computers were
created to help with military calculations. One famous computer from this time is the
ENIAC, built in the United States. It was very large and could perform many
calculations quickly.
1.1HISTORY OF COMPUTER IN SOCIETY

First Electronic Computers

 Transistors and Chips: In the 1950s and 1960s, computers became smaller and
more powerful thanks to the invention of transistors and integrated circuits (chips).
These replaced older, larger parts and made computers more reliable and efficient.
1.1HISTORY OF COMPUTER IN SOCIETY

Personal Computers
 1970s - 1980s: In the late 1970s and early 1980s, personal computers (PCs) became
available for home use. The Apple II and the IBM PC were among the first and made it
possible for ordinary people to own and use computers at home or work.
1.1HISTORY OF COMPUTER IN SOCIETY

Personal Computers
 The Internet: In the 1990s, the internet started to become widely used. It allowed
people to connect and share information easily across the world. The World Wide
Web, created by Tim Berners-Lee, made the internet easy to use with web pages and
links.
1.1HISTORY OF COMPUTER IN SOCIETY

Modern Computers
 Smartphones: In the 2000s, smartphones like the iPhone combined the functions of
a computer with a mobile phone, allowing people to access the internet and run apps
on the go.
1.1HISTORY OF COMPUTER IN SOCIETY

Modern Computers
 Artificial Intelligence and Cloud Computing: Today, computers can do more
than ever before. Artificial Intelligence (AI) helps computers learn and make decisions.
Cloud computing allows people to store and access data over the internet, making it
easy to share and collaborate from anywhere.
1.2 COMPUTERS IN SCHOOLS: EVOLUTION OF EDUCATIONAL TECHNOLOGY

Early Days of Computers in Education

 Introduction in Schools: In the 1980s, schools began using computers mainly for
teaching basic computer skills. These early computers were often shared among many
students, and lessons focused on simple tasks like typing and basic programming.
1.2 COMPUTERS IN SCHOOLS: EVOLUTION OF EDUCATIONAL TECHNOLOGY

Early Days of Computers in Education

 Educational Software: Programs like Logo and Oregon Trail were some of the first
educational software, helping students learn math, geography, and problem-solving in a
fun way.
1.2 COMPUTERS IN SCHOOLS: EVOLUTION OF EDUCATIONAL TECHNOLOGY

Growth and Expansion

 1990s - Internet Access: By the 1990s, more schools had computers, and internet
access started to become common. This allowed students to find information online,
connect with others, and use new educational resources.
1.2 COMPUTERS IN SCHOOLS: EVOLUTION OF EDUCATIONAL TECHNOLOGY

Growth and Expansion

 Computer Labs: Schools set up computer labs where students could go to use
computers for various subjects. Teachers began integrating technology into their
lessons, using computers for research, writing, and interactive learning.
1.2 COMPUTERS IN SCHOOLS: EVOLUTION OF EDUCATIONAL TECHNOLOGY

Modern Classroom Technology

 Smart Boards and Tablets: Today, technology in schools includes interactive
whiteboards (smart boards) and tablets. Smart boards allow teachers to display
lessons and interact with content in real-time, making learning more engaging.
1.2 COMPUTERS IN SCHOOLS: EVOLUTION OF EDUCATIONAL TECHNOLOGY

Modern Classroom Technology

 Online Learning: With the rise of the internet, online learning platforms have
become popular. Websites like Khan Academy and educational apps offer lessons on a
wide range of subjects that students can access anytime.
1.3 EXPECTATIONS PAST AND PRESENT

Past Expectations
 Early Hopes for Computers: When computers were first introduced into schools,
people had high hopes. They expected computers to help students learn faster and
make schoolwork easier. There was excitement about using technology to teach basic
computer skills and typing.
 Limited Use: In the beginning, computers were mostly used for simple tasks like
typing and basic programming. People expected that students would mainly use them
to learn how to operate computers and understand basic software.
1.3 EXPECTATIONS PAST AND PRESENT

Present Expectations
 Interactive Learning: Today, the expectations for computers in education are much higher.
People expect computers to make learning more interactive and fun. Students use them to
watch educational videos, play learning games, and participate in virtual labs.
 Access to Information: Modern expectations include using computers to access a vast
amount of information quickly. Students are expected to use the internet for research, finding
information for their homework, and staying up-to-date with the latest news and scientific
discoveries.
 Collaboration and Communication: Computers are expected to help students work
together, even if they are in different places. Tools like video calls, shared documents, and online
discussion boards make it easier for students to collaborate on projects and communicate
with their teachers.
1.3 EXPECTATIONS PAST AND PRESENT

Present Expectations
 Personalized Learning: There's an expectation that computers can help tailor
education to each student’s needs. With the help of educational software, students can
learn at their own pace, focusing on areas where they need more practice.
 Preparation for the Future: Today’s expectations also include preparing students
for the future. By using computers, students can learn important digital skills that are
necessary for many jobs. Schools expect students to be proficient in using various
types of technology by the time they graduate.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering,A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report:Technology in Education. Retrieved from UNESCO GEM Report
 ID150US/TE150US/TEE60US
This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 2
ROLE OF TECHNOLOGY AND MEDIA IN EDUCATION OF EDUCATIONAL TECHNOLOGY
LEARNING OBJECTIVES

 Understand the role of educational media, technology, and ICT in enhancing classroom
instruction and management.
 Recognize and apply different learning styles, theories, and psychological perspectives
to improve teaching methods.
 Grasp the importance of 21st-century skills and how they affect both digital natives
and immigrants.
 Learn about copyright laws, fair use, and the importance of data integrity and safety in
educational settings.
 Emphasize the shift from traditional teaching to active learning environments and the
need for ongoing professional development.
2.1 INTRODUCTION TO EDUCATIONAL MEDIA AND TECHNOLOGY.

Introduction
 Educational media and technology refer to the tools and resources used to support
teaching and learning.
 These include anything from traditional tools like textbooks and chalkboards to
modern technologies like computers, tablets, and interactive software.
2.1 INTRODUCTION TO EDUCATIONAL MEDIA AND TECHNOLOGY.

Educational Media:
 This includes materials such as videos, presentations, images, and audio recordings that
help make learning more engaging and effective. These resources are used to explain
concepts, provide examples, and support students in understanding new information.
2.1 INTRODUCTION TO EDUCATIONAL MEDIA AND TECHNOLOGY.

Educational Technology:
 This refers to the use of digital tools like computers, the internet, educational apps,
and online learning platforms. These technologies help teachers to deliver lessons,
allow students to learn at their own pace, and make education more accessible and
interactive.
2.2 LEARNING STYLES, THEORIES OF LEARNING.

Learning Styles

Learning styles refer to the

different ways in which people
prefer to learn and absorb
information.
2.2 LEARNING STYLES, THEORIES OF LEARNING.

Theories of Learning:

 Theories of learning are ideas and principles that explain how people
learn.
2.2 LEARNING STYLES, THEORIES OF LEARNING.

Theories of Learning:
Behaviorism
 Explanation: Behaviorism says that people learn by repeating
actions and receiving rewards or punishments. If someone does
something correctly and is praised for it, they are more likely to do
it again.
 Example: A teacher gives students a star sticker every time they
answer a question correctly. Over time, students try harder to get
the correct answers because they want to earn more stars.
2.2 LEARNING STYLES, THEORIES OF LEARNING.

Theories of Learning:
Cognitivism
 Explanation: Cognitivism focuses on the mental processes that
happen when we learn, like thinking, remembering, and solving
problems. It looks at how the brain processes information.
 Example: A teacher uses a mind map to help students connect
new information with what they already know. This helps students
organize their thoughts and remember the material better.
2.2 LEARNING STYLES, THEORIES OF LEARNING.

Theories of Learning:
Constructivism
 Explanation: Constructivism believes that people learn best by
doing things and figuring out how they work through their own
experiences. It's about learning by exploring and discovering.
 Example: In a science class, students are given materials to build a
simple circuit. Instead of giving them step-by-step instructions, the
teacher lets them experiment and figure out how to make the light
bulb turn on. Through trial and error, students learn how circuits
work.
2.2 LEARNING STYLES, THEORIES OF LEARNING.

Theories of Learning:
Social Learning Theory
 Explanation: Social Learning Theory says that we learn by
watching others and imitating their actions. People observe
how others behave and then copy those behaviors.
 Example: A child watches their older sibling tie their shoes
and then tries to do it the same way. By observing and copying,
the child learns how to tie their shoes.
2.3 21ST CENTURY SKILLS AND ITS IMPACT ON THE DIGITAL NATIVES VS. IMMIGRANTS

21st Century Skills: These are the skills people need to succeed in
today’s world.
 Critical Thinking: Being able to think clearly and solve problems.
 Collaboration: Working well with others.
 Communication: Expressing ideas clearly, whether through
speaking or writing.
 Creativity: Coming up with new and original ideas.
 Digital Literacy: Knowing how to use technology and the
internet effectively.
2.3 21ST CENTURY SKILLS AND ITS IMPACT ON THE DIGITAL NATIVES VS. IMMIGRANTS

Digital Natives vs. Digital Immigrants:

 Digital Natives: These are people who were born into a
world where digital technology like computers, the internet,
and smartphones were already common. They are very
comfortable using technology because they’ve been around it
all their lives.
 Example: A teenager who can easily navigate social media,
create videos on TikTok, and use online tools for schoolwork
is a digital native.
2.3 21ST CENTURY SKILLS AND ITS IMPACT ON THE DIGITAL NATIVES VS. IMMIGRANTS

Digital Natives vs. Digital Immigrants:

 Digital Immigrants: These are people who were born
before digital technology became widespread. They had to
learn how to use new technologies as adults. They may not be
as comfortable with technology as digital natives.
 Example: An older adult who grew up without the internet
and had to learn how to use a smartphone and email later in
life is a digital immigrant.
2.3 21ST CENTURY SKILLS AND ITS IMPACT ON THE DIGITAL NATIVES VS. IMMIGRANTS

Digital Natives vs. Digital Immigrants Impact on Learning and Work:

 Digital Natives often find it easier to learn new technologies and

adapt to changes in the digital world. They can quickly pick up new tools
and use them in creative ways.
 Example: A young employee might easily learn how to use new
software at work because they’re used to figuring out new apps and
devices.
2.3 21ST CENTURY SKILLS AND ITS IMPACT ON THE DIGITAL NATIVES VS. IMMIGRANTS

Digital Natives vs. Digital Immigrants Impact on Learning and Work:

 Digital Immigrants might need more time to get used to new

technology and might prefer traditional methods of working or learning.
However, with practice, they can become proficient too.
 Example: A teacher who didn’t grow up with computers might take
longer to learn how to use an online learning platform, but with effort,
they can still become skilled at it.
2.4 PSYCHOLOGICAL PERSPECTIVES OF LEARNING AND THEIR IMPLICATIONS FOR
INSTRUCTION AND USE OF TECHNOLOGY IN THE CLASSROOM

Psychological Perspectives of Learning:

 Psychological Perspectives of Learning are different ideas about how

people learn.
 These ideas help teachers understand how to teach more effectively
and how to use technology in the classroom.
2.4 PSYCHOLOGICAL PERSPECTIVES OF LEARNING AND THEIR IMPLICATIONS FOR
INSTRUCTION AND USE OF TECHNOLOGY IN THE CLASSROOM

Psychological Perspectives of Learning:

Behaviorism
 What It Means: Behaviorism is the idea that people learn by doing
things repeatedly and getting rewards or punishments.
 Example: A teacher might give students points or badges for
completing tasks on an educational app. This encourages students to
keep trying because they want to earn rewards.
2.4 PSYCHOLOGICAL PERSPECTIVES OF LEARNING AND THEIR IMPLICATIONS FOR
INSTRUCTION AND USE OF TECHNOLOGY IN THE CLASSROOM

Psychological Perspectives of Learning:

Cognitivism
 What It Means: Cognitivism focuses on how our brains
work when we learn, like how we remember things and solve
problems.
 Example: Teachers can use technology like mind-mapping
tools or interactive quizzes to help students organize
information and remember it better.
2.4 PSYCHOLOGICAL PERSPECTIVES OF LEARNING AND THEIR IMPLICATIONS FOR
INSTRUCTION AND USE OF TECHNOLOGY IN THE CLASSROOM

Psychological Perspectives of Learning:

Constructivism
 What It Means: Constructivism is the idea that people learn
best by experiencing things and figuring them out for
themselves.
 Example: A science teacher uses a virtual lab where students
can experiment with mixing chemicals safely online, learning
through discovery.
2.4 PSYCHOLOGICAL PERSPECTIVES OF LEARNING AND THEIR IMPLICATIONS FOR
INSTRUCTION AND USE OF TECHNOLOGY IN THE CLASSROOM

Psychological Perspectives of Learning:

Social Learning Theory

 What It Means: Social Learning Theory suggests that people
learn by watching others and copying what they do.
 Example: A teacher shows a video of someone solving a
math problem, and then students try to solve similar problems
themselves.
2.4 PSYCHOLOGICAL PERSPECTIVES OF LEARNING AND THEIR IMPLICATIONS FOR
INSTRUCTION AND USE OF TECHNOLOGY IN THE CLASSROOM

Their Implications for Instruction and Use of Technology:

 Teachers can use technology to support different ways of
learning. For example, apps and games can make learning fun
and rewarding (Behaviorism), while tools like interactive
quizzes help with memory and understanding (Cognitivism).
 Technology also allows students to explore and learn on their
own, like in virtual labs (Constructivism), and to learn from
others through videos or online collaborations (Social Learning
Theory).
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

ICT Basics:
 ICT stands for Information and Communication
Technology. It's a term used to describe all the tools and
devices we use to share, store, and access information.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

ICT Tools Examples:

 Computers: We use them to type documents, browse the
internet, and play games.
 Internet: This connects us to websites, social media, and
emails.
 Smartphones: These are like mini-computers that we carry
in our pockets, used for texting, calling, and using apps.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Implications of ICT on Classroom Instruction:

 "Implications of ICT on Classroom Instruction" refers to
the effects or impacts that using ICT has on how teaching
and learning happen in the classroom.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Implications of ICT on Classroom Instruction:

 Better Access to Resources: Teachers can easily find and share
different learning materials, like videos, e-books, and online quizzes.
These resources make learning more fun and engaging for
students.
 Personalized Learning: With ICT, students can learn at their
own speed. For example, some educational software can adjust to
each student's level, giving them more difficult tasks when they are
ready.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Implications of ICT on Classroom Instruction:

 Interactive Learning: ICT tools like interactive whiteboards and
educational apps allow students to get hands-on experience. They
can directly interact with the material, making it easier to
understand difficult topics.
 Collaborative Learning: ICT makes it possible for students to
work together, even if they are in different places. For example,
they can work on a group project using online tools like Google
Docs.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Implications of ICT on Classroom Management:

 "Implications of ICT on Classroom Management" means
how using ICT affects the way teachers organize and run
their classroom.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Implications of ICT on Classroom Management:

 Technology helps teachers keep the classroom organized.
Example: A teacher uses a digital calendar to plan lessons and schedule
assignments.
 It makes it easier to track student attendance, grades, and
behavior.
Example: A teacher uses an online gradebook to record students'
grades and automatically calculate their averages.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Implications of ICT on Classroom Management:

 Teachers can quickly communicate with students and parents
using technology.
Example: A teacher sends a quick message to parents through a school app to
update them on their child’s progress.
 It helps keep classroom activities on track and running
smoothly.
Example: A teacher uses classroom management software to assign tasks and
monitor students’ work in real-time.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Issues in Media and Technology Management

 Internet Access Problems: Sometimes, schools have trouble
getting a strong or reliable internet connection. This makes it
hard for students and teachers to use online tools and
resources.
 High Costs: Setting up and using ICT in schools can be
expensive. Schools need to buy computers, software, and other
tech, which can be a big financial burden.
2.5 ICT BASICS AND THE IMPLICATIONS OF ICT ON CLASSROOM
INSTRUCTION AND MANAGEMENT ISSUES IN MEDIA AND TECHNOLOGY.

Issues in Media and Technology Management

 Protecting Information: When schools use ICT, it’s
important to keep student information safe. Schools need to
make sure that digital tools are secure and that student data is
protected from hackers or unauthorized access.
 Teacher Training: Teachers need proper training to use ICT
effectively in the classroom. Without training, they might not
know how to use the technology to its full potential or how to
help students with it.
2.6 COPYRIGHT LAW, FAIR USE, AND DATA INTEGRITY

Copyright Law:
 Copyright law protects the work that people create, like books,
music, and movies, so others can't use it without permission.
 For teachers, this means they need to be careful about using
someone else’s work, like copying a textbook or showing a
movie in class, without getting the okay from the creator.
2.6 COPYRIGHT LAW, FAIR USE, AND DATA INTEGRITY

Fair Use:
 Fair use is a special rule that lets people use small parts of
someone else’s work without permission, but only in certain
cases like education.
 For example, a teacher might use a short clip from a movie or a
few pages from a book in a lesson, as long as it’s for teaching and
not for making money.
2.6 COPYRIGHT LAW, FAIR USE, AND DATA INTEGRITY

Data Integrity:
 Data integrity means keeping information accurate and safe from
changes or mistakes.
 For educators, this is important when handling student records
or grades. They need to make sure the data is correct and
protected from being changed or lost.
2.7 HEALTH AND SAFETY ISSUES

Health and Safety Issues (Student and Teacher Related)

 Eye Strain: Looking at screens for too long can make your eyes
tired or sore. It’s important to take breaks and look away from
the screen every now and then.
 Posture Problems: Sitting for long periods while using a
computer can lead to bad posture and back pain. It’s important
to sit properly in a chair and take breaks to stretch and move
around.
2.7 HEALTH AND SAFETY ISSUES

Health and Safety Issues (Student and Teacher Related)

 Repetitive Strain Injuries (RSI): Typing or using a mouse too
much can cause pain in your hands and wrists.
 Safe Use of Equipment: It’s important to use electrical
equipment like computers and projectors safely. This means
making sure cords are not in the way where someone could trip
and ensuring that all devices are in good working condition.
2.7 HEALTH AND SAFETY ISSUES

Health and Safety Issues (Student and Teacher Related)

 Online Safety: Both students and teachers need to be careful
about what they share online. Personal information should be
kept private, and everyone should be aware of potential risks like
cyberbullying or inappropriate content.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

What is Professional Development

 Professional Development is when people,

especially teachers and other professionals,
continue to learn and improve their skills even
after they start their careers.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

Example of Professional Development

 A teacher might attend a workshop on how to

use new technology in the classroom. This
helps them learn new ways to teach their
students more effectively.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

Here are some free professional development courses and resources for
education students interested in incorporating IT into education:

1. Google for Education - Teacher Center:

 Google offers free training through their
Teacher Center, which includes courses on
using Google Classroom, Docs, Slides, and
other tools in education.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

Here are some free professional development courses and resources for
education students interested in incorporating IT into education:

2. Microsoft Learn Educator Center:

 Microsoft provides free online courses and
certifications for educators to learn how to
use Microsoft tools like Teams, OneNote, and
Office 365 in the classroom.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

Here are some free professional development courses and resources for
education students interested in incorporating IT into education:
3. FutureLearn - Digital Skills for Educators:
 FutureLearn offers free courses such as "Digital
Skills for Educators," which helps teachers learn
about using digital tools and online resources in
their teaching.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

What is Lifelong Learning

 Lifelong Learning is the idea that people keep
learning new things throughout their entire lives,
not just in school.
 It means always being curious and open to gaining
new skills, knowledge, or understanding, no matter
how old you are.
2.8 PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING

What is Lifelong Learning

Example:
 Someone might take a cooking class, learn a new
language, or read books about different subjects,
even after they've finished school. Lifelong learning
helps people stay informed, skilled, and engaged in
the world around them.
2.9 FROM TEACHING TO LEARNING – CREATING ACTIVE CLASSROOMS

Moving from Teaching to Learning:

 Traditionally, classrooms have been focused on
teaching, where the teacher talks, and students
listen. However, the focus is shifting towards
learning, where students are more actively involved
in the process.
2.9 FROM TEACHING TO LEARNING – CREATING ACTIVE CLASSROOMS

Creating Active Classrooms:

 An active classroom is a place where students
participate, ask questions, and engage with the
material, instead of just sitting and listening.
2.9 FROM TEACHING TO LEARNING – CREATING ACTIVE CLASSROOMS

Examples of Active Learning:

 Group Work: Students work together in groups to
solve problems or complete projects.
 Discussions: Instead of just listening, students talk
about what they’re learning, share ideas, and ask
questions.
2.9 FROM TEACHING TO LEARNING – CREATING ACTIVE CLASSROOMS

Examples of Active Learning:

 Hands-On Activities: Students get to try things out
for themselves, like experiments or building something
related to what they’re studying.
 Using Technology: Students use computers, tablets, or
other tools to interact with the material, such as
through educational games or online research.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report: Technology in Education. Retrieved from UNESCO GEM Report
 ID150US/TE150US/TEE60US
This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 3
LEARNING THEORIES RELATED TO EDUCATIONAL TECHNOLOGY
LEARNING OBJECTIVES

 Understand the reasons and benefits of using technology in classroom learning

 Explore research that supports the integration of technology in the classroom to
enhance student learning outcomes
 Analyze how cognitive theories relate to the use of technology for improving memory,
attention, and learning
 Apply relevant learning theories to specific content areas to enhance teaching
strategies with technology
 Develop a foundational understanding of computer concepts and systems
development to integrate technology effectively in teaching
3.1 WHY SHOULD WE USE TECHNOLOGY?

Why Should We Use Technology in Education?

 Enhances Learning: Technology makes learning more interactive
and engaging. For example, students can watch videos, play
educational games, or use apps that make learning fun and easier to
understand.
 Access to Information: With the internet, students and teachers
have access to a huge amount of information. They can research any
topic, find online tutorials, and even attend virtual classes, no matter
where they are.
3.1 WHY SHOULD WE USE TECHNOLOGY?

Why Should We Use Technology in Education?

 Personalized Learning: Technology allows students to learn at their
own pace. For instance, if a student finds a topic difficult, they can go over
it multiple times until they understand it, using online resources or
educational software.
 Develops Skills for the Future: Technology helps students develop
important skills like using computers, creating presentations, and solving
problems using software. These are skills that are very useful in almost any
job they might have in the future.
3.1 WHY SHOULD WE USE TECHNOLOGY?

Why Should We Use Technology in Education?

 Communication and Collaboration: Technology makes it
easier for students and teachers to communicate and work
together. They can share ideas, work on group projects online,
and even get feedback from their teachers through emails or
educational platforms.
3.2 RESEARCH SUPPORTING TECHNOLOGY IN THE CLASSROOM.
Research has shown that using technology in the classroom can have many positive effects on teaching
and learning. Here’s why:
 Improved Student Engagement: Studies have found that
students are more engaged when technology is integrated into their
lessons. Interactive tools like smartboards, tablets, and educational
apps can make learning more interesting and fun, which keeps
students focused and motivated. For example, a study by the U.S.
Department of Education found that students using technology for
interactive learning had improved engagement and retention of
information.
3.2 RESEARCH SUPPORTING TECHNOLOGY IN THE CLASSROOM.
Research has shown that using technology in the classroom can have many positive effects on teaching
and learning. Here’s why:

 Enhanced Learning Outcomes: Research shows that technology

can help improve students' understanding of complex subjects. For
instance, simulations and virtual labs allow students to experiment
and learn by doing, which deepens their understanding. According to
a study by the Bill & Melinda Gates Foundation, students who used
digital learning tools in science classes scored higher on tests
compared to those who used traditional methods.
3.2 RESEARCH SUPPORTING TECHNOLOGY IN THE CLASSROOM.
Research has shown that using technology in the classroom can have many positive effects on teaching
and learning. Here’s why:
 Support for Diverse Learning Styles: Technology caters to
different learning styles, whether students learn best through
visual aids, listening, or hands-on activities. Research by the
International Society for Technology in Education (ISTE)
highlights that technology provides multiple ways to access
content, making it easier for teachers to meet the needs of all
students.
3.2 RESEARCH SUPPORTING TECHNOLOGY IN THE CLASSROOM.
Research has shown that using technology in the classroom can have many positive effects on teaching
and learning. Here’s why:

 Increased Collaboration: Technology enables students to work

together more easily, even if they are not in the same physical space.
Collaborative tools like Google Docs, online discussion boards, and
video conferencing help students develop teamwork skills. A study
from the Journal of Educational Psychology found that students who
used technology to collaborate on projects were more successful
and developed better communication skills.
3.2 RESEARCH SUPPORTING TECHNOLOGY IN THE CLASSROOM.
Research has shown that using technology in the classroom can have many positive effects on teaching
and learning. Here’s why:

 Preparation for the Future: The use of technology in the

classroom helps students develop essential skills they will need
in the workforce. Research by the Pew Research Center
indicates that students who regularly use technology in their
studies are better prepared for jobs that require digital literacy.
3.3 COGNITIVE THEORIES AND TECHNOLOGY.

Overview of Cognitive Theories and Education

 Cognitive theories explain how people think and learn.
 Cognitive theories show that technology, like
computers and educational apps, can help students learn
better. Technology makes learning more interactive and
engaging, helping students understand and remember
lessons more easily.
3.3 COGNITIVE THEORIES AND TECHNOLOGY.

Overview of Key Cognitive Theories

Constructivism
 Constructivism says that people learn best by doing things
and figuring out how they work through their own
experiences.
 In the classroom, this means students should be involved in
hands-on activities and discussions, using technology like
simulations.
3.3 COGNITIVE THEORIES AND TECHNOLOGY.

Overview of Key Cognitive Theories

Information Processing Theory
 This theory compares the brain to a computer, explaining
how we take in, process, and remember information.
 Technology, like videos or multimedia presentations, can help
break down information into manageable chunks, making it
easier for students to understand and remember.
3.3 COGNITIVE THEORIES AND TECHNOLOGY.

Overview of Key Cognitive Theories

Behaviorism
 Behaviorism focuses on learning through rewards and
repetition.
 For example, using educational games or apps that
reward students for correct answers helps reinforce
learning.
3.4 APPLICATION OF THEORIES TO SPECIFIC CONTENT AREAS

Application of Theories to Specific Content Areas using Technology

 This section explains how learning theories can

be applied to different subjects when using
technology.
3.4 APPLICATION OF THEORIES TO SPECIFIC CONTENT AREAS

Application of Theories to Specific Content Areas using Technology

Behaviorism in Math (Using Technology):
❑Theory: Behaviorism focuses on repetition and
reinforcement.
❑Technology Use: Online platforms like Khan Academy or
math apps offer repetitive practice exercises and give
immediate feedback. This reinforces learning through rewards
like points or badges.
3.4 APPLICATION OF THEORIES TO SPECIFIC CONTENT AREAS

Application of Theories to Specific Content Areas using Technology

Constructivism in Science (Using Technology):
❑Theory: Constructivism is about students building their
own understanding through experience.
❑Technology Use: Simulations and virtual labs let students
explore science concepts, conduct experiments, and build
their own knowledge by manipulating variables and
observing results.
3.4 APPLICATION OF THEORIES TO SPECIFIC CONTENT AREAS

Application of Theories to Specific Content Areas using Technology

Cognitivism in Language Learning (Using Technology):
❑Theory: Cognitivism focuses on how learners process
information and solve problems.
❑Technology Use: Language learning apps like Duolingo use
interactive activities, such as puzzles and translation
exercises, to help students practice and memorize
vocabulary and grammar rules effectively.
3.5 PHILOSOPHY OF EDUCATIONAL TECHNOLOGY

 The philosophy of educational technology is about why and how

we use technology to help students learn.
 It believes that technology can make learning easier and more
fun, and it can be adjusted to meet each student’s needs.
 The main idea is that technology should support teachers and
make learning better, not take over teaching.
 The goal is to use technology in smart ways to help students
learn and do well in today’s digital world.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

1. Computer Concepts
 Hardware: These are the
physical parts of a computer
that you can touch and see.
Examples include the
keyboard, mouse, monitor, and
CPU (the central processing
unit, or the "brain" of the
computer).
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

1. Computer Concepts
 Software: These are the programs that run on the computer.
They are not physical but control the tasks that the hardware
performs. Examples of software include Microsoft Word, Google
Chrome, and games.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

1. Computer Concepts
 Software: These are the programs that run on the computer.
They are not physical but control the tasks that the hardware
performs. Examples of software include Microsoft Word, Google
Chrome, and games.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

b. Basic Components of a Computer

 CPU (Central Processing Unit): This is the brain of the
computer where most calculations take place.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

b. Basic Components of a Computer

 RAM (Random Access Memory): This is where the
computer stores information it is currently using, like open files
or programs. It's temporary storage.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

b. Basic Components of a Computer

 Hard Drive: This is the long-term storage of a computer, where
files and programs are saved.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

b. Basic Components of a Computer

 Input Devices: Devices like the keyboard and mouse that allow
the user to give commands to the computer.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

b. Basic Components of a Computer

 Output Devices: Devices like the monitor (for displaying
information) or printer (for printing documents).
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

c. Operating Systems
Operating System (OS) is the software that manages all the
hardware and other software on a computer. Popular examples
include:
❑Windows
❑macOS
❑Linux
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
a. What is Systems Development?
❑Systems development is the process of creating
new computer systems or applications.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
b. Development Stages
1. Planning: This is where developers think about what the
system is supposed to do. It involves defining the goals of
the project.
For example, if you're creating a quiz app, the goal is to create
a system where users can answer questions and get results.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
b. Development Stages
2. Analysis: This is about figuring out the
requirements. What features are needed? What kind
of questions should the quiz app have? What do
users need?
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
b. Development Stages
3. Design: Here, developers decide how the system
will look and function. It could involve drawing a
simple layout of the app or deciding how users will
interact with the system.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
b. Development Stages
4. Implementation: This is the actual building
phase. Developers write code and create the app or
system.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
b. Development Stages
5.Testing: After building the system, developers
need to check if it works properly. They fix any
errors or bugs that come up during testing.
3.6 COMPUTER CONCEPTS & SYSTEMS DEVELOPMENT.

2. Systems Development
b. Development Stages
6. Maintenance: Once the system is in use,
developers continue to update it and fix any issues
that arise over time.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering,A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report:Technology in Education. Retrieved from UNESCO GEM Report
 ID150US/TE150US/TEE60US
This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 4
PLANNING FOR MEDIA USAGE – THE ASSURE MODEL
LEARNING OBJECTIVES

 Understand the reasons and benefits of using technology in classroom learning

 Explore research that supports the integration of technology in the classroom to
enhance student learning outcomes
 Analyze how cognitive theories relate to the use of technology for improving memory,
attention, and learning
 Apply relevant learning theories to specific content areas to enhance teaching
strategies with technology
 Develop a foundational understanding of computer concepts and systems
development to integrate technology effectively in teaching
4. PLANNING FOR MEDIA USAGE – THE ASSURE MODEL

What is the ASSURE Model?

 The ASSURE model is a guide teachers can use
to plan lessons that include media and
technology. It helps ensure that lessons are
effective and meet students' needs.
4.1 ANALYZING THE LEARNER

Step 1: Analyzing the Learner

 What does “Analyzing the learner” means?:
Understanding who the students are, including their learning
styles, interests, and prior knowledge.
 Why It Matters: This step helps teachers choose the right
materials and methods that suit their students. Knowing how
students learn (visual, auditory, or hands-on) allows teachers
to engage them better.
4.2 STATING AND DEVELOPING OBJECTIVES

Step 2: Stating and Developing Objectives

 What It Is: Setting clear goals for what students should
learn by the end of the lesson.
 Why It Matters: Clear objectives guide the lesson and
help measure student success. They should be specific,
measurable, attainable, relevant, and time-bound
(SMART).
4.3 SELECTING RELATED METHODS, MEDIA, AND MATERIALS

Step 3: Selecting Related Methods, Media, and Materials

 What It Is: Choosing the best teaching methods, tools, and
resources that will help achieve the learning objectives.
 Why It Matters: The right methods and media make lessons
engaging and effective. For example, if the goal is to explain a
process, using videos or interactive simulations can enhance
understanding.
4.4 UTILISING RELATED MEDIA AND MATERIAL

Step 4: Utilizing related media and material.

 What It Is: Implementing the chosen media and
materials during the lesson.
 Why It Matters: Proper use of media helps to keep
students engaged and facilitates learning. For instance,
showing a video at the start of the lesson can capture
students' attention and introduce the topic.
4.5 REQUIRING LEARNER PARTICIPATION

Step 5: Requiring Learner Participation

 What It Is: Designing activities that encourage students
to actively engage with the lesson content.
 Why It Matters: Active participation leads to better
understanding and retention of information. This could
include discussions, group work, or interactive quizzes
where students contribute their ideas.
4.6 EVALUATION AND REVISION
Step 6: Evaluation and Revision
 What It Is: Assessing the effectiveness of the lesson and the
media used. Gathering feedback from students and analyzing
their performance.
 Why It Matters: Evaluation helps identify what worked well
and what didn’t, allowing teachers to make improvements for
future lessons. It ensures that the teaching methods
continuously evolve to meet student needs.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering,A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report:Technology in Education. Retrieved from UNESCO GEM Report
 ID150US/TE150US/TEE60US
This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 5
COMMUNICATION TECHNOLOGY IN EDUCATION
LEARNING OBJECTIVES

 Understand the reasons and benefits of using technology in classroom learning

 Explore research that supports the integration of technology in the classroom to
enhance student learning outcomes
 Analyze how cognitive theories relate to the use of technology for improving memory,
attention, and learning
 Apply relevant learning theories to specific content areas to enhance teaching
strategies with technology
 Develop a foundational understanding of computer concepts and systems
development to integrate technology effectively in teaching
5. COMMUNICATION TECHNOLOGY IN EDUCATION

Communication Technologies
 Communication technology plays a vital role in
education by helping students and teachers
connect and share information easily.
5.1 KNOWLEDGE AND USES OF BASIC COMMUNICATION TOOLS

Modem:
 A modem is a device that connects your
computer or network to the internet. It
converts digital data from your computer into
a format that can be sent over telephone lines
or cable.
5.1 KNOWLEDGE AND USES OF BASIC COMMUNICATION TOOLS

Voicemail:
 Voicemail is a system that records voice messages
when someone is unavailable to answer a phone
call.
 Teachers and students can use voicemail to
communicate important messages or reminders,
ensuring that no information is missed.
5.1 KNOWLEDGE AND USES OF BASIC COMMUNICATION TOOLS

Email:
 Email is a method of exchanging messages
electronically over the internet.
 Email is widely used for communication between
teachers and students. It allows for sharing
assignments, providing feedback, and sending
important announcements.
5.2 KNOWLEDGE AND FUNCTIONS OF CONCEPTS IN NETWORK COMMUNICATIONS

The Internet:
 The internet is a global network that connects
millions of computers and devices.
 It allows users to share information and
communicate with each other.
5.2 KNOWLEDGE AND FUNCTIONS OF CONCEPTS IN NETWORK COMMUNICATIONS

The World Wide Web (WWW):

 The World Wide Web is a system of

interconnected documents and resources
accessed via the internet using web browsers.
It includes websites, images, videos, and more.
5.3 USING WEB BROWSERS TO NAVIGATE, EXPLORE, AND ORGANIZE EDUCATIONAL
RESOURCES ON THE WEB

What is a Web Browser?

 A web browser is a tool that allows you to

access and explore the internet.
5.3 USING WEB BROWSERS TO NAVIGATE, EXPLORE, AND ORGANIZE EDUCATIONAL
RESOURCES ON THE WEB

How to Use Web Browsers in Education

 Navigate and Explore the Web: Navigating

and exploring the web involves moving from
one website to another to find useful
information, learning tools, or educational
resources.
5.4 INTERNET SEARCH TECHNIQUES AND RESOURCES

What Are Internet Search Techniques?

 Internet search techniques are strategies that

help you find information quickly and easily
when using search engines like Google or Bing.
 These techniques help you get the most
relevant results.
5.4 INTERNET SEARCH TECHNIQUES AND RESOURCES

Common Search Techniques:

 Use Specific Keywords: Instead of typing a
full sentence, use important words related to
what you're looking for.
Example: Instead of searching “What are the
causes of climate change?”, just type “causes of
climate change.”
5.4 INTERNET SEARCH TECHNIQUES AND RESOURCES

Common Search Techniques:

 Use Quotation Marks (" "):To search for an

exact phrase, put the words inside quotation
marks.
Example: Search “global warming effects” to
get results with that exact phrase.
5.4 INTERNET SEARCH TECHNIQUES AND RESOURCES

Common Search Techniques:

 Use Minus Sign (-): To exclude a word from

your search, use the minus sign.
Example: Search “Apple -fruit” if you’re looking
for information about the tech company and not
the fruit.
5.4 INTERNET SEARCH TECHNIQUES AND RESOURCES

Common Search Techniques:

 Use Specific Search Resources: Use

trusted educational resources like Google
Scholar for academic articles, Wikipedia for
general information, and YouTube for video
tutorials.
5.5 VALIDATING WEB-BASED INFORMATION

What Is Validating Information?

 Validating web-based information means

checking if the information you find online is
accurate, trustworthy, and reliable.
5.5 VALIDATING WEB-BASED INFORMATION

How to Validate Information:

 Check the Source: Make sure the information
comes from a trusted website, like universities
(.edu), government websites (.gov), or reputable
organizations.
Example: The World Health Organization (WHO)
is a reliable source for health-related information.
5.5 VALIDATING WEB-BASED INFORMATION

How to Validate Information:

 Look at the Author: Check if the author is

an expert on the topic.You can often find the
author's bio or credentials on the page.
5.5 VALIDATING WEB-BASED INFORMATION

How to Validate Information:

 Check the Date: Make sure the information

is up-to-date, especially if you're researching
topics that change quickly, like technology or
medicine.
5.5 VALIDATING WEB-BASED INFORMATION

How to Validate Information:

 Cross-Check with Other Sources:

Compare the information with other trusted
websites to see if they say the same thing. If
multiple reliable sources confirm it, the
information is more likely to be true.
5.6 HYPERLINKS AND BOOKMARKING

Hyperlinks:
 Hyperlinks are clickable links that take you to
another webpage or resource when you click on
them. They are usually highlighted in blue or
underlined text on a webpage.
Example: If you click on a link that says "Learn
more about Namibia," it will take you to a different
page with information about Namibia.
5.6 HYPERLINKS AND BOOKMARKING

Bookmarking:
 Bookmarking is a way to save a
webpage so you can easily return to
it later. When you find a useful
website, you can bookmark it in your
web browser, and it will be saved in
your bookmarks folder for future
use.
Example: If you find a good article for a school project, you can
bookmark the page so you can quickly find it later without searching again.
5.7 WORKING WITH ONLINE CONFERENCES AND DISCUSSION/E-GROUPS

Online Conferences:
 Online conferences are virtual meetings where people
connect through video calls, audio calls, or chats to
discuss a topic. These are often used for remote
learning, work meetings, or virtual events.
Example: Teachers can use tools like Zoom or
Microsoft Teams to hold virtual classes, where
students and teachers can interact in real-time from
different locations.
5.7 WORKING WITH ONLINE CONFERENCES AND DISCUSSION/E-GROUPS

Discussion/E-Groups:
 Discussion or e-groups are online platforms where
people with similar interests can join and discuss
various topics. These groups are often found on
forums, mailing lists, or social media platforms.
Example: Students can join an online study group on
platforms like Google Groups or Facebook to discuss
homework, projects, or class materials with other
students.
5.8 KNOWLEDGE AND USE OF SPECIAL SOFTWARE: LISTSERV, LISTPROC, MAJORDOMO

Listserv:
 Listserv is a software program that helps manage email
lists. It allows people to send one email to a large
group of people at once. It's commonly used for
newsletters, announcements, or group discussions.
Example: A teacher can use Listserv to send class
updates or homework assignments to all students
through one email.
5.8 KNOWLEDGE AND USE OF SPECIAL SOFTWARE: LISTSERV, LISTPROC, MAJORDOMO

Listproc and Majordomo:

 These are similar to Listserv. They are also used to manage
email lists and allow users to send emails to multiple people
in a group. They help organize group communications and
make it easy for people to stay updated.
Example: An organization may use Majordomo to keep all its
members informed by sending out meeting schedules or event
details in one email to the entire group.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering,A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report:Technology in Education. Retrieved from UNESCO GEM Report
 ID150US/TE150US/TEE60US
This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 6
EXPLORING WAYS TO USE TECHNOLOGY EFFECTIVELY IN THE CLASSROOM
LEARNING OBJECTIVES

 Identify and explain different types of classroom software and how they enhance
learning.
 Describe key classroom hardware and how it supports teaching.
 Explain the benefits of wireless classrooms and how to use online resources during
lessons.
 Discuss strategies for using one computer to engage the whole class.
 Identify assistive technologies and explain how they support students with special
needs.
 Analyze current trends in educational technology and assess their benefits and
challenges.
6.1 SOFTWARE POSSIBILITIES

What is a software?
 Software is the programs and apps that can be
used on computers, tablets, or phones to help
with learning and teaching in the classroom.
6.1 SOFTWARE POSSIBILITIES

Examples of Software You Can Use in the Classroom:

 Learning Platforms (LMS): Programs like
Google Classroom, Moodle, and Microsoft
Teams let teachers share lessons, give
assignments, and track student progress. Students
can use these platforms to see their work, turn in
assignments, and get feedback.
6.1 SOFTWARE POSSIBILITIES

Examples of Software You Can Use in the Classroom:

 Educational Apps: Apps like Khan
Academy help students learn subjects like
math and science, while Duolingo is great for
learning new languages.
6.1 SOFTWARE POSSIBILITIES

Examples of Software You Can Use in the Classroom:

 Basic Tools for Writing and Projects:
Programs like Microsoft Word, PowerPoint, or
Google Docs help students write papers, make
presentations, or create charts and tables. These
tools are useful for school projects, essays, and
presentations.
6.1 SOFTWARE POSSIBILITIES

Examples of Software You Can Use in the Classroom:

 Collaboration Tools: Apps like Padlet or
Google Docs allow students to work together
on group projects. They can share ideas, edit each
other’s work, and communicate, even if they are
not in the same room.
6.1 SOFTWARE POSSIBILITIES

Examples of Software You Can Use in the Classroom:

 Quiz and Assessment Tools: Fun quiz apps
like Kahoot! and Quizlet let teachers create
quizzes, and students can play along. These
tools give instant feedback, helping students
learn as they go.
6.1 SOFTWARE POSSIBILITIES

Benefits of Using Software in the Classroom:

 Learning at Your Own Pace: Educational software can be
set up so that each student learns at their speed, getting
extra help where they need it.
 More Fun: Games and interactive apps make learning more
engaging and fun.
 Saves Time: Teachers can save time by using software to
give quizzes, check homework, and manage lessons all in one
place.
6.2 HARDWARE POSSIBILITIES

What is a Hardware
 Hardware refers to the physical tools and
devices we use in the classroom.
 These are things we can touch, like computers,
tablets, and other equipment that help students
and teachers with learning.
6.2 HARDWARE POSSIBILITIES

Examples of Hardware in the Classroom:

 Computers and Laptops: Teachers and
students use these to access the internet, do
research, type assignments, and run educational
programs.
6.2 HARDWARE POSSIBILITIES

Examples of Hardware in the Classroom:

 Tablets: Tablets like iPads are easy to use and
great for interactive learning. Students can
watch videos, use learning apps, or take notes
on them.
6.3 WIRELESS CLASSROOMS

What is a wireless classroom?

 A wireless classroom is one where the
internet is available without cables or wires.
This means students and teachers can connect
their devices, like laptops and tablets, to the
internet from anywhere in the room.
6.3 WIRELESS CLASSROOMS

Benefits of a Wireless Classroom:

 Easy Access to the Internet: Students can
quickly search for information, watch
educational videos, or use online tools during
lessons without needing to plug into the
internet.
6.3 WIRELESS CLASSROOMS

Benefits of a Wireless Classroom:

 More Flexibility: Teachers and students can
move around the classroom with their devices.
For example, students can work in groups in
different areas of the room and still stay
connected to the internet.
6.4 THE ONE COMPUTER CLASSROOM

What is a one computer classroom?

 In a one computer classroom, there is only one
computer available for the teacher and
students to use. Even though there’s just one
computer, it can still be used in creative ways
to support learning.
6.4 THE ONE COMPUTER CLASSROOM

How to Use One Computer in the Classroom:

 Teacher-Led Lessons: The teacher can use
the computer to show videos, presentations,
or educational websites to the whole class
using a projector or smartboard. This way, all
students can see the lesson content.
6.4 THE ONE COMPUTER CLASSROOM

How to Use One Computer in the Classroom:

 Group Work: Students can take turns using
the computer for group activities. For example,
one group might research a topic online or use
an educational game, while others do a
different task.
6.4 THE ONE COMPUTER CLASSROOM

How to Use One Computer in the Classroom:

 Class Projects: The teacher can use the
computer to guide the class through a project,
like creating a class presentation or writing a
group story. Students can contribute ideas, and
the teacher can type or manage the project.
6.5 STUDENTS WITH DISABILITIES OR SPECIAL NEEDS

Students with Disabilities or Special Needs

 Technology can be a great help for students
with disabilities or special needs, allowing them
to learn in ways that suit their abilities and
needs.
6.5 STUDENTS WITH DISABILITIES OR SPECIAL NEEDS

How Technology Helps Students with Special Needs:

 Assistive Software: Software like text-to-
speech programs can read text out loud for
students who have trouble reading. Speech
recognition software lets students speak into a
microphone, and the computer types their
words for them.
6.5 STUDENTS WITH DISABILITIES OR SPECIAL NEEDS

How Technology Helps Students with Special Needs:

 Adaptive Devices: Special keyboards or
touchscreens can help students who have
difficulty using regular computers.
6.5 STUDENTS WITH DISABILITIES OR SPECIAL NEEDS

How Technology Helps Students with Special Needs:

 Visual and Hearing Support:
For students who are visually
impaired, screen readers or larger
text displays can make it easier to
read. For hearing-impaired
students, captions on videos help
them follow along with lessons.
6.6 ISSUES AND TRENDS IN EDUCATIONAL TECHNOLOGY

Issues and Trends in Educational Technology

 Educational technology is always changing,
and there are new trends and challenges that
schools face when using technology for
teaching and learning.
6.6 ISSUES AND TRENDS IN EDUCATIONAL TECHNOLOGY

Issues and Trends in Educational Technology

Online Learning:
 Trend: More schools and universities are offering online
classes where students can learn from home. This became
even more common during the COVID-19 pandemic.
 Issue: Not all students have access to the internet or
devices like laptops at home. This is called the "digital
divide," and it makes learning harder for some students.
6.6 ISSUES AND TRENDS IN EDUCATIONAL TECHNOLOGY

Issues and Trends in Educational Technology

Personalized Learning:
 Trend: Technology is being used to create personalized
lessons for students. Apps and programs can adapt to each
student’s learning speed and needs, making learning more
customized.
 Issue: It can be difficult for teachers to manage different
learning programs for every student, and not all schools
have the tools to support personalized learning.
6.6 ISSUES AND TRENDS IN EDUCATIONAL TECHNOLOGY

Issues and Trends in Educational Technology

Artificial Intelligence (AI) in Education:
❑Trend: AI tools are starting to be used in schools to help
with grading, tutoring, and giving students feedback. AI can
help teachers by saving time and helping students learn
faster.
❑Issue: Some people are worried that AI might replace
human teachers or that it won’t understand students'
needs as well as a real teacher.
6.6 ISSUES AND TRENDS IN EDUCATIONAL TECHNOLOGY

Issues and Trends in Educational Technology

Use of Mobile Devices:
 Trend: Many schools allow students to use mobile
devices like smartphones or tablets for learning. These
devices make it easy to access learning apps and
educational content.
 Issue: Some students may get distracted by social media
or games on their devices, which can take away from
learning time.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering,A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report:Technology in Education. Retrieved from UNESCO GEM Report
 ID150US/TE150US/TEE60US
This course is designed to introduce the basic learning theories and principles as bases
for the design, development, implementation and evaluation of instruction using education
technology. Students are expected to acquire skills in integrating technology in various
content areas. Course activities are focused on the design and development of ICT-based
instructional plans.
Attendance : Students expected to attend 80% of the lectures.
Assessment activities: 3x per semester (Assignment/Test)
Examination: To Qualify For Exam You Need Average CA Of 50%
Module materials will be shared with the class representative
DISCUSSION WILL BE AN EXPECTED NORMAL IN THIS CLASS
 UNIT 8
EVALUATION OF EDUCATIONAL TECHNOLOGY AND ITS APPLICATION
LEARNING OBJECTIVES

 Understand the reasons and benefits of using technology in classroom learning

 Explore research that supports the integration of technology in the classroom to
enhance student learning outcomes
 Analyze how cognitive theories relate to the use of technology for improving memory,
attention, and learning
 Apply relevant learning theories to specific content areas to enhance teaching
strategies with technology
 Develop a foundational understanding of computer concepts and systems
development to integrate technology effectively in teaching
8. EVALUATION OF EDUCATIONAL TECHNOLOGY AND ITS APPLICATION

Evolution of Educational Technology:

 Over time, educational technology has evolved
from basic tools like overhead projectors to
advanced systems like online learning platforms
and management systems. In the past, teachers
used blackboards and printed textbooks.
 Now, students and teachers use computers,
tablets, and digital resources to learn and teach.
8.1 STUDENT MANAGEMENT SYSTEMS (SMS)

What is a Student Management System (SMS)?

 A Student Management System is software
used to organize and track student information
like attendance, grades, and personal details.
8.1 STUDENT MANAGEMENT SYSTEMS (SMS)

How Has SMS Evolved?

 Past: Schools used paper records and files to
track student information.
 Now: SMS systems like PowerSchool and
Infinite Campus store all student information
digitally, allowing teachers and schools to manage
large amounts of data efficiently.
8.1 STUDENT MANAGEMENT SYSTEMS (SMS)

Benefits of SMS:
 Easy Access to Information: Teachers and administrators
can quickly find student details, such as grades and
attendance records.
 Improved Communication: SMS often includes
communication tools that allow teachers to send messages
to students and parents about grades or school events.
 Better Organization: All student information is stored in
one place, making it easier to manage and access.
8.2 LEARNING MANAGEMENT SYSTEMS (LMS)

What is a Learning Management System (LMS)?

 A Learning Management System is software used
to deliver and manage educational courses online.
 Teachers use LMS platforms to share lesson
materials, assignments, and quizzes, while students
use them to submit work and check their
progress.
8.2 LEARNING MANAGEMENT SYSTEMS (LMS)

How Has LMS Evolved?

 Past: Learning was mostly done in physical
classrooms with paper-based homework and
textbooks.
 Now: LMS platforms like Moodle, Google
Classroom, and Blackboard allow students to
access lessons, submit assignments, and take
quizzes online, even from home.
8.2 LEARNING MANAGEMENT SYSTEMS (LMS)

Benefits of LMS:
 Access Anytime, Anywhere: Students can access lessons
and assignments from anywhere with an internet connection,
making learning more flexible.
 Self-Paced Learning: LMS systems allow students to learn
at their own pace, review lessons, and track their progress.
 Interactive Learning: Teachers can add videos, quizzes,
and interactive activities to make learning more engaging.
8.3 ONLINE LEARNING

What is Online Learning?

 Online learning is education that takes place over
the internet. Instead of attending physical classes,
students use computers, tablets, or smartphones to
access lessons, videos, and assignments.
8.3 ONLINE LEARNING

How Has Online Learning Evolved?

 Past: Education was mostly in-person, with limited use
of the internet.
 Now: Online learning platforms like Coursera, Khan
Academy, and Udemy allow students to take courses
from anywhere in the world. Schools also use platforms
like Google Classroom and Zoom for virtual lessons.
8.3 ONLINE LEARNING

Benefits of Online Learning:

 Flexibility: Students can learn at their own pace and
choose when to study.
 Access to Global Resources: Students can access
courses and teachers from around the world.
 Convenience: No need to travel to a school; students
can learn from home or any location with an internet
connection.
8.4 MOBILE APPLICATIONS IN EDUCATION

What are Mobile Applications in Education?

 Mobile applications (or apps) are software
programs designed for smartphones and tablets.
Educational apps help students learn through games,
quizzes, and interactive lessons.
8.4 MOBILE APPLICATIONS IN EDUCATION

How Have Mobile Applications in Education Evolved?

 Past: Education was mainly delivered through
books and in-person classes.
 Now: Students use apps like Duolingo to learn
languages, Quizlet to study flashcards, and Kahoot!
for interactive quizzes.
 8.4 MOBILE APPLICATIONS IN EDUCATION

Benefits of Mobile Applications:

 Learning on the Go: Students can learn anytime,
anywhere, using their phones or tablets.
 Interactive and Fun: Educational apps often use games,
videos, and quizzes, making learning more enjoyable.
 Personalized Learning: Many apps adjust the lessons
based on the student's progress, helping them learn at their
own level and speed.
8.5 TECHNOLOGY AND STUDENT ASSESSMENT

What is Technology in Student Assessment?

 Technology in student assessment involves using
digital tools to evaluate student progress and
performance. This includes online quizzes, tests, and
other assessments that can be automatically graded.
8.5 TECHNOLOGY AND STUDENT ASSESSMENT

How Has Technology in Student Assessment Evolved?

 Past: Assessments were done on paper, with
teachers manually grading exams.
 Now: Online platforms like Google Forms,
Socrative, and Edmodo allow teachers to create
digital quizzes and tests that are graded instantly.
8.5 TECHNOLOGY AND STUDENT ASSESSMENT

Benefits of Technology in Assessment:

 Instant Feedback: Students get their results immediately,
helping them learn from mistakes quickly.
 Efficiency: Teachers save time by having assessments graded
automatically, allowing them to focus more on teaching.
 Data Tracking: Technology can track student progress over
time, giving teachers valuable insights into areas where
students need more help.
 REFERENCES
 Kizza, J.M. (2023). History of Computing. In: Ethical and Social Issues in the Information Age. Springer, Cham. Retrieved from
SpringerLink
 Roblyer, M. D., & Doering,A. H. (2014). Integrating educational technology into teaching (6. ed). Pearson.
 UNESCO. (2023). Global Education Monitoring Report:Technology in Education. Retrieved from UNESCO GEM Report