GUIDING PRINCIPLES FOR THE USE OF TECHNOLOGY IN LEARNING.pptx

The integration of technology into education has revolutionized the way teaching and learning occur, offering unparalleled opportunities for innovation, accessibility, and engagement. From digital classrooms and online learning platforms to artificial intelligence-driven tools and interactive media, technology has become a cornerstone of modern education. However, the effective and ethical use of technology in learning requires a thoughtful, student-centered approach guided by clear principles.

1. NACUBUAN, BERNARDO JR. O. MTE 1B GUIDING PRINCIPLES FOR THE USE OF TECHNOLOGY IN LEARNING

2. Introduction: Technology, as a term, had never been given a standard definition due to the varying meanings people attached to it. An ethological perspective of its definition connotes that it is something that inherently serves specific functions to people. It must be functional to receive appropriate appreciation from its users. -Nueva 2019

3. GUIDING PRINCIPLE #7

4. CHOICE Technology in learning, while is hardly a new phenomenon, is still in need of exploration and examination. We have tentative assumptions that can be best safeguarded by encouraging choice, by enabling learners and educators to make local decisions as much as this is possible.

5. GUIDELINES IN CHOOSING TECHNOLOGY a. Individual differences amongst learners, instructors, and institutions, and within society and the workplace, should be respected. Choices of technologies, for both tools and processes, can support and promote differences.

6. GUIDELINES IN CHOOSING TECHNOLOGY b. The responsibilities that are inherent with choice should be made clear.

7. GUIDELINES IN CHOOSING TECHNOLOGY c. Diversity should be valued, though balanced with principles of efficiency.

8. GUIDELINES IN CHOOSING TECHNOLOGY d. Polarization (e.g., face-to-face vs. online; public vs. private; direct instruction vs. constructivism, etc.) should be discouraged and the benefits of differences enjoyed.

9. GUIDING PRINCIPLE #8

10. CONTINUOUS, LIFELONG LEARNING The principle of lifelong learning makes inherent sense to most, yet its practice is challenging. There is a tension between learning and maintaining what exists, be it for personal behaviors and attitudes, or relationships within society, the workplace, or social groupings. Learning is a state of change, which requires overcoming inertia or the status quo. Lifelong learning implies constant change, a principle not valued by all.

11. CONTINUOUS, LIFELONG LEARNING If technology is defined as the way we do things, we should acknowledge a need to constantly examine what we are doing, and to make changes where appropriate, required, or desired. There is a requirement or expectation that learning be ongoing. The challenge is to encourage the adoption of this perspective.

12. GUIDELINES IN CONTINUOUS, LIFELONG LEARNING a. The paradigm for learning as a lifelong endeavor should be built into the structure of learning institutions and the workplace. Learning and changing must be more highly valued in all that we do.

13. GUIDELINES IN CONTINUOUS, LIFELONG LEARNING b. Learning should be seen as personal and continuous, not lockstep, institutionalized, and always formalized.

14. GUIDELINES IN CONTINUOUS, LIFELONG LEARNING c. We treat change as events, scheduling major overhauls of business processes, government policies, and educational reforms. For learning to be continuous, we need to shift our thinking and practices on both a personal level and an institutional level, so that change is a process, a technology of continuous learning.

15. GUIDING PRINCIPLE #9

16. CUSTOMIZATION One of the advantages that computer technologies bring to learning is the ease with which we can customize courses, programs, and services to individual learners. The world of business is learning of the benefits (and costs) of customized service for customers, be it for matching customer wants with specific products, tailoring products to fit the specifications of customers, or personalizing the service itself. Such customization can be beneficial in the context of education and learning as well.

17. CUSTOMIZATION Learners are diverse, with individual needs in terms of their goals, the pace at which they learn, the modes of communication they prefer, their motivations for learning, the stimulations they respond to, the prior learning aptitudes they bring, physical and sensory differences (e.g., sight, hearing) and the way they can demonstrate what they know and can do. Our learning delivery technologies and our course designs can be tailored to meet the needs of individual learners.

18. GUIDELINE IN CUSTOMIZATION a. The needs of individual learners, as well as the diverse needs of individual professions, businesses, industries, cultures, and society at large, should be accommodated, as appropriate. There are limits we suspect, in terms of economies, but there is so much more that can be done with the aid of tools and process technologies to improve the quality of education for each learner.

19. Conclusion: Investing in technology in learning can either be a Pandora’s Box or a thoughtful, rational and tremendously valuable process. The essence of technology should be that it adds value. This fundamental belief rests in each of our principles.

20. END OF SLIDE Thank you for viewing.