INTRODUCTION TO EDUCATIONAL TECHNOLOGY 101

Educational Technology

1. EDTC 21 – EDUCATIONAL TECHNOLOGY Innovating Knowledge. Improving Lives. Globalizing Impact Course Facilitator: Shanna Ky Opina AY 2024-2025

2. OPENING PRAYER

3. EDTC 21 – EDUCATIONAL TECHNOLOGY Innovating Knowledge. Improving Lives. Globalizing Impact Course Facilitator: Shanna Ky Opina AY 2024-2025

4. CHECKING OF THE ATTENDANCE

5. REMINDERS 1. Read and study the syllabus to prepare for active participation and engagement in sessions. 2. Messenger GC – help & support, respond to questions, collaborate by sharing relevant information, website, apps. 3. Submit all output ON TIME .

6. COURSE DESCRIPTION This course will help you will reflect on the role various forms of electronic and digital technology can play in the teaching/learning process and how you can engage these processes in your classroom. In addition, you will be exposed to basic theories of communication, selection, evaluation and research.

7. SYLLABUS

8. GRADING SYSTEM Major Examinations - 40% Quizzes/Writing Output - 20% Performance Tasks / Final Output - 30% Oral Participations/Behavior/ Attendance: - 10% ------------------- 100%

9. THE STORY BEHIND THE OBJECT S tudents will bring in an object that tells a story about them. It could be something from their home, a souvenir, a book, or anything that has personal significance. They introduce themselves by sharing the story behind the object.

10. OTHER REMINDERS • Always speak, write, act, and present yourself as professional educators. • Treat each person with respect and unconditional positive regard. • You are the protagonist of your own learning. Be responsible.

11. WAIT THERE’S MORE… IN CASE YOU NEED HELP FROM ME AS YOUR INSTRUCTOR... Chat or E-mail 8:00 am – 5:00 pm, Monday – Saturday Email: [email protected] Messenger Account: Shan Opina

12. Lesson 1: Introduction to Educational Technology Innovating Knowledge. Improving Lives. Globalizing Impact Course Facilitator: Shanna Ky Opina AY 2024-2025

13. UNDERSTANDING BASIC CONCEPTS Technology refers to methods, processes, and devices used for practical purposes.

14. UNDERSTANDING BASIC CONCEPTS Information and Communication Technology and Literacy or ICT Literacy - Access - Evaluate - Manage - Create -Integrate - communicate information

15. UNDERSTANDING BASIC CONCEPTS Educational Technology refers to the utilization of technology in teaching and learning, which includes both the non-digital and digital.

16. UNDERSTANDING BASIC CONCEPTS Digital Literacy refers to the ability to discover, assess, utilize, share, and generate content with the use of information technologies and the internet

17. UNDERSTANDING BASIC CONCEPTS Digital Learning is an instructional practice that utilizes technology to reinforce students’ learning experience.

18. UNDERSTANDING BASIC CONCEPTS Productivity Tools refers to any type of software associated with computers and related technologies that can be used as tools for personal, professional, or classroom productivity

19. UNDERSTANDING BASIC CONCEPTS Flipped classroom utilizes a reverse instructional delivery.

20. UNDERSTANDING BASIC CONCEPTS Technological competence refers to the ability to use with ease and confidence the equipment, tools and gadgets mentioned.

21. Roles of Technology for Teaching

22. ROLES OF TECHNOLOGY According to Stosic (2015), educational technology has three domains: 1. Technology as a tutor. 2. Technology as a teaching tool. 3. Technology as a learning tool.

23. ROLES OF TECHNOLOGY For Teachers and Teaching 1. Provides essential support to teachers. 2. Modernizes the teaching-learning environment. 3. Enhances teaching-learning methods and strategies in teaching.

24. ROLES OF TECHNOLOGY 4. Opens opportunities for educational research. 5. Improves the capability of teachers and inculcates scientific attitude. 6. Serves as an avenue for teacher professional development. 7. Encourages scientific attitude.

25. ROLES OF TECHNOLOGY For Learners and Learning 1. Supports learners on learning how to learn on their own. 2. Develops the communication skills of learners through social interactions. 3. Augments learners’ higher-order-thinking skills: critical thinking, problem solving and creativity.

26. FIVE DOMAINS OF EDUCATIONAL TECHNOLOGY

27. DOMAIN 1: DESIGN Establishing a framework to guide in planning the educational technology. The purpose of design is to create strategies and products at the macro level, and at the micro level.

28. DOMAIN 1: DESIGN Sub Categories: INSTRUCTIONAL SYSTEM DESIGN Analyzing Developing Implementing Evaluating

29. DOMAIN 1: DESIGN Sub Categories: INSTRUCTIONAL SYSTEM DESIGN Analyzing Developing Implementing Evaluating

30. DOMAIN 1: DESIGN Sub Categories: INSTRUCTIONAL SYSTEM DESIGN Analyzing Developing Implementing Evaluating

31. DOMAIN 1: DESIGN Sub Categories: INSTRUCTIONAL SYSTEM DESIGN Analyzing Developing Implementing Evaluating

32. DOMAIN 1: DESIGN Sub Categories: INSTRUCTIONAL SYSTEM DESIGN Analyzing Developing Implementing Evaluating

33. DOMAIN 1: DESIGN Sub Categories: INSTRUCTIONAL STRATEGIES S pecifications for selecting and sequencing events and activities within a lesson. T he focus is on the choice and planning of a strategy to fit the situation.

34. DOMAIN 1: DESIGN Sub Categories: LEARNER’S CHARACTERISTICS A designer uses theory and research about learner characteristics to plan for modifications in instruction to support increased effectiveness for that learner or one like him/her.

35. DOMAIN 2: DEVELOPMENT Development is the process of translating the design specifications into physical form. The sub-categories of the development domain reflect chronological changes in technology, with new overlapping but not replacing old.

36. DOMAIN 2: DEVELOPMENT Development is the process of translating the design specifications into physical form. The sub-categories of the development domain reflect chronological changes in technology, with new overlapping but not replacing old.

37. DOMAIN 2: DEVELOPMENT Sub Categories: ✓ Print Technologies ✓ Audio-visual Technologies ✓ Audio Technologies ✓ Electronic Technologies ✓ Still Visuals ✓ ICTs

38. DOMAIN 2: DEVELOPMENT Sub Categories: PRINT TECHNOLOGIES Focuses on the sense of sight and reading skills Print and visual materials, including books, photographs and graphics involve the most basic ways of producing and delivering instructional materials. They also provide the foundation for both the development and utilization of other instructional technologies.

39. DOMAIN 2: DEVELOPMENT Sub Categories: AUDIO TECHNOLOGIES Provided to accompany presentations that caters to the sense of hearing.

40. DOMAIN 2: DEVELOPMENT Sub Categories: STILL VISUALS Still image/ static photograph, drawing, painting/ illustration.

41. DOMAIN 2: DEVELOPMENT Sub Categories: AUDIO VISUAL TECHNOLOGIES characterized by the use of hardware in the teaching process, that is, using mechanical or electronic machines to present auditory and visual messages.

42. DOMAIN 2: DEVELOPMENT Sub Categories: ICTs Computer-based technologies use screen displays to present information to students. Information is stored electronically in the form of digital data rather than as print or visuals.

43. DOMAIN 2: DEVELOPMENT Sub Categories: ELECTRONIC TECHNOLOGIES Computer hardware and software, operating systems, web-based information and applications, telephones, and other telecommunication products, video equipment and multimedia products, information kiosk and office products such as photocopiers and fax machines

44. DOMAIN 3: UTILIZATION Utilization is the act of using processes and resources for learning. Bringing about change, through instructional innovation is incorporated within this domain.

45. DOMAIN 3: UTILIZATION Sub Categories: MEDIA UTILIZATION A decision-making process based on instructional design specifications. Those engaged in media utilization are taking what was planned by the instructional design process and carrying it out with learners in the classroom.

46. DOMAIN 3: UTILIZATION Sub Categories: Implementation and Institutionalization Both processes depend on changes in individuals and changes in the organization. Implementation does, however, concentrate on the proper use of the innovation by individuals. Institutionalization serves to integrate the innovation in the structure and life of the organization.

47. DOMAIN 3: UTILIZATION Sub Categories: Policies and Regulations Instructional technology has been involved in policy generation related to instructional television, copyright law, and standards for equipment and programs.

48. DOMAIN 4: MANAGEMENT Starts when the materials are designed. It is undertaken during the material development, and utilization up to monitoring and evaluation of the usefulness and worth of the materials. It ensures management of resources and delivery systems.

49. DOMAIN 4: MANAGEMENT Sub Categories: Project Management Project managers plan, monitor and control instructional design and development projects. Their jobs are limited to ensuring the success of a particular project, but they are generally responsible for managing all aspects of the project.

50. DOMAIN 4: MANAGEMENT Sub Categories: Resources Management Resources can include personnel, budget, supplies, time, facilities, and instructional resources.

51. DOMAIN 4: MANAGEMENT Sub Categories: Management of Delivery System Delivery system management focuses on product issues, such as hardware/software requirements and technical support to users and operators, and process issues, such as guidelines for designers and instructors.

52. DOMAIN 4: MANAGEMENT Sub Categories: Diffusion of Innovation The goal in this area of utilization is to bring about change. The first stage of the change process is to create awareness through dissemination of information. From this awareness comes interest, trial and adoption. Information must be accessible to users when, where and in whatever format best serves their needs.

53. DOMAIN 5: EVALUATION This phase shows the different processes involved in judging the worth of the materials produced. The teacher and the students use a variety of evaluation instruments depending on the skill or knowledge being evaluated like paper-and-pencil test for knowledge, an attitude scale for attitudes and feelings, and performance test for skills.

54. DOMAIN 5: EVALUATION Sub Categories: Problem Analysis The first step in evaluation is problem analysis. This process includes identifying needs, determining to what extent the problem can be classified as instructional in nature, identifying constraints, resources and learner characteristics, and determining goals and priorities.

55. DOMAIN 5: EVALUATION Sub Categories: Measurement The criterion for determining adequacy is the extent to which a learner (or a program, project or product) has met the objective.

56. DOMAIN 5: EVALUATION Sub Categories: Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about implementation or institutionalization.