Technology and Teaching Learning Part One

Technology and Teaching Learning Part 1

1. TechnologyinAlternative
DeliverySystems
Lesson1

2. (BASICINTERNET-RELATED
TERMS)

3. ISP-InternetService
Provider
URL-UniformResource
Locator

4. HTML-HyperTextMark-up
Locator
PDF-PortableDocument
Format
HTTP-HyperTextTransfer
Protocol

5. Hasbeen avery
spontaneous,fluid,and
forcibletoolsthatinfluences
learning, changes
perspectives,andalters
someone’swayofliving.

6. Internet

7. Isasystemofinternetserversthat
supportspeciallyformatted
documentsinamark-uplanguage
calledHTML(HyperTextMark-up
Language)thatsupportslinksto
otherdocumentsandotherfiles
likeaudioandvideofiles.

8. TheWeb

9. TheInternetwasborn
andamessagewas
sentfromtwo
computersat
differentlocations.

10. 1969

11. Thefirstemailwas
sentandMosaic
becomethefirstweb
browser.

12. 1971

13. TheWorldWideWeb
wasinventedbyTim
Berners-Lee.

14. 1989

15. TheFirstInternet
MessageWasSentOn

16. 29October1969

17. Thefirstemailsent
fromonecomputerto
otherwassentby

18. RayTomlinson

19. Tomlinsonwasthe
firsttousethe@
symbol.

20. WorldWideWeb
(WWW)Inventedby
TimBerners-LeeCERN,
1989

21. TheDevelopmentof
SocialMedia

22. Enablesthe
developmentofnews
portalsandexchange
ofmessagesthrough
chats.

23. ThePrimitiveEra
(1970’sto1985)

24. Pavedthewaytoamoreadvancedand
interactivedevelopmentofsocialmediaas
filesharing,multi-usermessaging
multiplayergames,emoticons,andeventhe
abbreviations“LOL”and“BRB”was
popularized.Moreover,theLiveJournal,the
firstblog-andforum-likesite,andtheSix
Degrees,whichresemblesthatoftoday’s
Facebook,wasfirstintroduced.

25. TheMedievalEra
(1985-2000)

26. Facilitatesafast-
pacedand
modernized
advancementofthe
socialmedia.

27. TheGoldenEra
(2000-present)

28. Wikipedia,afree
encyclopedia,was
launched.

29. 2001

30. Friendsteroperated
toallowmeetingof
newpeopleand
increasethenetwork.

31. 2002

32. MySpacewasusedto
allowprivate
messagingandpublic
commentstouser’s
profile.

33. 2003

34. Flickrenablessharing
ofphotos,and
Facebookwasused
forHarvardUniversity
studentsonly.

35. 2004

36. YouTubeallowedsharing
ofvideosandvideo
streaming,andRedditwas
usedasanentertaining
andsocialnetworking
platform.

37. 2005

38. Facebookwasused
onlinewith1.45
billionuserstilldate,
andTwitterwas
startedtouse.

39. 2006

40. Tumblrrealizes
livestreamingand
microblogging.

41. 2007

42. WhatsAppwasused
forpersonalgroup
chats.

43. 2009

44. Instagramwasfirst
usedtopostphotos.

45. 2010

46. Snapchatand
Tinderwidensthe
socialnetworking
platformofusers.

47. 2012

48. TheHistoryof
TikTok

49. Parentcompanyof
TikTok

50. ByteDance
ByZhangYiming
2012

51. Similarappto
Douyinstartsdoing
wellinU.Smarkets.

52. Musical.ly
2014

53. ByteDancecreates
anappmodeled
afterMusical.ly

54. Douyin
2016

55. ByteDance
createsanapp
modeledafter
Musical.ly

56. Merger
2018

57. TikTokisthemost-
downloadedapp
globallyin2020

58. TikTok
Dominates
2020

59. Itisacross-platform
languageusedtocreate
andformatwebpages.

60. HTML

61. Itelectronicallyconnects
onepagetotheotherpages
onthesamewebsites
(internallinking),orpages
onanotherwebsites
(externallinking).

62. Hyperlink

63. Itistheprocesswhichusers
accessinformationonthe
internet.Thistermisused
whentalkingaboutlinks,
icons,andbuttonsonyour
site.

64. Navigator

65. ItisfirstdevelopbyAdobe
thatcreatesfileformat
independentonapplications
orsoftwareandhardwarefor
properviewing.

66. PDF

67. Itisaprogramthatallows
searchingdocumentsfor
specifiedkeywordsand
flashesalistafterwards.

68. SearchEngine

69. Abdullahsuggested
checklistsin
evaluatingwebsites.

70. Itincludesfeaturesand
capabilitiesofthewebsite,
likerelevantgraphicsand
animationstothesubject
matterandthestabilityand
consistencyofthepages.

71. Technical
considerations

72. Itisimportanttogiverelevant
informationaboutthesite,
justlikethegroup/authorwho
createdthesite,theauthorof
information,andthe
referencesused.

73. Authorshipand
Sponsorship

74. Itistheobjectiveofusingthe
website.Itshouldbeclearly
statedinawaythatthe
purposeishighlighted,and
advertisingshouldnot
outshinethepresentationof
content.

75. Purpose

76. Itincludestherightuseof
languageinthecontentand
directions.Thenavigation
buttonsandshapes,andfonts,
color,andbackgroundmust
beconsistentlyobserved.

77. Functionality

78. Itshouldbeclearlyunderstood,
updated,andorganizedthat
theaudiencecanfollow.
Copyrightinformationshould
alsobereflectedandlinksfor
morereadingaregiven.

79. Content

80. Itembodieseffectiveuseof
elementsandfeaturesinthe
site,likeanimations,sound
files,graphics,colorcontrasts
andtransitionalpages.Linksto
enlargeimagesmustbegiven.

81. Design

84. Fromtheword“augment”which
meansimproveexpand,or
amplify,WBIisusedtextend
physicalclassroomactivitiesto
supplementface-to-face
discussion.

85. Augmented
Learning

86. Inthiscategory,WBIworked
togetherwithface-to-face
classroominstructionin
deliveringinstructionalcontents
ofthelesson.

87. Blended
Learning

88. Alsocalledasdistancelearning,it
caterseithersynchronousand
asynchronouscommunication
offeringflexibilityofplaceand
timeininstructionalmethod.

89. Online
Learning

90. Zvacekprovided
necessary
componentsof
distancelearning.

92. THEPRACTICEOF
BLENDEDLEARNING

93. Educationaltechnologistsandpractitioners
emphasizedthatblendedlearningallowsthe
utilizationofpedagogicalstrategiesand
approachesintheteachingandlearningprocess
withtheaidofweb-driveninstructional
resources.Thesimplecombinationof
informationgivenbyyou,theteacher,andthe
useofweb-basedresourcesisnotenoughto
holisticallydiscussblendedlearning,because
pedagogicalfoundationasavitalelementcan’t
beneglected.

95. Learnerswereaskedtorotateonafixedschedule
basedonyourdiscretionasateacher.Thisrotation
shouldbedonebetweenvariouslearningmodalities,
andatleastoneisonlinelearning.Activitiesfor
eachstationmaybesmall-groupofwhole-class
works,groupprojects,individualtutoring,and
traditionaltasksandassignments.Learningtakes
mostlyinabrick-and-mortarcampus,exceptfor
bring-hometasks.Therearefoursub-modelsunder
therotationmodel.

96. RotationModel

97. Learnersrotatewithinaclassroom,orinagroupof
classrooms.Learnerswillrotateinallstation,notonly
thoseassignedtothem.Itadheresinblendingapproach
aslearnerscanactuallyexperiencethismethodwithin
theclass,despitebeinginatraditionalclassroomsetting.
Indoingthis,learnersaregroupedinCollaborative
LearningStations(CLS).Afterassigningspecifictasksin
eachCLS,clearandwritteninstructionwillbegivenon
howtheactivitywillgoandthedirectionoftherotation.
Theassignedteacherwillendtherotationwithanopen
discussion.

98. StationRotation
Model

99. Learnersrotateinacomputer
laboratoryorinamultimedia
roomespeciallyforonline
learningstations.Learnerswho
areresponsibleenoughmaydo
thismodelwithlongerschedules
asrotationmaytakelongertime.

100. Lab-Rotation
Model

101. Learnersworkfortheironlinelearning
inaoff-siteplacefortheirbring-home
tasks,andwillattendbrick-and-mortar
campusforateacher-guided,face-to-
faceactivities.Contentsaremainly
deliveredonline,whichdiffersfrom
somemodelthatonlyutilizesonline
mediumforbring-hometasks.

102. Flipped
Classroom

103. Learnersaregivenfreedomon
whatrotationtotakebasedon
theiravailability,soindividualized
schedulesforeachlearneris
expectedtodesigntheirown
schedule,orbegivenbythe
assignedteacher.

104. Individual-
Rotation
Model

105. Onlinetasksserveasamainstreamsourceoflearning
thoughlearnersareaskedtoperformofflineactivities.
Flexibilityofschedulesamonglearningmodalitieswill
beprovidedaslearningmayindividualizeand
customizemobility.Theassignedteacherwillbeon
thesiteaslearnersmostlyworkonabrick-and-
mortarcampus,exceptforbring-hometasks.Asthey
areinthecampus,learnersaresupportedwith
flexibleandadaptiveactivitieslikegroupworks,
small-groupdiscussion,andindividualtutoring.
Moreover,theroleoftheteachersupplementsonline
learningonaregularbasis.

106. FlexModel

107. Learnerstakeanentirelyonlineclassalongwith
otherexperiencesthatthelearnerishavingata
brick-and-mortarcampus.Theassignedteacher
workedonlinewhilelearnersmaychoose
betweenworkingonthebrick-and-mortarcampus
oroff-site.Itisdifferentfromafull-timeonline
learningbecauseitisnotawhole-school
experienceaslearnerstakesomecoursesonline
andotherstakeitfromabrick-and-mortarcampus.

108. AlaCarte
Model

109. learnerstakepartofthecourseface-to-facewiththe
assignedteacherandarefreetoworkremotelyforthe
remainingofthecoursework.Whenworkingremotely,
learnersmayworkonlinewiththeminimalguidanceof
theassignedteacher.Itisnotthesamewithaflipped
classroomsincelearnersseldommeetface-to-facewith
theirassignedteacher,andisdifferentfromafullyonline
coursebecauseaface-to-facelearningisgivenassome
partofthecourse.

110. Enriched-
VirtualModel

112. AccordingtoMoore,the
threetypesofinteractionare
teacher-to-learner
interaction,learner-to-
contentinteraction,and
learner-to-learnerinteraction.

113. Thisincludeshowlearnersutilizestheirabilities
ininteractingandengagingwiththeprescribed
technology.Thismaynotbeentirelyseparate
withtheinteractionslistedbymore,butitjust
remindsyouthatlearnersneedknowledgeon
communicationandtechnicalskillsindistance
education.Asateacher,youhavetomakesure
thattheselearnersknowhowtointeractwith
yourmedium.

114. Learner-to-
Interface
Interaction

115. Thisencompassesactiveprocessingoflearners’
observationfromthelearner-to-learnerand
teacher-to-learnerinteraction.Realistically,notall
learnersinteractwiththeirownclassmatesor
teachers,butthatdoesmeanthattheywon’tknow
howtomanagelearningbythemselves.Although
theselearnerswon’tlearn,theystillwaitforan
opportunitytointeractwiththeirlearnersandyou,
online.Asateacher,youhavetobesensitiveon
howknowledgeisconveyedandhowlearnersfelt
yourneed.

116. Vicarious
Interaction

117. Thisincludesyourknowledge,asateacher,onthe
pedagogicalrepertoirethatwillGageyouinthe
courseofthedistancelearningprocess.This
encompasseshowyoudesignyourcourse,how
youselectappropriateinstructionalmaterials,and
howyouuseeffectiveonlinelearningstrategies.
Asateacher,youhavetomakesurethatyouhave
stablecapabilitiesincreatinganddesigning
learningplansthroughweb-basedprogramas
platformsforyourclasses.

118. Teacher-to-
Content
Interaction