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Module 1-Lesson 3 Edited

Lesson for technology for Teaching and Learning

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51 views20 pages

Module 1-Lesson 3 Edited

Lesson for technology for Teaching and Learning

Uploaded by

Fajad Nonakan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Bai Saguira A.

Malik
Course Instructor

saguira.educ@gmail.com
 Identified roles of technology in
teaching and learning
Appreciated the value of technology
in supporting student learning

saguira.educ@gmail.com
saguira.educ@gmail.com
3 Domains of Educational Technology
(Stosic, 2015)

1. Technology as Tutor
Technology can support the teacher to teach
another person or technology when
programmed by the teacher can be a tutor on its
own

saguira.educ@gmail.com
2. Technology as a teaching
tool
Used to facilitate or lighten the
work of the teacher.

3. Technology as a learning tool


It makes learning easy and
effective
It can produce learning
outcomes that call for
technology-assisted teaching
saguira.educ@gmail.com
A. For Teachers and Teaching
1. Technology provides enormous support to
the teacher as the facilitator of learning.
2. Technology has modernized the teaching-
learning environment.
3. Technology improves teaching-learning
process and ways of teaching
4. Technology opens new fields in educational
researches.

saguira.educ@gmail.com
5. Technology adds to the competence of
teachers and inculcates scientific outlooks.

6. Technology supports teacher professional


development.

saguira.educ@gmail.com
B. For Learners and Learning
1. Support learners to learn how to learn on their
own.
Three categories of knowledge according to Egbert
(2009)
a. Declarative Knowledge (consist of the discrete
pieces of information that answers questions what,
who, when and where.
b. Structural Knowledge (facts or pieces of declarative
knowledge put together to attain meaning)
c. Procedural Knowledge (knowledge in action or
knowledge of how to do something)
saguira.educ@gmail.com
2. Technology enhances learners’ communication
skills through social interactions.
Three basic communication patters (Shirly, 2003)
and (Egbert, 2009)
a. Point to point two way or one-to-one (internet
chat, phone conversation and even face-to-face
conversation)
b. One-to-many outbound (lecture, or television,
“there is no social interaction)
c. Many-to-many (group discussion, buzz session,
heads together, provides opportunities for
interaction)
saguira.educ@gmail.com
Social interaction occurs in two ways.
Social interaction through communication
occurs:
a. through technology
b. around technology
c. with support of technology

saguira.educ@gmail.com
Benefits derived from technology-supported
communication:
a. Enables any teacher to guide learners virtually
and making learning unlimited because
communication and social interaction go
beyond a school day or a school environment.
b. Enhances students’ freedom to express and
exchange ideas freely without the snooping
eyes of the teacher face to face
c. Enables learners to construct meaning from
joint experiences between the two or more
participants in communication.
saguira.educ@gmail.com
• d. Help learners solve problems form multiple
sources since there is limitless sources of
information that the teacher can direct or refer to
the learner.
• e. Teaches learners to communicate with
politeness, taking turns in sending information
and giving appropriate feedback.
• f. Enhances collaboration by using communication
strategies with wider community and individuals
in a borderless learning environment.
• g. Develops critical thinking, problem solving and
creativity throughout the communication.
saguira.educ@gmail.com
• 3. Technology upgrades learners’ higher-order-
thinking skills: critical thinking, problem solving
and creativity

A. Critical Thinking (higher order thinking skills)

saguira.educ@gmail.com
Ways that teachers can do to develop critical
thinking:
a. Ask the right question
- clarity, accuracy, precision, breadth
b. Use critical thinking tasks with appropriate level
of challenge.
Teacher should:
1. Vary the question asked.
2. Introduce new technologies
3. Modify the learners’ grouping
4. Modify the critical thinking task
5. Encourage curiosity

saguira.educ@gmail.com
B. Creativity (ability to think flexibly, fluently,
originally and elaborately) – (Egbert, 2009)

saguira.educ@gmail.com
Seven Creative Strategies (Obsborn, 1963)
1. Substitute – find something else to replace to do
what it does.
2. Combine – blend two things that do not usually
go together.
3. Adapt – look for other ways this can be used.
4. Modify/Magnify/Minify – make a change,
enlarge or decrease.
5. Put to another use – find other uses
6. Eliminate – reduce or remove
7. Reverse – turn upside-down, inside out, front-
side back
saguira.educ@gmail.com
What should teacher do to support
student creativity?
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology

saguira.educ@gmail.com
Teacher can develop and enhance the
critical, problem solving and creativity by:
1. Encourage students to find and use information
form variety of sources both on-line and off-line.
2. Assist students to compare information from
different sources.
3. Allow student to reflect through different delivery
modes like writing, speaking, or drawing.
4. Use real experiences and material to draw tentative
decision.
5. Involve students in creating and questioning
assessment. saguira.educ@gmail.com
Critical thinking tools and technology
software that can support critical
thinking skills
• Encourages digital production projects
• Popularizes e-learning modalities
• Enhances global awareness and citizenship

saguira.educ@gmail.com
Reference:
• Bilbao, et.al. (2019). Technology for Teaching
and Learning 1. Quezon City, PH: Lorimar
Publishing, Inc
• Ballado, R. (212). Basic concepts in
educational technology 1. Manila, PH: Rex
Bookstore

saguira.educ@gmail.com

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