INTRODUCTION TO EDUCATIONAL TECHNOLOGY

INTRODUCTION TO EDUCATIONAL TECHNOLOGY1ObjectivesAfter a 45-minute presentation, the audience should be able to:Enumerate the steps of systematic approach in teachingIdentify the steps of systematic approach in teachingAcknowledge the students as the focus of systemic instructional planningAppreciate the nature of instructional objective, nature of the subject matter, readiness of students and the expertise of the teacher himself or herself.

Which planet is closest to the sun?It is Mercury.What planet is the hottest in our solar system?Venus is the hottest planet.What is the largest star in our solar system?The largest star in our solar system is the sun.What keeps the planets in orbit around the sun?It is gravity holds the planets in place.Name the 4 planets located beyond the asteroid beltJupiter, Saturn, Uranus, and NeptuneWhich planet rotates on its side?It is Uranus.What causes a solar eclipse?The moon casts a shadow on the Earth

The solar system includes theSunand all the objects that orbit around it due to its gravity. This includes things such asplanets,comets,asteroids,meteoroidsandmoons. The Sun contains 99.86 percent of the Solar System's known mass3What is technology?It is a planned, SYSTEMATIC method of working to achieve planned outcomes-a process not a product. Technology is the applied side of the scientific development.(Dale, 1969)4SYSTEM meansan organized set of doctrines, ideas, or principles usually intended to explain the arrangement or working of a systematic whole(Merriam-Webster Dictionary)SYSTEMATIC APPROACH TO TEACHINGSystematized Instuction6Systems approachviews the entire educational program as a system of closely interrelated partsan orchestrated learning pattern with all parts harmoniously integrated into the whole:- the school- the teacher- the students - the objectives- the media- the materials- assessment tools and proceduresOrchestrate - organize something: to organize a situation or event unobtrusively so that a desired effect or outcome is achievedMicrosoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved.

Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

It is not a spoon feeding process from the teacher but considers the needs, interest, and readiness of the student to learn.

Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.Digital immigrants7

Systematized InstructionAnalysis

Guide Questions for Discussions

1.Who is at the center of the chart? What does the central location in the chart mean?2.What are the steps of the instructional process or the parts of a systematic instruction?3.What does each step mean?4. In what way does the chart show the systematic or systems approach to instruction? Are the elements or phases of instruction independent of one another or do they relate to one another?

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Parts of a systematic instructionDefine Objectives - Instruction begins with the definition of instructional objectives that consider the students needs, interest, and readiness.- A learning objective answers the question: What is it that your students should be able to do at the end of the hour that they could not do before?

The systematic approach to teaching provides a method for the functional organization and development of instruction.

There are lots of elements or factors that the teacher has to take into consideration students needs, interests, home background, prior experiences, developmental stage, nature and the like.

A learning objective makes clear the intended learning outcome or product of instructionLearning objectives focus on student performance.

Analyze learnersGeneral CharacteristicsThis is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversityEntry Competenciesdescription of the types of knowledge expected of the learnersLearning Styles:preferences of the individual members of the class9Parts of a systematic instructionDefine Objectives

Statements describing what the learner will do as a result of instruction. Things to keep in mind as you write your objectives are:

Focus on the learner, not the teacherUse behaviors that reflect real world concernsObjectives are descriptions of the learning outcomes and are written using the ABCD format.Audience:Who is the audience? Specifies the learner(s) for whom the objective is intended.Behavior:What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real-world skill. Use an action verb from thehelpful verbslist if you have difficulty doing this.Condition:Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be sure to include equipment, tools, aids, or references the learner may or may not use, and/or special environmental conditions in which the learner has to perform.Degree:How well do you want them to demonstrate their mastery? Degree to which the new skill must be mastered or the criterion for acceptable performance (include time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards.)

102. Choose appropriate methods- On the basis of the objectives the teacher selects the appropriate teaching methods to be used

Parts of a systematic instruction

Factors Affecting Choice of Method.1. Objective and type of learning you want to achieve lecture facts, theories, rules games motivating the students problem based learning - creativity, problem solving skills simulations, role playing, cooperative learning active learning2. Abilities and interest of the teacher3. Compatibility between learners and teaching methods4. Number of students in a class5. Resources of the institutions - classroom size, furniture, technology, availability of instructional equipments and supplies

112. Choose appropriate methods

Factors Affecting Choice of Method.Objective and type of learning you want to achieve2. Abilities and interest of the teacher3. Compatibility between learners and teaching methods4. Number of students in a class5. Resources of the institutions

Parts of a systematic instruction1. Objective and type of learning you want to achieve lecture facts, theories, rules games motivating the students problem based learning - creativity, problem solving skills simulations, role playing, cooperative learning active learning2. Abilities and interest of the teacher3. Compatibility between learners and teaching methods4. Number of students in a class5. Resources of the institutions - classroom size, furniture, technology, availability of instructional equipments and supplies 123. Choose appropriate experiences

Parts of a systematic instruction

134. Select materials, equipment, and facilities

On the basis of the objectives, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, appropriate materials, equipment and facilities will also be selected.Parts of a systematic instructionMP4ProjectorComputer145. Assign personnel roles The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources.Parts of a systematic instructionWho are the persons involved in the instruction and their tasks.15Parts of a systematic instruction6. Implement the instruction - With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

ctual mode of instruction in which all plans are being utilized.16Examples of learning activitiesReadingWritingInterviewingReporting or doing PresentationDiscussingThinking

ReflectingDramatizingVisualizingCreating Judging; and Evaluating

17Examples of learning resources for instructional useTextbooksWorkbooksProgrammed materialsComputerTelevision programs

The teacher, in the choice of the most appropriate teaching method, learning activities, and learning resources, considers the nature of her subject matter, availability of resources, her/his capability, the developmental stage of his students, and of course his/her lesson objective.18Examples of learning resources for instructional use6. Flat pictures7. Slides and transparencies8. MapsCharts Cartoons

The teacher, in the choice of the most appropriate teaching method, learning activities, and learning resources, considers the nature of her subject matter, availability of resources, her/his capability, the developmental stage of his students, and of course his/her lesson objective.19Examples of learning resources for instructional use11. Posters12. Models13. Mock ups14. Flannel board materials15. Chalkboard16. Real objects

The teacher, in the choice of the most appropriate teaching method, learning activities, and learning resources, considers the nature of her subject matter, availability of resources, her/his capability, the developmental stage of his students, and of course his/her lesson objective.20Parts of a systematic instruction7. Evaluate outcomes - After instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.

Her/his choice of assessment results is based on the assessment results, acceptability of remedial measure to parents and students, like a tutorial class after class hours.

Examining if the instructional objective was attained or not

Evaluate and ReviseDescribe how you will, in the future, measure whether or not the lesson objectives were met. Were the media and the instruction effective?Evaluate student performance:How will you determine whether or not they met the lesson's objective?The evaluation should match the objective. Some objectives can be adequately assessed with a pen and paper test. If the objectives call for demonstrating a process, creating a product, or developing an attitude, the evaluation will frequently require observing the behavior in action.

21Parts of a systematic instruction8. Refine the process - If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.

The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all elements and of all actors involved in the process.22The purpose of a system instructional design is to ensure orderly relationships and interactions of human, technical, and environmental resources to fulfill the goals which have been established for instructions.(Brown, 1969)23

Systematized InstructionAnswers:

1.Who is at the center of the chart? What does the central location in the chart mean?Ans:As depicted in the chart, the focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students' needs, interests and readiness.The central location in the chart mean that the focus of the systematic instructional planning are the students2.What are the steps of the instructional process or the parts of a systematic instruction?Ans:The following are the steps of the instructional process: a. Define Objectives b. Choose appropriate methods c. Choose appropriate experiences d. Select materials, equipment and facilities e. Assign personnel roles f. Implement the instruction g. Evaluate Outcomes h. Refine the process3.What does each step mean?a. Define Objectives-Instruction begins with the definition of instructional objectives that consider the students' needs, interests and readiness. b. Choose appropriate methods-On the basis of these objectives the teacher selects the appropriate teaching methods to be usedc. Choose appropriate experiences-In turn, based on the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.d. Select materials, equipment and facilities- The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher e. Assign personnel roles- Defining the role of any personnel involve in the preparation, setting and returning of these learning resources. f. Implement the Instruction- With the instructional objective in mind, the teacher implements planned instruction with the use of the selected teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher. g. Evaluate Outcomes- After instructions, teacherevaluatesthe outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.h. Refine the process-If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.

4. In what way does the chart show the systematic or systems approach to instruction? Are the elements or phases of instruction independent of one another or do they relate to one another?Ans:The phases or elements are connected to one another. If one element or one phase of the instructional process fails. The outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all elements and of all actors involved in the process.The chart shows the systematic or systems approach to instruction by following those steps which shows instructional process. It views as a system of closely interrelated parts. Yes, the elements or phases of instruction are independent of one another or they relate to one another. If one element or one phase of the instructional process fails, the outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all the elements and of all the factors involved in the process.

24Three phases: the formulation of instructional objectives wherein the learners needs, interests, home background, prior experiences, developmental stages and their nature are taken into consideration; 2. the process of instruction itself whereby learning materials, resources, equipment and methods are carefully selected and the assistance of personnel are involved; and the 3. assessment of learning - which is based on the objectives and which again lead to the same processThe eight elements of systematized instruction in which the students are the main focus can be summed up in three phases:

three phases: the formulation of instructional objectives wherein the learners needs, interests, home background, prior experiences, developmental stages and their nature are taken into consideration; 2. the process of instruction itself whereby learning materials, resources, equipment and methods are carefully selected and the assistance of personnel are involved; and the 3. assessment of learning which is based on the objectives and which again lead to the same process

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