SPT 5 Educational Technology: Learning Outcome

JMJ Marists Brothers
Notre Dame of Marbel University

College of Engineering and Technology
COMPUTER STUDIES DEPARTMENT
SPT 5 Educational Technology

Marites I. Huqueriza
Module ROLES OF EDUCATIONAL TECHNOLOGY IN THE 21ST

1 CENTURY CLASSROOM
Learning Outcome:
At the end of this Module, the students should have been
able to:
✓ Establish the roles of educational technology in the 21st

century classroom.
Introduction
The term “21st century” has become the central part of educational
thinking and planning for the future. Administrators and teachers are
actively searching for ways to prepare students for the future, and the
educational system has been evolving faster than ever before. Creating a
21st century education system is about making sure that all students are
prepared to succeed in a competitive world – a world with plenty of
opportunities for highly skilled individuals and limited options for
everyone else.
This module has four lessons:
1. Concepts About Educational Technology;

2. History of Educational Technology and Information and
Communication Technology;
3. Importance of Educational Technology; and
4. Roles of Educational Technology
SPT 5 - Module 1 Lesson 1 | 1

Lesson 1: CONCEPTS ABOUT EDUCATIONAL TECHNOLOGY
Learning Outcome:
At the end of this lesson, the students should have been able
to:
✓ Define the concepts that are related to the Educational

Technology; and
✓ Describe the importance of technology to a person.
Introduction
As a learner, have you observed students using their laptop
computers? Let’s look at these two freshmen in college, Jill and Lara. Both
of them just finished their class in English. They are looking for the
answers to their assignments. “Let us surf for the novels written by
Shakespeare in our laptop”, Jill said. Let’s avail of the WIFI in the lobby.
When two girls reached the lobby, they sat in a corner and set their
laptops. Jane put out her broadband after opening her computer. Then
she started surfing for the topic of their assignment.
Guess the word using the picture as a hint.

Acquisition of New Knowledge

Different Concepts of Technology
I. Technology as the use of gadgets, tools or equipment to perform a

task expediently and efficiently.
It is the knowing, making, modifying, and using of tools, machines,

techniques, crafts systems, and methods of organization, in order to solve a
problem, improve a pre-existing solution to a problem, achieve a goal, handle an
applied input/output relation or perform a specific function.
In school, students use their cell phones to tell their parents that they will
come home late because they will practice for a play to be shown during the
school’s foundation day. The gadget, which is a cell phone, allows
communication to reach the target faster and smoother.
A teacher can ask her students to inform her about their progress in the
class through email, which both the teacher and the students can readily access.
A student uses a printer to get a copy of his paper to be submitted to the

teacher easily and neatly.
Another student can send his paper via electronic mail to the teacher to
meet the deadline for submission
II. Technology as the collection of tools, including machinery,

modifications, arrangements and procedures
This refers to reliable devices that enable one to make presentations

repeatedly.
Teachers and students show PowerPoint presentation using the computer

and LCD to enhance teaching and learning. Furthermore, the PowerPoint can
also be shown repeatedly so there is no need to print the presentation.

Other materials are digital storytelling and games which can be repeatedly
used in class discussions. Digital story telling immerses the learner into the
dynamics of digital communication and self-expression. It includes a
collection of photo stories and arranged sequentially to capture certain events
in one’s life like a memorable field trip in a factory, celebrating the school’s
foundation day, and communicating through the use of television or
computer, and LCD memorable moments in a student’s life like graduation,
school fair, and other events.
III. Other Gadgets as Technology
Some people need to use gadgets or

tools to perform home chores faster like
washing machine, rice cooker, hair
blower, electric fan, floor polisher,
electric food mixers, blenders, and
grinders. Other technology-related
appliances are radio, television, music
player, and digital camera. These
equipment entertain people through
listening, watching, or documenting
events. Technology is used by following a process and most often desired
products are obtained.
A student uses a hair dryer to facilitate styling a newly shampooed hair

before coming to class.
Classroom in schools are equipped with electric fans to provide a well-
ventilated and convenient environment.
Students use electric food mixers, blenders, and grinders in their

Technology and Livelihood class to produce some delicacies for sale.
Production becomes fast and efficient and the entrepreneurial activity
resulting from the product results to a good realization of fast production,
efficient time management, and a gainful profit yield.
Student gatherings are made more memorable and happier with the use
of music players, amplifiers, digital cameras, televisions, and microphones.

IV. The Teacher as a Technology
After describing some gadgets

associated with technology, one very
important technology asset is the
teacher. The teacher facilitates
learning through the use of varied
instructional materials like the
books, the blackboard, magazines,
newspaper, library materials and
visual aids. Furthermore the teacher
creates situations through the use of
a repertoire of teaching methods and
strategies to facilitate learning. A
number of theories of learning are
applied by the teacher as well as repeated practices, monitoring and
evaluation of instruction to make sure that students will learn. All the
teacher’s effort and creativity in teaching are considered technology.
The teacher uses visual technology, verbal technology, sound technology,

and manipulative technology. These technologies cater to the use of the
senses to enhance perception and grasp of knowledge among students.
The teacher uses gadgets and tools to make learning fast, efficient, and
effective. The teacher uses many teachings aids such as real objects (realia),
pictures, show cards, charts, bulletin board, blackboard and chalk,
handouts, workbooks, practice exercises, audio visual materials like radio,
tape recorder, tape and videotapes in introducing new lessons. The teacher
shows videotapes about natural occurrences like an erupting volcano, stages
in the growth of a plant, life cycle of a butterfly and many more when giving
lectures and conducting class discussions about the lessons. The teacher
develops modules for students’ learning depending upon their ability levels.
Modules are also used for individualized study or independent activity when
the teacher is unable to meet the class due to suspension of classes.
In evaluating the students, the teacher may use rating scale, scorecard,
checklist, tests and rubrics. These materials can be presented using a
blackboard, handouts, paper and pencil tests, printed rubrics, or PowerPoint
presentation.
There is a need to change from the traditional roles of technology-as-

teacher to technology-as-partner in the learning process. Earlier, it was

believed that students cannot learn from technology. On the other hand,
technology can support meaning making by students. This will happen when
students learn with technology. To realize this, the following assumptions
about technology are agreed upon.
1. Technology is more than hardware. It is made up of any reliable

technique or method of engaging learning, such as cognitive learning
strategies and critical thinking.
Example: The use of metaphor. If you are an insect, which insect would
you like to be? Probable answers: A firefly. Why? So I can give light to
others. A butterfly. Why? So I can enjoy the colorful wings.
2. Learning technologies can be any environment or definable set of

activities that engage learners in active, constructive, intentional, and
authentic learning. Technology can be introduced in a form of a game.
Example: A game called: GETTING TO KNOW YOU GAME. Here is how

to play it. The students are given a copy of this paper (shown below).
can play a …does not …is a loner

musical know how to
instrument swim
…loves …is a native of …is good in …is a fan of …has no

attending this place Math Daniel Padilla Facebook
parties account
…is afraid of …has a laptop …has pet cats

the dark
…has written …has not …has

many poems wached travelled to
“Frozen” the other country
Walt Disney
movie
Students are given time to go around the room and fill in the squares
with names by asking their classmates the items written in the squares.
The first student to finish writing all the data will be the winner. This
game enables the students to conduct purposive inquiry and at the
same time know their classmates more. This game is best given at the
beginning of the class or semester.

Activity
Spelling activity using body movements. Spell the word LOT by using
your arms, legs, and body.
Picture of body spelling the following letters.
3. Technologies are not simply conveyors or communicators of meaning

but hey can also serve as resource materials for reflection and other
thinking skills.
Example: The students may surf information from the computer but they
should be asked to give their own understanding by clarifying,
illustrating, classifying, summarizing, inferring, comparing or explaining.
• The students can download researches about learning styles as

well as questionnaires about learning styles. In this case, they
undertake activities as a result of downloading materials from
the computer learning styles by downloading.
4. Technologies support learning when:

• They fulfill a learning need.
Example: Students can download sample rubrics to enable them to
create their own rubric.
• Interactions with technologies are learner-initiated and learner-

controlled.
Example: The students develop PowerPoint presentation to make a
clear and interesting report within a given time limit. When slides are
presented, the classmates can easily understand the ideas being
presented.
5. Interactions with the technologies are conceptually and intellectually

engaging.

Example: The students create diagrams to show relationships between

two variables in presenting frameworks like achievement in Algebra is
significantly related to achievement in Mathematics.
MATHEMATICS ALGEBRA
When the achievement in Algebra is high, achievement in Mathematics is

also high.
6. Technologies should function as intellectual tool kits that enable learners

to build more meaningful personal interpretations and representations of
the world. These tool kits must support the intellectual functions that are
required by a course of study.
Example: Computer programs like word processing provides the user

with tool kits like speller, thesaurus, grammar checker, download of
varied information, and many other tools which help the students in their
research, paper presentation, games, animation using of colors, fonts,
pictures and desktop publishing.
7. Learners and technologies should be intellectual partners in the learning

process, where cognitive responsibility for performing is distributed to the
part of the partnership that performs it the best. Technology tools like
laptop serves as a study gadget and partners of students.
Example: Many students have laptop, which serve as a technological

partner in their studies. They also make materials using the different tool
kits to facilitate the preparation of schoolwork in the different subjects of
their courses.
CONCEPTS OF EDUCATIONAL TECHNOLOGY
1. Educational technology as the selection, development, managing

and use of appropriate technological processes and resources.
The teacher and the learner should be able to select technologies which
can help learners attain the intended outcomes of instruction. If there are
principles to be learned, experiments can be used. For instance, in teaching the
principle “acid reacts on metal”, the students can use a metal container and heat
vinegar in it. Later, the students can investigate the discoloration in the metal
container. The application of this principle can be applied in keeping acidic food.

For instance, fruit salads with pineapple should never be kept in metal container
because pineapple is acidic. The result will be spoilage of the food. The process
of performing the experiment is a technology.
The development of a storyboard by taking pictures using a digital

camera about a certain event like a field trip to the farm is an application of
technology in developing materials for presenting stories in a class. The pictures
taken can be transferred to a computer as a troy is woven according to the varied
events demonstrated by the farmer. This is an example of development of
materials using technology to facilitate learning. Digital camera and computer
are the appropriate technologies used in the development, management and use
of pictures to be presented. The teacher can give modules to the students who
work on their own during important meetings held during class time. In this
care, a module is a technology which enables the students to work on their
lessons in the absence of a teacher. Sometimes, modular instructions are
downloaded from the computer, so student can vail of it even if at home, in the
library or in any place where they can hook on line.
2. Educational Technology as the choice of appropriate principles in the

preparation and utilization of conventional and non-conventional
technology tools as well as traditional and alternative teaching
strategies.
As application of theory and practices, Educational Technology has five

domains namely, design, development, utilization, management and evaluation
of processes and resources for learning (Association for Educational
Communication and Technology or AECT).
Design
Evaluation Development
Theory
and
Practice
Management Utilization
SPT 5 - Module 1 FF Lesson 1 | 9

Five Domains of Educational Technology
The figure illustrates the five domains of Educational Technology which

give one a big picture of the theories and practices involved in applying the
varied concepts that cover it.
Below are the brief descriptions of each of the domains of educational
technology.
Domains Description
Design Establishing a framework to guide in planning the
educational technology.
Development Using the design or framework, materials are produced and
developed.
Utilization Implementing and using the learning materials used to
enhance knowledge and skills of learners. It is also known as
the action phase.
Evaluation Monitoring assessing, and giving judgement on the extent of
usefulness of the learning material in achieving the expected
outcomes.
Management It is applied in the implementation of all the different
domains and its effect on the outcomes of learning.
DOMAINS OF EDUCATIONAL TECHNOLOGY
• Domain 1- Design
The theory and practice of design includes Instructional System Design,
(ISD), instructional strategies, and learner’s characteristics.
THEORY • Instructional System

AND Design
PRACTICE • Instructional Strategies
• Learner’s Characteristics
Technology is based on a theory. Theories are results of experts’ studies.

Technology utilizes theories to build or develop tools and gadgets. The most related

theory to technology is constructivism. Here are some reasons why constructivism

facilitates knowledge construction:
1. Constructivism provides representation of reality. Designing programs can
be meaningful if the learner experienced the activities which are familiar and real.
The senses are involved in its use and the activities designed are built on the
learners past experiences. Example is answering exercises about experiments
which the learner underwent. Law of gravity can be publicized by dropping two
objects (one light weighed and one is heavy). The learner can answer the following
questions. Which object reached the ground faster? Which of the objects reached
the ground slower? What is the time difference after each object touched the
ground?
2. Constructivism represents the natural complexity of the real world. Design

the life cycle of butterfly starting from a worm to a full blown butterfly. The
students may be asked to show the stages by taking pictures through a digital
camera. Later when the cycle is completed, a story can be written using the
computer and downloading the story I a powerpoint presentation.
3. Constructivism represents authentic tasks which focus on contextualizing

rather than abstracting. The teacher can design evaluation tools with the use
of samples for very well-made cell phone holder made from beads, satisfactorily
made cell-phone holder from beads, and poorly-made cell-phone holder out of
beads. Upon finishing the project, the students can rate their works by comparing
it with the evaluation samples. The design of the evaluation instrument is a
technology.
4. Constructivism provides real world case-based learning environments

rather than pre-determined instructional events. The constructivist uses
technology from past experiences and knowledge to come up with something new
and unique. An example is the experience from the real-world of keeping oneself
healthy through proper nutrition in preparing vegetable like leafy green
malunggay leaves into varied recipes like malunggay juice, malunggay ice cream,
a malunggay okoy.
5. Constructivism foster reflected practice. The teacher can request the students
to create scenarios of their learning experiences on the teacher’s way of
motivation. They can be asked to write reflective journals about the motivation
applied by the teacher and react on the extent of its effectiveness using their own
opinion. Motivation is a form of technology.
6. Constructivism promotes context and content. Context and content are the
bases of student’s reflection and understanding about the lesson. The teacher
designs situations where the students recall the context and content of certain

issues or events which the students have experienced watching or hearing. For
instance, the context of an erupting volcano will have an adverse effect on the
lives and crops of the people. Likewise, the students can write their reflections
about this event. The content of the volcano’s lava will surely be harmful to the
people living near the volcano but the people prefer to stay in their houses. Some
social negotiations for the collaborative effort to convince the people to vacate the
area can be offshoots of students’ ideas on how to conduct collaborative
construction of knowledge through social negotiations. Here, social negotiation is
a form of technology.
Practice is repeated action in applying a particular theory. It promotes continuous
implementation or use of a particular gadget, tool, or activity. Through continuous
practice, mastery eventually takes place.
Technology starts with design which includes Instructional System Design, (ISD),
Instructional strategies, and learner’s characteristics. ISD provides a framework to
guide the program designer.
Just like a tailor, a pattern is necessary in sewing well-fitted pants for the customer.
A recipe is needed to yield a good dish to be served as meals. A teaching guide will help
the teachers use a textbook effectively.
In designing technology, instructional strategies follow the identification of the
instructional design. The strategies might involve single learner or group of learners. It
may also include the teaching method like direct or indirect teaching.
Computer games frequently involve one or two players. Usually, tutorial programs
involve one player.
Another factor in designing instructional strategies is knowledge of the
characteristics of the learner, their interests and needs. A simple teaching program
design is created for beginners while a more complicated one is made for older mature
learners. Visual aids are also designed based on the age level of the learners. Teenagers
and early adolescents enjoy adventure, and adult images rather than characters well-
loved by young children.
Digital storytelling will be interesting to learners who are fond of using other school
celebrations. Technology gadgets like cell phone, i-pod, laptops and others are specially
designed for students who are fond of music, dances, movies, and films.
• Domain 2 –Development
DEVELOPMENT
• Print technologies
THEORY • Audio technologies
AND • •
Still Visuals
PRACTICE • Audio-visual
technologies
• ICT’s
• Electronic technologies
Integrated technologies
The theory and practice of development of educational technology includes print

technologies, audio technologies, still visuals, audio-visual technologies, information
and communication technologies, electronic technologies and integrated technologies.
Development of print technologies in the computer focuses on the senses. The varied
media correspond to the senses in the formation of insights and perceptions.
Technologies related to printed materials cater to the sense of sights and the reading
skills.
In using the computer, varied fonts, clip arts and colored figures are available to suit
the artistic skill of the user.
Audio technologies are provided to accompany presentations that caters to the sense
of hearing. Religious songs and the National Anthem are available for the opening of the
program and songs for ice breakers are available.
Other technologies under development are still visuals and audio visuals to make
presentations interesting and appealing to the senses.
• Domain 3 – Utilization
UTILIZATION
THEORY
AND • •
Media Utilization
• Implementation
PRACTICE
• Institutionalization
• Policies and regulation
The theory and practice on utilization of educational technology includes media

utilization, implementation, institutionalization and policies and regulation.
Technology is the phase where learning materials are considered, implemented

and used in actual teaching and learning activities. After realizing the merit of the
material, then it is institutionalized and the policies, and regulations are set about
its use, replication, and documentation.

Information and Communication Technology (ICT) and other materials can be

taken from the computer through surfing, paraphrasing, cutting and pasting. These
materials can be sent or recorded through electronic technologies like the electronic
mail and integrated technologies through social media like facebook, twitter, and
others.
• Domain 4 – Management
MANAGEMENT
THEORY • Project Management

AND • Resources• Management
PRACTICE • Management of Delivery
System
• Diffusion of Innovation
The theory and practice on management of educational technology includes project

management, resources management, and management of delivery and diffusion of
innovation. Management of the project starts when the materials are designed.
Management 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. Management also includes the use of
computer laboratory, checking of electrical connections, and sharing of the materials
among the teachers and staff of the school.
• Domain 5 – Evaluation
EVALUATION
THEORY
• Problem• Analysis
AND
• Measurement
PRACTICE • Formative Evaluation
• Summative Evaluation
The theory and practice of evaluation of educational technology includes problem

analysis, measurement, formative evaluation, and summative evaluation.
This phases how the different processes involved in judging the worth of the
materials produced. The teacher and students use a variety of evaluation instruments

depending on the skill or knowledge being evaluated like paper-and-pencil test for
teacher also uses rubrics, checklist, rating scale, and authentic assessments.
A software is available to evaluate the finished learning materials. There are
specifications which may include organization, content, relevance, creativity,
appropriateness, and audience impact. The developer can also device evaluation
instruments that fit well to the materials produced.
Technology Focus
The focus on integration of technology will be on facilitating and enhancing the
teaching-learning episodes undertaken by both the teachers and the students. The
degree of utilization of tools and techniques to improve student learning constitute the
main concern of Educational Technology manifested by the acquisition of the intended
learning outcome.
Technological Competence
Technological Competence refers to the ability to use with ease and confidence
the equipment, tools or gadgets mentioned above. The correct and careful use of these
tools and gadget will lead to satisfaction of the users. Likewise, proper use of guarantee
safety, good results and good product. Well-used digital camera will lead to good
pictures. Gadgets powered by electricity must be properly to avoid accidents and
unsatisfactory products. The guiding principle in technological competence is to master
the instructions first before using the equipment, tools or gadgets.
References
✓ Kennedy, S. (2019). Educational technology and curriculum. United

Kingdom: Ed-Tech Press.
✓ Tabbada, E. & Buendia, M. (2015). Educational technology 1. Mla.,
Philippines: Adriana Publishing Co., Inc.

SPT 5 Educational Technology: Learning Outcome

Uploaded by

Copyright:

Available Formats

SPT 5 Educational Technology: Learning Outcome

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SPT 5 Educational Technology: Learning Outcome

Uploaded by

Copyright:

Available Formats

JMJ Marists Brothers

Notre Dame of Marbel University

SPT 5 Educational Technology

Module ROLES OF EDUCATIONAL TECHNOLOGY IN THE 21ST

✓ Establish the roles of educational technology in the 21st

This module has four lessons:

1. Concepts About Educational Technology;

SPT 5 - Module 1 Lesson 1 | 1

Lesson 1: CONCEPTS ABOUT EDUCATIONAL TECHNOLOGY

✓ Define the concepts that are related to the Educational

Guess the word using the picture as a hint.

SPT 5 - Module 1 Lesson 1 | 2

Acquisition of New Knowledge

I. Technology as the use of gadgets, tools or equipment to perform a

It is the knowing, making, modifying, and using of tools, machines,

A student uses a printer to get a copy of his paper to be submitted to the

II. Technology as the collection of tools, including machinery,

This refers to reliable devices that enable one to make presentations

Teachers and students show PowerPoint presentation using the computer

SPT 5 - Module 1 Lesson 1 | 3

III. Other Gadgets as Technology

Some people need to use gadgets or

A student uses a hair dryer to facilitate styling a newly shampooed hair

Students use electric food mixers, blenders, and grinders in their

SPT 5 - Module 1 Lesson 1 | 4

IV. The Teacher as a Technology

After describing some gadgets

The teacher uses visual technology, verbal technology, sound technology,

There is a need to change from the traditional roles of technology-as-

SPT 5 - Module 1 Lesson 1 | 5

1. Technology is more than hardware. It is made up of any reliable

2. Learning technologies can be any environment or definable set of

Example: A game called: GETTING TO KNOW YOU GAME. Here is how

can play a …does not …is a loner

…loves …is a native of …is good in …is a fan of …has no

…is afraid of …has a laptop …has pet cats

…has written …has not …has

SPT 5 - Module 1 Lesson 1 | 6

Picture of body spelling the following letters.

3. Technologies are not simply conveyors or communicators of meaning

• The students can download researches about learning styles as

4. Technologies support learning when:

• Interactions with technologies are learner-initiated and learner-

5. Interactions with the technologies are conceptually and intellectually

SPT 5 - Module 1 Lesson 1 | 7

Example: The students create diagrams to show relationships between

When the achievement in Algebra is high, achievement in Mathematics is

6. Technologies should function as intellectual tool kits that enable learners

Example: Computer programs like word processing provides the user

7. Learners and technologies should be intellectual partners in the learning

Example: Many students have laptop, which serve as a technological

CONCEPTS OF EDUCATIONAL TECHNOLOGY

1. Educational technology as the selection, development, managing

SPT 5 - Module 1 Lesson 1 | 8

The development of a storyboard by taking pictures using a digital

2. Educational Technology as the choice of appropriate principles in the

As application of theory and practices, Educational Technology has five

SPT 5 - Module 1 FF Lesson 1 | 9