DR. GLORIA D. LACSON FOUNDATION COLLEGES, INC.

Castellano,San Leonardo,Nueva Ecija

Tel No. ( 044 ) 486- 2919/ Fax( 044 ) 486 – 2918

METHODS 4- EDUCATIONAL
TECHNOLOGY 2
PRELIM PERIOD

Prepared by: Checked by:

JOHN PAUL P. DELA CRUZ DANILO G. TAN, Ed. D.

Academic Instructor Dean, College of Education
 TABLE OF CONTENTS

PRELIM

 Chapter 1 An overview: Educational Technology

 Chapter 2 Understanding Technology Learners
 Chapter 3 Bridging the generation Gap
 Chapter 4 Preferences of the technology generation
 Chapter 5 Developing base digital skills

MIDTERM

 Chapter 6 Evaluation of technology learning

 Chapter 7 Higher thinking skill through IT-based project
 Chapter 8 Computer as information and communication technology
 Chapter 9 The computer as tutor
 Chapter 10 Information technology in support of student-centered learning

FINALS

 Chapter 11 Cooperative learning with the computer

 Chapter 12 The software as an educational resource

 Chapter 13 Understanding hypermedia

 Chapter 14 Educational Technology 2 Practicum

 Chapter 15 Tablets for Textbooks in Schools

I. Learning Outcomes (Objectives)

At the end of the semester the students are expected to:

Acquire adequate understanding in the importance of technology in education
Realize the value and importance of technology in education
Develop skills in the development and utilization of the technology in education
Develop assessment tools in the evaluation of technology in education

II. Introduction

In essence, the course aims to infuse technology in the student-teachers training,

helping them to meet and adapt to rapid and continuing technological changes,
particularly in the thriving global information and communication technology (ICT)
environment.

This textbook on Educational Technology 2 comes at an opportune time when

professional teachers are still taking their place in the new information technology of
the millennium.

Now it has become clear to educators that it is not enough for teachers to be able to
tap the computer keyboard, prepare computer designed test papers, prepare
PowerPoint presentations, and ne computer savvy. Yes professional teachers, especially
in developed countries may have kept up with the computer age by being computer
literate, but it is clear that this is not enough.

The computer and its multi or hypermedia capabilities must still be used not simply
for direct instruction, but for integration into the curricula and its various courses or
subjects. Integration is the present challenge and given this situation the Educational
Technology 2 textbook has significance.

In an important way, the textbook also relates to Filipino professional and future
teachers. It adapts well to the fact that there is still a dirge of information technology
hardware both in our public and private schools. The lesson on cooperative learning
with IT is relevant since the lack of hardware can be overcome through effective
cooperative learning.

III. Topics

 Chapter 1 An overview: Educational Technology

 Chapter 2 Understanding Technology Learners
 Chapter 3 Bridging the generation Gap
 Chapter 4 Preferences of the technology generation
 Chapter 5 Developing base digital skills

IV. Activities for Discussion/ Action/ Research

Name: __________________________________ Date: ______________

 LESSON 1 AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2

Educational Technology 2 is concerned with “Integrating Technology into Teaching

and Learning.” Specifically this is focused on introducing, reinforcing, supplementing and
extending the knowledge and skills to learners so that they can become exemplary users of
educational technology. Mainly directed to student teachers, also professional teachers
who may wish to update their knowledge of educational technology, this course intends to
help our target learners to weave technology in teaching, with software (computer
programmed learning materials) becoming a natural extension of their learning tools.

Necessarily, Educational Technology 2 will involve a deeper understanding of the

computer as well as hands-on application of computer skills. But this is not to say that the
goal of the course is to promote computer skills. Rather, the course is primarily directed at
enhancing teaching-and-learning through technology integration.

In essence, the course aims to infuse technology in the student-teachers training,

helping them to meet and adapt to rapid and continuing technological changes, particularly
in the thriving global information and communication technology (ICT) envirenoment.

More specifically, the course objectives are:

To provide education in the use of technology in instruction by providing knowledge

and skills on technology integration-in-instruction to learners.
To impart learning experiences in instructional experiences in instructional
technology supported instructional planning;
To acquaint students on Information Technology or IT-related learning theories
with the computer as a tutor
To learn to use and evaluate computer-based educational resources;
To engage learners on practical technology integration issues including managing IT
classrooms, use of the internet for learning, cooperative and learning through the
use of information technology; and
To inculcate higher-level thinking and creativity among students while providing
them knowledge of IT-related learning theories.
 While the course is primarily intended for the use of student-teachers, it can also be of
great use to professional teachers, school administrations, teachers educators, and in fact
anyone who is interested on how Information Technology can be used to improve not only
instruction but the school management program and curriculum.

It may be said, too, that the study of this course on integrating Information Technology
in instruction should not be considered as a formidable task, but rather as a refreshing and
exciting study given the idea that all learning should be fun.

Answer the following question below.

REFLECTION

1. Many college students are presently required to take Computer courses including
word processing (Microsoft Office), spreadsheet preparation (Excel), presentation
techniques (PowerPoint), etc. How do you think this will help application of skills
needed in Educational Technology 2?
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2. From those who have done internet surfing/searching/reading, what do the
Websites offer users?
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3. Do you think there are enough websites for educational purposes? Do you think
there are many users of educational websites?
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ENRICHMENT ACTIVITY

Email your teacher and classmates sending positive comments about your personal
expectations about the course.
ACTIVITY

1. Make a ladderized diagram (like a stairway) with summary words of the learning
objectives of Educational Technology 2 course.
2. Formulate your personal anticipation on what you can learn/achieve from the
course, given your own experience with computers and fun/enriching activities you
presently get from it. List your anticipated expectations in Manila paper for class
presentation.

LEARNING OBJECTIVES OF ET 2
 LESSON 2 UNDERSTANDING TECHNOLOGY LEARNERS

Today’s learners appear smarter, yet they can’t read as their parents do and they are
addicted to the internet. Even in classes, their concentration is questionable as they are
uneasy to simply sit and listen. They become alive again through video presentations,
group activities and computer classes.

The concern for new learners is valid. On the other hand, it is to be admitted that
our teachers today generally use the traditional education program applicable to learners
of the past, acquainted with linear, textual, and sequential learning. They fail to realize that
the new generation of the 21st millennium is not the kind of learner that they were, but are
information technology or digital learners.

It is observed that, the new learners spend much time talking with friends on their
cell phones, sending text messages, interacting through social internet media like the
Facebook, playing video games and surfing the World Wide Web.

Lest the concern for new learners is not well understood, it serves to know what scientist
say, as follows:

There are positive benefits derived from the use of information technology or digital
resources and these counterbalance possible negative effects of technology on
children.
Daily exposure to high technology-personal computers, video game gadgets, cell
phones, internet search sites-stimulates the brain by strengthening and creating
neural circuits.
A current technological revolution is creating an intellectual revolution, faster and
better than ever before.

The 19th century psychologist Jean Piaget presented a chart from childhood to
adulthood with the first two years of susceptible minds, six years of acquiring
communication skills, teenage years of transition concrete thinking, and adult years of
abstract thinking and reasoning.

Given the digital age today, Piaget’s traditional learning chart may have to be redefined.
Even at a very early stage at preparatory school, computer-aided instruction is offered as
digital tools. Digital technology resources, such as Ipod music devices, video game gadgets,
computer games, mobile phones, and the Internet contribute to their digital acculturation.
 SELF HELP:

Differentiate the parents 30 years ago and the new millennial generation
using word/phrases.
Media/ technologies available New technologies

Social relationships New social relationships

Beliefs or values New beliefs or values

 LESSON 3 BRIDGING THE GENERATION GAP

The older generation often feels there is a generation gap between them and the
younger generation. This is apparent in simple things like the manner of dressing;
socializing, more intimate relationships like friendship and marrying, etc. still, some old
things are difficult to overcome, as there are still the caste systems in India, pre-arranged
marriages in China, female circumcision in Africa, and theocratic or religion-rule societies
in the Middle East. Even in education, traditional schooling has hardly changed even with
the clear evidence of a digital world. Reflect on how some teachers confine their teaching to
the board talk-test method.

In the field of education, a huge generation gap also exists and it will continue widen
unless some changes are adopted at the proper time. In peasant third world countries
where schools don’t have technology facilities, it is understandable that the transition to
digital education may take time. But given the rapid emergence of digital technology, at
times referred to as information and communication technology (ICT), there is the need to
prepare for bridging the digital gap in society. First, we need to understand the potentials
of ICT:

The new network of instantaneous communication is global, overcoming borders

between countries and continents.
Much of what elders believe may not be applicable anymore to the new generation,
especially along matters of traditional value systems.
Alvin Toffler’s book, Future Shock, shows how the information age has begun to
create many cultural changes in the family, societies, businesses, governments such
as what he calls the throw-away society, modular man, kinetic image, scientific
trajectory, fractured family, surfeit of sub cults, psychological dimension, etc.

Given the speed and power of ICT for change, growth, innovation, it becomes critical
that teachers understand the gap that may be perceived between them and the new
generation of learners. Much of the old technology such as tube radio, platter records,
cassette tapes, celluloid movies, antenna television, landline phones, have vanished or are
quickly vanishing today. Even in communication, sending a written letter has become
tedious with the advent of emailing and web-camera face-to-face communication. As
sophisticated technology advances at a dizzying pace, the complacency of educators to stick
to traditional education systems and approaches become futile, if not retrogressive.
ENRICHMENT ACTIVITY

Research, read and write a one-paragraph essay of one aspect of radical changes in Alvin
Toffler’s book Future Shock. Follow this with an individual work and individual reporting
through a 3-minute power point or video presentation.

REFLECTION
Based on the given discussion and topic give at least five sentences on how will you reflect
in this topic.
 LESSON 4 PREFERENCES OF THE TECHNOLOGY
GENERATION

What the old generation likes may not be the same as what the new generation
prefers in their life, work and leisure. Sad to say, much of the good things enjoyed by elders
when they were students are no longer available to the new generation. Post-war II
gardening classes in which students engaged in seabed preparation, planting and nurturing
of vegetable plants in wide school grounds are no longer part of the school program.
Vocational, cultural and values classes have also been minimized due to emphasis on the
basics of English, Mathematics and Science.

The state dictates educational priorities based on perceptions on the country’s need
to strengthen its agricultural, business or industrial economy. As technology stages a
change along a global dimension, lawmakers are challenged to adopt wisdom in calibrating
the genuine needs of development and not be copycats of other nations, forgetting
indigenous potentials in people, land, mineral resources, forestry, and sea space which
make the country rich for long –term development.

In the field of education, it is important that critical differences in preparations

between old and young which create a generation gap need to be discussed.

Single and multi-track activity patterns

The old generation has availed of slow and single track pattern of activities. Life
has been comfortably slower for oldies as they watch and follow television tele-
nobelas like Walang Hanggan patronize the movies of their favorite local
performers, and prioritize social activities like community outings and dance clinics.
On the other hand, the new generation is exposed to quick flicking video games,
mobile phone texting, socializing through the social Web sites, and downloading
text/music/photos/video with adeptness and task-switching speed.

Texts vs. visuals

Our parents read book texts, enriched by illustrations and photos. In order to
research, they go to the school library, use the card catalogue for needed books, and
sign up to borrow books for home reading. The technology or digital generation has
greater affinity to visuals (photos and video) compared with texts. In fact, they have
 been exposed since childhood to cable television and video images especially
cartoon characters, and then to computer images, in such a manner that their visual
fluency or abilities have been sharpened and enhanced.

Linear vs. hyper media

The past-30 year old generation has obtained information in a linear, logical and
sequential manner. On the positive side, this has made them more logical, focused,
and reflective thinkers. The new generation, however, follows a personal random
access to hyperlinked digital information, less superior to elders in focus and
reflection. Thus, they appear to be more easily bored and distracted during class
lectures.

Independent vs. Social Learners

The traditional education system gives priority to independent learning, prior to

participative work.
New learners, however, are already acquainted with digital tools that adapt to both
personal and participative work. They take the opportunity for dozens of
instantaneous ways to communicate with others mobile calls and text, emails,
Facebook, YouTube, Myspace, twitter, wikis and etc. experts describe this mode of
digital learning as one that based on experimentation, discovery and intuition. 

Learning to do vs. To pass the test

Old teachers teach students in order to help them pass tests and complete the
course requirement.
On the other hand, the new digital learners simply wish to acquire skills, knowledge
and habits as windows of opportunity afford them to learn. Our parents have
completed a course and have engaged in a permanent job for most of their lives. A
different work situation awaits the digital generation with contractual, multitask
and multi-career opportunities in a digital world ahead of them. 

Delayed rewards vs. Instant gratification

The traditional reward system in education consists in the grades, honor

certificates/medals and diplomas. Including future jobs, the traditional rewards for
the performance. 
On the other hand. Digital learners on their own experience or more immediate
gratification through immediate scores from games, enjoyable conversation from
web-cam calls, excitement from email chats and inviting comments from their
Facebook accounts.
Rote memory vs. Fun learning

Teachers feel too obliged to delivering content-based courses, the learning of which
is measurable by standard tests.
Digital learners and not surprisingly there is much fun in the digital world outside
the school.

Answer the following questions.

SELF-HELP

1. Write your perception/ experience (good and non-good) of the Facebook

Social Media.
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2. Differentiate the past-30 years old generation and the new digital generation.
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 LESSON 5 DEVELOPING BASIC DIGITAL SKILLS
In this lesson we are going to talk about basic digital ethics. So, as teachers adjust
their teaching to effectively match to the new world of information and communication
technology. They must be clear on what basic knowledge skills and values need to be
developed by learners. Rather than call them literacy skills these are better refer to as
fluency. 

Fluency in Digital Skills that should be considered:

SOLUTION FLUENCY or the capacity and creativity in problem solving.

INFORMATION FLUENCY or the ability to access, retrieved, and reflects on, assess
and rewrite for instructive information packages.
COLLABORATION FLUENCY refers to the teamwork with virtual or real partners in
the online environment.
MEDIA FLUENCY that refers to the ability to evaluate the message in a chosen
media.
CREATIVITY FLUENCY that means artistic proficiency.
DIGITAL ETHICS that talks about the management of oneself ethically,
professionally and in a clinically sound manner via online and digital
mediums. Entering a new world of information and communication technology
opens the way for complex and higher cognitive skills. The following taxonomy can
be proposed: remembering- recall information, understanding- explain ideas,
applying- use information in a new way, analyzing- distinguish different parts,
evaluating-justify stand or position, creating- new product/point of view.
 The structured problem solving process known as 4Ds: define the problem, design
the solution, do the work, and debrief the outcome also exemplifies the
instructional shift in digital learning. 

SELF-HELP

Show by way of graphic art illustration the six digital fluencies, adding textual
information to support each fluency.

THE SIX NEW GENERATION DIGITAL FLUENCIES

SELF-HELP

1. Give flesh to the new taxonomy of skills by specific examples, e.g. How a history
lesson on the discovery of the Philippines is learned (dates to be memorized,
motives for foreign colonization understood, how religion is imparted to natives,
what are good and bad about the Christian faith, taking a position on your support
or aversion to Hispanic acculturation of native Filipinos, and creating a program for
indigenous cultural development).

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2. Apply the 4 D’s through a project-based activity

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V. Quiz/ Assessment Tasks (topics:

QUIZ #1 An overview: Educational Technology

A. Directions: Answer the following questions below.

1.-5. What is Educational Technology 2?

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6.-10. What is the course aims?

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11.-15. Why computer hands-on needed in teaching?

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16.-20. What is the importance of Educational Technology 2 in every student like you?
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QUIZ #2 Understanding Technology Learners

Directions: Write T if the statement is correct and F if it is not. Write your answer on the
space provided before the number.

_____1. The 19th century psychologist Jean Piaget presented a chart from infanthood to
adulthood.

_____2. A current technological revolution is creating an intellectual revolution, faster and

better than ever.

_____3. Multitasking characterizes professional work in the new world of information

technology.

_____4. The new generation of the 21st millennium is the kind of learner that cannot easily
adapt by the information technology or digital learners.

_____5. The old generation can do a lot of multi-tasking activities.

_____6. The new learners spend much time talking with friends on their cell phones through
Internet media.

_____7. The new learners easily motivated by the video presentations.

_____8. Digital technology resources, such as Ipod music devices, video games, computer
games, mobile phones, and the internet contribute to their digital acculturation.

_____9. It is unnecessarily for the learners to use informational technology for their
reporting in the classes.

_____10. Computers are hindrance for the learners to achieve their goals in life.
.

Directions: Answer the following question in a meaningful statement.

11.-20. What is the difference between parents from 30 years ago to new millennial
generation?

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QUIZ#3 : Bridging the generation Gap & Preferences of the technology

Generation

A. Directions: Identify the following statement then write the correct answer.

_________________1. A huge _________________ also exists and it will

continue to widen unless some changes are adopted at
the proper time.
_________________2. It is used to communicate with other friends showing your
face using any kinds of computer.
_________________3. It is the author of the book that showing the aspect of
radical changes in “Future Shock”.
_________________4. It is the learning of which is measurable by standard
tests.
_________________5. It is traditional reward system in education consists in
the grades, honor certificates/medals and diplomas.
_________________6. It is book texts, enriched by illustrations and photos
_________________7. It is single track pattern of activities
_________________8. It is traditional education system gives priority to
independent learning, prior to participative work
_________________9. It is past-30 year old generation has obtained
information in a linear, logical and sequential manner.

_________________10. It is pass tests and complete the course requirement.

B. Directions: Answer the following question.

Why is it important that critical differences in preparations in perceptions between
old and young generation gap need to be discuss?

________________________________________________________________
________________________________________________________________
 ________________________________________________________________
QUIZ#4

A. Directions: Make your own taxonomy regarding to the “higher thinking skills”
and write their meanings. Then write at least one paragraph below the column.
(20points)

REFLECTION:

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VI. Summary

By developing higher thinking skills, the schools today can inculcate the digital
fluencies, while overcoming limitations inherent in digital technology, resulting in
superficial and mediocre learning skills of new learners. In the instructional process,
there is also an instructional shift from lecture-to-asks to digital tasks-to-learning.
This is exemplified by an activity, such as role playing (task) followed by processing
of the activity (learning). In this approach, skills are developed and the learning
outcome is achieved by students themselves. The structured problem solving-
process known as 4ds also exemplifies the instructional shift in digital learning.
Understandably, the teacher will have to move away from center stage of the
classroom, and allow students the limelight of the teaching- learning process. This is
the same as the shift from teacher-centered to student-centered learning, which is
the new teaching paradigm most appropriate for learning in a digital age.
Is sum, teachers need to connect with digital learner, and not think of them as
entering their past-30years old traditional world. While there are apparent setbacks
or limitations to digital learning, there are opportunities to tap through:
 The new learners’ digital fluency with visual learning with the use of
audiovisuals, media and multimedia;
 Using hyperlinked multimedia for projects that enhance work focus and
reflection; and
 Problem-solving activities to suit the new generation’s style and preference
for fun and relevant learning.
Since the new generations are expected to face a future professional challenge of a
digital word ahead of them, technology supported skills need to be taught in schools
today, or else schools will become a white elephant. If schools fail to respond to
emergent changes and needs, new learners may lose appreciation of the educational
system, and drop out of school, as surveys show an increasing drop-out rate every
year. Learning at home and availing digital availing digital learning systems like the
Open Universities may save the day, but the situation remains bleak for schools
stolidly adhering to the old educational system.
Truly, there are valid concern which must be met, and among these are the feared
underdevelopment of new learners along social face-to-face interaction skills. On
the other hand, there is the phenomenon of the young generation taking on multi-
tasking as they perform tasks simultaneously.
VII. Answer Key
QUIZ #1
1.-20. ANSWERS MAY VARY

QUIZ #2
1. F 6. T
2. T 7. T
3. T 8. T
4. F 9. F
5. F 10. F
11.-20. ANSWERS MAY VARY
QUIZ #3
1. Old generation
2. Web camera
3. Alvin Toffler
4. Rote memory vs. Fun learning
5. Delayed rewards vs. Instant gratification
6. Texts vs. visuals
7. Single and multi-track activity patterns
8. Independent vs. Social Learners
9. Linear vs. hyper media
10. Learning to do vs. To pass the test
11.-20. ANSWERS MAY VARY
QUIZ #4
VIII. References

(Honelyn C. Batislaong, Suzete Anito and Alfredo Magadan Jr, 2014) &
(Educational Technology 2, Paz I. Lucido, 2004)

Copyright, 2012 by
Paz I. Lucido, Ph D.
And
Lorimar Publishing, Inc.

Published by
Lorimar Publishing, Inc.
776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila
Tel. Nos. 721-2715. 723-1560. Cellphone No. 0918-5375190
Telefax:7273386

*END OF PRELIM*