Educational Technology 2

1. Selection, Production and Utilization of
Appropriate Technology Tools for Instruction

2. Educational Technology 1 served:
• To orient the learner to the pervasiveness of
educational technology
• To lend familiarization on how educational
technology can be utilized as the media for
the avenues teaching-learning process in the
school
• To uplift the learner to human learning through
the use of technology

3. • To impart skills in planning, designing, using
and evaluating the technology-enriched
teaching learning process
• To acquaint learners on basic aspects of
community education, functions of the school
media center
• To introduce the learner to what is recognized
as the third revolution in education…
the COMPUTER.

4. Information Communication Technology
applications:
• Operating System
• Word Processing
• Spreadsheet
• PowerPoint Presentation
• Internet

5. Educational Technology 2 objectives:
• 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
technology-supported instructional planning
• To acquaint students on Information
Technology or IT-related learning theories with
the computer as a tutor

6. • 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 learning through the use of
information technology
• To inculcate higher-level thinking and
creativity among students while providing them
knowledge of IT-related learning theories

7. Progressive countries in the Asia Pacific
Region have formulated state policies and
strategies to infuse technology in schools to
provide confidence to educators that they are
taking the right steps in adopting technology in
education.
Five progressive states/city imposing ICT
policies and strategies in schools, namely New
Zealand, Australia, Malaysia, Singapore and
Hong Kong.

8. Goal
Government with the education and
technology sectors, community groups, and
industry envisions to support to the
development of the capability of schools to use
information and communication technologies in
teaching-and-learning and in administration.

9. Strategy
• Improving learning outcomes for students
using ICT to support curriculum
• Using ICT to improve the efficiency and
effectiveness of educational administration
• Developing partnerships with communities to
enhance access to learning through ICT

10. Focus areas
• Infrastructure for increasing schools’ access to
ICTs to enhance education
• Professional development so that school
managers and teachers can increase their
capacity to use ICT

11. Initiatives
• An on-line resource center with centrally
managed website for the delivery of multi-
media resources to schools
• A computer recycling scheme
• A planning and implementation guide for
schools
• ICT professional development school/clusters

12. Planning, funding and implementation strategies:
• Fast local and wide area networks linking
schools across the state and territory
• Substantial number of computers in schools,
ensuring adequate access
• Continuing teacher training in the use of
technology for instruction
• Technical support to each school
• Sufficient hardware and software
• Digital library resources
• Technology demonstrations as models for
schools

13. Teaching-and-Learning includes:
• Classroom with multi-media, presentation
facilities, e-mail and groupware for
collaborative work
• Library media center with database for
multimedia courseware and network access to
the internet
• Computer laboratory for teaching, readily
accessible multimedia and audiovisual
equipment

14. • Multimedia development center
• Studio / theatre with control room
• Teachers’ room with on-lie access to
courseware catalogues and databases,
information and resource management
systems and professional networking tools,
such as e-mail and groupware
• Server room
• Administration offices capable of accessing
the network

15. Curriculum and assessment
• A balance between acquisition of factual
knowledge and mastery concepts and skills
• Students in more active and independent
learning
• Assessment to measure abilities in applying
information and communicating

16. Learning resources
• Development of a wide range of educational
software for instruction
• Use relevant internet resources for teaching-
and-learning
• Convenient and timely procurement of
software materials

17. Teacher development
• Training on purposeful use of IT for teaching
• Equipping each trainee teacher with core skills
in teaching with IT
• Tie-ups with institutions for higher learning
and industry partners

18. Physical and technological infrastructure
• Pupil computer ratio 2:1
• Access to IT in all learning areas in the school
• School wide network and school linkages
through wide area network (WAN), eventually
connected to Singapore ONE

19. IT initiatives
• 40 computers for each primary schools and 82
computers for each secondary schools
• About 85,000 IT training places for teachers at
four levels
• Technical support for all schools
• Information Education Resource Center
• IT coordinator for each of 250 schools
• Computer rooms for the use of students after
normal school hours

20. • An IT Pilot Scheme
• Review of school curriculum to incorporate IT
elements
• Development of appropriate software in
collaboration with government, the private
sector, tertiary institutions and schools
• Exploring feasibility of setting up an education-
specific Intranet

21. External manifestations of technology integration
Into instruction:
• There’s a change in the way classes are
traditionally conducted
• The quality of instruction is improve to higher
level
• There is planning by the teacher on the
process of determining how and when
technology fits into the teaching-learning
process

22. • The teacher sets instructional strategies to
address specific instructional issues/problems
• The use of technology provides the opening of
opportunities to respond to these
issues/problems
• Technology occupies a position in the
instructional process