The document provides an overview of the history of educational technology from ancient times to the present. It discusses how educational tools and methods have evolved over different eras, from early forms of writing using sticks and knives, to modern computers and internet-based learning. Key developments mentioned include the emergence of universities in medieval times, innovations during the Renaissance like textbooks and teaching aids, and 20th century technologies like film, radio, and television being adopted for educational purposes. The role of educational technology is defined as using research-backed tools and systems to improve the learning process.
1. Garo, Candelaria D.,
Teaching Educational Technology
First year of publication
Published by National Bookstore
Philippine Copyright 2004 by Candelaria D. Garo
HISTORY OF
EDUCATIONAL
TECHNOLOGY
2. EDUCATION DURING THE ANCIENT TIMES
- Educational technology seems to be the
phenomenon of the 21st century
ANCIENT CIVILIZATION
- Men started to use pointed sticks to
inscript signs and symbols on the leaves
of trees and knives for the bark of tree
- 3,100 B.C. the Egyptians devised a
system of picture writing called
hieroglyphicsGaro, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
3. EDUCATION DURING THE ANCIENT TIMES
- Hieroglyphics symbols usually
represent a sound or a group of sounds
- Scribes, a group of men trained in the
art of writing
ANCIENT GREECE
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Spartan Education emphasized the
development of physical body coupled
with discipline
4. EDUCATION DURING THE ANCIENT TIMES
- Paidonomus, military commander in the
public barracks.
ATHENS
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Athens, recognition is given for its being
first to recognize the right of the individual
to develop to the fullest
5. EDUCATION DURING THE ANCIENT TIMES
- Activities to develop both were the prime
concerns in the music schools, the
grammar schools and the public
Gymnasiums or Palaestra
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Effective instructional materials were
designed and implemented (with the help
of Sophist Cognitive Rules)
6. EDUCATION DURING THE MEDIEVAL ERA
- Medieval University was an important
milestone in educational development
- Emperor Frederick I of bologna in 1158
chartered the First University
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Degrees offered were expanded which
required students 1. to engage in more in
depth studies and to write their theses 2.
defend them in public before the deans,
faculties and rectors.
7. EDUCATION DURING THE MEDIEVAL ERA
- Saracens or the Arabs among the Moors
of Spain gave a significant contribution in
determining the direction of what
educational technology is today.
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Curriculum was the most organized and
complete in the Elementary, Secondary
and Collegiate Level
- Scientific Method of teaching
8. EDUCATION DURING THE RENAISSANCE PERIOD
- Three Main lines of Concern: 1.
Intellectual to which education belongs 2.
Aesthetic 3. Scientific
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Humanism, Reformation, Realism,
Disciplinism, and Rationalism
- Bacon, Rabelais, Vives, and Milton
- John Locke (tabula rasa)
- Johann Amos Comenius (Orbis Pictus)
- Maria Montessori – Multi-sensory
materials to teaching
9. EDUCATION DURING THE AGE OF NATURALISM
- Jean Jacques Rouseau (Emiled)
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- The aim of education was the
preservation of the natural goodness of
the individual and the formation of society
based upon the recognition of natural
individual (Lacuesta et.al. 1986)- Herbart (five formal steps to teaching
known as Herbatian Method of Teaching-
1. preparation 2. preparation 3.
comparison 4. abstraction 5. generation
and application
10. EDUCATION DURING THE AGE OF NATURALISM
- Peztallozi (actual objects that involves
most of the senses)
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Froebel (Father of Kindergarten)
- Use of actual objects
- Recommended the use of play
and songs
11. EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY
-John Dewey (Pragmatist)
- Edward Lee Thorndike
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- The development of effective educational
technology (production of books, the use
of blackboard, improvements of writing
implements like pen and ink
12. EDUCATIONAL MOVEMENTS IN THE 19TH CENTURY
- Photography was invented
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Visual instruction
- Visual Media became widely accepted
- Educational films were used as
instructional media- First instructional television program
- American soldiers showed the
importance of educational devices such as
movies filmstrip, radio and other pictorial
devices.
13. EDUCATION IN COMTEMPORARY TIMES
- Computerization of Records
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Entrance procedures
- Aspects of administration and
supervision
- Multi – media Resources and
computers are common fixtures
14. EDUCATION IN COMTEMPORARY TIMES
- The computer Units are being installed to
be shared by the whole studentry
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Collegiate level and secondary levels,
graduate level have radically revised and
enriched their curricular offerings to
include course in computer applications
15. EDUCATION IN COMTEMPORARY TIMES
- Private Elementary Schools offer
computer lessons as early as in the
elementary grades
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- CAI
- multi-media presentations to make
teaching and learning more interesting
and effective- Educational Organizations (INTEL, UP
NISMED)
16. EDUCATION IN COMTEMPORARY TIMES
- Internet and the E-mail have become
tools for what is known as fast-paced
interactive learning communication and
search for information
Garo, Candelaria D.;Teaching Educational Technology: First year of publication:
Published by National Bookstore:Philippine Copyright 2004 by Candelaria D. Garo
- Computers became more user friendly
18. MEANINGOFEDUCATIONAL
TECHNOLOGY
Educational Technology is the
development, application and
evaluation of systems, techniques and
aids to improve the process of human
learning
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
Educational Technology is a systematic
way of designing, implementing and
evaluating the total learning and
teaching in terms of specific objectives
based on research in human learning
and communication; and employing a
combination of human and non-human
resources
19. MEANINGOFEDUCATIONAL
TECHNOLOGY
to bring about more effective instruction
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
Simply stated, educational technology
is the application of the results of
researches and studies, material or
non-material to improve teaching
and learning
continuation…
20. Our Definition:
“A combination of the processes
and tools involved in addressing
educational needs and problems,
with an emphasis on applying the
most current tools: computers
and their related technologies.”
(M. D. Roblyer, 2000)
MEANINGOFEDUCATIONAL
TECHNOLOGY
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
21. Has technology changed how and
what we teach?
MEANINGOFEDUCATIONAL
TECHNOLOGY
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
22. Change in educational philosophy
of what constitutes basic skills
No longer just three R’s
“Learning to learn” skills essential
Lifelong learning
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
MEANINGOFEDUCATIONAL
TECHNOLOGY
23. Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
MEANINGOFEDUCATIONAL
TECHNOLOGY
What We’ve Learned…
Development of technology
materials and integration
strategies is time intensive and
should not be a classroom
teacher’s primary responsibility
24. Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
MEANINGOFEDUCATIONAL
TECHNOLOGY
What We’ve Learned…
Educators must keep pace with
technological advances.
But often times technology
changes faster than the
educational environment.
25. Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
MEANINGOFEDUCATIONAL
TECHNOLOGY
What We’ve Learned…
Teachers will always be
necessary!
Definition of learning
environments are changing.
26. Identity of classrooms must change.
Our models of effective
instruction must change too!
Educators must be more than:
Sage on the Stage
Guide on the Side
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
MEANINGOFEDUCATIONAL
TECHNOLOGY
27. MEANINGOFEDUCATIONAL
TECHNOLOGY
EDTECH TO OTHER AIDS OF
TEACHING
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
2004 by Candelaria D. Garo
Media is very much a part and parcel of
educational technology. On the other
hand, audio-visual materials refer to
the instructional aids that appeal to
the auditory and sight senses which
could be personally prepared by the
teacher for a specific learning tasks and
group of learners.
29. ROLESANDFUNCTIONSOFEDTECH
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
If the educational technology are
properly used, instructional materials
can do the following:
1. Arouse and sustain the interest and
attention of the pupils/students to learn.
2. Concretize abstract concepts/ideas
to promote meaningful learning.
3. Makes learning more permanent
because of the rich experiences that
they provide
30. ROLESANDFUNCTIONSOFEDTECH
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
4. Provide self-activities for independent
learning
5. Increase vocabulary by eliminating
verbalism6. Develop continuity of thought
7. Increase the quality of learning while
decreasing the time spent
8. Check pupil preparedness
9. Make learning more interactive,
hence learning is improved
31. ROLESANDFUNCTIONSOFEDTECH
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
GUIDELINES IN THE SELECTION OF
INTRUCTIONAL MATERIALS
1. Size
2. Color
3. Durability
4. Economy
5. Easy to handle
6. Relevance
7. Novelty
33. It is a visual analogy
which is used as a guide
by teachers in choosing
WHAT, WHY AND HOW
much instructional
material they should use
to provoke learning with
the most satisfying
results.
Garo, Candelaria D.;Teaching Educational Technology: First year
of publication: Published by National Bookstore:Philippine Copyright
34. Cone of
Experience
Direct, Purposeful Experiences
Contrived Experiences
Dramatized Experiences
Demonstrations
Field Trips
Television
Motion Pictures
Recordings, Radio,
Still Pictures
Visual Symbols
Verbal
Symbols
Exhibits
35. The cone is based on the relationships of
various educational experiences to
reality (real life), and the bottom level
of the cone, "direct purposeful
experiences," represents reality or the
closest things to real, everyday life.
Principles on the cone of
Experience:
The opportunity for a learner to use a
variety or several senses (sight, smell,
hearing, touching, movement) is
considered in the cone.
36. Direct experience allows us to use all
senses.
Verbal symbols involve only hearing.
The more sensory channels possible in
interacting with a resource, the better the
chance that many students can learn from
it.
Each level of the cone above its base
moves a learner a step further away from
real- life experiences, so experiences
focusing only on
The use of verbal symbols are the
37. Motion pictures (also television) is where
it is on the cone because it is an
observational experience with little or no
opportunity to participate or use senses
other than seeing and hearing.
Contrived experiences are ones that are
highly participatory and simulate real life
situations or activities.
Dramatized experiences are defined as
experiences in which the learner acts out a
role or activity.
40. 1. We do not use only one medium of
communication in isolation. Rather we use
many instructional materials to help the
student conceptualize his experience.
…implications of the Cone of
Experience in the teaching-learning
process…
41. 2 We avoid teaching directly at the symbolic
level of thought without adequate foundation
of the concrete. Students' concepts will lack
deep roots in direct experience Dale
cautions us when he said "These rootless
experiences will not have the generative
power to produce additional concepts and
will not enable the learner to deal with the
new situations that he faces" (Dale, 1969)
…implications of the Cone of
Experience in the teaching-learning
process…
42. 3.When teaching, we don't get stuck in the
concrete. Let us strive to bring our
students to the symbolic or abstract level
to develop their higher order thinking skills.
…implications of the Cone of
Experience in the teaching-learning
process…
43. Three pitfalls that teachers should avoid
with regard to the use of the Cone of
Experience:
using one medium in isolation.
moving to the abstract without an
adequate foundation of concrete
experience.
getting stuck in the concrete without
moving to the abstract hampering the
development of our students' higher
thinking skills.
44. THIRD THROUGH A SERIES
OF SYMBOLS SYMBOLIC
SECOND THROUGH A SERIES OF
ILLUSTRATIONS ICONIC
FIRST THROUGH A SEQUENCE OF ACTIONS
ENACTIVE
BRUNER’S THREE- FOLD ANALYSIS
OF EXPERIENCE
46. • The BRUNER’S THREE-FOLD
ANALYSIS suggests
• that learning is more impressive if
one proceeds from the concrete to
abstract, or from specific to general
because more senses are involved
and the relationships are built in a
more pronounced manner.
47. If we want out students to remember
and master what was taught, we cannot
ignore what the Cone of Experience
reminds us to make use of a combination of
as many learning resources as we can and
to proceed to the abstract only after we
have presented the concrete. Do we have to
end in the abstract'? Or should the abstract
lead us again to the concrete and the
concrete to the abstract again? So learning
is from the concrete to the abstract, from the
abstract to the concrete and from the
48. PICTORIAL MEDIA
Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
49. - Still pictures
- Flat pictures are representations of
objects or things on a flat surface
Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
- A flat picture, also called an image,
is a group of colored points on a flat
surface that looks the same as
something else.
50. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Where can Flat Pictures be found?
NEWS, MAGAZINES,
ADVERTISEMENT,
POSTERS, PAMPHLETS
51. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
GUIDELINES TO TEACHING WITH
PICTURES
1. Pictures must be clearly seen by
everyone.
2. Students/pupils must be given a chance
to point out what they think are the
important aspect of the picture.
52. 3. The teacher must supplement pupils’
comments to make sure that nothing has
been omitted
4. The teacher and pupils should discuss
together what they find in the picture.
5. The picture used in class should lead
to the accumulation of related pictures in
the textbook.
Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
GUIDELINES TO TEACHING WITH PICTURES
53. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
GUIDELINES TO TEACHING WITH PICTURES
6. If the picture used in class stirs the
pupils to attempt at illustrating their own,
it is good evidence that a sound use has
been made of them.
7. Pictures ought to supply incentives for
the use of auxiliary aids, like motion
pictures, filmstrip and others.
54. 8. Pictures ought to promote
supplementary
GUIDELINES TO TEACHING WITH PICTURES
Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
55. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
A picture can be read in four levels
as follows:
1. Enumerative level
2. Descriptive level
3. Interpretative level
4. Integrative level
56. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
57. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
How to make pictures?
Using cameras for pictures
Before cameras
58. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Where can pictures be put?
What are the examples of flat
picture?
59. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Teachers should choose those the
suggest motion or the candid shots,
as they are more interesting and
life-like
60. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
1. To illustrate concepts and to
show examples of what you are
talking about during a lecture when
you can't visit the real thing
61. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
2. To inspire discussion of a topic,
looking at multiple aspects and
contexts
62. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
3. To enforce and extend language
and common terms of the object
being discussed, using subject-
specific terminology
63. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
4. To categorize within a subject
discipline and potentially build
reference collections for student
project work and research
64. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
To stimulate students writing a
story/poem about that image -
enhancing creative and language
skills
65. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
To encourage team work and foster
collaboration and the sharing of a
learning experience
66. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
To encourage critical thinking skills
To illustrate case studies
To enhance visual communication skills
To help identify emotions and mood
67. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
To document an event and analyse
practiceTo assess students' knowledge,
understanding and observational
skills
As a prompt to get students to
research all aspects of a topic
68. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Uses?
To document an event and analyse
practiceTo assess students' knowledge,
understanding and observational
skills
As a prompt to get students to
research all aspects of a topic
69. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Illustrations are non-photographic
70. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
INSTRUCTIONAL ROLES OF USING
ILLUSTRATIONS IN THE
CLASSROOM
Attention
Retention
Understanding
Context
71. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
72. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Purposes for which flat pictures,
photographs, and illustrations can be
used for teaching…
1. To CONCRETIZE words and symbols
2. To lend meaning to what one reads
3. To introduce or motivate
4. To correct misconceptions
5. To summarize a unit
6. To arouse emotions
73. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Flashcards are valuable materials for drill
activities particularly in the teaching of
Mathematics, English, and Filipino.
74. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
CONSIDERATIONS
1. The flashcards must be bold and big
enough to be seen everybody.
2. Flash the cards in a fast or snappy
manner to develop fast thinking or
response. This will enable the pupils to
automatize response.
75. 3. Flash the cards from back to front. Write
the answer at the back of each flashcard
so that as you flash you can see the
answer and thus you will be able to check
if the response of the pupil is correct or
not.
Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
CONSIDERATIONS
76. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
CONSIDERATIONS
4. Hold the flashcards firmly at your chest
level. Take care not to hide the words or the
math combinations written in it.
77. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Prepare the following pictorial media
and be able to demonstrate their uses
in a mock teaching…GROUP 1
Projected and non-projected still pictures
GROUP 2
Photographs and illustrations
GROUP 3
Flashcards
78. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
FLASH CARDS TEACHING
STRATEGYCTD Strategy
- used by special and regular education
teachers.FLASH CARDS MATERIALS NEEDED:
FLASHCARDS with…
Question
… Problem
…
Sight word...
79. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
STEPS
Sit/stand comfortably facing your student
Arrange the flashcards in the order you would like
to present them.
Starting with the first flashcard, hold it up so that
your student can clearly see the front. Keep the
back of the flashcard toward you so your child
cannot see it
80. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
STEPS
Read the flash cards front to your child
Wait THREE FULL SECONDS (for the student
answer)
If the student gives a correct answer, place the
correctly answered flash card in a pile on your left.
If the student gives incorrect response or no
response, tell him the correct answer, and place
the flash cards in a pile on your right side.
81. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
STEPS
After you have finished showing your child all of
the flash cards, you may continue your flashcards
teaching session by using the stack of incorrectly
answered cards.
82. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
TIPS
Keep the flash card session game-like and fun
Take activity breaks from your flash card session
as your student needs them
Revive energy for study with a healthy snack
Reward your student with a favorite physical
activity
Some of the nest motivators are free like hugs
and cheers for a job well done
83. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
ACTIVITIES using FLASH CARDS
Memory activities
Drilling activities
Identification activities
84. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
It reminds teachers that there are
many types of learners within any one
class.
85. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Buy them…
Make them yourself…
Students make them…
86. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
INSTRUCTIONAL ROLE OF USING
ILLUSTRATIONSIllustration Function
Attention
Retention
Understanding
Context
87. References
Duchastel, P.C. (1978) Illustrating Instructional Texts,
Educational Technology, Nov. 1978.
Fleming, M. & Levie, W. H. (1978) Instructional Message
Design, Englewood Cliffs, N.J.: Educational Technology
Publication.
Gagné, R.M. & Briggs, L.J. (1979) Principles of Instructional
Design (Second Edition), New York: Holt, Rinehart, and
Winston.
88. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
89. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Visual materials
Audio Visual
Audio Visual materials
Materials/software
Equipment/ hardware
Electronics
90. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
No –projected media
Two dimensional instructional
materials
Three-dimensional instructional
materials
91. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
92. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Gain and hold the attention of the
learner
Provide visual aspects to a process or
techniquesFocus attention on highlight of key
point
Create impact
Facilities the understanding of abstract
explanations
93. Garo, Candelaria D.;Teaching Educational Technology: First year of
publication: Published by National Bookstore:Philippine Copyright 2004 by
Provide a common fretwork of
experience to a large numbers of
learners
Stimulate reality
Notes de l'éditeur
1. Enumerative level – this level merely meaninful sentences which are of the inference type. E.g. FLOWER, BALL, DOG2. Descriptive level – giving a sentence on what is seen or how one sees in the picture look likes. E.G I see a big yellow flower is the favorite of the girl.3. Interpretative level – giving more meaningful sentences which are of the inference type.4. Integrative level - – this is relating what one sees in the picture to life. Reading PICTURES CAN BE MOST AWARDING of the students are given guides as to what to see and how to see things in the pictures.
You can make pictures through cameras… and you can also make pictures/flat pictures without cameras.
Architectural building sites
2. General history
Archeological items from excavations
Illustrations is by examining their functions. (ducstel, 1978) we will going to discuss on how illustrations can attract attention, aid retention, enhance understanding, or create context.Retention – keeping the information available in the long term memorySample… dual coding theory memory. It propose long term memory. Corroborating research….. Concrete words are better than abstract words, and that pictures alone are remembered better than words alone.
Flash card teaching strategies are popular with teachers because of their effectiveness. parents also approceiate the flash card bacuase it s an easy teaching strategy for home.
No need a timer to use flash cards.
Howard Gardner’s multiple intelligence theory reminds teachers that there many types of learners within any one class. gardner’s research indicates that teachers should aim to appeal to all different learner types at some point during the course. Kinesthetic and visual learners….Word cards should be introduced well after the pictorial cards so as not to interfere with correct pronunciation.
Attract attention, aid retention, and create contextRetention usually refers to keeping the information available in the long – term memory, but the ability to retain needed information in working memory is equally important to learning and performanceCorroborating research shows that concrete words are better chance of being remembered better than abstract words.From the dual coding perspective – concrete words helps us generate associated mental images, and mental images helps us to generate associated concrete words.
According to AgyOkogbuo (2000) Visual material-such as picture, diagrams buildings, projectors, teachers themselves (s) chart, real objects (realia) studies etc. these materials such as books, newspapers journals, magazines, pamphlets, handout or NTI modules were also involved.2. Audio materials – such as tape recording cassette, cartridge, radio, dice, teleture, teleconferencing, language laboratories, teachers voice. They appeal to the sense of hearing.3. Audio-visual materials which include the television, video recording motion pictures with sound tracks, slide and films trips projection with sound tapes, films and multimedia. They appeal to both sense of hearing and sight.4. Materials/software include graphic materials, printed materials, slide, filmstrips, overhead transparency, tapes cassettes, and motion pictures.5. Equipment/hardware: examples include: black boards, tape recorders, projectors and video recorders. They are used in presenting materials, static or display such as chalkboard, flannel graph, flip charts, magnetic board are also used in presenting materials or lectures.6. Electronics: this comprises of radio, computer, e-mail, multimedia. These teaching materials makes teaching and learning process more easy and concrete.