Educational Technology

1. UNIT III
Learning thru Design
and Technology

2. 1.
TIME
2.
ENERGY
3.
EFFORT
4.
MONEY

3. OBJECTIVES
1. Students will be able to draw their own instructional
materials and explain how to use.
2. Students will be able to describe some of the learning
styles of students, through a short skit.

4. Principles of Designing Educational Technology
In her paper on the development of instructional
materials, which she read in a Seminar-Workshop in
Instructional Materials Development, Lorenzo (2005)
stated that instructional materials are specifically
designed classroom tools, which contain instructions to
learners or teachers. She outlined the following as
principles in designing instructional materials.

5. Materials are specifically designed for planned
purposes.
They are planned for learning experiences
presented to the learners. For instructional materials to
be effective, they must serve the objectives for which
they are intended. If they are designed to provide a
springboard to a lesson, they should be designed to do
that. While if they are intended to unlock vocabularies,
they should be designed to give the meanings of the
difficult words, and so on.

6. Instructional materials are tools designed for teachers as well
as for students.
There are devices which if used appropriately by both the
teacher and the learners may cause the learning to take place.
These materials are not individualized though, instead there
are tools which enable the teacher to individualize learning.
Necessarily, the materials of instruction should also serve as
tools for evaluating the results of teaching, so that the teacher
can improve on her methodology, strategy and techniques and
the selection of content.

7. The use of content in the material is planned.
Instruction will give in the detail the use of content.
The instructional materials must reflect the
content or the subject matter, if not; the material is
empty and useless. During the class, the teacher must
have a prepared detailed set of activities to be unfolded
with the help of the instructional technology. Plan of
the design and the implementation must be structured
so that the teacher shall be guided accordingly.

8. Instructional materials specify (1) the content to be learned, (2) the
techniques of presentation, practice and use of the content and (3) the
mode of teaching associated with those techniques.
In most case, a manual operation, which indicates the
subject matter accompanies the instructional materials,
and specifies the content, the specific materials, can best
develop. The technique presentation may also be in the
form of sets of instructions like the contextualization of
new language content and procedures by repetition and
transformation.

9. The teacher performing specified actions or using
specified objects is also considered as a mode of
presentation. She can present the lesson thru a
socialized recitation, individualized instruction,
cooperative learning and projects. The mode of
communication can be a book, an audiotape or a
card with arranged content or instructions.

10. Steps in the Designing ICT-Based Instruction
Bearing in mind the principles discussed above
the teacher may venture into the preparation or
development of instructional materials. The outline
is in consonance with the steps in developing
instructional materials or programs given by Borg
and Gall in their R & D model.

11. 1.The Planning Phase
This phase is motivated by a felt need to
produce an instructional material. This must be
contained in the rationale to justify the project. To
insure a better direction, objectives must also be
clearly stated, for whom the materials are intended
The nature of the material to be developed must be
given to include the audio-video content.

12. In case it is a printed material, the content outline
must be organized to include other features like,
illustration, diagrams, graphs and charts if
necessary. The available references must also be
specified. In case the material to be developed is a
picture series which maybe projected or non-
projected, still or animated, as in multimedia
presentations a storyboard is necessary.

13. The learners are the most important considerations
as the efforts are geared towards their development.
Knowing them insures that there is a match between
the nature and characteristics of the
learners/students and the content, the methodology
and the instructional materials. It must be noted that
it is not possible to analyze the characteristics of the
group, their specific entry behaviors and their
learning styles may be the center of analysis.

14. You should administer
diagnostic test.

15. We all know that interest and attention
promote effective learning. This will help
you determine the strategy to use and the
corresponding technology to deliver the
goods in the most effective way.
The following can be a guide in analyzing
the learners.

16.  General Characteristics.
The pupils for whom this lesson is
intended are Grade III pupils who are taking up
General Science geared towards a group that is
heterogeneous. They are at least eight years old.
They come from an agricultural community in
Laoag City so most of them are sons and
daughters of farmers.

17. Most of them are passive and quiet.
Maybe it is because of their
inadequacy to speak English, which is
the medium of instruction. it was
observed though that in their Filipino
class they could interact better.

18. Entry Skills
The grade three pupils are able to do the
following: They can describe pictures of animals,
infer on how they reproduce sexually, tell stories
on the different life cycles of some animals,
describe the changes in animals as they develop
and grow and they can cite how animals can be
useful to man.

19. Learning Styles
This group dislikes the monotony of reading
board works, answering questions about what they
read and working on assignments. They enjoy
manipulative materials and playing simulation
games. They seem to be more interested when they
are shown some pictures to talk about. Television
viewing catches their attention.

20. Stating Objectives
This is stating the intent of instruction.
This may come in the form of knowledge,
skills, habits and attitudes, which the
students possess upon completion of the
learning cycle.

21. Why is there a need to identify
instructional objectives?

22. A teacher who really intends to teach knows
the importance of formulating clear-cut
objectives for his lessons. He is aware that the
presence of a specific and attainable objectives
spells the difference between sailing and
drifting in this trying sea of teaching. A teacher
who has objectives has a direction and is well
guided.

23. He knows the content, the references, the instructional
materials and the appropriate technique of teaching his
wards.
The instructional objectives facilitate evaluation,
which is a very necessary component of the teaching-
learning process. After each lesson, evaluation is done to
determine how far or how close the objectives of the
lesson had been achieved. But this can only be done if the
objectives stated explicitly well the desired behavior or
tasks required of the students.

24. Roles of Instructional Objectives
1.Provide directions for the instructional
process.
2.Communicate instructional intent to students,
parents, administrators and others.
3.Provide a basis for students.

25. Instructional objectives are also
necessary to communicate to students
what they are expected to do and
what level of performance should
they exhibit.

26. Components of a well-stated instructional
objectives. An instructional objective is well-
stated if it contains all three components like
behaviour condition, and performance
standards. The behaviour component contains
specific action, the student is expected to show
or demonstrate.

27. Analyzing the content.The teacher
must be familiar with the characteristics
of the subject matter or the topics for
which instructional materials whether
hi-tech or lo-tech in nature will serve.
Different contents require different
pedagogical practices as they differ

28. in the skills that will be developed. It
is also very important that the
teachers know what pre-requisite
skills are needed and know how the
content can be related with the
other contents.

29. Selecting the method , approaches or
strategies
This is the phase where the teacher
should look into the harmonious
relationship between the methodology
approaches or strategies chosen, the
specific objectives and the content.

30. He should also take into consideration the grade
level for which the methodology and the
strategy are being intended for methods of
teaching: Inductive method, deductive method,
inquiry based learning, cooperative learning
and many more so the main concern is to
decide on which method and strategies shall be
used.

31. Matching the Pedagogy and ICT
The main issue is putting pedagogy and ICT together
and this needs the presence of a technology enabled
environment so that ICT based activities can be carried
out successfully some of the question which must be
answered along this phase are suggested in the manuals
of teachers trained by UNESCO in the ICT pedagogy
integration workshop at university of the Philippines
national institute for science and mathematics
education(UP NISMED) 2006.

32. 2. Applying The Integration As Planned, Evaluating
And Revising The Lesson Plan
This involves the actual implementation of the
planned integration. The material must be subjected
to internal evaluation which means the
involvement of experts to look into the appropriate
matching of the objectives content methods and
strategies and the technology used.

33. In case a multimedia presentation is
prepared it must be long enough not to
not to cause boredom and same time
not to undermine quality of wealth of
information and skills derived from it.

34. Good layout determines the attractiveness of
the material. The laws of art like balance,
proportion rhythm and harmony must be
observed in the animated media the speed of
motion and motion path must be considered,
these must not be so past so that the pupils will
not fail to get a good glimpse of the picture and
the txt and not to slow so as not to lost interest
and excitement.

35. Evaluating The Result Of Instruction
The last phase is evaluating the quality and
effectiveness of the technology as a tool for teaching and
learning. The focus is determining which part of the
integration worked well and what needs to be improved
imperative to find out whether or not the technology
facilitated the implementation lesson and the achievemen
of the pre planned goals and objectives of instruction did
the technology engage the pupil or students

36. Were they focus on the activity and did
they develop high level thinking skills? An
authentic assessment must be in order to
come up with an authentic assessment the
teacher can used a rating scale or she may
create a rubrics to evaluate the material.

37. One that is unique for a specific
technology it must be underscored
that there are many kinds of rubrics
that one rubrics cannot evaluate all
types of instructional materials.

38. APPLICATION
Make a short skit to describe some
of the learning styles of students.

39. EVALUATION
Draw your own instructional
materials and explain how to use
it.