Lesson 5: The Cone of Experience

The Cone is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstraction the experience become.

1. Direct Purposeful Movement

                 - First-hand experience which serves as a foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling.

2. Contrived Experiences
                  - In here, we make use of a representative models or mock ups of reality for practical reasons.

3. Dramatized Experience                  - By dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us i time.

4. Demonstrations
                  - It is visualized explanation of an important fact, idea or process by the use of photographs, drawing, films, display or guided motion.

5. Study Trips

                 - These are the excursions, educational trips, and visit conducted to observe an event that is unavailable within the classroom

6. Exhibits
                  - These are displays to be seen by specters. They may consist of working models arranged meaningfully or photographs with models, charts and posters. Sometimes exhibits are "for your eyes only".

7. Television and Motion Pictures
                  - Television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there.

8. Still Pictures, Recordings, Radio
                 - These are the visual and auditory devices which may be used by an individual or a group.

9.Verbal Symbols

                - These are no longer realistic reproduction of physical things for these are highly abstract representations.

10. Verbal Symbols
               - They are not like an objects or ideas for which they stand. They usually do not contain visual clues their meaning.

Application

Harvard psychologist, Jerome S. Bruner, presents a three-tiered model of learning where he points out that every are of knowledge can be represented and learned in three distinct steps. 

  It is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC and only after to the SYMBOLIC.

Three pitfalls that we 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.

Lesson 4: Systematic Approach to Teaching

• Systematic

                      - Organize, relating to or consisting of a system. Methodical in procedure or plan (Systematic approach). Logical, presented or formulated as a coherent body of ideas or Principle ( systematic thought). Efficient, effective in class that is marked by thoroughness and regularity (systematic efforts).

• Systematic Approach to Teaching

                 - It is a network elements or parts different from each other but each one is special in the sense that each performs a unique function for the life and effectiveness of the instructional system.

• Purpose of a System Instructional Design

                 - To ensure orderly relationships and interaction of human, technical and environmental resources to fulfill the goals which have been established for instruction.

• The focus systematic instructional planning is the student

• It tells about the systematic approach to teaching in which the focus in the teaching is the students.

Systemized Instruction  

Define objectives

                        - Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness.

Chose appropriate methods

                        - On the basis of this objective, the teacher selects the appropriate teaching methods to be used.

 Select materials, equipment and facilities

                        - The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher. 

Assign personal roles

                        - Defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process. 

Implement the instructions
                   - With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

Evaluate outcomes

                  - After instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained. 

Refine the process 

                 - If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more.

Examples of Learning Activities

1. Reading

2. Writing

3. Interviewing

4. Reporting or doing Presentation

5. Discussing

6. Thinking

7. Reflecting

8. Dramatizing

9. Visualizing

10. Creating Judging;

11. Evaluating

Lesson 3: The Roles of Educational Technology in Learning

Educational technology plays a various roles. From the traditional point of view, it serves as presenter of knowledge just like teachers. It also serves as a productivity tool. With Internet, technology has facilitated communication among people. From the constructivist perspective, educational technology is a meaningful learning tool by serving as a learning partner.

Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivistway as partners in the learning process.

• From the traditional Point Of View, technology serves as source and presenter of knowledge. (David H. Jonassen 1999) 

• Technology like computer is seen as a productivity tool. 

• With the eruption of the INTERNET in the mid 90s. 

• From the contructivist Point of View, educational technology serves as a learning tool that learners learn with.

From contructivist perspective, the following are roles of technology in learning: (Jonassen, et al 1999)

• Technology as tools to support knowledge construction: 

         - For representing learners’ ideas, understanding and beliefs

         - For producing organized, multimedia knowledge bases by learners

• Technology as information vehicles for exploring knowledge to support learning-by-constructing: 

          - For accessing needed information

          - For comparing perspectives, beliefs and world view 

• Technology as context to support learning-by-doing: 

           - For representing and simulating meaning realworld problems, situations and context.

           - For representing beliefs, perspectives, arguments, and stories of others.

           - For defining a safe, controllable problem space for student thinking.

• Technology as a social medium to support learning by conversing: 

           - For collaborating with others.

           - For discussing, arguing, and building consensus among members of a community

            - For supporting discourse among knowledge building communities. 

• Technology as intellectual partner (Jonassen 1996) to support learning by reflecting: 

            - For helping learners to articulate and represent what they know.

            - For reflecting on what they have learned and how they came to know it.

            - For supporting learners internal negotiations and meaning making.

            
            - For constructing personal representations of meaning

             - For supporting mindful thinking.

Lesson 2: Technology: Boon or Bane?

"Technology is in our hands. We can use it to build or to destroy."

           Technology contributes much to the improvement of the teaching-learning process and to the humanization of life. It is indeed a blessing. But when not used properly, it becomes a detriment to instruction and human progress and development.

             

            Technology is made for man and not man for technology. Technology is made for the teacher and not the teacher for technology. This means that technology is meant to serve man in all aspects of life including instruction. It is man, and in the context of the classroom, the teacher, who determines how technology ought to be used in order to reap the maximum benefits that come along with technology. 

 Boon
        - is a thing that is beneficial or useful. It is called "Advantage"

The education technology is boon when:

• Technology is a blessing for a man. With technology there is a lot that we can do which we could not do then.

• Technology contributes much to the improvement of the teaching- learning process and to the humanization of life.


• With cellphones, web cams you will be closer to someone miles and miles a way. 


• Many human lives saved because of speedy notifications via cell phones. 

Bane 

          - it is curse or destruction. It is also called "Disadvantage"

The education technology is boon when:

• When not used properly, technology becomes a detriment to learning and development. 

Examples:
It can destroy relationships.

Erode marital relationship.

• The learner is made to accept as Gospel truth information they get from the Internet.

• The learner surfs the Internet for pornography.

• The learner has a uncritical mind on images floating on televisions and computers that represent modernity and progress.

• The TV makes the learner a mere spectator not an active participant in the drama of life.

• The learner gets glued to his computer for computer assisted instruction unmindful of the world and so fails to develop the ability to relate to others.

• We make use of the Internet to do character assassination of people whom we hardly like.

• Because of our cell phone, we spend most of time in the classroom or in workplace texting.

• We use overuse and abuse TV or film viewing as a strategy to kill time.

• The Abuse and misuse of the internet will have far reaching unfavorable effects on his moral life.

The Integration of Technology in the Instructional Process must be Geared Towards:

1. Interactive and meaningful learning. 

2. The development of creative and critical thinking.

3. The development and nurturing of teamwork.

4. Efficient and effective teaching.

"Technology is made for man and not man for technology. Technology is made for the teachers and not teacher for technology."

Lesson 1: Meaning of Educational Technology

According to research, people tend to remember:

10 % of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70-90% of what they see, hear and experience

The word "technology" comes from the Greek word techne which means craft or art. Based on the etymology of the word "technology" the term educational technology, therefore, refers to the art or craft of responding to our educational needs.

Educational Technology 
        - is the application of technology in the educative process that takes place in education institutions.

Technology in education 
             - is the application of technology in the operation of education institutions.

Instructional Technology 
            - is refers to aspects of educational technology that are concerned with instructions.

Technology Integration is using learning technologies to introduce supplement and extend skills.

BENEFITS FROM USING EDUCATIONAL TECHNOLOGY

1. Increase the degree of learning and the degree of its mastery through the use of special effects of unique programming that are concerned individualized.

2. Decrease the time spent in instruction for learners to achieve desired learning adjectives.

3. Increase efficiency of teachers.

4. Reduce educational cost without affecting quality of instruction.

GUIDELINES IN USING EDUCATIONAL TECHNOLOGY

1. Determine the purpose which the instructional materials are to be used.

2. Define the objectives to determine the appropriateness of the material.

3. Know the content of the material.

4. Exercise flexibility so that the materials satisfy different purposes.

5. Consider diversity/variety of materials.

6. Relate materials to age, ability, maturity and interest of students.

7. Arrange the conditions so that the materials do not interrupt the momentum of the lesson.

8. Prepare the students for what they will see, hear and do us lessons unfold.

9. Operate equipment needed for efficient use.

10, Summarizes experiences gained and follow up with further relevant discussion.

11. Evaluates the result of the use materials together with the instructional process, to determine effectiveness.

WHY USED MEDIA IN INSTRUCTIONS

Methods of teaching are instructional techniques that facilitate learning while Media are the means of implementing those methods.

COMMONLY USED MEDIA/MATERIALS FOR INSTRUCTIONS

1. Print media/ materials

                - considered to the most dominant and the primary means of communicating subject matter to the students.

                - the principal aid to the teaching and learning.

 2. Still pictures and graphics

         - useful means of expressing idea; employ lines, patterns, colors and shade to convey information.

3. Sound recordings and radio

4. Film and Television

5. Video Recording

6. Computer based learning (CBL)
                - enables the students to study almost anytime and convenient locations and with varying ability levels.

7. The Web

GENERAL PRINCIPLE/ CRITERIA FOR INSTRUCTIONAL MATERIALS
1. Appropriateness
        - materials must catch the general and specific objectives of the lesson; must be appropriate to the :
   - difficulty pf concepts taught 
   - vocabulary level of students
   - methods used in teaching
   - interest of learners

2. Authenticity
              - materials must present accurate, up to date, and realiabe information.

3. Interest and appeal to user
        - materials must have the power to catch the interest of users, motivate them for learning and stimulate.

4. Organization and balance
             - materials must be very clear, well organized, logically sequenced

5. Cost Effectiveness/ Economy
        - materials used must be relative to the cost of other similar materials, their durability, and the number of student users.

6. Breadth
         - the scope of materials must suit many different types of learners and learning purposes.

TEN COMMANDMENTS FOR CREATING LEARNING MATERIALS
1. Do not overcrowd.
2. be consistent in format, layout and convention.
3. Use appropriate typefaces and point uses.
4. Use bold and italics for emphasis, but dont overuse them.
5. Use titles, headings, and subheadings to clarify and guide.
6. Use numbers to direct through sequence.
7. Use graphics and illustrations to reinforce ideas.
8. Use symbols and icon as identifying markers.
9. Use color/video/audio/ music to stimulate but not to overpower the senses.
10. Produce the materials with technical excellence good quality, good audio, clear etc.