LESSON 11 - The Computer as the Teacher’s Tool

In this lesson, we shall again look at the computer, but this time from another perspective the computer as the teacher’s handy-tool. It can in the fact support the constructivist and social constructivist paradigms of constructivist learning.

Constructivism was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested  to foster knowledge discovery, among these , is making students engaged in gathering unorganized information from which they can induce ideas and principles.

Social Constructivism this is an effort to show that the construction of knowledge is governed by social, historical and cultural context. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to social perspectives of the community or society he lives in.

The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition, Dewey sees language as a medium for social coordination and adaption. For Dewey human learning is really human languaging that occurs when students socially share, build and agree upon meanings and knowledge.

The Computer’s Capabilities

       Given its present-day speed, flexibility and sophistication, the computer can provide access to information, foster creative social knowledge-building, and enhance the communication of the achieved project package. Since the modern computer can help teacher-and-students to focus on more high level cognitive tasks.

        Based on the two learning theories, the teacher can employ the computer as an:

• An information tool
• A communication tool
• A constructive tool
• A co-constructive tool
• A situating tool

Informative tool. The computer can provide vast amounts of information in various forms, such as text, graphics, sounds, and video. Multimedia encyclopedias are also available on the internet.

Constructive tool. The computer itself can be used for manipulating information, visualizing one’s understanding, and building new knowledge. The Microsoft Word computer program itself is a desktop publishing software that allows users to organize and present their ideas in attractive formats.

Co-constructive tool. The students can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. One way of co-construction is the use of electronic whiteboard where students may post notices to a shared document/whiteboard. Student may also co-edit the same document from their homes.

Situating tool. The computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment.

LESSON 10 – The Computer as a Tutor

       The computer is one of the wonders of human ingenuity, it has become affordable to small business, industries and homes. They saw its potential for individualization in learning, especially as individualized is a problem since teachers usually with a class of forty or more learners. They therefore devised strategies to use the computer to break the barriers to individualized instruction.

Computer-assisted instruction ( CAI )

         The computer can be a tutor in effect relieving the teacher of many activities in his personal role as classroom tutor. However, the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. Even with the available computer and CAI software, the teacher must:

• Insure that students have the needed knowledge and skills for any computer activity.
• Decide the appropriate learning objectives.
• Plan the sequential and structured activities to achieve objectives.
• Evaluate the students achievement by ways of tests the specific expected outcomes.

On the other hand, the students in CAI play their own roles as learners as they:

• Receive information.
• Understand instructions for the computer activity
• Retain/keep in mind the information and rules for the computer activity
• Apply the knowledge and rules during the process of computer learning.

During the computer activity proper in CAI the computer, plays its roles as it:

• Acts as a sort of tutor ( the role traditional played by the teacher )
• Provides a learning environment.
• Deliver learning instruction.
• Reinforces learning through drill-and-practice.
• Provide feedback.

Today, educators accept the fact that the computer has indeed succeeded in providing an individualized learning environment so difficult for a teacher handling whole classes, since the computer is able to allow individual students to learn at their own pace, motivate learning through a challenging virtual learning environment, assist students through information needed during the learning process, evaluate student responses through immediate feedback during the learning process, and also give the total score to evaluate the students total performance.

LESSON 4 – Basic Concepts on Integrating Technology in Instruction

      There is a lingering issue on how educational technology is integrated in the teaching learning process. This is due to the fact that the mere use of the computer does not mean technology has already been integrated in instruction. For example, computer games may not relate at all to education, much less to classroom instruction.

       To provide learning on how educational technology can be applied and integrated into the teaching-learning process. For this purpose, the definition given by Pisapia ( 1994 ) is helpful:

        Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and extend skills…. The difference between the classrooms of exemplary users of technology and technology users is the way their classes are conducted. In the exemplary classrooms, student use of computers is woven integrally into the patterns of teaching; software is a natural extension of student tools.

         Following this definition, there is NO INTEGRATIVE PROCESS, for example the teacher makes students play computer games to give them a rest period during classes. Neither is there integration, if the teacher merely teaches students computer skills. In the first place, the teachers of general or special subjects are not computer technicians or computer trainors.

          If one is looking for external manifestation of technology integration into instruction, here are some:

·         There’s a change in the way classes are traditionally conducted.

·         The quality of instruction is improved to a higher level in such a way that could not have been achieved without educational technology.

·         There is planning by the teacher on the process of determining how and when fits into the teaching-learning process.

·         The teacher sets instructional strategies to address specific instructional issues/problems.

·         The use of technology provides the opening of opportunities to respond to these instructional issues/problems.

·         In sums, technology occupies a position (is a simple or complex way) in the instruction process.

LESSON 2 - 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, aslo professional teachers who may wish to update their knowledge of educational technology, it is our goal that this course can help our target learners to weave technology in teaching, with software ( computer programmed learning materials ).  It 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.

      The course aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technological changes, particularly in the thriving global information and communication technology ( ICT ) environment.

       More specifically, the course objectives are:

·         To provide education in the 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 student 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 learning through the use of information technology, etc.

·         To inculcate higher –level thinking and creativity among students while providing them knowledge of IT-related learning theories

      While the course is primarily untended for the use of student-teacher, it can also be of great use to professional teachers, school administrators, teacher 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. 

LESSON 1 - A Review of Educational Technology

     The Educational Technology 1  ( ET-1 ) course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology tools ranging from traditional to modern educational media.


     Truly, the foundation for a truly satisfying exposure to educational technology has been firmly laid down by the ET-1 course, starting with the thorough treatment of the history of educational technology, quality education, and the roles of ET in the 21st millennium.


      In ET-1, the learner was also oriented towards averting the dangers of dehumanization whish technology brings into societies, such as through ideological propaganda, pornography, finacial fraud, and other exploitation use of technology. Sad to say, these dangers continue to affect peoples and cultures while widening the gap between rich and poor countries.


      On the application of educational technology to instruction. Educational Technology 1 showed the 4 phases of application of educational technology in teaching-and-learning, namely; (a) setting of learning objectives (b) designing specific learning experiences (c) evaluating the effectiveness of the learning experiences vis-a-vis the learning objectives, and (d) revision as needed of the whole teaching-learning process, or elements of it, for further improving future instructional activities.


       Adding to the technology sophistication of the learner, Educational Technology 1 fittingly refined the distinction between educational technology and other concepts, such as instructional technology ( which is the use of technology in instruction, different from school management ), educational media ( or equipment and materials, apart from the teacher himself ), audiovisual aids ( or learning media to stir the senses for more effective learning ).


        In sum, Educational Technology 1 served:

• To orient the learner to the pervasiveness of educational technology in society.
• To lend familiarization on how educational technology can be utilized as media for the avenues teaching-learning process in the school
• To uplift the learner to human learning through the use of learning technology
• 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, and finally
• To introduce the learner to what is recognized as the third revolution in education, the computer.