Learning thru Design and Technology Principles of Educational

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Learning thru Design and Technology

Learning thru Design and Technology

Principles of Educational Technology

Principles of Educational Technology

1. Materials are specifically designed for planned purposes. 2. Instructional materials are tools designed

1. Materials are specifically designed for planned purposes. 2. Instructional materials are tools designed for teachers as well as for students/learners. 3. The use of content in the materials is planned. Instruction will give in detail the use of content.

4. Instructional materials specify: (1) the content to be learned; (2) the techniques of

4. Instructional materials specify: (1) the content to be learned; (2) the techniques of presentation, practice and use of the content; (3) the mode of teaching associated with those techniques.

Steps in Designing ICTBased Instruction

Steps in Designing ICTBased Instruction

Step 1: The Planning Phase Step 2: Applying the Integration as Planned, Evaluating and

Step 1: The Planning Phase Step 2: Applying the Integration as Planned, Evaluating and Revising the Lesson Plan Step 3: Evaluating the Result of Instruction

THE PLANNING PHASE - motivated by a felt to produce an instructional material.

THE PLANNING PHASE - motivated by a felt to produce an instructional material.

LESSON PLAN - is a written guide for trainer’s plans in order to achieve

LESSON PLAN - is a written guide for trainer’s plans in order to achieve the intended learning outcomes. It provides specific definition and direction on learning objectives, equipment, instructional media material requirements, and conduct of the training.

(1) Knowing the Learners - Match between the nature and characteristic of the learners,

(1) Knowing the Learners - Match between the nature and characteristic of the learners, the content and the methodology of the instructional material.

Guides in Analyzing the Learners ü General Characteristics ü Entry Skills ü Learning Styles

Guides in Analyzing the Learners ü General Characteristics ü Entry Skills ü Learning Styles

(2) Stating Objectives § Stating the intent of the instruction § This may come

(2) Stating Objectives § Stating the intent of the instruction § This may come in form of knowledge, skills, habits and attitude § SMART § At the end of the lesson the students are expected to:

Roles of Instructional Objectives § Provide directions for the instructional process § Communicate instructional

Roles of Instructional Objectives § Provide directions for the instructional process § Communicate instructional intent to the students, parents, administrators and others § Provide a basis for students

(3) Components of a well-stated Instructional Objectives § Behavior - contains specific actions the

(3) Components of a well-stated Instructional Objectives § Behavior - contains specific actions the student is expected to demonstrate § Condition - describe the circumstances at which the behavior has been developed or provoked § Performance - the result of teaching and learning activity

Example 1: Using the search engines to work on a web quest on the

Example 1: Using the search engines to work on a web quest on the weathering of rocks, the second year students should be able to prepare multimedia presentation with no fragments and no more five errors in grammar.

Example 2: Having viewed the “Copyright Chaos” Presentation on CD, the fourth year students

Example 2: Having viewed the “Copyright Chaos” Presentation on CD, the fourth year students should be able to justify at least 3 to 4 factors that determine whether using copyrighted materials falls under the Fair Use Law or not.

(4) Analyzing the content The teacher must be familiar with the characteristics of the

(4) 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. -

(5) Selecting the methods, approaches or strategies - The phase where the teacher should

(5) Selecting the methods, approaches or strategies - The phase where the teacher should have a wide range of knowledge on the different teaching methods, approaches, strategies, their merits and demerits and what subject matter can they best support.

(6) Matching Pedagogy and ICT - Putting pedagogy and ICT together, and this needs

(6) Matching Pedagogy and ICT - Putting pedagogy and ICT together, and this needs the presence of technology enabled environment so that ICT based activities can be carried out.

Step 2: Applying the Integration as Planned, Evaluating and Revising the Lesson Plan

Step 2: Applying the Integration as Planned, Evaluating and Revising the Lesson Plan

Step 3: Evaluating the Result of Instruction

Step 3: Evaluating the Result of Instruction

REFERENCE Garo, Candelaria D. (2008). Theories and principles of educational technology. Mandaluyong City, Philippines:

REFERENCE Garo, Candelaria D. (2008). Theories and principles of educational technology. Mandaluyong City, Philippines: National Book Store, Inc.

THANK YOU!!!

THANK YOU!!!