Article #12: Why are the film, video and TV powerful in the classroom? What are the educational benefits of the use of film, video and TV in the classroom? What are some disadvantages or limitations of the use of TV? What basic procedures ought to be followed for the effective use of TV as a form of lesson enrichment?

•  Brings the world of reality to the home and to the classroom through a live broadcast or as mediated through film or videotape. Makes us see and hear for ourselves world events as they happen. Make some programs understandable and appealing to a wide variety of age and educational levels.
• Film, video and tv provide us with sounds and sights not easily available even to the viewer of a real event through long shots, close ups, zoom shots, magnification and split screen made possible by the tv camera.
• Excessive tv viewing works against the development of the child's ability to visualize and to be creative and imaginative, skills that are needed in problem solving.
• Prepare the classroom, darken the room, students should not be seated too near nor too far from the tv. Set the rules while viewing. Point out the keys they need to focus on. Viewing, don't interrupt viewing by inserting cautions and announcements you forgot to give during the pre-viewing stage. Post-viewing, ask what the students learned, summarize what was learned.

Article #11: What procedures and criteria must be observed in planning and conducting field trips? What educational benefits are derived from a field trip? What community resources can be utilized for learning?

• Planning includes, preliminary planning by the teacher, preplanning with others going on the trip and taking the field trip itself and post-field trip follow up activities. 
• The real world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher's schedule. The field trip can nurture curiosity build a zest for new experience, and a sense of wonder.
• A field trip may be a visit to a scenic spot or a historical place.

Article #10: What does demonstration mean? How should demonstration be done to make it work?

• Demonstration is showing how a thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.
• In the demonstration of a new product a speaker shows the product and tell all the good things about it to promote in order to convince the audience that the product is worth buying.
• It is best for the expert demonstrator to assume that his audience knows nothing or a little about what he is intending to demonstrate for him to be very thorough, clear and detailed in his demonstration even to a point of facing the risk of being repetitive.

Article #9: What do these dramatic experiences include? How can they be used for effective teaching?

• Dramatized experiences can range from the formal plays, pageants to less formal tableau, pantomime, puppets and role playing. Play depicts life, character, or culture or a combination of all three. Pageants are usually community dramas that are based on local history, presented by local actors. Tableau is a picture like scene composed of people against a background. Pantomime is the art of conveying a story through bodily movements only. Puppets can present ideas wit extreme simplicity - without elaborate scenery or costume - yet effective. Role-playing is an unrehearsed, unprepared and spontaneous dramatization of a let's pretend situation where assigned participants are absorbed by their own roles in the situation described by the teachers.
• As instructional device, dramatic experiences can involve the entire group of students as speakers, actors, manipulators of figures and makers of script or puppets. When our teaching is dramatic students gets attracted and interested and affected. We will most likely to leave an impact to them once students are affected.

Article#8: What are contrived experiences? What are varied types of contrived experiences? Why do we use contrived experiences? What standards can be used to evaluate contrived experiences?

• Contrived experiences are edited copies of reality and are used as substitute for real things when it is not practical or not possible to bring or do the real thing in the classroom.
• We have models, mock up, specimens and objectives or artifacts and simulation. These are varied types of contrived experiences.
• To overcome limitations of space and time. To edit reality for us to be able to focus on parts or a process of a system that we intend to study. To overcome difficulties of size. To understand the inaccessible. And to help the learners understand abstraction.
• The most important things to remember when we make use of contrived experiences, if for one reason or another they could not replace the real things in size and color and we should at least cautions the user or the reader by giving the scale.

Article#7: What do direct, purposeful experiences refer to? For meaningful learning, where should these direct and purposeful experiences lead the learners to?

• Direct, purposeful experience refers to our concrete and firsthand experiences that makes up the foundation of our learning. 
• These direct experiences must not be the period or the end. It must be brought to the next level. The more you move on is the level of generalization and abstraction you attain.

Article#6: What guidelines should be considered in the selection and use of instructional materials?

• PPPF - Prepare yourself, Prepare your student, Prepare the material and Follow up. In every battle you need to prepare yourself in order to be able to conquer. Just like becoming a teacher. Once you become a teacher then you need to prepare the student of what you want them to achieve. In doing so of course you need to prepare all the necessary materials or things needed for the learning process and last but not the least always follow up if the lesson has been understood in order to move forward or to the next level.

Article#5: What is the Cone of Experience? What are the sensory aids in the Cone of Experience? What are it's implications?

• The cone of experience is a visual model, a pictorial device that presents bands of experience arranged to degree of abstraction and not degree of difficulty. 
• The sensory aids often overlap and sometimes blend into one another. For example a motion picture, they can be silent or they can combine sight and sound. 
• The implication is to avoid teaching directly at the symbolic level of thought without adequate foundation of the concrete. 

Article#4: What is a systematic or system's approach to teaching and what are the elements of a systematic approach to teaching?

• The systematic or system's approach to teaching is student centered approach. It is not a spoon feeding process from the teacher but considers the needs, interest, and readiness of the student to learn. The elements of a systematic approach are first to define objectives, choose appropriate method, choose appropriate experiences, select materials,equipment & facilities, assign personnel roles, implement the instruction, evaluate outcomes and refine the process.

Article#3:What are the roles of Educational Technology in learning?

• In a constractivist point of view the role of Educational Technology is teaching learners how to learn and used this knowledge on how to teach.