EDTECH 2 VIDEOS

http://www.youtube.com/watch?v=nJ0nlh5FU5A

http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related

http://www.youtube.com/watch?v=pJYpsB3o0Uc&feature=related

http://www.youtube.com/watch?v=UFwWWsz_X9s

http://www.youtube.com/watch?v=bmH8m8rzfIc&feature=related

EDTECH LAB ACTIVITIES

http://www.divshare.com/download/15854560-576

http://www.divshare.com/download/15854558-5b1

http://www.divshare.com/download/15854551-b5b

http://www.divshare.com/download/15854550-bf1

http://www.divshare.com/download/15854548-241

http://www.divshare.com/download/15854545-5e5

http://www.divshare.com/download/15854543-f43

http://www.divshare.com/download/15854542-f4e

photoshop editing

Here are some educational sites for everyone!

www.bestedsites.com,www.learn4good.com, http://techmeme.com, http://zamzar.com, http://download.cnet.com/windows, http://vixy.net,  http://maps.google.com, http://www.last.fm, http://a9.com, 


These are just some of the useful or educational websites that I have visited.....Try it!!!

LB#17: Educational Technology 2 Practicum:

It's time for the students to put into action what has been taught by the teacher. By means of this practicum the students will be able to show and have a hands on experience with handling a computer, learning the ways and means with the software that is intended for a project, manage the web by getting additional tutorials or information and getting empowered to meet the technology challenges of the digital age. So let's move forward with all the things that we have learned from this subject by being a well rounded teachers in the future!!!

LB#16: The Internet and Education.

The Internet, also simply called the Net, is the largest and far-flung network system-of-all-systems. Everything in the Internet is coordinated through standardized protocol called Transmission Control Protocol/Internet Protocol (TCP/IP). The vast sea of information now in the Internet, including news and trivia, is an overwhelming challenge to those who wish to navigate it.
Today schools are gearing up to take advantage of Internet access, where they can plug into the library of congress, make virtual visits to famous museums in the world, write to celebrities, and even send questions to heads of states.
Educational software materials have also developed both in sophistication and appeal. There is now a wider choice from rote arithmetic or grammar lessons to discovery and innovation projects. But the real possibility today is connecting with the world outside homes, classrooms, and Internet cafes.

LB#15: Understanding Hypermedia.

The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills.
Hypermedia is nothing but multimedia, but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these includes: Tutorial software packages, knowledge webpages, simulation instructional games, learning project management, and other.

LB#14: The Software as an Educational Resource.

Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produces copies of text-and-graphics material, and the computer housing called "the box" which contains the electronic parts and circuits (the central processing unit) that receives/stores data and directs computer operations. It is more difficult to realize, however, that the computer hardware can hardly be useful without the program or system that tells what the computer machine should do. This is called the software.
Instructional Software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional materials for the school resource collection.

LB#13: Cooperative Learning with the Computer.

Defining cooperative learning: Cooperative or collaborative learning is learning by small groups of students who work together in a common learning task. It is often also called group learning but to be truly cooperative learning, 5 elements are needed: 1) a common goal, 2)interdependence, 3) interaction, 4) individual accountability, 5) social skills.
Researchers have made studies on the learning interaction between the student and the computer. The studies have great value since it has been a long standing fear that the computer may foster student learning in isolation that hinders the development of the student's social skills.
Researchers agree that the computer is a fairly natural learning vehicle for cooperative ( at times called promotive) learning.

LB#12: Information Technology in Support of Student-Centered Learning.

Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in these developed economies have also adopted the support of ICT's. Their students have now become active not passive learners, who can interact with other learners, demonstrating independence and self-awareness in the learning process.
Observably, there is a departure from traditional worksheet, read-and-answer, drill-and-practice activities. Students also no longer need to mark the tests of peers since the computer has programs for test evaluation and computerized scoring of results.
It must be pointed out, however, that traditional classroom activities - especially in less developed countries - will continue to have a strong place in the classroom. In spite of this setback experienced in some countries, the option has now been opened for the modern teacher to shift gears to student centered learning.

LB#11: The Computer as the Teacher's Tool.

Given it's 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. Without computer, today's learners may still be assuming the tedious tasks of low-level information gathering, building and new knowledge packaging.
Based on the two learning theories (constructivism and social constructivism), the teacher can employ the computer as a/an:

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

To caution users, the computer as a situating tool is new and still undergoing further research and development.

LB#10: The Computer as a Tutor.

The computer can be a tutor in effect relieving the teacher of many activities in his personal role as classroom tutor. It should be made clear, however, that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller.

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. This is so, since the computer is able to allow individual students to learn at their own pace, motivate learning through  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 student's total performance.

LB#9: Computers as Information and Communication Technology.

Through computer technology, educators saw the amplification of learning along computer literacy. Until the nineties, it was still possible to distinguish between instructional media and the educational communication media. Instructional media consist of audio-visual aids that served to enhance and enrich the teaching-learning process. Examples are the blackboard, photo, film and video. On the other hand, educational communication media comprise the media of communication to audiences including learners using the print, film, radio, distance learning were implemented using correspondence, radio, television or the computer satellite system.

Close to the turn of the 21st century, however, such a distinction merged owing to the advent of the microprocessor, also known as the personal computer. This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.

LB#8: Higher Thinking Skills Through IT-Based Projects.

It is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations and the like.

Four IT-based projects conducive to develop higher thinking skills and creativity among learners.

1. Resource-based Projects
2. Simple Creations
3. Guided Hypermedia Projects
4. Web-based Projects

However, that postings of webpages in the Internet allows the students a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project may be to ambitious as as tool in the teaching-learning process.

LB#7: IT for Higher Thinking Skills and Creativity.

To define higher level thinking skills and creativity, we may adopt a framework that is a helpful synthesis of many models and definitions on the subject matter. The framework is not exhaustive but a helpful guide for the teacher's effort to understand the learner's higher learning process.

Complex                                                           

Thinking Skills                                                              Sub-Skills 
Focusing                                                             defining the problem, goal/objective-setting, brainstorming
Information                                                         selection, recording of data of information
Remembering                                                     associating, relating new data with old
Analyzing                                                            identifying idea constructs, patterns
Generating                                                          deducting, inducting, elaborating
Organizing                                                          classifying, relating
Imagining                                                            visualizing, predicting
Designing                                                            planning, formulating
Integration                                                          summarizing, abstracting
Evaluating                                                           setting criteria, testing idea, verifying outcomes, revising

Use your creative skills in designing a paradigm. Device a graph to illustrate the higher-level thinking skill.

LB#6: IT Enters a New Learning Environment.

Effective teachers best interact with students in innovative learning activities, while integrating technology to the teaching-learning process.

In Meaningful learning

• Students already have some knowledge that is relevant to new learning
• Students are willing to perform class work to find connections between what they already know and what they can learn.

In Discovery learning
     Ideas are presented directly to students in a well-organized way, such as through a detailed set of instructions to complete an experiment or task. In applying technology, the computer can preset a tutorial process by which the learner is presented key concepts and the rules of learning in a direct manner for receptive learning.

In Generative Learning
     Active learners who attend to learning events and generate meaning from this experience and draw inferences thereby creating a personal model or explanation to the new experience in the context of existing knowledge.Motivation and responsibility are seen to be crucial to this domain of learning.

In Constructivism
     The learner builders a personal understanding through appropriate learning activities and a good learning environment.
Learners: are active, purposeful learners. Set personal goals and strategies to achieve these goals. Make their learning experience meaningful and relevant to their lives. Seek to build an understanding of their personal worlds so they can work/live productively. Build on what they already know in order to interpret and respond to new experiences.

LB#5: State-of-the-Art ET Application Practices.

Owing to the development, teachers must therefore acquire or improve on their computer skills, as well as their "computers-in-the-classroom" skills. The following trends should also be recognized by educators:

• Through school or training center computer courses, present-day students have become computer literate. They send e-mail, prepare computer encoded class reports, even make power-point presentations sometimes to the surprise of their media tradition-bound teachers.
• Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons.
• Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.
• Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems.

In sum, these trends and new levels of learning require the appropriate use of state-of-the art instruction with the use of IT, tapping the computer's information and communication tools ( such as, word processors, databases, spreadsheets, presentation software, e-mail, Internet conferencing, etc.)

LB#4: Basic Concepts on Integrating Technology in Instruction.

There is NO INTEGRATIVE PROCESS if for example the teacher makes the students play computer games to give them a rest period during classes. Neither is there integration, if the teacher merely teaches students computer skills.
External Manifestations of Technology Integration into Instruction are:

• 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 technology 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 sum, technology occupies a position (is a simple pr complex way) in the instructional process.

LB#3: Educational Technology in the Asia Pacific Region.

During the last few years, progressive countries in the Asia Pacific region have formulated state policies and strategies to infuse technology in schools. Government with the education and technology sectors, community groups, and industry envisions to support to the development of the capability of schools to use information and communication technologies in teaching-and-learning and in administration. The focus areas are infrastructure for increasing school's access to ICTs to enhance education and Professional development so that school managers and teachers can increase their capacity to use ICT.
The five progressive states/city, namely New Zealand, Australia, Malaysia, Singapore and Hong Kong.

LB#2: Educational Technology 2.

ET-2 is concernced 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.
ET-2 will involve a deeper understanding of the computer as well as hands-on application of computer skills. The course is primarily directed at enhancing teaching-and-learning through technology integration.
The main point is, 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.

LB#1: A Review of Educational Technology 1.

ET-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.
The 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.

Article # 18: What is an educational media center? What roles and functions does an educational media center perform to serve the teaching-learning process? What elements must an EMC have for it to effectively function as one?

An Educational Media Center (EMC) is a facility of the school system to acquire, maintain, care and promote the full effective use of educational media. An EMC renders various kinds of services. Its services boil down to improving the teaching-learning process by making it more interactive, collaborative, interesting and authentic.It houses both old and new technologies meant to make learning more efficient and effective. It facilitates and ensures the optimum use of all instructional media. It organizes learning activities for students and teachers alike for them to upgrade and improve on their technology manipulative skills all for the purpose of motivation them to keep on developing their communication, analytical, integrative, creative and collaborative skills for meaningful lifelong learning.

Article #17: Which form of assessment fits a constructivist technology-supported learning environment?

We should go beyond memorizing for tests and we should not study only for a passing score and a passing grade. Authentic assessment measures collective abilities written and oral expression skills, analytical skills, manipulative skills (like computer skills) integration, creativity, and ability to work collaboratively. The traditional paper-and-pencil tests are not adequate to assess learning in a constructivist technology-supported learning. The authentic forms, are more reliable and adequate to measure student's communication, analytical, integrative, evaluative and collaborative skills. In a technology-supported learning environment, the students are not only users of technology products, they themselves are authors of technology product.

Article # 16: What are the steps involved in the use of project-based multimedia learning strategy?

Goals and objectives are always the starting points of planning. When we plan a multimedia learning project as a teaching strategy. we begin by clarifying our goals and objectives. Determining how much time is needed and extent of student's involvement in decision making. Setting up forms of collaboration. Identifying and determining what resources are needed, and deciding on the mode to measure what student learns. So steps involve are 1. Planning, 2. Researching, 3. Organizing, 4. Developing, 5. Communicating, and 6. Evaluating.

Article # 15: What is project-based multimedia learning? What are the elements of project-based multimedia learning? Why use project-based multimedia learning? What are the disadvantages of the use of project-based learning and multi-media project?

Project-based multimedia learning is most of all anchored on the core curriculum. This means that project-based multimedia learning addresses the basic knowledge and skills all students are expected to acquire as laid down in the minimum competencies of the basic education curriculum. When using project-based multimedia learning, teachers face additional assessment challenges because multimedia products by themselves do not represents a full picture of student learning. In multimedia projects, students do not learn by using multimedia produced by others; they learn by creating it themselves. Project-based multimedia learning is value added to your teaching. It is a powerful motivation. Avoid the tendency to lose track of your lesson objectives because the technology aspect has gotten the limelight. Project-based multimedia learning does not only involve use of multimedia for learning. The students end up with a multimedia product to show what they learned. So they are not only learners of academic content, they are at the same time authors of multimedia product at the end of the learning process. The goals and objectives of a project are based on the core curriculum as laid down in the curricular standards and are made crystal clear to students at the beginning of the project.

Article # 14: What techniques can help us maximize the use of the overhead projector and the chalkboard?

Among the outstanding attributes of overhead projection are the many techniques that can be used to present information and control the sequence of a presentation. One of them is the "progressive disclosure", it can be achieved by placing a sheet of paper over the transparency and moving it down to expose succeeding lines of type, attaching strips of opaque paper to the sides of the mask in order to cover portions of the transparency image or placing over the transparency an opaque sheet containing a cutout slit which exposes lines or copy area in sequential order as it moved down or across the copy. Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, tv, etc. but it always have a chalkboard. Among all instructional equipment, the chalkboard is most available. The overhead projector is another versatile equipment that is quite common today. By learning how to use them properly and in an expensive way we are able to realize our instructional objectives. There are techniques of using the chalkboard and overhead projector proven to be effective by practitioners. Adopting them in our teaching spells visual and lasting learning for our students.

Article 13: What instructional material fall under this category? What are examples of each visual symbol? Where can they be integrated in the instructional process? What guidelines must we follow when we read charts, graphs and maps?

A drawing may not be the real thing but better to have a concrete visual aid that nothing. To avoid confusion, it is good that our drawing correctly represents the real thing. A first rate-cartoon needs no caption. The less the artist depends on words, the more effective the symbolism, The symbolism conveys the message. Like a picture, a graph and all other visual symbols, are worth a thousand words. The proper use of visual symbols will contribute to optimum learning. Visual symbols come in many forms- drawing, cartoons, strip drawing (comic strip) diagram, map, chart, graph. For these visual symbols to be at your finger tips, you ought to be skilled at making them. The collection, preparation and use of these various visual symbols depends to a great extent on your own resourcefulness and creativity. They may be used in different ways and in different phases of the lesson depending on your purpose. If you use them skillfully, your classroom may turn into a beehive of busy students.

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