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.