Chapter 15

Project-based Learning and Multimedia

Introduction

           It's best to start with some definitions. By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Thus, our definition is:

Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.

          Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.

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Reflection 

Project-based multimedia learning is one instructional strategy that you can use in a school year that may also include non-technical projects, lecture and note-taking, rote practice, writing, and artistic or creative work. Effective teachers employ various teaching methods to achieve a balanced instructional program that is also personalized and reflects the needs and interests of individual students. You know that your students need a balanced diet of academic content and process skills and work outs that include learning, practicing, analyzing, reflecting, and assessing. You also know that students vary in their comfort with these activities and the amount of support they need.

Chapter 14

Maximizing the Use of the Overhead Projector and the Chalkboard

Introduction

           New technology introduced terms like multimedia, hypermedia etc. But let us admit that the technology divide is real. Sometimes some of the school have at least one computer but teachers have not been trained to use it. As a result, they resort to the chalkboard the most available classroom equipment and the overhead projector which has been quite popular in schools.

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Reflection

To maximize the using Projector and chalk. We have to use it in the proper way. We have to make sure that the resources we are planning to use is available. As a teacher we have to be economical and find a way to make our lessons and teachings knowledgeable to the students. There’s no such the best instructional materials but there’s a best teacher.

Chapter 11

Making the Most of Community Resources and Field Trips

Introduction

           A field trip or excursion is a journey by a group of people to a place away from their normal environment. When done for students, it is also known as school trip in the UK, New Zealand; and school tour in the Philippines.

          The purpose of the trip is usually observation for education, non-experimental research or to provide students with experiences outside their everyday activities, such as going camping with teachers and their classmates. The aim of this research is to observe the subject in its natural state and possibly collect samples. Field trips are also used to produce civilized young men and women who appreciate culture and the arts. It is seen that more-advantaged children may have already experienced cultural institutions outside of school, and field trips provide a common ground with more-advantaged and less-advantaged children to have some of the same cultural experiences in the arts. 

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Reflection

Field trips are most often done in 3 steps: preparation, activities and follow-up activity. Preparation applies to both the student and the teacher. The teacher must have to be prepare so that the trip well be organized. Teachers often take the time to learn about the destination and the subject before the trip. Activities that happen on the field trips often include: lectures, seminar, school activity, videos and demonstrations. Follow-up activities are generally discussions that occur in the classroom once the field trip is completed. Even though field trips are risky and expensive we can still get the best knowledge out of the trip.

Chapter 13

Teaching with Visual Symbols

Introduction

                      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 form, drawing, cartoons, strip drawing comic strip! Diagram, map, chart graph. "Or these visual symbols to be at your finger trips, you ought to be skilled at making them. 

          The collection, preparation and use of these various visuals symbols depends to a great content on your own resourcefulness and creativity. They may be used in different phases of the lesson depending on your purpose. If you use them skillfully, your classroom may turn into a busy students.

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Reflection

Visual displays must be attractive. Visual displays must be aesthetically presented to maintain good taste. There are kinds of Visual Symbols. That tell stories metaphorically through pictures, which need no captions. Symbolism conveys messages, less words more symbolism the better. It presents a certain issue or concern which could be either for or against it. It is a pictorial representation or caricature of a person, idea, situation or issue that is designed to influence public opinion. Therefore cartoons must be presented in a challenging manner. For better understanding they should be drawn around a single idea. Appropriateness to experience level. The age and the experience or maturity of the target learners must be taken into consideration.

Chapter 12

The Power of Film, Video and TV in the Classroom

Introduction

          The appeal of visual media continues to make film, video and television as educational tools with high potentials impact. They are now more accessible and less cumbersome to use. Let’s us take advantage of them in the classroom.

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Reflection

          The film, video and television are powerful tools. When they can used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive. It contributes to a more lasting learning fun. But for some instances they may bring advantages and disadvantages to the learners as well as to the teacher.

        We have to use it on a proper way and productive way and we have to make sure to make it relevant to the objectives of the lesson.

Chapter 10

Demonstration in Teaching

Introduction

           Involves showing by reason or proof, explaining or making clear by use of examples or experiments. Put more simply, demonstration means 'to clearly show'. In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers. Demonstrations often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories.

          Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature. Although the literature is limited, studies show that the effects of demonstration classroom teachers includes a change of perspective in relating to students, more reflection in the teachers’ own classroom strategies, and more personal responsibility for student learning.

          Demonstration, or clearly showing (a gamut that ranges from mere pointing to more sophisticated strategies such as chemical reactions), can possibly be used in portraying ideas such as defining words. At first, simple observation and communication through pointing to an object, area, or place, like the sun, moon, or a large mountain top, occurs. Then basic definitions of words emerge. These definitions allow humans to communicate, interact, plan, and co-ordinate in ways that help us to build cities, large buildings, technology, gain knowledge and to successfully communicate with computers. Further, basic concepts centered on time, space, and mathematics are first required to demonstrate and teach probable theories that accurately describe universal phenomenon such as nature, planets, species, and the world around us.

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Conclusion

          It is not enough that the teacher talks always. To be effective, the teacher must be accompanied by some visuals to attract learners and to be make learning and effective process.

         To make that possible we have to set our goals, the materials we need, our steps, and rehearse.

Chapter VI

Using and Evaluating Instructional Materials

Introduction

After being acquainted with the different instructional materials through Edgar Dale’s Cone of Experience, let us, learn how to select these materials in order to achieve our desired learning objectives. By using and evaluating what instructional materials we are going to use.

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Conclusion

              In selecting instructional materials you have to select the most effective materials that can be relate to your class objectives.

           All instructional materials are effective and useful it only depends on the teacher how he manage his instructional materials. It is one thing to select a good instructional material it is another thing to use it well.

Chapter IX

Teaching with Dramatized Experiences

Introduction

Dramatic experiences come next to contrived experiences in the Cone. Something that is stirring or affecting or moving. If teaching is dramatic the students get attracted to the discussion.

Let’s discover more about Dramatized Experiences.

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Conlusion

If our teaching is dramatic the students will be attracted, interested and affected. If they are affected and moved by what we taught, we will most likely leave an impact to them. This dramatic experiences cannot be implemented by individuals alone that’s why there are socialization and interaction between the students and the teacher. Where knowledge is being injected by each individuals.

Chapter VIII

Teaching with Contrived Experiences

Introduction

The model of an atom, globe, the planetarium, the simulated election process and the preserved specimens fall under contrived experiences, the second hand experiences in Dale’s Cone of Experiences.

Let us make use of an ‘edited version of the direct experiences.

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Conclusion

The instructional materials of contrived experiences enable students to see the things that cannot be see in reality because it is the substitutes of real things when it is not feasible to bring in the class.

It also help to overcome limited time and space, to edit reality for us focus on the parts, to help learner understand a certain topic better and to increase students increase the ability to apply certain principles.

Chapter VII

Direct, Purposeful Experiences and Beyond

Introduction

After seeing instructional materials as a whole, let us single out direct, purposeful experiences as an instructional materials. The most real in Dale’s Cone of Experiences. Let’s learn how they can be effectively used for instructional.

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Conclusion

Direct experiences are first hand experiences that serves as the foundation of learning. It also leads us to the concepts formation and abstraction.

It also includes the senses as it develops the higher level of thinking skills which we can gain knowledge that gives meaningful learnings and experiences.

Chapter V: Cone of Experiences

Introduction

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.

According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner. Like what was mentioned above, the experiences in each stages can be mixed and are interrelated thus, a balance must be achieved between concrete and abstract experiences in order to cater the and address all the need of the learner in all the domains of development and in order to help each learner in their holistic development.

Moreover, the generalization about the Cone of Experience that was presented above is not enough. Actually, we should try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different components of the cone that will help us in grasping the real meaning of educational technology.

To expand on each of the components, let us begin with the Direct Purposeful Experiences. These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on experiences. This level explains and proves one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. This level also proves that educational technology is not limited to the  modern gadgets and software that are commercially available nowadays. This shows that even the simple opportunity that you give to each child could help them learn.

The next level would be the Contrived Experiences. In this level, representative models and mock-ups of reality are being used in order to provide an experience that as close as reality.  This level is very practical and it makes learning experience more accessible to the learner. In this stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.

On the other hand, the next level would be the Dramatized experiences. In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as-if” situation.

The next level would be the Demonstrations. It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they are done.

Another level would be the Study Trips. This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.

The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar presented to the learners  in  a more abstract manner. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented.

The next levels would be the level of television and motion pictures and still pictures, recordings, and Radio. I decided to combine these two stages since it is related to one another. Because of the rapid development of the modern technology, a lot of people believe that Educational technology is limited to these stages. They are not aware that these sages are only a small portion of Ed Tech  For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditory devices that can be used by a learner group of learner that could enhance and extend learning experience

Lastly, I also chose to combine the last two levels because they are used hand-in-hand. The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved in this level are words, ideas, principles, formula, and the likes.

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Reflection

The Cone of Experiences is arrange by abstraction than difficulties. After going through the different components of the Cone of Experience, it could be said that in facilitating learning, we can use variety of materials and medium in order to maximize the learning experience. One medium is not enough thus if we can take advantage of the other media. There’s nothing wrong with trying to combine several medium for as long as it could benefit the learners. Also, through the levels provided by the Cone of Experience, it could be said that concrete experiences must be provided first in order to support abstract learning.  Lastly, staying on the concrete experiences is not even ideal because through providing abstract experiences to the learner, the more he/she will develop his/her higher order thinking skills which is important for more complex way of thinking and for dealing with more complex life situations. Through understanding each component of the Cone of Experience, it could be said that Educational Technology is not limited to the modern gadgets that we have right now but rather it is a broad concept that includes all the media that we can use to attain balance as we facilitate effective and meaningful learning.

Chapter IV: Systematic Approach to Teaching

Introduction

       As depicted in the chart, the focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. On the basis of this objective, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.

      The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources. (In some school settings, there is a custodian/ librarian who takes care of the learning resources and / or technician who operates the equipment while teacher facilitates.) The effective use of learning resources is dependent in the expertise of the teacher, motivation of level or responsiveness, and the involvement of the students in the learning process. With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.

  Will the teacher use direct instruction or indirect instruction? Will he /she teach using the deductive or inductive approach? It depends on his / her instructional objectives, nature of the subject matter, and readiness of student and the expertise of the teacher himself or herself.

  Examples of learning activities that the teacher can choose from, depending on his/her instructional objectives, nature of the lesson content, readiness of the student are reading ,writing ,interviewing ,reporting or doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating judging and evaluating.

  Some examples of learning resources for instructional use are textbooks, workbooks, programmed materials, computer, television programs, flat pictures, slides and transparencies, maps, charts, cartoons, posters, models, mock ups, flannel, board materials, chalk boards, real objects and the like.

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  Reflection

The outcome of Systematic Approach is based on the evaluation results, teacher comes to know if the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.

Chapter III The Role of Technology in Education

Introduction

Today’s generation of students are growing up in a digital world. Using digital devices is a huge part of their everyday experience out of school. Through Google they have access to a wide wealth of digital information, content and resources.

With all of this so intrinsic to their ‘outside school’ experience, the challenge for the teaching profession is how to harness all this for learning within the classroom and at home. This generation of ‘digital natives’ has much lower need for libraries of physical content for example, the traditional resource used by students half a generation ago. Learning styles are changing and teachers need to adapt their teaching styles accordingly.

One crucial question is will this new technology actually improve education? The impact of ICT on learning outcomes has been inconclusive, billions of pounds/euros spent – but is generally difficult to evaluate effectiveness in terms of improved results. Nonetheless there are outcomes that are conclusive, and which indirectly impact on learning outcomes.

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Reflection

Technology is important to us especially in learning and teaching process. It sometimes refer to us a tools to enhance our understanding and helps us to make learning easy in the simplest way.