Lesson 10

The Computer as a Tutor

1. The computer is one of the wonder of human ingenuity.
2. With the invention of the microcomputer (now also commonly referred to as PCs or personal computers), the PC has become the tool for programmed instruction. Computer-assisted Instruction (CAI) The computer can be a tutor, in effect, relieving the teacher of many activities in his personal role as classroom teacher.The computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller.

Computer - assisted instruction (CAI)

1. CAI integrated with Lessons.CAI works best in reinforcing learning through repetitive exercises such that students can practice basic skills or knowledge in various subject areas
2.  CAI integrated with Lessons•In these programs, the computer presents a question/problem first and the student is asked to answer the question/problem. Immediate feedback's given to the student’s answer

SIMULATION PROGRAMS

1. These are another kind of software that is constructiveness in nature.
2. These simulation software:Teaches strategies and rules applied to real-life problems/situations Asks students to make decision on models or scenarios. These simulation software: Allows students to manipulate elements of a model and get the experience of the effects of their decisions.

INSTRUCTIONAL GAMES

 While relating to low-level learning objectives, instructional computer games add the elements of    competition and challenge.

PROBLEM SOLVING SOFTWARE

These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their problem-solving ability. Since problems cannot be solved simply by memorizing facts, the students have to employ higher thinking skills such as logic, recognition, reflection, and strategy- making.

MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS

can store a huge database with texts, images, animation, audio and video. Students can access any desired information, search its vast contents and even download/print relevant portions of the data for their composition or presentation. provide textual information for reading, supplemented by other types of multimedia information (sounds, spoken words, pictures, animation). These are useful for learning reading, spelling and word skills

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Lesson 9

Computer as Information in Communication Technology

Computer assisted instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill exercise that uses color, music and animation. The novelty of CAI has not waned to this offered by computer-equipped private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.

The Personal Computer (PC) as ICT

 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 communication to audiences including learners using the print, film radio, and television or satellite means of communication.  For example, 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 merge owing to the advert of the microprocessor, also known as the personal computer (PC). 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.

To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:

- Microsoft Office - program for composing text, graphics, photos into letters, articles, report, etc.

- Power point - for preparing lecture presentations.

- Excel - for spreadsheets and similar graphic sheets.

- Internet Explorer - access to the internet.

- Yahoo or Google - websites; e-mail, chat rooms, blog sites, news service (print/video) educational      software etc.

- Adobe Reader - graphs/photo composition and editing.

- MSN - mail/chat messaging

- Windows media player - CD, VCD player, editing film/video

- Cyber Power - DVD player

- Gamehouse - video games

Lesson 8

Higher Thinking Skills Through IT-Based Projects

There are four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking.

The Resource-based Projects

 The teacher steps out of the traditional role of being a content expert and information provider, and  instead lets the student find their own facts and information.

Simple Creations

 they can create their software materials to supplement the need for relevant and effective materials.

  

Guided Hypermedia Projects

 is production of self-made multimedia projects can be approached in two different ways: As an  instructive tool, such as in the production by students of a PowerPoint presentation of a selected  topic. As a communication tool, such as when students do a multimedia presentation like graphs,  photos, interviews and video clips

Web-Based Projects

 students can be made to create and post webpages on a given topic. Creativity projects as tools in the  teaching-learning process can be achieved with the assistance of advisers adept in the technical use  of Internet Resources.

 

Lesson 7

Evaluation of Technology Learning

Evaluating student’s output as of today wherein in most of the activities computer technology were involved. It’s a challenging part for the teacher who will do the evaluation because these types of activities were usually objective.

The standard student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. Teachers must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world. It must use evaluative tools that measure the new basic skills of the 21st century digital culture, namely: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital citizenship. This six fluencies reflect process skills. On the other hand,   the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs.

            Our curriculum offers lots of subjects where your knowledge about technology is highly needed. It is so amazing that our teachers / instructors are able to give us grades that far beyond being bias. They are able to show us rubrics on how we are being rated on a specific task.

Lesson 6

Developing Digital Basic Skills

            Teachers adjust their teaching to effectively match the new digital world of information and communication technology they must on what basic knowledge and values need to develop by digital learners. These basic literacy will not replace the 3 R’S but they will be complemented by six essential skills to equip students they call them literacy skills referred to fluency skills  these are:

 Solution fluency 

  refer to capacity and creativity in problem solving.

 Information fluency

 involves 3 submits skills which is ability to access, retrieve and reflect information.

Collaboration fluency

 refers to teamwork with virtual or real partners in online environment.

Media fluency

 refers to channel of mass communication.

Creativity fluency

 which is artistic proficiency adds meaning by way of design, art and storytelling to package     a message.

Digital ethics 

 guided by principles of leadership, global responsibility, environmental awareness, global ci   tizenship and personal accountability.

  

Bloom’s Taxonomy serves as a general framework of skills that requires information  processing idea- creation and real solving skills. The following taxonomy may be proposed:

1. Remembering recall information

2. Understanding-explain ideas

3. Applying-use information in a new way

4. Analyzing-distinguish different parts

5. Evaluating-justify stand or position

6. Creating-new product/point of view