NEW Tech in Teach
NEW Tech in Teach
NEW Tech in Teach
PROFED 314A
TECHNOLOGY FOR
TEACHING & LEARNING
IN THE ELEMENTARY GRADES
Course Description:
TIME
TOPICS
ALLOTMENT
UNIT I
3 hrs.
Lesson 1: History of Educational Technology
3 hrs. Lesson 2: Concepts of Educational Technology
6 hrs. Lesson 3: The Core of Experiences
3 hrs. Lesson 4: Pictorial Media
4.5 hrs. Lesson 5: Visual Symbols
3 hrs. Lesson 6: Audio Media
3 hrs. Lesson 7: The Chalkboard and other Display Materials
1.5 hrs. Midterm Examination
Course Requirements:
As you go through the different learning activities. It will be necessary for you to
comply the following course requirements:
1. Individual Quizzes
2. Major Exams
3. Research Outputs
4. Reflections / Reaction papers
Course Policies Under the New Normal (Generic Policies):
TABLE OF CONTENTS
Contents Pages
Title Page i
Course Outline iii
Course Policies iv
2. How did the educational trends change through time? Cite specific
examples of the educational technologies that have evolved through the
different periods.
Chapter References
Candelaria D. Garo. Teaching Educational Technology
http://hcdceductech.blogspot.com/search/label/The%20History%20of
%20Technology%20in%20Education
Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City:
Lorimar Publishing, Inc.
1.) SIZE
Is the material (text or picture) big enough to be seen by the farthest pupil? is
relativity of size of pictures observed when it is viewed with other materials or
pictures? Example, the size of the cat compared with the size of the carabao
2.) COLOR
Is the material colorful? Pupils are attracted by bright and dark colors. And if so,
is the choice of colors life-like and harmonious. Does the color facilitate
understanding?
3.) DURABILITY
Can the material stand several uses? Can it be used over and over again.
4.) ECONOMY
Is the material worth its costs? Or can a cheaper material in terms of time
spent in preparing it and in terms of the cash value be used?
5.) EASY TO HANDLE
Is the material light and easy to manipulate. Is it easy to put up and then and
store for future use.
6.) RELEVANCE
Is the material up to date? Is it related to the lesson in particular and to the
specific needs, problems, and experiences of the target clientele?
7.) NOVELTY
Does the material possess an element of newness? Can it arouse the
curiosity and a sense of discovery in the learners?
Chapter References
http://hcdceductech.blogspot.com/search/label/What%20is%20Educational
%20technology%3F
https://hcdc-eductech.blogspot.com/2011/07/guidelines-in-selection-of.html
https://www.youtube.com/watch?v=kMi13DoDBAM
Chapter References
Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City:
Lorimar Publishing, Inc.
Corpuz, B., & Salandanan, G. (2011). Principles of Teaching 1. Quezon City:
Lorimar Publishing, Inc.
http://hcdceductech.blogspot.com/search/label/Edgar%20Dale%27s%20Cone
%20of%20Experience
PICTORIAL MEDIA
One of the most commonly used technology in education is the use of Pictorial
Media. From its word, this type of technology enhances the visual capacity of the
students. In addition, there are several types of Pictorial media, tow it:
1. Flat Pictures (Still Pictures)
Flat pictures are representations of objects or things on a flat surface. They
are the cheapest and the most readily available of all learning materials. Many of
them are free. Teachers and students can gather pictures from magazines,
newspapers, advertisements, pamphlet, posters, circulars and other things. But like
all other learning, materials, their values vary and their selection and use should be
given careful considerations.
Guides to Teaching with Pictures
1. Pictures must be clearly seen by everyone.
2. Students/pupils must be given a chance to point out what they think are
the important aspect of the picture.
3. The teacher must supplement pupils’ comments to make sure that
nothing has been omitted.
4. Teacher and pupils should discuss together what they find in the
picture.
5. The picture used in class should lead to the accumulation of related
pictures in the textbook.
6. If the picture used in class stirs the pupils to attempt at illustrating their
own, it is good evidence that a sound use has been made of them.
Reading Pictures
We read pictures in the same way that we read a page of words. We derive the
message from the medium by attaching meaning to it.
A picture can be read in four levels as follows:
1. Enumerate level – This level merely calls for the giving of what one sees in
the picture e.g. flower, ball, dog, etc.
2. Descriptive level – Giving a sentence on what is seen or how one sees in
the picture looks like: e.g. I see a big yellow flower. The ball is red.
3. Interpretative level – Giving more meaningful sentences which are of the
inference type. E.g. the yellow flower is the favorite of the girl. Father gives
the red ball on the boy’s birthday.
4. Integrative level – This is relating what one sees in the picture to life.
Mother bought plastic sunflower from the superstore. It decorates our living
room. Or I play ball with my friends on Sundays.
Reading pictures can be most rewarding if the students/pupils are given guides as to
what to see and how to see things in the picture. They must be guided to interpret
and to draw inferences about what they see. Pictures must not be merely displayed;
they should be read and talked about. That is why it is necessary that the teacher
should choose those which are related and relevant to the children’s interest,
experiences and maturity. This is to encourage thoughtful seeing and discourse.
2. Photographs
Photographs are also still pictures, which can be mounted or unmounted,
photographic reproductions taken from a magazine, newspaper or books. They
appear in black and white or in full color. They can be filed by subjects or displayed
in the bulletin board. In the choice of photographs, teachers should choose those
that suggest motion or the candid shots, as they are more interesting and life-like.
Shotgun pictures do not pose so much challenge and interest; hence discussion
about them is limited.
3. Illustration
Illustrations are non-photographic reconstruction or representation of reality,
etched or drawn by an illustrator, the teacher or the students/learners themselves.
Illustrations show the direction at which movement must take its course or instruction
on how to go about assembling a toll in science or a material or equipment. This can
be used for specific situations. Illustrations can be in black and white or in full color.
They can be prepared ahead of time or the teacher can draw them on the
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 12
chalkboard while the class is going on. Like the photographs they can be used by
individual students/pupil or for a group of learners.
Purposes for which flat picture, photographs and illustrations can be used for
teaching
1. To concertize words and symbols.
When teachers talks about a haunted house pupils will not be able to imagine
what kind of house is it, how does it looks like, but if a picture is being shown, the
learners will have a specific visualization of the kind of haunted house the teacher is
talking about. Pupils will then have uniform information about the topics discussed.
2. To lend meaning to what one reads.
In a Science class students read about single-celled organisms like the
amoeba or the paramecium. An enlarge picture of both when seen by the pupils will
enrich what they read. Likewise if reading about atoms and molecules. Seeing an
illustration about them will enrich their understanding of what they are.
3. To introduce or motivate
In a Literature class, where students are required to read the Ilocano epic,
Biag ni Lam –ang, pictures of some episodes from the epic may arouse curiosity and
interest to read it. The pictorial background can serve to orient the class to the kind
of literary piece they are going to read.
4. To correct misconceptions
Pictures and photographs can make meanings more vivid and clearer,
because they can capture scenes, emotions and details which words are not able to
describe. Concepts are non-pictorial, but they can help in developing and presenting
them. Liberty is a concept, which is non-pictorial, but pictures showing the effects
and the signs of liberty can help one to better understand it.
5. To summarize a unit
To give a fuller grasp of the unit, pictures, photographs and illustrations
should supplement and complement what pupils read in references and what they
heard from the lectures of teachers. Pictures should become an integral part of the
learning.
6. To arouse emotions.
Pictures arouse emotions; hence they compel one’s attention. A violent
picture may stimulate one to dislike the act; a beautiful landscape may evoke
appreciation while a colorful dish arranged with garnishing may stimulate appetite.
This arousal focuses one’s attention and sustains his drives about it. This condition
facilities teaching and learning.
4. Flashcards
Assessment
C. Prepare a lesson part that you can demonstrate using some of the pictorial
media. Video record your demonstration.
Chapter References
Corpuz, B., & Lucido, P. (2008). Educational technology 1. Quezon City: Lorimar
Publishing, Inc.
LESSON 5
Visual Symbols
Learning Outcomes
At the end of this lesson, you should be able to:
a. Explain the rules of thumbs;
b. Identify the different visual symbols; and
c. Design samples of each.
INTRODUCTION
1. Cartoons
b. Simplicity – contains only the essential features. The cartoon must not
contain so many details.
c. Brevity of captions if ever but they may not be given any. Short and direct
captions are used when necessary only.
d. Use of clear symbols. Use symbols that are conventional, like; the dove to
mean death; the turtle to mean slow or sluggishness and others.
Cartoons could be used for motivation, for follow-up activity and for evaluation
purposes.
These are crude and simple lines, which are effective in showing what
needs to be shown with sufficient clarity, to make the meaning vivid to
learners or students.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 17
There are drawings with no illusion of depth but a smart teacher can
use them in a very effective way in explaining and showing ideas and
concepts.
4. Diagrams
5. Charts
6. Graphs
Kinds of Graphs
Line graph – is the most accurate of all graphs used in plotting trends of
relationships between two series of data. It is used when there is a
considerable number of data to be plotted and if these data are continuous
Bar graphs – simplest of all graphs to read. They are represented either by
vertical or horizontal bars. The lengths of the bars represent an amount or
percentage data. It is best when number of values to be compared is
small.
Area or Solid graphs – use for the simplest quantitative comparison thru
the use of geometric shapes. It is used to compare two or three related
totals.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 19
Pictorial Statistics or pictograph – it makes use of related pictures in
showing quantitative data. Pictures give realism and interest so it is widely
used specially in the elementary grades.
Principles of Pictographing
Simplicity – picture used must be simple.
Comparison of relationship must be strikingly seen.
Approximates rather than precise amounts are represented.
Pictorial symbols used must be self-explanatory rather than by
the size.
8. Maps
Maps are usually shown on flat surface and are used to represent the
surface of the earth or some parts of it, showing the relative size and position
according to scale or projection and position represented.
a. Physical map – also called relief maps, they are the best because of their
three dimensional representation; which includes geographical outline of
land and water. Commercial or economic maps- also known as product or
industrial map since they show land area in relation to the economy.
b. Political map – shows national boundaries down to the smallest division
Make sure that the pupils or students comprehend the purpose of the map
Promote or develop positive emotional attitude
Allow ample time for pupils’ first look
Make sure they understand map symbolism
Reference:
Teaching Educational Technology by: Candelaria D. Garo
Map-Reading Test:
Tell whether the following information about maps are TRUE or FALSE.
1. Lines of longitude are parallel to each other.
2. On the globe all lines of latitude meet at poles.
3. A degree of longitude ranges from 68.4 to 69.4 miles.
4. Longitude is usually measured from Greenwich, England.
5. Latitude is measured from the equator.
6. The latitude of the poles is 90 degrees.
7. The hours of daylight in summer and winter are related to longitude.
8. Places in the low latitudes usually have warm climates.
9. Time belts are directly related to longitude.
10. The latitude of the place indicates its distance from the equator.
Assessment
1. Pictures, slides, handouts, mock up, modules, computer projections
and computer presentation are visuals but are they visual symbols?
Explain.
2. Summarize this lesson by means of a diagram.
3. Construct a ten-item true-false test on map-reading. Provide the key to
correction.
4. Make a tree chart by creating your own genealogy tree. Go as many
generations as you can go. Interview your parents and grandparents.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 22
5. Under which kind of visual symbols do the life cycles that you study in
science belong. Show the life cycle.
LESSON 6
Audio Media
Learning Outcomes
At the end of this lesson, you should be able to:
a. Identify the different audio media;
b. Describe the uses in facilitating the teaching-learning process;
and
c. Identify the advantages and limitations of using audio media.
INTRODUCTION
Disadvantages:
Bias - Often the news is heard through the voice of someone who is
interjecting their opinion into whatever the news may be about. This can
subject the information to bias and promote possibly one, and not all
sides of the story.
Here are some links that will help you conduct your broadcast radio
show.
Dark Adventure Radio Theatre: The Shadow Out of Time
http://www.youtube.com/watch?
v=DEnDfmO0nGs&feature=youtube_gdata_player
Sample Broadcasting Script
http://unwantedyoukai.blogspot.com/2007/12/radio-
broadcasting-script.html?m=0
2. Recordings
This may come in the form of ordinary cartridges, open reel tapes, CDs
and DVDs. Audio tapes are economical and easy to use. It is a two-way
communication device. One can play it back if ideas are not clear. It also
eliminates the problem of scheduling of radio. Teachers can pre-hear the
material is that they can evaluate its contents. One can be flexible in planning
the time of listening which can be adjusted to the most convenient time and
place.
1. Audio disc. They come in various sizes and spin at various rates.
a. Phonograph records. The 33 1/3 revolutions per minute long-
playing records (LPs) usually contain 10 to 15 minutes of recorded
information per side.
b. Compact disc (CDs). This looks like a small, silver phonographic
record. Music or other sounds are stored as digitized bits of
information. It measures 12 cm (4.75 in) in diameter and may
contain as much as 75 minutes of music.
TECHNOLOGY IN TEACHING AND LEARNING IN ELEMENTARY GRADES 24
2. Audiotapes. Magnetic tape recordings can be:
a. Reel to reel format
b. Cassette format
3. Podcast
A podcast is a type of digital media consisting of an episodic series of
audio, video, PDF, or e-Pub files subscribed to and downloaded through web
syndication or streamed online to a computer or mobile device. The word is a
neologism derived from "broadcast" and "pod" from the success of the iPod,
as podcasts are often listened to on portable media players. (wikipedia.com)
4. Audio conferencing
Reference:
Educational Technology, Candelaria D. Garo
Educational Technology, Paz I. Lucido and Milagros L. Borabo
hcdc-eductech.blogspot.com, Glenn Dino
Assessment
LESSON 7
The Chalkboards and Other
Display Materials
Learning Outcomes
At the end of this lesson, you should be able to:
a. List the types of display media;
b. Summarize the strength and weaknesses of display media; and
c. Explain how to effectively utilize display media.
INTRODUCTION
CHALKBOARD
Advantages of Chalkboard
EXHIBITS
Assessment
ACTIVITY
Based on the K-12 Curriculum Guide choose a grade level and a
lesson on each learning areas. Surf the internet to find samples of bulletin
display in each lesson or create your own bulletin board display and take a
photo of it. then create a collage from this collected or pictures of bulletin
board display writing the lessons as caption under each picture.
http://hcdc-eductech.blogspot.com/2011/09/pictorial-media.html
http://hcdceductech.blogspot.com/search/label/The%20History%20of
%20Technology%20in%20Education
http://hcdceductech.blogspot.com/search/label/What%20is
%20Educational%20technology%3F
https://hcdc-eductech.blogspot.com/2011/07/guidelines-in-selection-
of.html
https://www.youtube.com/watch?v=kMi13DoDBAM