Educational Technology 1

Miyerkules, Oktubre 12, 2016

Lesson 14: Maximizing the use of LCD Projector and the Chalkboard

LCD Projector

An LCD projector is a type of video projector for displaying video, images or computer data on a screen or other flat surface.

Because they use small lamps and the ability to project an image on any flat surface, LCD projectors tend to be smaller and more portable than some other types of projection systems. Even so, the best image quality is found using a blank white, grey, or black (which blocks reflected ambient light) surface, so dedicated projection screens are often used.

Advantages of LCD Projectors

Cost of LCD Projectors
Sharp Images
Greater Zoom Magnification
Less Power Consumption

Disadvantages of LCD projectors

Limited lifetime
Contrast
Screen-door effects
Dust issues
Dead pixels

The Chalkboard

A chalkboard is a reusable writing surface on which text or drawings are made with sticks of calcium sulfate or calcium carbonate, known, when used for this purpose, as chalk.
Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, TV, etc. but it will always have a chalkboard.

Practices that help us in effective use of Chalkboard

Write clearly and legibly on the board. Take note that there are children in the last row.
Have a hard copy of your chalkboard diagram or outline.
Do not crowd your notes on the board.
Make use of colored chalk to highlight key points. Color will also make your board work appealing.
Do not turn your back to your class while you write on the chalkboard. Write side view as you talk. Do not lose your eye contact with the class.
For the sake of order and clarity, start to write from the left side of the board going right.
If you teach the grades and you think the lines on the chalkboard are needed for writing exercise, then provide the lines for your board.
Look at your board work from all corners of the room to test if pupils from all sides of the room can read your board work.
If there is glare on the chalkboard at a certain times, a curtain on the window may solve the problem.
If you need to replace your chalkboard or if you are having a new classroom with new chalkboard suggest to the carpenter to mount the chalkboard a little concave from left to right to avoid glare for the pupils’ benefit.
If you need to have a board work in advance or that need to be saved for tomorrow’s use(say a quiz or sophisticated diagram), write “Please Save” and cover the same with a curtain.
Make full use of the chalkboard. It may be a traditional educational technology but it serves its purpose very well when used correctly.

Chalkboard Techniques by James W. Brown (1969)

A. Sharpen your chalk to get good line quality.

B. Stand with your elbow high. Move along as you write.

C. Use dots as “aiming points”. This keeps writing level.

D. Make all writing or printing between 2 and 4 inches high for legibility.

E. When using colored chalk, use soft chalk so that it can be erased easily.

Lesson 13: Visual Symbols

Visual Symbols

are representations of direct reality, which comes in the form of signs and symbols.

Drawings

a drawing may not be real thing but better to have a concrete visual aid than nothing. To avoid confusion, it is good that our drawing correctly represents the real thing.

Cartoons

another useful visual symbol that can bring novelty to our teaching is the cartoon. A first-rate cartoon tells its story metaphorically.

Strip Drawings

a sequence of drawings in a newspaper, magazine, etc., relating a humorous story or an adventure.

Diagrams

“It is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions, etc.” (Dale 1969)

Types of Diagrams

Affinity Diagram – used to cluster complex apparently unrelated data into natural and meaningful groups.

Tree Diagram – used in increasing details or various tasks that must be accomplished to complete a project.

Fishbone Diagram – cause-and-effect diagram.

Charts

It is a diagrammatic representation of relationships among individuals within an organizations.

Types of Charts

Time Chart - tabular time chart that presents data in ordinal sequence.

Tree or Stream Chart – depicts development, growth and change by beginning with a simple course with spread outs into many branches.

Flow Chart – visual way of showing a process from beginning to end.

Organizational Chart – shows how one part of the organization relates to other parts of the organization.

Comparison and Contrast Chart – shows similarities and differences.

Pareto Chart – type of bar chart, prioritized in descending order of magnitude or importance from left to right.

Gantt Chart – is an activity time chart.

Graphs

Pictures that help us understand data.

Types of Graphs

Circle Graph – recommended for showing parts of whole.

Bar Graph – use in comparing the magnitude of similar items at different ties or seeing relative sizes of the parts of a whole.

Pictorial Graph – make use of picture symbols.

Graphic Organizers – you met several graphic organizers in your subject, principles of teaching.

Maps

Is a representation of the surface of the earth or some part of it.

Types of Maps

Physical Map – altitude, temperature, rainfall, precipitation, vegetation and soil.

Relief Map – three dimensional represents and show contours of the physical data of the earth or part of the earth.

Political Map – gives detailed information about country, provinces, lakes, rivers etc.

Poster - is a “public” piece of paper conveying information through text (words) and/or graphic images (symbols or pictures).

Lesson 12: The Power of Film, Video and TV in the Classroom

“Next to the home and school, I believe television to have a more profound influence on the human race than any other medium of communication.” – Edgar Dale

The Film, the Video and the TV are indeed very powerful. Dale (1969) says, they can:

Transmit a wide range of audio – visual materials, including still pictures, films, objects, specimen and drama.

Bring models of excellence to the viewer.

Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated through film or videotape.

Make as see and hear ourselves world events as they happen.

Be the most believable news source.

Make some programs understandable and appealing to a wide variety f age and educational levels.

Become a great equalizer of educational opportunity because programs can be presented over national and regional network.

Provide us with sound and sights not easily available even the viewer of a real event though long shots, close up, zoom shots, magnification and split screen made possible by the camera.

Can give opportunity to teachers to view themselves while they teach for purposes of self-improvement.

Can be both instructive and enjoyable.

While the film, video and TV can do so much, they have their own limitation.

Television and film are one-way communication device. Consequently, they encourage passivity.

The small screen size puts television at a disadvantage when compared with the possible size of projected motion pictures.

Excessive TV viewing works against the development of child’s ability to visualize and to be creative and imaginative, skills that are needed in problem solving.

There is much violence in TV.

Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities.

a. Set goals and expectation.

b. Link the TV lesson with past lesson and / or with your student’s experience for integration relevance.

c. Put the film in context.

d. Point out the key points they need to focus on.

3. Viewing

a. Don’t interrupt viewing by inserting cautious and announcements you forget to give during the previewing stage.

b. Just make sure sights and sounds are clear.

4. Post – Viewing

To make the feel ease begin by asking the following questions:

What do you like best in the film?
What of the part film makes you wonder? Doubt?
Does the film remind you of something or someone?
What question are you asking about the film?

The film, video, and TV are powerful instructional tools.

When they are used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive.

Misuse and abuse of their use in the classroom and even at home has far reaching damaging effects in the development of children’s imaginative and thinking powers and sensitivity to human life.

The Effect of TV

We agree that the TV can give a more accurate, more lively and more colorful presentation of a difficult topic in physics for instance when the one who teaches the topic is inexperienced and can only make use of still pictures in black and white as visual aid.
We are aware of the numerous educational benefits of the use of the TV.
The effect of TV depends on how it is used.
When used in excess, it can also impair the development of children’s ability to visualize, to be creative and imaginative. Worse, is when children gets exposed to violence in TV.
Social psychologist Craig A. Anderson gave this testimony to the US senate on March 21, 2000:
“The Media violence effect on aggression is bigger than the effect of exposure to lead on IQ scores in the children, the effect of calcium intake on bone mass, the effect of homework on academic achievement, or the effect of asbestos exposure on cancer… high exposure to media violence is a major contributing cause of the high rate of violence in modern US Society.”
Let us use the TV appropriately and moderately so that we can take advantage of its advantage and mitigate its disadvantages.

Using Video in the Classroom

Does video have a place in the classroom?

According to a 1992 study conducted by Synergy Broadcast Systems, “Video in the classroom is an important tool used to support the four key components of learning.”

Four Key Components

Active Engagement
Participation in Groups
Frequent Interaction and Feedback
Connection to Real-World Experts

Why Use Video in the Classroom?

We remember 70% to 90% of what we see, hear and do.
Using video, creating content and producing an end result that will allow students to do all three.

Technology has changed

Due to changes in technology, video tools are more accessible than ever before.
Students will be using technology throughout the course of their scholastic career. The sooner they have access, the better.

Ways video helps assist classroom assignments:

Supports differentiation.
Stimulates classroom discussion.
Reinforces readings.
Provides creative output.
Allows students to interact with classrooms throughout the world.

Lesson 11: Making the most community resources and field trips

“Field Trips offer an excellent bridge between the work of the school and the work of the world outside.”

Field Trips are expensive. They require much time for preparation and planning. However, considering the intensity and the extent of concrete experiences that come through field trips, we are encouraged to use them Only, if there is no other less expensive but equally effective instructional tool. Preparation and planning for the field trip includes discussions and decisions on what to do before the field trip, during the field trip and after the field trip.

Community resources like historical and scenic spots, museums, zoos, botanical gardens, places, of exhibits can be destinations for field trips. Other community resources can be people themselves such as parents, senior citizens and other members of the community.

· Planning a field trip includes these steps:

Preliminary planning by the teacher
Pre-planning with others going on the trip
Taking the field trip itself
Post-field trip follow up activities

* Pre-planning with others joining the trip

Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standards.

* Taking the field Trip

Distribute route map of places to be observed
Upon arriving at the destination, teacher should check the group and introduce the guide.
Special effort should be made to ensure that:
The trip keeps to the time schedule
The students have the opportunity to obtain answers to questions
The group participates courteously in the entire trip
The guide sticks closely to the list of questions.

* Educational Benefits derived from a field trip

Field trips can be fun and educational when they are well executed. They offer us a number of educational benefits:
The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences which are fundamental to learning that lasts.
Field trips bring us to the world beyond the classroom. The real world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher’s schedule.
Field trips have wide range of application. It is not meant only for children. It is for adults also.
It can bring about a lot of realizations which may lead to changes in attitudes and insights. The field trip “ can nurture curiosity; build a zest for new experience and a sense of wonder.” ( dale, 1969)

*Preplanning with Others Joining the Fieldtrip

Other people accompanying the group need to be oriented on the objectives, route, behaviour standards require of everyone so they can help enforce standards.

Taking the Field Trip

Distribute route map of places to be observed. Upon arriving at the destination, teacher should check the group and introduce the guide. Special effort should be made to ensure that:

The trip keeps to time schedule

The students have the opportunity courteously in the trip

The group participants courteously in the trip

The guide sticks closely to the list of questions

Permission slip

Refers to a document that a given school or organization sends home through the use of a student to a parent or guardian to obtain consent for the student to travel under the care of the school or the respective organization for a specific event or field trip.

Waiver

A document recording the waiving of a right or claim

Itinerary

An itinerary is your travel plan – where you will go and when you will be there.

Evaluating Field Trip

There are questions we can ask ourselves after the field trip to evaluate the field trip we just had.

Disadvantage of Field Trip

These educational benefits can compensate for the drawbacks of field trips, some of which are:
It is costly.
It involves logistics.
It is extravagant with time.
It contains an element of uncertainty.

Community Resources

A field trip may be visit to scenic spot or to a historical place. These can be persons and places in the community. Many of them can be resource speakers in their field of expertise.
A dentist may be invited to talk to the children on how to care for their teeth.
A journalist may serve as resource speaker on the parts of a newspaper and how to write an editorial
A dynamic teacher will find a way to have a record of parents’ names, contact number, occupation, and other pertinent data she needs.
A senior citizens a war veteran in the community may be invited to class for an interview on a topic of which he is expert, for example, his memories of World War II.
A barangay captain may be asked on what the barangay intends to do to curb the rampant alcoholism among the youth in the community.

Field Trip

As to places to visit, popular destinations are museums, zoos, botanical gardens, historical places, places of exhibits, scenic spot. Performances like a play, a concert and a dance presentation also form part of the community resources.
Field trips are expensive. They require much time for preparation and planning.
Preparation and planning for the field trip includes discussions and decisions on what to do before the field trip, during the field trip, and after the field trip.

The Field Trip: A bridge of the school and the community

Field trips abolish the “walls: that divide the classroom and the outside world

Field trips also connect people. All people involved in the field trip- students, teachers, parents, and school head- come together for joint planning.

Biyernes, Setyembre 2, 2016

Lesson 10: Demonstration Teaching

Like role-playing and pantomime of the dramatized experience, demonstration is also something very handy. It requires no elaborate preparation and yet as effective as the other instructional materials when done properly.
In Webster’s International Dictionary, it is define as, “A public showing emphasizing the salient merits, utility, efficiency, etc, of an article or product.” In teaching it is showing how thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.

Guiding Principles (Edgar Dale 1969)

1. Establish rapport

Greet your audience.
Make them feel at ease by your warmth and sincerity.
Stimulate their interest by making your demonstration and yourself interesting.
Sustain their attention.

2. Avoid COIK Fallacy (Clear Only If Known)

Fallacy is the assumption that what is clear to the expert demonstrator is also clearly known to the person for whom the message is intended.
To avoid the fallacy, it is best for the expert demonstrator to assume that his audience knows nothing or a little about what he is intending to demonstrate for him to be very thorough, clear detailed in his demonstration even to a point of facing the risk of being repetitive.

Planning and Preparing For Demonstration-Brown (1969)

What are our objectives?
How does your class stand with respect to these objectives. This is to determine entry knowledge and skills of your students.
Is there a better way to achieve your ends? If there is a more effective way to attain your purpose, then replace the demonstration method with the more effective one.
Do you have access to all the necessary materials and equipment to make the demonstration? Have a checklist of necessary equipment and material. This may include written materials.
Are you familiar with the sequence and content of the purposed demonstration? Outline the steps and rehearse your demonstration.
Are the time limits realistic?

Point to Observe in the Demonstration-Dale (1969)

Set the tone for good communication. Get and keep your audience’s interest.
Keep your demonstration simple.
Do not wander from main ideas.
Check to see that your demonstration is being understood. Watch your audience for signs of bewilderment, boredom, or disagreement.
Do not hurry your demonstration. Asking questions to check understanding can serve as a “brake”.
Do not drag out demonstration. Interesting things are never dragged out. They create their own tempo.
Summarize as you go along and provide a concluding summary. Use chalkboard, the overhead projector, charts diagrams, PowerPoint and whatever other materials are appropriate to synthesize your demonstration.
Hand out written materials at the conclusion.

Questions to Evaluate Classroom Demonstration (Dale 1969)

Was your demonstration adequately and skillfully prepared? Did you select demonstrable skills or ideas? Were the desired behavioral outcomes clear?
Did you follow the step-by-step plan? Did you make use of additional material appropriate to your purposes- chalkboard, felt board, pictures, charts, diagrams, models, overhead transparencies, or slides?
Was the demonstration itself correct? Was your explanation simple enough so that most of the students understood it easily?
Did you keep checking to see that all your students were concentrating on what you were doing?
Could every person see and hear? If a skill was demonstrated for imitation, was it presented from the physical point of view of the learner?
Did you held students do their own generalizing?
Did you take enough time to demonstrate the key points?
Did you review and summarize the key points?
Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?
Did your evaluation of student learning indicate that your demonstration achieved its purpose?

Actual Conduct of Demonstration

Get and sustain the interest of the audience
Keep the demonstration simple, focused and clear
Do not hurry nor drag out the demonstration
Check for understanding in the process of demonstration
Conclude with a summary
Hand out written material at the end of the demonstration
Good Demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

Linggo, Agosto 21, 2016

Lesson #9 Teaching with Dramatized Experiences

Dramatic is something that is stirring, affecting or moving.

Dramatic Entrance is something that catches and holds attention, and has emotional impacts.

Dramatized Experiences can range from:

Formal Plays
Pageants
Tableau
Pantomime
Puppets
Role-playing

Plays depict life, character, culture, or a combination of the three. They offer excellent opportunities to portray vividly important ideas about life. Teaching with dramatized Experiences

Pageants are usually community dramas that are based on local history. An example is a historical pageant that traces the growth of a school.

Pantomime is an “art of conveying a story through bodily movements.” The effects of pantomime to the audience depends on the movements of the actors.

Tableau is a picture-like scene composed of people against a background.

Role-Playing is an unrehearsed, unprepared and spontaneous dramatization of a situation where assigned participants are absorbed by their own roles.

Puppets - A puppet is an inanimate object or representational figure animated or manipulated by an entertainer, who is called a puppeteer. Puppets can present ideas with extreme simplicity.

Types of Puppets

Shadow puppets – flat, black silhouette made from lightweight cardboard shown behind a screen.

Rod puppets – flat, cut-out figures tacked to a stick with one or more movable parts, and are operated below the stage through wires or rods.

Glove-and-finger puppets – make use of gloves which small costumed figures are attached.

Marionettes – flexible, jointed puppets operated by strings or wires attached to a cross bar and manoeuvred from directly above the stage.