Educational Technology

Choose appropriate principles in the preparation and utilization of the conventional and
non-conventional technology tools as well as traditional and alternative teaching
strategies

PART I – CONTENT UPDATE

BASIC CONCEPTS

Educational Technology
 A field dedicated to the theory and practice of design, development, utilization, management and
evaluation of process and resources for learning (Association for Educational Communications and
Technology

Design
-Instructional System
Design (ISD)
-Instructional
Strategies
-Learner
Characteristic
Development
-Print Technologies
Evaluation
-Audio Technologies
-Problem analysis
-Still Visuals
-Measurement
-Audio-visual
-Formative Evaluation Technologies
-Summative -ICTs
Evaluation
Theory and Electronic Technologies
Practice -Integrated Technologies

Utilization
Management
-Media Utilization
-Project Management
-Implementation
-Resources Management
-Institutionalization
-Management of Delivery Systems
-Policies and
-Diffusion of Innovation
Regulation

Technology Integration
 It is the process of determining where and how technology fits into learning. Roblyer (1997) cited in
William, Michael D. (2000). Integrating Technology into Teaching and Learning.

Five Domains of Educational Technology

Domains Description

Design It is the planning phase of educational technology

Developme It is the process of producing learning materials from a detailed plan (design)
nt

Utilization It is the actual use of knowledge and the skills and usually includes the
practical application of information or procedures on a regular basis. It is the
action phase.

Evaluation It is a dynamic process which allows people to obtain and judge the worth of
 data about how students learn specific content information under varying
instructional condition

Manageme It is the linchpin which binds all the domains of educational technology
nt together

DESIGN, DEVELOPMENT, AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES

Instructional Design Models

1. ADDIE Model
The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis,
(2) Design, (3) Development, (4) Implementation, and (5) Evaluation
The five phases of ADDIE are as follows:
Analysis
During analysis, the designer identifies the learning problem, the goals and objectives, the
audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also considers the
learning environment, any constraints, the delivery options, and the timeline for the project.
Design
It is a systematic process of specifying learning objectives. Detailed storyboards and prototypes are
often made, the look and feel, graphic design, user-interface and content are determined here.
Development
This is the actual creation (production) of the content and learning materials based on the design
phase.
Implementation
During implementation, the plan is put into action and a procedure for training the learner and
teacher is developed. Materials are delivered or distributed to the student group. After delivery, the
effectiveness of the training materials is evaluated.
Evaluation
This phase consists of (1) formative and (2) summative evaluation. Formative evaluation
involves gathering information during the early stages of the design process with the focus on finding out
whether efforts are relating as planned, uncovering any obstacle, barriers or unexpected opportunities that
may have emerged, and identifying mid-project adjustments and corrections which can help insure the
success of the project. Summative evaluation is the process of collecting data following implementation
of the project in order to determine its effectiveness and satisfy the instructional objectives.

2. The ASSURE Model

The ASSURE model is an Instructional Systems Design (ISD) process that was modified to be used
by teachers in the regular classroom. The ISD process is one of which teachers and trainers can use to
design and develop the most appropriate learning environment. This was constructed by Robert Heinich,
Michael Molenda of Indiana University and James D. Russell of Perdue University.
 Analyze Learners
 State Objectives
 Select Media and Materials
 Utilize Media and Materials
 Require Learner Participation
 Evaluate and Revise

Principles in the Selection, Development, and Utilization of Educational Technologies

Principle Description / Meaning

Purpose ETs must be focused on helping learners to motivate them in the

learning process

ETs should be appropriate to the level intended in terms of:

Appropriatenes 1. vocabulary level 3. Methods of development

s
2. difficulty of concepts 4. interest

Meaningfulness ETs must contain purposive activities

ETs must contribute to the growth and development of learners

 Breadth ETs should encompass all round development of varying group of
learners

Responsivenes ETs must be responsive to the needs and demands of the society
s

Authenticity ETs must present accurate up-to-date dependable information

Spatial Corresponding words and pictures must be presented near rather than
Contiguity far from each other

Split-Attention Words should be presented as auditory narration rather than as visual

Principle on-screen text

Audio-visual aid must be useful to a particular teacher as s/he works for

a particular group of learners. They must help the teacher to deliver the
Usefulness / subject matter in a better way as well as helping the learners to learn
Utility the subject matter.

Communication ETs must relay information clearly and effectively

Effectiveness

ETs should catch the interest of the users, stimulate curiosity or satisfy
the need to know and encourage creativity and imaginative response
Interest among users.

Cost The cost per student of media presentation diminishes as the number of
Effectiveness students using it increases

Presentation ETs must be presented at the right time and in the right way

Portability ETs must be handy for teachers and students to handle them well
(Handy)

Correctness Correct facts or information must be in the materials for better learning
process

Simplicity They must be simple but inspiring for the learners and should not
confuse them. They must be simple but show creativity

Assessment The purpose of evaluating the technology is needed for further revisions
and improvements

Factors Affecting the Selection of Educational Technologies

1. Human Factors
1.1 Learner factors—refer to learner differences that can influence media choice
a.) Individual differences
Research suggests that learners differ in:
 their preference for learning: by observing (visual learners) or by listening (aural learners)
 their perception of a given message: a factor of past experience, and often a cultural
difference exists
 their understanding of the conventions used by various media: language and technical
drawings used
b.) Attention span
Factors that affect how long a learner can attend to one type of task are age, interest and learners’
motivation
c.) Number of learners
Select media that are well suited to the group size you have or, if it is difficult, modify the group; or
structure to media you have
d.) Physical disabilities of learners (poor vision, hearing, dyslexia, color blindness, etc.)
1.2 Teacher factors—refer to those factors that affect the success of media implementation
2. Instructional Method
The method of instruction dictates or limits our choice of presentation media. Is self-
regulated learning method or lecture expository?
3. Practical Constraints
Administrative and economic constraints both limit the choice of methods and media
 1.) Objectives 3.) Time
2.) Availability 4.) Resources

Contributions of Educational Technology to Education

 Increases students’ motivation, self-esteem, self-confidence and academic achievement
 Supplies stimulating environments that encourage student involvement in the learning process
 Promotes higher-level thinking skills and student-centered instruction
 Offers students diversity, self-paced learning, and opportunities for individual growth and self-
expression
 Provides students with unique opportunities to apply skills and talents and to interact with others in
non-threatening environments
 Changes teachers’ and students’ role into positive directions
 Inspires students and teachers by making learning exciting and interesting
 Fosters the development of leadership abilities and teamwork
 Supports new instructional approaches: cooperative learning, inquiry approach, problem-based
learning, project-based learning and multiple intelligences
 Provides unique opportunities for students to practice, demonstrate and critique communication
skills
 Supplies information through multisensory delivery channels, allowing students with various
learning styles to assimilate and apply knowledge
 Expands classroom “walls” and links students and teachers in national and international exchanges

INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES

Types Selection Utilization

Advantages Limitations

1. Text/Print -Readily available. -Reading level of -Direct student

(i.e., books, Printed materials are learners. Many students reading with
periodicals, readily available in a are non-readers or proof objectives and/or
modules, range of topics and readers. questions
etc.) formats
-Memorization. Some -Emphasize the use
-Flexible. Printed critics say textbooks of visuals with text-
materials may be used promote memorization based materials
in any lighted rather than higher level
environment. They are thinking skills. -Check the teacher’s
portable. guide for additional
-Passive. Others contend materials and
-Economical. Text can that text promotes activities
be used again and again solitary learning rather
by many students. than cooperative group -Supplement text
processes. with other media

2. Still -Realistic format. Visuals -Size. Some visuals are -Use simple materials
Visuals provide a representation simply too small to use that everyone can
of verbal information. with a large group and see
enlarging can be
-Readily available and expensive -Provide written or
2.1 Printed inexpensive. Visuals are verbal cues to
Visuals (i.e. readily available in -Two-dimensional. Visuals highlight important
pictures, books, magazines, lack the three- aspects of visuals
graphic newspaper, catalogs dimensionality of the real
organizers, and calendars. object or scene. -Use one visual at a
etc.) time except for
 -Lack of motion. Visuals comparison
are static and cannot
show motion. -Hold visuals steady.

2.2 -Multipurpose. Both -Commonplace. -Check the visibility

Displayed students and teachers Instructors often neglect of the board from
Visuals (i.e., can use display boards to give display boards the several positions
chalkboard, for a variety of attention and respect around the room.
bulletin purposes. they deserve as
board, etc.) instructional devices. -Decide in advance
-Colorful. Display boards how you plan to use
provide color and add -Not portable. Most the board.
interest to classrooms display boards are not
or hallways. movable. -Print using upper-
and lowercase, not
-Participation. Students all caps in script.
can benefit from
designing and using -Face your audience;
display boards do not talk to the
board with your back
to the class.

2.3 Projected -Instructor control. The -Instructor dependent. -Focus the image so
Visuals (i.e. presenter can The overhead projector it fills the screen
Overhead manipulate projected cannot be programmed
projector / materials on the OHP by to display information by -Turn off lights over
overhead applying different itself. The overhead the screen if possible
transparenci techniques (e.g., system does not lend
-Stand facing your
es silhouette and overlay), itself independent study.
class
pointing to important The projection system is
LCD/DLP, items, covering part of designed for large-group -Use appropriate
opaque the message and presentation. pacing
projector revealing information
etc.) progressively -Preparation required. -Direct students’
Printed materials and attention to the
-Versatility. The other non-transparent important parts of
overhead projector can items, such as magazine the OHT
be used in normal room illustrations, cannot be
lighting projected immediately -Summarize
but must first be made frequently
-Opaque projector into transparencies.
allows instantaneous
projection of 2 or 3
dimensional objects

3. Real -Less abstract and more -Storage. Large objects -Familiarize yourself
Objects and concrete. Real objects can pose special with the object and
Models and models provide problems. Caring for model.
hands-on learning living materials such as
experiences and plants and animals can -Make sure objects
emphasize real-world take a lot of time. are large enough to
applications. be seen.
-Possible damage.
-Readily Available. Materials are often -Indicate actual size,
Materials are readily complex and fragile. Parts shape, and color of
available in the may be lost or broken. objects represented
environment, around by models.
school, and in the home.
-Avoid passing single
object around class.
 -Attract students’ It can be distracting
attention. Students and students may
respond positively to play with it while you
both real objects and are trying to move
their models. on in the lesson.

4. Audio -Student and teacher -Fixed Sequence. Make sure that all
Technologies preparation. Students Audiotapes fix the students involved
and teachers can record sequence of a can hear and that
their own tapes easily presentation, even other students aren’t
and economically; they though it is possible to distracted
erase and reuse them rewind or advance the
when materials become tape to a desired portion.
outdated or no longer
useful

-Familiarity. Most
students and teachers
-Pacing. Presenting
have been using audio-
information at the
cassette recorders -Use a handout or
appropriate pace can be
worksheet to
-Verbal Message. difficult for students with
4.1 Audio maximize learning
Students who cannot a range of skills and
cassette from audio media.
read can learn from background experiences
tapes /
recorders / audio media. -Use a follow-up
-Accidental erasure. Just
players activity after each
-Stimulating. Audio as audiotapes can be
audio lesson
media can provide a quickly and easily erased
stimulating alternative when no longer needed,
to reading and listening they can be accidentally
to the teacher. erased when they should
be saved.

4.2 CD

-Locating selections. -Limited recording

Students and teacher capability. Students and
can quickly locate teachers cannot produce
selection of CDs and can their own CDs as cheaply
program machines to and easily as they can in
play any desired cassettes
sequence.

-Resistance to damage.
Stains can be washed
off and ordinary
scratches do not affect
playback.

5. Audio- -Motion. Moving image -Fixed pace. Video-tape -Check lighting,

Visuals / can effectively programs run at a fixed seating and volume
Motion represent procedures in pace control to be sure
Pictures which motion is that everyone can
essential -Scheduling. Teachers see and hear the
Media normally must order presentation.
(Television, -Real-life. Video allows videos well in advance of
Video and learners to observe their intended use. -Get students
Film) phenomena that might mentally prepared by
 be dangerous to view -Misinterpretation. briefly reviewing
directly Documentaries and previous related
dramatizations often study and evoking
-Repetition. Video allows present complex or questions about
repeated viewing of a sophisticated treatment today’s topic
performance for of an issue
emulation -List on the
chalkboard the main
points to be covered
in the presentation

-Support the
presentation with
meaningful follow-up
activities

-Get involved in the

program

Ten Commandments in Creating Learning / Presentation Materials

1. Don’t overcrowd.
2. Be consistent in format, layout and conventions.
3. Use appropriate typefaces and point uses.
4. Use bold and italics for emphasis, but don’t overuse them.
5. Use titles, headings, and subheadings to clarify and guide.
6. Use numbers to direct through sequences.
7. Use graphics and illustrations tom reinforce ideas.
8. Use symbols and icons as identifying markers
9. Use color / audio / music to stimulate but not to overpower the senses.
10. Produce the materials with technical excellence—good quality, good audio, clear, etc.

International Society for Technology in Education (ISTE) National Educational Technology

Standards for Administrators, Teachers and Students

No. Administrators Teachers Students

I Leadership and Vision Engage in Professional Technology Operations and

Growth and Leadership Concepts

II Learning and Teaching Facilitate and Inspire Creativity and Innovation

Student Learning and
Creativity

III Productivity and Model Digital-Age Work and Communication and

Professional Practice Learning Collaboration

IV Support, Management Research and Information

and Operations Fluency

V Assessment and Design and Develop Digital- Critical Thinking, Problem

Evaluation Age Learning Experiences Solving and Decision
and Assessments Making

VI Social, Legal and Ethical Promote and Model Digital Digital Citizenship
Issues Citizenship and
Responsibility

Essential Conditions for Technology Integration in the Classroom

For technology to have the desired impact on improved teaching and learning, several conditions
must be in place:
 Shared vision for technology integration—this requires coordinated school and district planning with
teachers and other personnel at all levels, budgeting yearly amounts for technology purchases with
incremental funding, emphasizing teacher training, matching technology to curriculum needs, and
keeping current and building in flexibility.
  Standards and curriculum support—technology and content area standards are designed to support
each other
 Required policies—policies are in place to ensure legal/ ethical use, safe internet use, and equity
 Access to hardware, software, and other resources—there is adequate funding, purchasing
procedures are organized and effective, and procedures are in place to set up and maintain
technology resources.
 Trained personnel—staff development that includes hands-on, integration emphasis, training over
time; modelling, mentoring and coaching; and post-training access to technology resources.
 Technical assistance—continuing support for diagnostic and maintenance problems for teachers’
and students’ computers.
 Appropriate teaching and assessment approaches—teaching strategies that are matched to needs
and assessment strategies that are matched to the type of learning being measured

INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICTs) INTO TEACHING

AND LEARNING

Selection

Types Utilization

Advantages Limitations

Multimedia -Better learning and -Equipment -Use a display

retention requirement technology that is
(CD ROM, appropriate for the
Video discs, -Effectiveness across -Startup costs number of students
etc.) Computer learning domains
and Internet -Complexity and lack -Install and test all
-Realism of standardization software in advance of
the presentation
-Address different -Compatibility
learning styles and -Run the software from
differences -Limited intelligence
the hard drive so that
and skills
the computer program
-Interactivity
will respond more
-Motivation quickly

-Individualization -Introduce your

presentation. Encourage
-Consistency student participation
through questioning and
-Learner control having students decide
on next steps
-High speed
personalized -Direct students’ online
responses to learner explorations of
actions meticulous aspects of
the curriculum
-Exchange of
information and -Use appropriate pacing
collaboration

-Realism through
color, music, and
animated
Instructional Roles of Computer

1. Role of Computer as a Teacher

Computer is used to present instructions directly to students. Such use is usually termed
Computer-Assisted Instruction (CAI). Computer-based Instruction (CBI), computer-assisted learning
(CAL). CAI is also termed as instructional software.

Categories of Computer-Assisted Instruction, Their Uses and Features

Categories Use / Purpose Features

- Memorize and recall - Interactivity

information
Drill and - Immediate feedback
Practice - Increase proficiency in a
newly learned skill or refresh - Infinite practice
an existing one
- Variable level of difficulty

- Motivation

Tutorial - Assume the primary - Embedded question

instructional role of teacher
or tutor - Branching

- Dynamic presentation

- Recordkeeping

Simulation - Represent or model a real - Control of multiple variables

system, situation or
phenomenon - Dynamic presentation

- Time control

- Effects of chance

Instructional - Add an element of fun in - Motivation

Game CAI
- Game structure

- Sensory appeal

Problem - Promote students’ higher - Focus on specific problem types

Solving order thinking skills, such as
logic, reasoning, pattern - Quantity
recognition, and strategies
 - Variety

2. Roles of Computer as a Tool

2.1 Informative Tools are applications which provide vast amounts of information in various
formats (e.g., text, sound graphics or video, Multimedia encyclopedias)
2.2 Communicative Tools are systems which enable easy communication between the teacher
and the students or among students beyond physical barrier of the classroom (e.g., email,
electronic bulletin boards, chat, teleconferencing and electronic whiteboards)
Two categories of Communicative Tools
2.2.1 Synchronous (e.g. chat or videoconferencing) enables real time (that is, simultaneous
communication)
2.2.2 Asynchronous (e.g. email and electronic bulletin boards), on the other hand, are
messaging systems in which the exchange of information between people is not “live,”
but is somehow delayed
2.3 Productivity / Constructive Tools are general-purpose tools that can be used for
manipulating information, constructing one’s own knowledge or visualizing one’s understanding.
Common examples of productivity tools are shown below.

Software Type Sample Classroom Uses

Word - prepare letters, memos, reports, flyers, rubrics, lesson plans, forms,
Processing newsletters sheets, posters, study guides, class notes

- help students prepare stories, essays, group reports

-use language exercises (writing and outlining skills)

Presentation - create class lectures support that features text, audio and visual
software elements with special effects

- create student worksheets to accompany class lectures

Spreadsheets - provide students with method for tracking and analyzing data and
creating charts for it

- demonstrate what-if analyses visually

Databases - organize and provide easy access to lists of academic resources

- provide support for students tracking data

- prepare teacher resource inventories, personalized letters

Desktop
Publishing
software - create newsletter, brochure, flyers, posters, books

Test - create test item banks

generator /
test item - generate various versions of tests
banks
- administer test online

Image
processing
tools - used to illustrate documents, web pages

Video
development
 tools - create video documents

2.4 Situating Tools are systems which situate users in an environment where they may
‘experience’ the context and happenings (e.g., Simulations, Virtual Reality). A flight simulation
program is an example of a situating tool because it places the user in a simulated flying
environment.

INTEGRATION OF THE INTERNET AND DISTANCE EDUCATION TO SUPPORT TEACHING AND

LEARNING

Internet—consists of thousands of connected computer networks around the world that connect millions
of computers. The Internet is also referred to as the “Net,” the “Information Superhighway,” and
“Cyberspace.”

Common Uses of the Internet

There are at least three major reasons why Internet can be effectively used by teachers and
students. These categories of use are communication, information retrieval or direct instruction and
general sources.

Categories of Use Example Classroom Applications

Keypals Support asynchronous communication of individual

learners; exchange ideas; and to learn from each other
in two or more locations using emails

1. Communication

Instant Allow synchronous communication of two users on the

Messaging Internet by typing messages back and forth to one
- Interpersonal
(IM) another in real time.
exhanges

Chat Allow synchronous communication of two or many

people on the Internet at the same time

Global Using this activity structure, two or more classrooms

Classroom (located anywhere in the world) can study a common
topic together, sharing what they are learning about the
topic during a previously specified time period

Electronic Email, newsgroups, and electronic boards can also

appearances “host” special guests (e.g. authors, musicians, etc.) with
whom students can correspond

Electronic Internet-connected subject matter specialists from

mentoring universities, government, business or other schools can
serve as electronic mentors to students wanting to
explore specific topics of study in an interactive format
on an on-going basis
 Information
exchanges
(favourite Provide thematically-related information exchange of
quotes, students’ and teachers’ collections around the globe.
student-
- Information written book
collection reviews,
safety rules,
etc.)

Electronic Collaborate to electronically publish a common

publishing document (e.g., newsletter, electronic journal, etc.)

- Problem solving Information

projects searches
(e.g., puzzle, In this type of online activity, students are provided with
game, clues and must use reference sources (either electronic
treasure or paper-based) to solve problems
hunt, etc)

Scavenger Popular way for teaching students how to find and use
Hunts information resources available on the internet
2. Information
Retrieval / Direct
Instruction

WebQuests Inquiry- oriented activities in which some or all of the

information used by learners is drawn from the web. This
approach was developed by Bernie Dodge and Tom
March at San Diego University, and it has become one of
the most popular ways of using Web in Education

Shareware Provide educational software, commercial “demos”

instructional which you can take to your school’s computer laboratory
software

Instructional
software
sites(drill
and practice
sites,
tutorials Find software which is designed to teach some content
sites, or topic and not just to give information
simulation
sites,
storybooks
and so on)

3. General Teacher Locate lesson plans and other teaching ideas

Sources Sites
 Museums Increase awareness and access to museum collections
and virtual and to see exhibits online without actually being
sites physically there

Distance Education
Distance education refers to an organized instructional program in which teacher and learners are
physically separated. Distance education is also referred to as e-learning, online education and web or
computer-based training; this learning method is distinctively intended to be done remotely (not in a
classroom) via virtual means. ([Link])
 Synchronous distance education refers to situations where teacher and students meet at the same
time, but in different places, as in live video broadcast or an audio teleconference.
 Asynchronous distance education refers to circumstances where both time and place are different.
 Hybrid Courses are courses that combine the elements of face-to-face teaching and learning with
elements of distance education

Some of the Most Important Benefits of Internet and Other Distance Resources
 Easy and rapid communication
 Access to expert resources and information not locally available
 Access to up-to-date information
 Easy sharing of information and products
 Support for a cooperative group work
 Support for learning information and visual literacy

How is Distance Education Delivered?

A wide range of technological options are available to the distance educator. They fall into four
major categories:
Category Description

Voice Instructional audio tools include the interactive technologies of telephone,

audioconferencing, and short-wave radio. Passive (i.e., one-way) audio tools
include tapes and radio.

Video Instructional video tools include still images such as slides, pre-produced
moving images (e.g., film, videotape), and real-time moving images combined
with audioconferencing (one-way or two-way video with two-way audio)

Data The term “data” is used to describe the broad category of instructional
computer tools which are used to send and receive information electronically.

Varieties of computer applications for distance education are:

 Computer-assisted instruction (CAI)- uses the computer as a self-

contained teaching machine to present individual lessons
 Computer-managed instruction (CMI)—uses the computer to organize
instruction and track student records and progress. The instruction
itself need not be delivered via a computer, although CAI is often
combined with CMI
 Computer-mediated educated (CME)—describes computer applications
that facilitate the delivery of instruction. Examples include electronic
mail, fax, real-time computer conferencing, and World-Wide Web
applications
 Computer-based multimedia (CBM)—HyperCard, hypermedia, and a still
developing generation of powerful, sophisticated, and flexible
computing tools have gained the attention of distance educators in
recent years. The goal of computer-based multimedia is to integrate
various voice, video, and computer technologies into a single, easily
accessible delivery system.
Print It is a foundational element of distance education programs and the basis from
which all other delivery systems have evolved. Various print formats are
available including: modules, textbooks, workbooks, study guide, course
syllabi, and case studies.

Distance Education Technologies

Formats of Print-based Distance Education Technologies
Format Description

Textbooks As in traditionally delivered courses, textbooks are the basis and primary
source of content for the majority of distance-delivered courses

Study Typically, distance educators use study guides to reinforce points made
guides during class and through the use of other delivery systems. They will often
include exercises, related readings and additional resources available to the
student

Workbooks In a distance education, content workbooks are often used to provide course
content in an interactive manner. A typical format might contain an
overview, the content to be covered, one or more exercises or case studies
to elaborate the points being made, and a quiz or test (with answer key) for
self-assessment. In addition, there is typically some form of feedback,
remediation, branching, loop to recycle, through the instructions, as needed

Course A comprehensive and well-planned course syllabus is the foundation of many

syllabus distance-delivered courses. It provides course goals and objectives,
performance expectations, descriptions of assignments, related readings
(often by session), grading criteria, and a day-by-day overview of the
material to be covered. The syllabus must be as complete as possible in
order to guide the students through the course in the absence of daily
contact with the instructor.

Case If written imaginatively, case studies are an extremely effective instructional

studies tool. In fact, case studies are often designed around the limitations of print
and intended to spark the students’ imaginations as they place themselves
in the particular case under consideration. Many case studies present a
content-based scenario. They raise questions, pose alternative solutions, and
then branch students to different sections of the text.

Video-Based Distance Education Technologies

Technology Description Examples

One-way video Broadcast video, like radio, is a - Educational programming on the

synchronous technology that public television
involves transmission of both audio
and video information to a mass - instructional courses offered via
audience local cable companies

Two-way video
In two-way interactive video, also - Students at two different schools
called video conferencing, both working on the same science
sending and receiving sites are project make live presentations to
equipped with cameras, each other about their research
 microphones, and video monitors findings.

Computer-Based Distance Education Technologies

Technology Description Examples

CD-ROMs and CD-ROMs or DVD-ROMs can be Self-study courses in discipline

DVD-ROMs mailed to learners for such as foreign language and
correspondence study on home business education
computers

E-mail E-mail supports asynchronous - Electronic communication

personal communication between between an instructor and students
teacher and learners, between or instructor and parents
teacher and parents, or among
individual learners - Class “discussion” via an email
list

Computer Computer conferencing systems, - Online class discussion, forums,

conferencing also known as discussion forums or or debates
bulletin boards, permit two or more
individuals to engage in an - Sharing student works, such as
asynchronous text-based dialogue papers or projects, to permit peer
review and critique

Chat or - Synchronous or real-time - Live student interaction with an

Instant interaction in which individuals expert
Messaging interact by typing message back
and forth to one another - Collaboration between students
from different schools about a
- Chat room interactions resemble mutual project
group conversations and become
popular places for electronic - Online “office hours” when
socializing distant students can contact their
instructor
- Instant messaging is similar to
chat but normally involves only
one-to-one communication

Web-based Web-based instruction is also - Complete courses on almost any

instruction known as online-learning, can topic
present information at other
locations, and serve as a focal point - Online supplements to traditional
for distance education experience face-to-face courses

Key Players in Distance Education

Key Players Description

Students Meeting the instructional needs of students is the cornerstone of every

effective distance education program, and the test by which all efforts in the
field are judged.

Faculty
The success of any distance education effort rests squarely on the shoulders
 of the faculty.

Special challenges confront those teaching at a distance. For example, the

instructor must:

 Develop an understanding of the characteristics and needs of distant

students with little first-hand experience and limited, if any, face-to-
face contact.
 Adapt teaching styles taking into consideration the needs and
expectations of multiple, often diverse audiences.
 Develop a working understanding of delivery technology, while
remaining focused on their teaching role.
 Function effectively as a skilled facilitator as well as content provider

Facilitators Site facilitator acts as a bridge between the students and the instructor. To
be effective, a facilitator must understand the students being served and the
instructor’s expectations. Most importantly, the facilitator must be willing to
follow the directive established by the teacher. At a minimum, s/he sets up
equipment, collects assignments, proctors tests, and acts as the instructor’s
on-site eyes and ears.

Support Staff These individuals are the silent heroes of the distance education enterprise
and ensure that the myriad details required for program success are dealt
with effectively.

Most successful distance education program consolidate support service

functions to include student registration, materials duplication and
distribution, securing of copyright clearances, facilities scheduling,
processing grade reports, managing technical resources, etc.

Administrator Effective distance education administrators are more than idea people. They
s are consensus builders, decision makers, and referees. They work closely
with technical and support service personnel, ensuring that technological
resources are effectively deployed to further the institution’s academic
mission.

Most importantly, they maintain an academic focus, realizing that meeting

the instructional needs of distant students is their ultimate responsibility.

Considerations and Decisions to Select the Best Delivery System

 Consider the goal, learner characteristics, the learning and performance contexts, objectives, and
assessment requirements.
 Review the instructional analysis and identify logical grouping of objectives that will be taught in
appropriate sequences.
 Plan the learning components that will be used in the instructions.
 Choose the most effective student groupings for learning.
 Specify effective media and materials that are within the range of cost, convenience, and
practicality for the learning context.

EVALUATING INSTRUCTIONAL RESOURCES

In evaluating instructional resources, several questions you should ask yourself are important,
regardless of the type of resource you are considering:
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed equipment, etc.)?
PART II – ANALYZING TEST ITEMS

Directions: Read and analyze each item and select the correct option that answers each question. Analyze
the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet.
1. Which of the following statements has a very limited definition of educational technology?
a. It is a profession composed of various job categories
b. It refers to the computers used for teaching and learning
c. It includes audiovisual materials, interactive multimedia and self-instructional materials
d. It is the development, application and evaluation of systems, techniques and aids to improve
human learning.

Analysis:
The answer is letter B because it is confined to computers only. Options A, C, and D on the other
hand are more encompassing and they describe the different dimensions of educational technology.

2. Which of the following statements is correct about the domains of educational technology?
a. Design is the production stage while development is the planning stage.
b. Both the design and development are the planning stage.
c. Evaluation is synonymous with implementation
d. Utilization is the action phase
Analysis:
The answer is letter D because it refers to the actual use of an educational technology. Letter A is
incorrect because the words design and development were interchanged. Letter B, is also incorrect
because it is only the word, “design” which refers to planning stage. Letter C is incorrect because
evaluation is not synonymous with implementation.

3. Ms. Gomez is planning to integrate technology in her Mathematics class. Which of the following
would be the logical steps in doing this?
I. Set the objectives
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
A. I-II-III-IV B. II-I-III-IV C. I-II-IV-III D. II-I-IV-III
Analysis:
Based on the ASSURE Model, letter B has the logical steps in integrating technology.

2. Which of the following is a limitation of models and real objects in teaching and learning?
a. They pose problems on storage
b. They make learning more concrete.
c. They provide hands-on learning experiences
d. They are readily available in the environment, around school, in the home.
Analysis:
The correct answer is letter A because it is a limitation of models and real objects. Letters B, C, and
D are all advantages of models and real objects in teaching and learning.

3. Which group of technologies has the highest degree of concreteness?

a. Realia and computer
b. Video, picture, and television
c. Digital video, film, versatile compact disc
d. Book, imaginative literature, programmed instruction
Analysis:
The answer is A because among all the choices, realia and computer are multisensory. Those in
options B and C provide iconic experiences which involve hearing and seeing only. The types of
technologies in option D present verbal symbols which are abstract and far from reality. For instance, a
student who is reading a material without pictures or listening to lecture that is nothing but words will
learn less. Thus, the more sensory channels possible in interacting with a resource, the better the chance
that many students can learn from it.

4. Mrs. Del Prado placed text together with the relevant graphics on the same page in her multimedia
presentation. Which principle did she apply?
a. Spatial contiguity C. Cost effectiveness
b. Feedback principle D. Communication effectiveness
5. Mrs. Olivarez presented real samples of rocks in her General Science class. What principle did she
apply?
a. Appropriateness C. Responsiveness
b. Authenticity D. Simplicity

6. Which is the best reason why teachers state the objectives before using instructional media?
a. To secure available materials
b. To prepare the materials beforehand
c. To determine which media to use best
d. To be able to practice how to operate the equipment

7. Which of the following should Mr. Rivera primarily consider in determining his teaching-learning
objectives and use of instructional media?
a. The assessment tool to be used C. The learner
b. The learning activities D. The teacher

8. Which of the following technologies provide iconic experiences to students/children?

a. Video and books C. Radio and recordings
b. Pictures and videos D. Modules and periodicals

9. Which of these technologies used in the classroom are arranged from most symbolic to
multisensory?
a. Real objects, print, audio-visual materials, and visual materials
B. Visual materials, audio-visual materials, print and computers
c. Visual materials, print, audio-visual materials, and realia
d. Print, audio, visual materials, computers and realia

10. Which of the following is inappropriate in using printed visuals such as charts, graphs and
drawings?
a. Provide written or verbal cues to highlight important aspects of visuals
b. Present the instructional materials simultaneously
c. Use materials that everyone can see
d. Make the presentation suspenseful

11. Susan wants to learn more English. Specifically, she wants to improve her listening skills. She has a
CD player, a tape recorder and has internet access. As an English teacher, what do you suggest?
I. CDs with English listening drills
II. Tapes with English listening drills
III. Internet websites such as Go4English, English Language Listening Lab, or Randall’s
Listening Lab
a. I and II B. II and III C. I or III D. I, II, and III

12. Which of the following statements is incorrect about the contributions of technology to student
learning?
a. The quality of learning can be improved.
b. The delivery of instruction can be more interesting
c. The method of teaching and learning becomes more interactive
d. The role of the teacher can be changed into knowledge

13. Mr. Tarnate, an ICT teacher takes into account technology standards to address the needs of the
students and help them adapt with the changing society and technology. Which of the following
standards is an exception?
a. Creativity and innovation
b. Research and information literacy
c. Model digital-age work and learning
d. Technology operations and concepts

14. Ms. Vinluan, a computer teacher demonstrates understanding of local and global issues and
exhibits ethical and legal use of information and communications technology tools. Which is true
about her?
a. She models digital-age work and learning
b. She facilitates and inspires student learning and creativity
c. She promotes and models digital citizenship and responsibility
d. She designs and develops digital-age learning experiences and assessments
 15. With the fast-paced evolution of technologies nowadays, why are teachers encouraged to shift
gradually from a teacher-centered instruction to a learner-centered instruction?
I. A learner-centered instruction focuses on transformation of facts
II. Students work on tasks determined and controlled by the teacher
III. Students could collaborate and work on authentic tasks in a learner-centered
instruction
IV. A learner-centered instruction supports inquiry approach and authentic assessment
A. II and IV only C. I, III, and IV only
B. I, II and IV only D. II, III, and IV only

16. Ms. Hernandez employs student-centered instruction as the learners create their digital portfolios in
her computer class. What could be developed among them through this approach?
a. Repetition and active learning
b. Mastery of skills and information delivery
c. Information processing and passive learning
d. Construction of knowledge and information exchange

17. Mr. Torres will have a multimedia presentation in his Science class. Which of the following should he
avoid?
a. Consider technical quality
b. Apply different computer effects per slide
c. Present information through graphic organizers
d. Use contrasting colors for text and background

18. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of the following is
the most effective way of doing it?
a. Let the pupils surf a friendly letter from the internet
b. Have the pupils write a friendly letter and send it through an email
c. Have the pupils forward a downloaded friendly letter to others via email
d. Let the pupils write a friendly letter using word processing and have it critiqued by their
peers

19. Which of the following computer-based instructional materials can be used to learn new concepts?
a. Games B. Tutorial C. Simulation D. Drill and practice

20. Prof. Dela Cruz would like to create a presentation material for her lesson on the types of
Computer-Assisted Instruction. To make her presentation effective, which tool should she use?
a. Situating tool C. Productivity tool
b. Informative tool D. Communicative tool

21. Prof. Delos Santos is thinking of an online learning approach by which content provides links to
information at other locations and serves as a focal point for a distance education experience.
Which of the following should she use?
a. Teleconferencing C. Web-based instruction
b. Self-paced program D. Computer-aided instruction

22. Which is NOT a basic consideration in selecting and evaluating the content of an educational
technology tool?
a. Does it match the content?
b. Can it easily be dismantled?
c. Will it motivate and maintain interest?
d. Is there evidence of its effectiveness?

23. Your father wanted to finish his long dreamed course but he wanted to do it at home during his free
time. Would you recommend an online learning?
a. Yes, because online learning is the “in” thing
b. No, because online learning inhibits student-teacher interaction
c. No, because hiring a helper would enable him to attend regularly in his class
d. Yes, because he could learn at his own pace using a wide spectrum of technologies

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter of the best
answer.

1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an elementary school where
there are enough resources for instruction. She wanted to start preparing her instructional
materials. Which is the most systematic process in doing this?
a. Design—utilization—evaluation—development
b. Design—development—utilization—evaluation
c. Development—design—utilization—evaluation
d. Development—utilization—evaluation—design

2. Which is the most important reason why teachers need to preview their instructional materials that
will be used in the class?
a. To gain confidence in using them
b. To encourage viewers to be more focused
c. To avoid potential problems that might occur while materials are in use
d. To ensure appropriateness of the materials with the objectives and target audience

3. After Ms. Rivas planned her lesson in English, she found out that the materials at hand do not
match her objectives. Which is the best thing that she can do?
a. Modify the available materials
b. Teach the lesson the following day
c. Change the objectives to match with the available materials
d. Carry out the lesson as planned and use the materials at hand

4. Prof. Balagtas used worksheets, manipulatives, and models in teaching math to help her students
understand the lesson and love the subject. What did she bear in mind when she used these
materials?
a. Appropriateness B. Balance C. Breadth D. Variety

5. With the increasing use of educational technology inside the classroom, what role is expected of
the teacher?
a. Facilitator C. Knowledge-driven
b. Researcher D. Source of information

6. It is impractical to bring real objects to the classroom so Aaron constructed a three-dimensional

visual instead. Which of the following did he construct?
a. Chart B. Cartoon C. Model D. Graphic organizer

7. You asked your students to show a two-dimensional illustration of what they have understood from
what they read. Which of the following non-projected visuals are you referring to?
a. Graphic organizer B. Print materials C. Model D. Realia

8. There are several reasons why teachers are reluctant in using electronic media in the teaching-
learning process. Which is the most common reason?
A. The limited exposure of teachers to new equipment
b. Their incompatibility to diverse needs of the learners
c. The difficulty in integrating technology in the curriculum
d. The excessive availability of local technology in the community

9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino. In which
activity in the teaching-learning process is it very effective?
a. In developing listening skills
b. In teaching creative writing
c. In composing poems
d. In building concepts

10. Plants, pebbles and blocks are just some of the effective instructional materials readily found in the
environment if they are utilized properly. Which of the following is INCORRECT about their
classroom use?
a. Pass a single objects around the class
b. Familiarize yourself with the object or model before its actual utilization
c. Use the objects as springboard in encouraging students’ active participation
d. Make sure that the realia and model are large enough to be seen by the whole class
11. Prof. Ruiz uses projected visuals such as Digital Liquid Projector (DLP) in presenting her lesson.
What could be her main reason for using it?
a. The projected materials are readily available
b. They are more abstract than any other visuals
c. Most projected visuals can be obtained at no cost.
d. She can easily prepare her own transparencies in advance

12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First year High School class.
However, she found out that it was ineffectively used in the classroom. When is technology
considered INEFFECTIVE?
a. When it promotes mastery of the lesson
b. When it makes viewing more interesting
c. When it helps attain the objectives of the lesson
d. When it induces alienation on the part of the learners

13. Your principal purchased new computer units for your Learning Resource Center. Which of the
following should be your last consideration in using the technology?
a. Computers can be used for entertainment
b. Computers can be used for research activity
c. Computers can be used for interactive presentation
d. Computers can be used to reinforce discussion of difficult concepts in class

14. Computers can be classified according to the roles they play namely communicative tool,
informative tool, and constructive tool. What is the other role of computers not mentioned in this
item?
a. Instructional tool C. Utility tool
b. Situating tool D. Application tool

15. Which of the following categories of CAI will you use in your class if your objective is to increase
proficiency in a newly learned skill or refresh an existing one?
a. Tutorial C. Drill and practice
b. Simulation D. Instructional game

16. Which of the following is an ineffective use of Presentation software?

a. Darken the room C. Read directly from the slides
b. Use appropriate pacing D. Allow interaction with the learner

17. Which of the following is NOT an example of a communicative tool?

a. Chat C. Teleconferencing
b. Electronic mail D. Multimedia encyclopedia

18. Why is one-way delivery of information a misuse of communication tools?

a. Because the teacher expects the students to study more
b. Because it requires activities that focus on thinking than responding
c. Because it enables the users to focus more on higher level cognitive activities
d. Because this kind of practice lessens interaction capabilities of communication tools

19. Internet consists of thousands of connected computer networks around the world. Which term does
NOT refer to Internet?
a. NET C. “Cyberspace”
b. On-line D. “Information Superhighway”

20. Which technology tool can Prof. Soriano use to communicate asynchronously with her students?
a. Chat and blog
b. Chat and instant messaging
c. Blog and video conferencing
d. Electronic bulletin board and email

21. In your computer subject, you allow your class to chat as part of your motivation before discussing
to them the roles of computer as a tool. How is chat used in this context?
 a. Informative tool C. Application tool
b. Communicative tool D. Situating tool

22. Which statement is INCORRECT about computer conferencing?

a. It refers to live student interaction with an expert
b. It is also known as discussion forum or bulletin board
c. It also refers to online class discussions, forums, or debates
d. It permits two or more individuals to engage in asynchronous text-based dialogue

23. Which instructional tool application will you introduce to your class if your objective is to help them
find and use information resources available in the internet?
a. Webquests C. Scavenger Hunt
b. Hybrid Course D. Distance education

24. In the delivery of distance education, what computer application is used to organize instructions
and track students records and progress?
a. Computer-based Multimedia
b. Computer-assisted Instruction
c. Computer-mediated Education
d. Computer-managed Instruction

25. When is distance education as effective as the traditional instruction?

a. When the method, technologies and assessment used are appropriate to the required
competencies
b. When the course requires more face-to-face communication between the students and
teachers
c. When the students depend more on their online mentor
d. When there is student-to-student interaction