Lesson 18: Tablets for Textbooks in Schools

Today, books are still the primary medium of instruction in most schools. It is doubtful if these will totally be replaced by digital technology reading tools, but here are now perceptions that virtual literacy may very well ease out textual print literacy. Publishing and printing million of books for millions of public school children are just too expensive for the public purse. Today, given the facts that students are enamored by computer games which take much of their time at home, educators have begun to think that the computer screen cab very well serve as a powerful educational medium. For the experience of De La Salle School, instead of books, students use tablets as a replace for textbooks. In survey it shows a positive effect to the students because it promotes concentration and memory retention.

Most of the time I’ve been using it but not the tablet but through my phone especially in my case I have no laptop by that I should be resourceful enough in the availability that I have through electronic books downloaded pdf and research I can easily read the things to be read. there are really some school practicing this like the De La Salle and Ateneo but again its very expensive .

In my own perspective , the vision of the educators to replace the textbooks with tablets is a dream for the improvement of educational learning but in reality there is a lot of factor to reconsider because not all students can afford the expensive gadget and some learners are computer illiterate which can also hinder for their learning ( no offense).Even though BOOKS alone has its own advantages like for example a elementary pupil the load of the books and workbooks for every children are backbreaking and bulky to carry due to its weight and size an also because this tablet has a radiation that is really bad for the health of the child but still tablet is very useful but should not replace the textbooks it is OK to use it just sometimes.

Lesson 17:

Ed.Tech 2 aims to provide new teachers to use the new trend of technology in the teaching learning process of students. Educational technology 2 promises to bring the student teacher and the professional teacher trainee to the challenge of a new age-integrating technology in teaching-learning process. It is said to be the preparation for the future teachers to counteract with the challenges in teaching in this new generation. Beginning form Lesson 1 up to the end lesson we have learned that everything needs to be applied. Through practice everything would be perfect. And by knowing the basics you can then be able to understand on how to enter in a more complex program that can be more efficient in the educational system. The practicum phase consists of hands-on computer tutorial which the students teacher or professional teacher-trainee will need to make him or her capable.

EdTech 2 Practicum is a performance phase, which offers students the experiential process of adapting to technology. This is the practicum phase consist of hands-on computer tutorials and requirements such as:

· Computer laboratory or special classroom with adequate computers for learning

· Participation of computer lab assistant- to assist the learners in the use of computer

· Assigned number of hours base on the requirements needed by the course

The practicum phase consists of:

1. Basic Microsoft Word - Tutorial familiarizes each individual learner to the basics of Microsoft Word by learning how to use the toolbars and software; they will be taught how to encode, edit and format text; creating, formatting, editing and saving documents and printing as well.

2. Microsoft PowerPoint - Tutorial is focus on the familiarization on the basics of Microsoft PowerPoint presentations to enhance the teaching of subjects. Coverage of learning includes PowerPoint.

3. Internet as tool of Inquiry - Tutorial will facilitate the finding of sources of information appropriate to a learning task. Its coverage includes accessing the internet, use of internet tools and search techniques.

Lesson 16: The Internet and Education

The internet, also simply called the Net, is the largest and far-flung network system of all systems.Surprisingly, the internet is not really a network but a loosely organized collection of about 25,000 networks accessed by computer on the planet.It is astonishing to know that no one owns the internet. It has no central headquarters, no centrally offers services,and no comprehensive online index to tell users what information is available in the system.

How is everything coordinated through the internet? This is done through a standardized protocol ( or set of rules for exchanging data) called TRANSMISSION CONTROL PROTOCOL/INTERNET PROTOCOL (TCP/IP). To gain access to the internet, the computer must be equipped with as is called as server which has a special software that uses the internet protocol.Originally develops and still subsidized by the united States Government,the internet connects not only commercial , industrial,scientific establishment but all other sectors including education and its libraries,campuses and computer centers.

The great atractions of the internet is one the sign up fees Are paid, there are no extra charges.Electronic mail,for example, is free regardless of the amount of use.Incontrast,individuals using the internet on their own personal computers must pay ungoing monthly fees to whoever is their service provider.

GETTING AROUND THE NET

The vast sea of information now in the internet, including news and trivia,is an overwhealming challenge to whom who wish to navigate it .Everyday,the net user population and the available information,continue to grow , and new ways are continuously being developed to tour the internet.

The most attractive way to move around the internet is called browsing. Using a program called browser, the user can use a mouse to point and click on screen icons to surf the internet, particularly the World Wide Web (the Web) , an Internet, s subset of text,images, and sounds are linked together to allow users to access data or information needed.

The future of the internet seems limitless. Already its complexity has spawned and continue to spawn Net sites including new demand for services to business, indstries , science, government, and even homes. Many eroert predict that the internet is destined to become the centerpiece of all online communication in the planet and in some future time in the solar system using interpkanetary satellite communication stations.

A view of educational uses of the Internet

Today, even elementary school paraders in progressive countries like the United states are corresponding via e-mail with pen pals in all 50 states. They ask probing questions like, “What is your state’s most serious problem?,” or How much does a pizza cost in your state? This educational activity prodded by their schools are paying dividends for increasing the pupil’s interest min Geography to a greater understanding of how people live in large cities and other places in the United States.

Educations software materials have also developed both in sophistication and appeal. There is now a wider choice from rote arithmetic or grammar lessons to discovery and innovation projects. But the real possibility today is connecting with the world outside homes, classroom, and Internet cafes. Today schools are gearing up to take advantage of the Internet access, where they can plug into the library of Congress, make virtual visits to famous museums in the world, write to celebrities , and even send questions to heads of states.

LESSON 15: UNDERSTANDING HYPERMEDIA

Hypermedia is also the commonly known multimedia but with the inclusion of educational computer software where students are exposed to virtual learning environment. In hypermedia, information-learning activities are presented in a non-linear manner that encourages autonomy and thinking skills for students.

Hypermedia applications can be learner controlled and learner can have wide range of navigation routes and he can use variety of media. This would mean that learners have the control for the flow of instruction but also depending on the ability and motivation of the students. Nevertheless, the teacher will always determine the suitable learning objectives. And also, hypermedia includes more than one medium that can be used by the students. And the teacher’s task is to identify the characteristics of media application as well as its advantages and limitations.

Indeed, information and communication technology cannot replace the teacher altogether because only teachers have the capability to understand and identify the hypermedia that is suitable and appropriate for the learners.

The use of Hypermedia is encouraged in the school. Since this is about using the different media then I believe we are now into applying of Hypermedia. Rightly, hypermedia encourages independence and creativity and critical thinking in the part of students. Like for example in making a video presentation, we are not just making any video that we want rather we need to understand the concept and the media that we should incorporate in the presentation we will make. But on the other way around, we are given the chance to be independent in our own learning because we are not controlled to a linear presentation. It would just depend on us. So I think the experience we have made us a lot more serious about our learning.

Hypermedia in any case provides us various ways in making our projects and activities. Through using hypermedia, our learning is not limited to only one pace but we are opportune to explore a lot of things about technology. But also, as learners we will know of our limitations with the help of our mentors, our teachers that will lead us to the right usage of hypermedia in improving and enhancing our skills.

Understanding Hypermedia is important in the educational context to ensure its successful integration in the teaching-learning process. As teacher soonest, it is my duty to experience how to use hypermedia and be literate about it to give to my students the quality facilitation of their learning. “I cannot give what I do not have”. So through understanding hypermedia I will be able to share to them the advantages and limitations of such applications.

LESSON 14: THE SOFTWARE AS AN EDUCATIONAL RESOURCE

This topic considers the Software which is found inside the computer as an education material for students’ learning. The software can be system which operates the system of all computers and application which commands a particular task. And application software can also be custom (for large corporation) or commercial (for personal use).

The most common software is the Microsoft Windows wherein accordingly, which I also believe that this program provides user convenience, new-look smooth texts, information center, and plug and play. All of these features are very helpful in the learning of the students.

And in choosing Instructional software, the teacher must decide the best computer-based instruction (CBI) materials for the school resource collection. And she is to consider the quality as well as the usefulness, practicality and utilization of that software.

I think all of us would agree that the software present in our generation is much more convenient than the type writers and all other obsolete machines before. Most of us are using the Microsoft to write letters, use excel to solve grades, save our file documents inside it and all other stuffs that can be done by the computer’s software, we already do. We, as students find it easy to access information, watch videos as well as encode our paper works. The software I think is used by all.

LESSON 13: COOPERATIVE LEARNING WITH THE COMPUTER

A lot of countries who tried to apply the use of Information Technology in SCL are finding it hard to provide individual unit for the students. That is why the book suggested a very good way of engaging the students to the ICT’s without compromising the quality of their work and that is Cooperative or Collaborative or Promotive Learning. So this is learning by small groups (utmost six members) who work together for a common task. In here we are to consider five elements: a common goal; interdependence; interaction; individual accountability; and social skills.

This cooperative learning is accompanied with the computer. Students working with computer in groups will cluster and interact with each other for advice and mutual help. Psychologists believe that with this phenomenon, computers foster positive social behavior which is very useful in the real arena.

Truly, it does not mean that when a computer is present there can be cooperative learning right away. With that comes the role of the teacher to guide and facilitate the learning goals that the students should achieve. Specifically a teacher should: assign students to mixed ability teams; establish positive interdependence; teach cooperative social skills; insure individual accountability; and help the groups process information.

We are exposed to this type of learning. In school, we are always group in most of our activities especially those that require the use of computer because not all of us in class have one. This is I think good for those who are also mentally challenge where they can be helped and cope with those who are already advanced. In our experience in school, our collaborative work really matters. If one of the members will not work, the product is not that good. That is why though we are in a group, we are still given specific task for us to be responsible in our own learning and be responsible in the group as a whole.

Cooperative Learning is not new to us especially that our facilities in school are also limited. But looking at the positive side, working with a group with use of computer develops our communication skills, social skills, and also taking responsibility of our assigned task in the group. Being in a Cooperative Learning is an authentic training for us since we are also in a collaborative situation when we are to work. It’s just amazing how educators find ways to integrate computer in the learning arena of those who have limited access to technology.

Cooperative Learning is very much necessary in this 21st century since our goal is to have a globally competitive individuals. In cooperative learning we are all exposed to working with other people and learn to communicate our ideas to them. With the integration of computers to this kind of learning, we are not just solving the problem of scarcity of the computers but as well as we are trying to uphold the social, mental, emotional and all aspects of a student. In connection, this is a challenge for us teachers on how we can better use Cooperative Learning in a way that we cannot compromise the quality of learning of our students.

Lesson 12: Information Technology in Support of Student-Centered Learning

The idea of student-centered learning is not a recent idea. In fact, as early as the 20th century, educational educators such as John Dewey argued for highly active and individualized pedagogical methods which place the student at the center of the teaching-learning process.

In this Lesson, we shall see how the teacher can expand his options to make himself more effective and relevant in the 21st millennium information age. In particular, the lesson shall respond to questions on student-centered learning approaches in the classroom. From the traditional teacher-centered learning approach, practical helps on the designing and adapting student learning activities shall be examined.

In addition, suggestions shall be made on how a student-centered classroom (SCL) can be supported by information technology (IT)

The Traditional Classroom

It may be observed that classroom are usually arranged with neat columns and rows of student chairs, while the teachers stands in front of the classrooms or sits behind his/her desk. This situation is necessitated by the need to maintain classroom discipline and also to allow the teacher to control classroom activities through lecture presentation and teacher led discussions.

Noticeably, however, after spending so many minutes in lesson presentation and class management, students can get restless and fidgety. Often enough, the teacher has to lack mange misbehavior in class as students start to talk among themselves or simply stare away in lack of attention. To prevent this situation, teachers often makes students take time to work individually on work sheets can help the situation.

Another option is now presented and this adopting the idea of developing students to be independent learners with the end of making them critical and creative thinkers.

The SCL classroom

Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in this developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, who can interact with other learners, demonstrating independence and self a awareness in the learning process.

John Dewey has described traditional learning as process in which the teacher pours information to the student learners, much like pouring water from a jug into cups. This is based on the long accepted belief that the teachers must perform his role of teaching so that learning can occur. This learning approach is generally known as direct instruction, and it has worked well for obtaining many kinds of learning outcomes.

The problem with the direct instruction approach to learning, however, is he fact that the world’s societies have begun to change. Of course, this change may not be strongly felt in many countries in which the economy no longer depends primarily on factory workers who repetitive work without thinking on the job. The traditional classroom and direct instruction approach to learning conform to this kind of economies.

In contrast, in industrialized societies we find knowledge-based economies in which workers depend on information that can be accessed through information and communication technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration and instruction, schools in this developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, who can interact with other learners, demonstrating independence and self a awareness in the learning process.

Generally, the new school classroom environment is characterized by student individual to or in groups:

performing computer word processing for text or graph presentation

preparing power-point presentation

searching information on the internet

brainstorming on ideas, problems and project plans as needed, the teacher facilitating instruction, also gives individualized instruction to serve individual needs.

Observably, there is a departure from traditional worksheet, read-and-answer, drill-and-practice activities. Students also no longer need to mark the tests if peers since the computer has program for test evaluation and computerized scoring of results.

Given this new trend in teaching-and-learning , it must be pointed out. however, that traditional classroom activities– especially in less developed countries– will continue to have a strong place in the classroom. In spite of this setback experienced in some countries, the option has now been opened for the modern teacher to shift gears to student-centered learning.

Lesson 11: The Computer as the Teacher's Tool

Lesson 11: The Computer as the Teacher's Tool

Constructivism was introduced by Jean Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.

While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social Constructivisms is the effort to show that the construction of knowledge is governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in.

The psychologist Vygotsky stressed that learning is affected by social influences. He suggested the interactive process in learning. A more capable adult (teacher or parent) can aid or complement what the learner sees in a given tasks or project. In addition, John Dewey sees language as medium for social coordination and adaptation. For Dewey, human learning is really human languaging that occurs when students socially share, build and agree upon meanings and knowledge.

The Computer’s Capabilities

Informative Tool

The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedias are today available on the internet.

Communication Tool

The computer has been used in communication as evident by social networking sites as to facebook, twitter and friendster. We can even chat/talk friends and families anywhere in the globe through yahoo messenger or the one in facebook or view them through the webcam. We can send messages and information through the internet in just seconds or minutes.

Constructive Tool

The computer itself can be used for manipulating information, visualizing one’s understanding, and building new knowledge. The Microsoft Word computer program itself is a desktop publishing software that allows users to organize and present their ideas in attractive formats.

Co-constructive Tool

Students can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. One way of co-construction is the use of the electronic whiteboard where students may post notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.
using electronic white board...

Situating Tool

By means of virtual reality (RS) extension systems, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of a situating tool which places the user in simulated flying environment.

Lesson 10: The computer as a tutor

The computer is one of the wonders of human ingenuity, even in its original design in the 1950s to carry out complicated mathematical and logical operations. With the invention of the microcomputer (now commonly referred to PCs or personal computers), the PC has become the tool for programmed instruction.
Educators saw much use of the PC. It has become affordable to small business, industries and homes. They saw its potential for individualization in learning, especially as individualized learning is a problem since teachers usually with a class of forty or more learners. They therefore devised strategies to use the computer to the break the barriers to individualized instruction


Computer-assisted instruction (CAI)

The computer can be a tutor in effect relieving teacher of many activities in his personal role as classroom tutor. It should be made clear, however, that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. Even with the available computer and CAI software, the teacher must;
· Insure that students have the needed knowledge and skills for any computer activity
· Decide the appropriate learning objectives
· Plan the sequential and structured activities to achieve objectives
· Evaluate the students’ achievements by ways of tests the specific expected outcomes.


On the other hand, the student in CAI play their own roles as learners as they;
· Receive information
· Understand instruction for the computer activity
· Retain/keep in mind the information and rules for the computer activity
· Apply the knowledge and rules during the process of computer learning


During the computer activity proper in CAI the computer too plays its roles as it:
· Act as a sort of tutor (the role traditional played by the teacher)
· Provides a learning environment
· Delivers learning instruction
· Reinforces learning through drill and practice
· Provides feedback


Today, educators accept the fact that the computer has indeed succeeded in providing an individualized learning environment so difficult for a teacher handling whole classes. This is so, since the computer able to allow individual student to learn out their own pace, motivate learning through a challenging virtual learning environment, assist student through information needed during the learning process, evaluate student responses through immediate feedback during the learning process also give the total score to evaluate the student’s total performance.


CAI Integrated with Lesson


CAI computer learning should not stop with the drill and practice activities of students in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can practice basic skills or knowledge in various subject areas. Common types of drill and practice programs include vocabulary building, math facts, and basic science, and history or geography facts. In these programs, the computer presents a question/ problem the first and the student is asked to answer the question/problem. Immediate feedback is given to the student’s answer. After the number of practice problems and at the end of the exercise, the students get a summary of his overall performance.


The question arises: When and how can teacher integrate drill and practice programs with their lessons? The following suggestion can be made:
· Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students (e.g. multiplication table, letter and word recognition, identification of geometric shapes, etc.)
· Ensure that drill and practice activities conform to the lesson plan/curriculum.
· Limit drill and practice to 20-30 minutes to avoid boredom.
· Use drill and practice to assist students with particular weakness in basic skills.


In integrating computer programs in instruction, use tutorial soft ware associated with cognitive learning. While practice exercise or learning by doing is still the heart of each tutorial, the tutorial software should be able to:
· Teach new content /new information to students (in as much as CAI provides practice on old or already learned content)
· Provide comprehensive information on concepts in addition to practice exercise
· Can be effectively used for remediation, reviewing or enrichment
· Allow the teacher to introduce follow-up question to stimulate student learning.
· Permits group activity for cooperative learning




SIMULATION PROGRAMS


Simulation software materials are another kind of software that is constructivist in nature. This simulation software:
· Teacher strategies and rules applied to real-life problems/situation
· Ask students to make decision on models or scenarios
· Allow students to manipulate elements of a model and get the experience of the effect of their decisions


An example of such software is SimCity in which students are allowed to artificially manage a city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/ industries available. (Note: soft ware may not be available on local computer shops. Still concept-learning is helpful).







INSTRUCTIONAL GAMES

While relating to low level learning objectives (e.g. basic spelling or math skills), instructional computer games add the elements of competition and challenge.
An example is GeoSafari which introduces adventure activities for Geography History and Science. The program can be played by up to four players to form teams. Learning outcomes can be achieved along simple memorization of information, keyboarding skills, cooperation and social interaction, etc.







PROBLEM SOLVING SOFTWARE


These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their own problem solving ability. Since problems cannot be solved simply by memorizing facts, the students have to employ higher thinking skills such as logic, recognition, reflection, and strategy-making
The Thinking Things 1 is an example of a problem solving software in which the team learners must help each other by observing comparing.







MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS


The Multimedia Encyclopedia can score a huge database with text, images, animation, audio and video. Students can access any desired information, search it vast contents and even download/print relevant portions of the data for their composition or presentation. An example is the eyewitness children’s encyclopedia.





Electronic books provide textual information for reading supplemented by other types of multimedia information (sounds, spoken words, pictures, animation). These are useful for learning reading, spelling and word skills. Examples are Just Grandma and Me animated storybook which offer surprises for the young learner’s curiosity.

Lesson 9: Computer as Information and communication technology

In educational technology course 1 the role of computer in education was well discussed. It was pointed out that the advent of the computer is recognized as the third revolution in education. The first was the invention of the printing press; the second, the introduction of libraries and the third the invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education
Through the technology, educators saw the amplification of learning literacy. Much like reading, the modern student can now interact with computer messages; even respond to question or to computer commands. Again like writing, the learner can form messages using computer language or programs.
Soon computer assisted instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill exercise that uses color, music and animation. The novelty of CAI has not waned to this offered by computer-equipped private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.


Until the nineties, it was still possible to distinguish between instructional media and the educational communication media.


Instructional media consist of audio-visual aids that served to enhance and enrich the teaching-learning process. Examples are the blackboard, photo, film, and video


On the other hand, educational communication media comprise the media communication to audiences including learners using the print, film radio, and television or satellite means of communication. For example, distance learning were implemented using correspondence, radio, television or the computer satellite system
Close to the turn of the 21st century, however, such as distinction merged owing to the advent of the microprocessor also known as the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.


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


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



Power-point- for preparing lecture presentations



 Excel- for spreadsheet and similar graphic sheets

Internet – access to the internet

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





Adobe reader- Graph/photo composition and editing



MSN- mail/chat messaging




Cyber link power- DVD player





Windows media player- Editing film/video

Game house- video games

Lesson 8: Higher Thinking Skills through IT-Based Projects

In this lesson, we shall discuss four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. To be noted id the fact that these projects differ in the specific process and skills employed, also in the ultimate activity or platform used to communicate completed products to others.
It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represent constructivist project.


Key Elements of a constructivist approach:
a) The teacher creating the learning environment.
b) The teacher giving students the tool
c) The teacher facilitating learning.

Now let us see four IT-based projects conducive to develop higher thinking skills and creativity among learners.


I. RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.
The general flows of events in resource-based projects are:
The teacher determines the topic for the examination of class.
The teacher presents the problem to the class.
The students find information on the problem/questions.
Students organize their information in response to the problem/questions.


TRADITIONAL AND RESOURCE-BASED LEARNING

Traditional learning model	Resource-based learning model
Teacher is expert and information provides	Teacher is a guide and facilitator
Textbook is key source of information	Sources are varied(print, video. Internet, etc.)
Focus on facts Information is packaged In neat parcels	Focus on learning inquiry, quest, or discovery
The product is the be-all and end-all of learning	Emphasis on process
Assessment is quantitative	Assessment is quantitative and qualitative.

II. SIMPLE CREATIONS

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence. Creating is more consonant with planning, making, assembling, designing or building.

Three kinds of skills/abilities:
· Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.
· Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.
· Promoting- selling of a new ideas to allow the public to test the ideas themselves.


The five key task to develop creativity:
Define the task- clarify the goal of the completed project to the student.
Brainstorm- the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange.
Judge the ideas- the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene.
Act- the students do their work with the teacher a facilitator.
Adopt flexibility- the students should be allowed to shift gears and not follow an action path rigidly.




III. GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached into different ways:


Instructive tools- such as in the production by students of a power point presentation of a selective topic.
Constructive tools- such as when students do a multi-media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. to simulate a television news show.


IV. WEB-BASED PROJECTS

Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming fort the average student.


It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-learning process.

Lesson 7: Evaluation of Technology Learning

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

Lesson 6: DEVELOPING BASIC DIGITAL SKILLS

With the boost of technology in education as we call it today our learners is the new digital world of information and communication technology (ICT). Teaching need to be equip with the sic fluency skills. Basic literacy will not replace the 3 R’s (reading, writing and arithmetic), but they will be complemented by six essential skills to equip students for success in the millennial world. The fluency skills are the solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital ethics.

a. Solution fluency. This refers to the capacity and creativity in problem solving students define a problem, design solution, apply the solution, and assess the process and results.





b. Information fluency. It involves 3 subsets of skills, the ability to access information, retrieve information, and to reflect on, assess and rewrite for instructing information packages.





c. Collaboration fluency. Refers to teamwork with virtual, real partners in the online environment. There is a virtual interaction in social networking and online gaming domains.





d. Media fluency. This refers to channels of mass communication/digital sources(radio, television, magazine, advertising, graphic arts).





e. Creativity fluency. Adds meaning by way of design, art and storytelling to package a message. Font, color, patterns, layout are elements creative fluency. Templates for PowerPoint presentation and blogs are available for free access in the internet.





f. Digital fluency. The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship and period accountability.