Lesson 18

Tablets for Textbooks in School

Today, books are still the primary medium of instruction in most schools. Already, there is a disadvantage of using books for learning that are being debated upon. The errors in public school textbooks have also been exposed, errors resulting from wrong information, technical mistakes and editorial lapses.

                                  

               Today, technology is being viewed as a savior because the students are enamored by computer games. By that, the educators have begun to think that the computer screen can very well serve as a power point educational medium.

             In general, tablets as a primary learning tool can be replacing the textbooks. Tablets are conducive to higher thinking, constructive and participative teaching-and-learning. By that, parents gave full support to the IT advancement. Technology itself may be a key to problem resolution and Filipino ingenuity is called to respond to the challenge facing the digital generation of the millennium.

  Advantages of Tablets

1. Easy to use

Those preoccupied with the technology challenge have to admit tablets are way more intuitive and easier to use than desktop and laptop computers, or even paper books. I mean, toddlers can use tablets. Textbooks seem to be losing the battle on all fronts.

2. Direct Communication

Tablets connect all major stakeholders: students, parents and teachers. Handwritten notes or tasks can be lost in no time, intentionally or accidentally. This never happens with digital data: any feedback including criticism, kudos or concern, is out there for further reference. The ‘forgetfulness’ factor doesn’t fly any more. Neither for students – nor teachers.

3. Live knowledge base

The instructor can quickly deliver engaging material to the students in real time in just a couple clicks. Sorry, a couple taps! Furthermore, students can use recommended resources to do their homework. Tablets give students instant access to individual research, a tremendous knowledge base available at their fingertips.

4. Personal approach

As an instructor, you have to address a multitude of learning styles since not all students are equal. Some are slow runners, others are sprinters. Pace differs, interests differ as well. The teacher can use the e-Learning arsenal to overcome this barrier and deliver the same course in different ways. For example, show videos or invite students to play edu games.

The tablet also accommodates special needs. Learners who have a disability will appreciate the tablet’s flexibility, freedom of access and tailored curriculums.

5. More cost-effective than textbooks

When you get right down to it, in the mid- to long-term perspective, the tablet is, in fact, a really smart investment. If pays off well when you get the burden of supporting obsolete infrastructure off your shoulders. No dust, no price hikes, no surprises from textbook providers, no storage and damage issues. Full scalability and lightweight backpack that fits thousands of textbooks in a single device.

Disadvantages of Tablets

1. Too much of technology is harmful for children who at their young age are not sensible enough to avoid distractions that come with tablets. Addictive games, social networking sites, and other distractive elements would occupy most of the time when they are supposed to be studying. There are harmful content on the internet and preventive children from them when they have a tablet to use all the time would become impossible.

2. Tablets are not so cheap and children would not be able to take care of it in schools and other public places. There would be cases of lost or stolen tablets making studies suffer in the imbroglio. A lost tablet or a dead one will create problem of lost notes and other important textbooks or assignments. Gadgets require maintenance and repair which would result in loss of studies for children who would get used to studying on tablets instead of textbooks.

3. Health problems like Computer Vision Syndrome, along with strain on eyes, headache, blurred vision, dry and itchy eyes are commonly associated with using technology for extended hours. Other associated problems include musculoskeletal disorders associated with repetitive strain on muscles, including carpal tunnel syndrome, neck pain, shoulder pain, and fibromyalgia. Care has to be taken to shorten usage of technology for kids at young age and not push them more towards gadgets.

4. Not every parent can afford internet connections with high bandwidth which would make education even more costly for middle class families. It would require additional cost of repair and debugging. Additionally schools would also face problem of providing Wi-Fi connections the usage of which might exceed owing to irrelevant downloads. Restraining students to limited usage would become difficult.

5. Handwriting and reading textbooks would lose its significance. With editing and auto-correct tools available on tablets, students will ignore the need to remember spellings and grammar rules. Practice of handwriting will be lost which is not a good thing for school going students.

Lesson 16

THE INTERNET AND EDUCATION

What is Internet?

          The internet, also simply called the NET, is the largest and far-flung networks system –of-all-system. Surprisingly, the internet is not really a network but a loosely organized collection of about 25,000 networks accessed by computers in the planet. It is astonishing to know that no one owns the internet. It has no central headquarters, no centrally offered 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 what is called a Server which has special software (program) that uses the Internet protocol. Originally developed and still subsidized by the United States government, the Internet connect not only commercial, industrial, scientific establishments but all other sectors including education and its libraries, campuses, and computer centers.
          The great attraction of the Internet is that once the sign-up fees are paid, there are no extra charges. Electronic mail, for example, is free regardless of the amount of use. In contrast, individuals using the Internet on their own personal computers must pay ongoing monthly fees to whoever is their service provider.

Getting around the Net

          The most attractive way to move around the Internet is called browsing. Using a program called a 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 including new demand for services to business, industries, science, government, and even homes. Many experts predict that he Internet is destined to become the centerpiece of all online communications on the planet and in some future time in the solar system using interplanetary satellite communication stations.

A view of educational uses of the Internet

          Educational 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 responsibility today is connecting with the world outside homes, classrooms, and Internet cafes. 

Lesson 15

UNDERSTANDING HYPERMEDIA

          From the Educational Technology I course, the student has already become aware of multimedia or an audiovisual package that includes more than one instructional media (means of knowing) such as text, graphics, audio animation and video clip.

          Hypermedia is nothing but multimedia, but this time packaged as educational computer software where information is presented and student activities are in a virtual learning environment. Most Educational IT application is hypermedia and these include:

     

●         Tutorial Software Packages

●         Knowledge Webpage’s

●         Simulation Instructional Games

●         Learning Project Management and Others

      

          The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills. This fact makes it therefore important to understand hypermedia in the educational context in order to ensure their successful integration in the teaching-learning process.

   

Characteristics of Hypermedia Applications

          There are two important features that are outstanding among other features that characterize the hypermedia software:     

1.      Learner control.

This means the learner makes his own decisions on the path, flow or events of instruction. The learner has control on such aspects, as sequence, pace, content, media, feedback, etc. that he/she may encounter in the hypermedia learning program.

                          

2.     Learner wide range of navigation routes.  

For the most part, the learner controls the sequence and pace of his path depending on his ability and motivation. He has the option to repeat and change speed, if desired. Of course, at the start, the learner may choose the learning activities he prefers. Meanwhile, the teacher has the prerogative to determine suitable learning objectives.

                          

          The learner also has a wide range of navigation routes such as by working on concepts he is already familiar with. They may even follow a linear or logical path, even if the previous activity is half-completed. He may explore other sections opting to return or complete the previous activity.

Lesson 14

Software as an Educational Resource

Software- the intangible component of the computer system.

Two Kinds of Sotware

1. The System Software

   - includes the programs that are dedicated to managing the computer itself, such as the operating system, file management utilities, and disk operating system (or DOS).

•       The Operating System manages the computer hardware resources in addition to applications and data. Without systems software installed in our computers we would have to type the instructions for everything we wanted the computer to do!
•      Utility Program- programs that assist you in monitoring and improving the efficiency of your computer system.

Examples:

·         Anti-virus Program

·         Avast

·         PCcillin

·         Device Drive              

•           Programming Languages are programs used to create all other software.

2. The Application Software

-             - this contains the system that commands the particular task or solves a particular problem.

In turn the applications software may be:

a)      A  custom software that is made for specific tasks often by large corporations, or

b)    . A commercial software packaged for personal computers that helps with variety of tasks such as writing papers, calculating numbers, drawing graphs, playing games and so much more.

Microsoft Window

•      Also referred to as a program, Microsoft Windows or Windows for short is an operating environment between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work.

Example of Windows Version:

1. Windows 1.0
2. Windows 2.0
3. Windows 3.0
4. Windows 8
5. Windows 10

Windows is in itself a self-contained operating system which provides

1. User convenience- just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen.
2. A new look- fancy borders, smooth and streamlined text fonts.

3. Information center-Windows puts all communications activities (e-mail, downloads, etc in a single screen icon): adapts configures the computer for the Internet.

      4. Plug and play- configures the computer with added components, such as for sound and radio

Instructional Software

-        can be visited on the Internet or can be bought from software shops or dealer. 

The teacher through his school should decide on the computer-based instructional (CBI) materials for the school resource collection.

In evaluating computer-based educational materials, the following can serve as guidelines:

•      Be extremely cautious in using CBI¢s and free Internet materials.

•      Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth:

•      Teachers must evaluate these resources using sound pedagogical principles.

•      Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section).

•      Observe clarity in the explanations and illustrations of concepts and principles.

•      Maintain accuracy, coherence, logic of information.

•      Are they being current since data statistics continually change?

•      Are they relevant and effective in attaining learning objectives?

•      Observe absence of biased materials (e.g. gender bias or racial bias). 

Lesson 13

Cooperative Learning with the Computer

            The creativity of the teacher will have to respond to the situation, and so cooperative learning will likely be the answer to the implementation of IT supported learning in our schools. But the situation may not be that bad since there are motivational and social benefits to cooperative learning and these can compensate for lack of hardware that educators face.

What is Cooperative or Collaborative Learning?

            Cooperative or collaborative learning is learning by small groups of students who work together in a common learning task. It is often also called group learning but to be truly cooperative learning, 5 elements are needed:

1. A common goal

2. Interdependence

3. Interaction

4. Individual accountability

5. Social skills

          Therefore not every group work is cooperative learning since students working on their work sheets physically sat around a table may be working together without these features of cooperative learning.

From several studies made on cooperative learning, it is manifested that cooperative learning in its true sense is advantageous since it:

(a) Encourage active learning, while motivating students

(b) Increases academic performance

(c) Promotes literacy and language skills

(d) Improves teacher effectiveness

          In addition, there are studies show that cooperative learning enhances personal and social development among students of all ages, while enhancing self-esteem and improving social relations between racially and culturally different students. 

Cooperative learning and the computer

    Researchers have made studies on the learning interaction between the student and the computer. The studies have great value since it has been a long standing fear that the computer may foster student learning in isolation that hinders the development of the student’s social skills.

          Therefore researchers agree that the computer is a fairly natural learning vehicle for cooperative (at times called promotive) learning.

Components of cooperative learning

            Educators are still wary about the computer’s role in cooperative learning. Thus they pose the position that the use of computers do not automatically result in cooperative learning. There therefore assign the teacher several tasks in order to ensure collaborative learning. These are:

· Assigning students to mixed-ability teams

· Establishing positive interdependence

· Teaching cooperative social skills

· Insuring individual accountability, and

· Helping groups process information

Lesson 12

Information Technology in Support of Student-Centered Learning Classroom

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

            In this lesson, we shall see how the teacher can expand his options to make himself more effective and relevant in the 21^st millennium information age. 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 teacher stands in front of the classroom or sits behind his desks. This situations is necessitated by the need to maintain classroom discipline, also they allow the teachers to control classroom activities through lecture presentation and teacher-led discussion.                                                                                                                          

          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 also mange misbehavior in class as students start to talk among themselves or simply stare away in lack attention. To prevent this situation, teachers often make students take time to work individually on worksheets can help the situation.
Student-Centered Learning

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

The SCL classroom

          John Dewey described the traditional learning process in which the teacher pours information to students learners, much like pouring water from a jug into cups. This is based on the long accepted belief that the teacher 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 kind of learning outcomes.

              The problem with the direct instruction approach to learning, however, is the fact that the world’s societies have began to change. Of course, this change may not be strongly felt in many countries in which the economy longer depends primarily on factory workers who do repetitive work without thinking on the job. The traditional classroom and direct instruction approach to learning conform to this kind of economies.

           In contrast, industrialized societies we find knowledge based economies in which workers depends on information that can be accessed through information and communication technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration and instructions, schools in these 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-awareness in the learning process.

Generally the new school classroom environment is characterized by student individually or in group:

·        Performing computer word processing for text or graph presentation

·        Preparing power-point presentation

·        Searching for information on the internet

·        Brainstorming on ideas, problems and project plans

·        As needed, the teacher facilitating instruction, also giving individual instruction to serve individual needs.

Lesson 11

                  THE COMPUTER AS THE TEACHER’S TOOL

                 In the previous lesson, we saw how the computer can act as a tutor particularly along a behaviorist and cognitive approach to learning. But we also saw certain computer software programs have been developed to foster higher thinking skills and creativity.
In this lesson, we shall again look at the computer, but this time from another perspective the computer as the teacher’s handy tool. I can in fact support theconstructivist and social constructivist paradigms of constructivist learning.
                Constructivist was introduced by Piaget (1991) 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 to real life situations.
                While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social constructivism. This is an 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 perspective of the community.
                The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interaction process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition Dewey sees language as a medium for social coordination and adaptation. For Dewey human learning is really human language that occurs when students socially share, build and agree upon meaning and knowledge.

Learning framework	Constructivism	Social Constructivism
Assumption	Knowledge is constructed by the individual.	Knowledge is constructed within a social context.
Definition of Learning	Students build their own Learning.	Students build knowledge influenced by the social context.
Learning Strategies	Gather unorganized information to create new concept/principle.	Exchange and share form ideas, stimulates thinking.
General Orientation	Personal discovery of knowledge.	Students discuss and discover meanings.
Example	8*5-8+8+8+8+8	Two alternative job offers Option 1-8 hrs./day for 6 days/ week. Option 2- 9 hrs./day for 5 days/ week.

The Computer’s Capabilities
           
      Given its present-day speed, flexibility and sophistication, the computer can provide access to information, foster creative social knowledge- building, and enhance the communication of the achieved project package. Without the computer, today’s learners nay still be assuming the tedious tasks of low-level information gathering, building and new knowledge packaging. But this is not so, since the modern computer can help teacher- and – students to focus on more high level cognitive tasks.

                Based on the two learning theories, the teacher can employ the computer as an:
•         An information Tool
•         A communication Tool
•         A constructive Tool
•         As co- constructive Tool
•         A situating Tool

1. Informative Tool-The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video.
2. Communication Tool-Given the  fact that the Internet can serve as a channel for global communication, the computer can very well be the key tool for  video telecon ferencing sessions.
3. 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 dies in attractive formats.
   
4. Co-constructive tools-Students can use constructive tools to work, cooperatively and construct a shared understanding of new knowledge. 
5. Situating tool
             By means of virtual reality (RS) extension system, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment.