The document discusses three key domains of human learning: cognitive, affective, and motor skills. It then provides classifications and examples for each domain. Specifically, it outlines three levels for the cognitive domain (knowledge, comprehension, application), four levels for the affective domain (receiving, responding, valuing, characterizing), and one level for the motor skills domain (imitation). The document also discusses classifications and appropriate uses of educational technology to support teaching and learning objectives across different domains.

1. Domains of

2. What do you think?
For communicators, especially teachers, it is
important to have knowledge of the domains of human
learning as a guide to determine whether your
communication/teaching objectives cover an appropriate
range of skills and to decide the sequence of skills you
wish to impart.

3. Think – Feel - Do
The 3 main levels of skills inclusive of
the kind of simple or complex human actions
are:
Cognitive level
Affective level
Motor skills level

4. Cognitive level
1. Knowledge: to remember, define, recognize, recall/recite by
memory
2. Comprehension: to translate, interpret, paraphrase, summarize,
extrapolate (expound or describe)
3. Application: to relate ideas and information to other situations
(e.g. How Rizal’s wishing colonial reforms would apply to
present-day Filipino nationalists who do not want neo-colonialism)

5. Affective level
1. Receiving: to be aware, to lend attention (e.g. listen and feel
the emotions of a poet as his poem is read)
2. Responding: to react actively
3. Valuing: to display an attitude
4. Characterizing: to show a consistent value system, to develop
a characteristic lifestyle.

6. Motor skills level
1. Imitation: To repeat action (e.g. act out a backhand
tennis drive)

7. Classifications of
Educational Technology
Material Technology
1.Traditional or Low-Tech Instructional Materials are the indigenous
materials usually real objects or those that are made of paper and cardboards.
Pictures or photographs, illustrations, drawings, cartoons, posters, graphs, charts,
flash cards and maps done on paper are examples of these.
2.High-Tech Materials or the Mediated Technology includes those
which are presented using media equipment or hardware. This includes the
educational television, motion pictures, overhead projectors (OHP), opaque
projector, slide projector and more importantly the computer and its peripherals
like the LCD, printer and scanner.

8. Classifications of
Educational Technology cont.
Non-Material Educational Technology on the other hand includes the theories,
laws, principles, methods and strategies of teaching. They evolved as results of
researches and studies in order to facilitate teaching and learning.
More specifically, educational technology is very useful in the classroom. If
properly selected and used they can do the following:
• Arouse and sustain the interest and attention of the students
• Concretize concepts and ideas to promote meaningful learning
• Make learning more permanent by providing rich experiences
• Provide self-activities for independent learning
• Increase one’s vocabulary by eliminating verbalism
• Promote continuity of thought
• Increase the quality of learning while decreasing the time spent
• Check student’s preparedness
• Make learning more interactive.

9. In the Applications of Educational Technology it is noticed that:
• All learning is based on sense perception as claimed by Pestallozi.
• Research finding show proper application of educational technology can
result to improved sensation and perception leading to quality learning.
• Educational Technology transcends geographical barriers, expose students
to experiences beyond classroom, disseminate instruction across large
areas and make education more accessible to more people.
• With the advent of computers and the linking of several computers in the
super highways, and the internet the world has shrunk making it very
possible for everybody to access information and to disseminate the same
all over the world as fresh and as fast as can be.

10. Choosing and Applying
Educational Technology
Helpful Questions:
What instructional material is suited to my objectives and subject matter?
What instructional material is available for my specific lesson? If there is
none, shall I develop one?

11. Choosing and Applying
Educational Technology cont
Question in Choosing and Applying Educational Technology
1. Shall I use the traditional technology or shall I use computer-based
technology? Am I ready and are my students ready?
2. Shall I use multi-media presentation? Is there a technology-enabled
environment to meet my needs?
3. Shall I use the overhead projector to dramatize my lessons?
4. Shall I use film? If yes, what film? Is it really necessary to use film?
5. Shall I use recording or audio-video clip? Why this recording? Why
this audio-video clip?
6. Why should I bring my class to the rice terraces In Banawe when it
is very far, very expensive and very risky? Can I not contrive the
experience in one of the corners of the school ground? Or can I not
let them view still pictures of the rice terraces and then ask them to
write a description?

12. Choosing and Applying
Educational Technology cont
Planning
Is important in choosing materials for teaching so that achievement of
both the general and specific objectives will be assured. It is because
planning provides the direction at which the teacher is bringing his class.
The students must also be informed as to why a specific material is being
used, and they must be guided as to what to look for and what to listen to
in the material that is shown.
The principle in the application of educational technology should cater to
the general and specific objectives of the lesson

13. Choosing and Applying
Educational Technology cont
Procedures in Using Specific Technology for Teaching
Previewing. This step requires that the teacher should be very familiar
with the technology or the material he has chosen.
Effective timing refers to the phase of the lesson where the technology
can best be used.
Tying experiences together refers to the connection or the
relatedness that should be built between and among experiences
provided by various educational technologies.
Re-view or Follow up. Is there a need for re-view or follow up? The
question can be answered by an evaluation of the results of prior
teaching.

14. Choosing and Applying
Educational Technology cont
Criteria in Evaluating Educational Technology
Size. The teacher must make sure that the text or the picture is seen very
clearly by the farthest pupils.
Relevance. The content of the educational technology must be related to the
learning task on hand and the maturity level and experiences of the pupils or
students.
Color. Color adds life and attraction to the materials. Students and pupils are
fascinated with colors especially the bright ones. The materials can be more
effective if they are colorful.

15. Economy. Cheap / Affordable but properly chosen educational technology
can be effective also as long as the teacher utilizes them alongside with
pedagogical practices.
Durability. This refers to the length of time the material can be used over and
over again.
Easy to handle. Is the technology light, easy to put up and manipulate? Can
it be brought anywhere?
Novelty. This refers to the newness and uniqueness of the material.
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