Learning Thru Designs and Technology

1. Learning thru Design
and Technology

2. 1.
TIME
2.
ENERGY
3.
EFFORT
4.
MONEY

3. OBJECTIVES
1. Students will be able to draw their own
instructional materials and explain how to use.
2. Students will be able to describe some of the
learning styles of students, through a short skit.

4. Principles of Designing Educational Technology
In her paper on the development of instructional
materials, which she read in a Seminar-Workshop in
Instructional Materials Development, Lorenzo (2005)
stated that instructional materials are specifically
designed classroom tools, which contain instructions
to learners or teachers. She outlined the following as
principles in designing instructional materials.

5. Materials are specifically designed for planned purposes.
They are planned for learning experiences presented
to the learners. For instructional materials to be effective,
they must serve the objectives for which they are intended.
If they are designed to provide a springboard to a lesson,
they should be designed to do that. While if they are
intended to unlock vocabularies, they should be designed
to give the meanings of the difficult words, and so on.

6. Instructional materials are tools designed for teachers as
well as for students.
There are devices which if used appropriately by both
the teacher and the learners may cause the learning to take
place. These materials are not individualized though,
instead there are tools which enable the teacher to
individualize learning. Necessarily, the materials of
instruction should also serve as tools for evaluating the
results of teaching, so that the teacher can improve on her
methodology, strategy and techniques and the selection of
content.

7. The use of content in the material is planned. Instruction
will give in the detail the use of content.
The instructional materials must reflect the content or
the subject matter, if not; the material is empty and useless.
During the class, the teacher must have a prepared detailed
set of activities to be unfolded with the help of the
instructional technology. Plan of the design and the
implementation must be structured so that the teacher shall
be guided accordingly.

8. Instructional materials specify (1) the content to be learned, (2)
the techniques of presentation, practice and use of the content
and (3) the mode of teaching associated with those techniques.
In most case, a manual operation, which indicates the subject
matter accompanies the instructional materials, and specifies the
content, the specific materials, can best develop. The technique
presentation may also be in the form of sets of instructions like the
contextualization of new language content and procedures by
repetition and transformation.

9. The teacher performing specified actions or using
specified objects is also considered as a mode of
presentation. She can present the lesson thru a socialized
recitation, individualized instruction, cooperative learning
and projects. The mode of communication can be a book,
an audiotape or a card with arranged content or
instructions.

10. Steps in the Designing ICT-Based Instruction
Bearing in mind the principles discussed above the
teacher may venture into the preparation or development
of instructional materials. The outline is in consonance
with the steps in developing instructional materials or
programs given by Borg and Gall in their R & D model.

11. 1.The Planning Phase
This phase is motivated by a felt need to produce an
instructional material. This must be contained in the
rationale to justify the project. To insure a better direction,
objectives must also be clearly stated, for whom the
materials are intended. The nature of the material to be
developed must be given to include the audio-video content.

12. In case it is a printed material, the content outline
must be organized to include other features like,
illustration, diagrams, graphs and charts if necessary. The
available references must also be specified. In case the
material to be developed is a picture series which maybe
projected or non-projected, still or animated, as in
multimedia presentations a storyboard is necessary.

13. The learners are the most important considerations as
the efforts are geared towards their development. Knowing
them insures that there is a match between the nature and
characteristics of the learners/students and the content, the
methodology and the instructional materials. It must be
noted that it is not possible to analyse the characteristics of
the group, their specific entry behaviours and their
learning styles may be the center of analysis.

14. You should administer
diagnostic test.

15. We all know that interest and attention promote
effective learning. This will help you determine the strategy
to use and the corresponding technology to deliver the
goods in the most effective way.
The following can be a guide in analyzing the
learners.

16.  General Characteristics.
The pupils for whom this lesson is intended are
Grade III pupils who are taking up General Science geared
towards a group that is heterogeneous. They are at least
eight years old. They come from an agricultural community
in Laoag City so most of them are sons and daughters of
farmers.

17. Most of them are passive and quiet. Maybe it is
because of their inadequacy to speak English, which
is the medium of instruction. it was observed though
that in their Filipino class they could interact better.

18. Entry Skills
The grade three pupils are able to do the
following: They can describe pictures of animals,
infer on how they reproduce sexually, tell stories on
the different life cycles of some animals, describe the
changes in animals as they develop and grow and
they can cite how animals can be useful to man.

19. Learning Styles
This group dislikes the monotony of reading board
works, answering questions about what they read and
working on assignments. They enjoy manipulative
materials and playing simulation games. They seem to be
more interested when they are shown some pictures to talk
about. Television viewing catches their attention.

20. Stating Objectives
This is stating the intent of instruction. This
may come in the form of knowledge, skills, habits
and attitudes, which the students possess upon
completion of the learning cycle.

21. Why is there a need to
identify instructional
objectives?

22. A teacher who really intends to teach knows the
importance of formulating clear-cut objectives for his
lessons. He is aware that the presence of a specific and
attainable objectives spells the difference between sailing
and drifting in this trying sea of teaching. A teacher who
has objectives has a direction and is well guided.

23. He knows the content, the references, the instructional
materials and the appropriate technique of teaching his
wards.
The instructional objectives facilitate evaluation, which
is a very necessary component of the teaching-learning
process. After each lesson, evaluation is done to determine
how far or how close the objectives of the lesson had been
achieved. But this can only be done if the objectives stated
explicitly well the desired behavior or tasks required of the
students.

24. Roles of Instructional Objectives
1.Provide directions for the instructional
process.
2.Communicate instructional intent to
students, parents, administrators and others.
3.Provide a basis for students.

25. Instructional objectives are also
necessary to communicate to
students what they are expected to
do and what level of performance
should they exhibit.

26. Components of a well-stated instructional objectives.
An instructional objective is well-stated if it contains
all three components like behaviour condition, and
performance standards. The behaviour component
contains specific action, the student is expected to
show or demonstrate.

27. Analyzing the content.The teacher must be
familiar with the characteristics of the subject
matter or the topics for which instructional
materials whether hi-tech or lo-tech in nature will
serve. Different contents require different
pedagogical practices as they differ in the skills
that will be developed. It is also very important that
the teachers know what pre-requisite skills are
needed and know how the content can be related
with the other contents.

28. Selecting the method , approaches or strategies
This is the phase where the teacher should
look into the harmonious relationship between
the methodology approaches or strategies chosen,
the specific objectives and the content.

29. He should also take into consideration the grade level
for which the methodology and the strategy are being
intended for methods of teaching: Inductive method,
deductive method, inquiry based learning, cooperative
learning and many more so the main concern is to decide
on which method and strategies shall be used.

30. Matching the Pedagogy and ICT
The main issue is putting pedagogy and ICT together
and this needs the presence of a technology enabled
environment so that ICT based activities can be carried out
successfully some of the question which must be answered
along this phase are suggested in the manuals of teachers
trained by UNESCO in the ICT pedagogy integration
workshop at university of the Philippines national institute
for science and mathematics education (UP NISMED) 2006.

31. 2. Applying The Integration As Planned, Evaluating And
Revising The Lesson Plan
This involves the actual implementation of the planned
integration. The material must be subjected to internal
evaluation which means the involvement of experts to look
into the appropriate matching of the objectives content
methods and strategies and the technology used.

32. In case a multimedia presentation
is prepared it must be long enough not
to not to cause boredom and same time
not to undermine quality of wealth of
information and skills derived from it.

33. Good layout determines the attractiveness of the
material. The laws of art like balance, proportion rhythm
and harmony must be observed in the animated media the
speed of motion and motion path must be considered, these
must not be so past so that the pupils will not fail to get a
good glimpse of the picture and the txt and not to slow so as
not to lost interest and excitement.

34. Evaluating The Result Of Instruction
The last phase is evaluating the quality and
effectiveness of the technology as a tool for teaching and
learning. The focus is determining which part of the
integration worked well and what needs to be improved
imperative to find out whether or not the technology
facilitated the implementation lesson and the achievement
of the pre planned goals and objectives of instruction did
the technology engage the pupil or students

35. Were they focus on the activity and did they develop
high level thinking skills? An authentic assessment must be
in order to come up with an authentic assessment the
teacher can used a rating scale or she may create a rubrics
to evaluate the material. One that is unique for a specific
technology it must be underscored that there are many
kinds of rubrics that one rubrics cannot evaluate all types of
instructional materials.

36. APPLICATION
Make a short skit to describe
some of the learning styles of
students.

37. EVALUATION
Draw your own instructional
materials and explain how to use
it.

38. Information and communications technology (ICT)
The term ICT is also used to refer to
the convergence of audio-visual and telephone
networks with computer networks through a single
cabling or link system.There are large economic
incentives (huge cost savings due to elimination of the
telephone network) to merge the telephone network
with the computer network system using a single unified
system of cabling, signal distribution and management.

39. The definition of instructional materials is in EC
Section 60010 (h). This law states “'Instructional
materials' means all materials that are designed for use by
pupils and their teachers as a learning resource and help
pupils to acquire facts, skills, or opinions or to develop
cognitive processes