a portfolio where you can see my learning outcomes about educational technology

1. My Portfolio
In
Educational
Technology II

3. Shiena Jane O. Amit
BEED-III block 2
Studied at Palawan State University

5. The Physical View – refers to the hardware or
devices.
The Behavioral View – stresses the importance of
software or application of scientific knowledge.
The Integrated System View – combines the
hardware and the software approaches. It focuses on
the processes of teaching and learning as well as on the
product, and therefore… is a complex, integrated
process involving process, procedures, ideas, devices,
and organization, for analyzing problems and devising,
implementing and managing solutions to problems
involve in all aspects of human learning.

6. According to Association for
Educational Communications and
Technology, Educational Technology is
the study and ethical practice of
facilitating learning and improving
performance by creating, using, and
managing appropriate technological
processes and resources.

7. Technology: Boon or Bane
We cannot live without electricity nor can we survive
the whole day without knowing whether which is the
latest gadget in use which would benefit the driver of
an automobile to drive safely and at the same time
work on his immediate assignment at hand. Basically,
we need technology and we are the big part of it
already. We live, strive and thrive on computers, data
base online, and the latest gadget.
technology today has given us both nuclear weapon and
medicines that could cure the unthinkable pain and disease.

8. – In conclusion, we think that technology is a
must. It’s a boon and it will stay so forever.
Without it, we could not have had this debate.
We would not realize that it is possible to go
beyond the age of 90 and still be fit and
healthy. Technology has given that to us
today.

10.  It provides a method for the functional organization and
development of instruction. This method applies to
preparation of materials for classroom use, as well as for
print and non-print media.
 Inputs to the system approach include well defined
objectives, analysis of the intended audience, special criteria
desired by customer, analysis and use of existing resources
and a team of instructional system specialist, subject matter
experts, writers, and visual specialist.
Outputs are functional relations trees, functional block
diagrams, a teaching sequence chart, and frames ( a
combination of words and visuals on a specific topic from the
teaching sequence chart )

11. The system approach views the entire
educational program as a system of
interrelated parts. It is an orchestrated
learning pattern with all parts harmoniously
integrated into the whole: the school, the
teacher, the students, the objectives, the
media, the materials, and procedures. Such
an approach integrates the older, more
familiar methods and tools of instruction
with the new ones such as the computer.

12. ROLE of EDUCATIONAL TECHNOLOGY in
LEARNING
1. Traditional point of View
- just like delivery vehicles for instructional lessons
- the learner learns from the technology and the
technology serves as teacher
2. Constructivist's Point of View
- as partners in the learning process
- technology helps the learner build more meaningful
personal interpretations of life and his/her world
- technology is the learning tool to learn with, not from

13. ROLES of TECHNOLOGY in LEARNING
1. technology as tools to support knowledge construction:
- for representing learners ideas, understandings, and
beliefs
- for producing organized, multimedia knowledge
bases by learners
2. technology as information vehicles for exploring
knowledge to support learning-by-constructing:
-for accessing needed information
- for comparing perspectives, beliefs, and world views

14. 3. Technology as context to support learning-by-doing
-for representing and simulating meaningful real-
world problems, situations, and context
- for representing beliefs, perspectives, arguments, and
stories, and others
- for defining a safe, controllable problem space for
student thinking
4. Technology as a social medium to support learning by
conversing:
- for collaborating with others
- for discussing, arguing, and building consensus
among members of community
- for supporting discourse among knowledge-building
communities

15. 5. Technology as intellectual partner to support learning-by-
reflecting:
- for helping learners to articulate and
represent what they know
- for reflecting of what they have learned and
how they come to know it
- for supporting learners internal negotiations
and meaning making
- for constructing personal representations of
meaning
- for supporting mindful thinking

18. Bands of Experiences in Dale's Cone of experience
 Direct Purposeful Experience - these are the first hand experience which
serves as the foundation of our learning. We build up our reservoir of
meaningful information and ideas through seeing, hearing, touching, testing,
and smelling. In the context of the Teaching -Learning process, it is learning by
doing.
 Contrived Experiences - in here, we make use of representing models or
mock ups of reality for practical reasons and so that we can make the real-life
accessible to the students perceptions and understanding.
Dramatized Exoeriences - by dramatization, we can participate in a
reconstructed experience, even though the original event is far removed from
us in time.
 Demonstrations - it is a visualized explanation of an important fact, idea, or
process by the use of photoraph, drawings, films, displays, or guided motion.
 Study Trips- these are excursions and visits conducted to observe an event
that is unavailable within the classroom.

19.  Exhibits - these are display to be seen by spectators. They may consist of
working models, charts, and posters. Sometimes, exhibits are "for eyes only". there
are some exhibits, however, that include sensory experiences where spectators are
allowed to touch or manipulate models displayed.
 Television and Motion Pictures - television and motion pictures can reconstruct
the reality of the past so effectively that we are made to feel we are there. The
unique value of the messages communicated by film and television lies in their
feeling of realism, their emphasis on persons and personality, their organized
presentation and their ability to select, dramatize, highlight and clarify.
 Still Pictures, Recordings, Radio - these are visuals and auditory devices maybe
used by individual or a group. Still pictures lack the sound and motion of a film. The
radio broadcast of an actual eventmayoften be likened to a televised broadcast
minus its visual dimension.
Visual Symbols - these are no longer realistic reproduction of physical things for
these are highly abstract representations.
Verbal Symbols - they are not liked the objects or ideas for which they stand. They
usually do not contain visual clues to their meaning. Written words fall under this
category. It may be a word for a concrete object, an idea, a specific principle, a
formula.

21.  We do not use onlyone medium of communication in
isolation. Rather we use many instructional materials to help the
student conceptualized.his experience.
We avoid teaching directly at the symbolic level of thought
without adequate foundation of the concrete. Student's concept
will lack deep roots in the direct experience. Dale cautions us
when he said: " The rootless experiences will not have the
generative power to produce additional concepts and will not
enavle the learner to deal with the new situations that he is
faces. "
 Whenteaching, we don't get stuck in the concrete. Let us
strive to bring our students to the symbolic or abstract level to
developtheir higher order thinking skills.

23. What is Higher-order thinking?
A guide to Productive Pedagogies: Classroom reflection
manual states that:
Higher-order thinking by students involves the
transformation of information and ideas. This
transformation occurs when students combine facts
and ideas and synthesize, generalize, explain,
hypothesize or arrive at some conclusion or
interpretation. Manipulating information and ideas
through these processes allows students to solve
problems, gain understanding and discover new
meaning. In helping students become producers of
knowledge, the teacher’s main instructional task is
to create activities or environments that allow them
opportunities to engage in higher-order thinking.
(Department f Education, Queensland, 2002, p. 1)

24. Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

25. Change in Terms
• The names of six major categories were changed from noun
to verb forms.
• The taxonomy reflects different forms of thinking and
thinking is an active process. Hence, the use of verbs would
be more appropriate because verbs suggest action.
• Some subcategories were reorganised.
• The knowledge category was renamed. Knowledge is a
product of thinking and was inappropriate to describe a
category of thinking and was replaced with the word
remembering instead.
• Comprehension became understanding and synthesis was
renamed creating in order to better reflect the nature of the
thinking described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

26. Bloom’s Taxonomy
Knowledge
Useful
Verbs
Potential activities and products
tell
list
describe
relate
locate
write
find
state
name
Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of information you
can remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
Recite a poem.

27. Comprehension
Useful Verbs Potential activities and products
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe
Cut out or draw pictures to show a particular
event.
Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence of
events.
Write and perform a play based on the story.
Retell the story in your words.
Paint a picture of some aspect you like.
Write a summary report of an event.
Prepare a flow chart to illustrate the sequence
of events.
Make a coloring book.

28. Application
Useful Verbs Potential activities and products
solve
show
use
illustrate
construct
complete
examine
classify
Construct a model to demonstrate how it will work.
Make a diorama to illustrate an important event.
Make a scrapbook about the areas of study.
Make a paper-mache map to include relevant
information about an event.
Take a collection of photographs to demonstrate a
particular point.
Make up a puzzle game suing the ideas from the
study area.
Make a clay model of an item in the material.
Design a market strategy for your product using a
known strategy as a model.
Dress a doll in national costume.
Paint a mural using the same materials.
Write a textbook about... for others.

29. Analysis
Useful Verbs Potential activities and products
analyze
distinguish
examine
compare
contrast
investigate
categorize
identify
explain
separate
advertise
Design a questionnaire to gather information.
Write a commercial to sell a new product.
Conduct an investigation to produce information to
support a view.
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a jigsaw puzzle.
Make a family tree showing relationships.
Put on a play about the study area.
Write a biography of the study person.
Prepare a report about the area of study.
Arrange a party. Make all the arrangements and
record the steps needed.
Review a work of art in terms of form, colour and
texture.

30. Synthesis
Useful Verbs Potential activities and products
create
invent
compose
predict
plan
construct
design
imagine
propose
devise
formulate
Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan a
marketing campaign.
Write about your feelings in relation to...
Write a TV show, play, puppet show, role play, song
or pantomime about...?
Design a record, book, or magazine cover for...?
Make up a new language code and write material
suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words to a known
melody.

31. Evaluation
Useful Verbs Potential activities and products
judge
select
choose
decide
justify
debate
verify
argue
recommend
assess
discuss
rate
prioritize
determine
Prepare a list of criteria to judge a ... show.
Indicate priority and ratings.
Conduct a debate about an issue of special
interest.
Make a booklet about 5 rules you see as
important. Convince others.
Form a panel to discuss views, eg "Learning
at School."
Write a letter to ... advising on changes
needed at...
Write a half yearly report.
Prepare a case to present your view about...

32. BLOOM’S REVISED TAXONOMY
CreatingCreating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingEvaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
AnalyzingAnalyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
ApplyingApplying
Using information in another familiar situation
Implementing, carrying out, using, executing
UnderstandingUnderstanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
RememberingRemembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding

33. Remembering
The learner is able to recall, restate and
remember learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?

34. Remembering cont’
• List
• Memorize
• Relate
• Show
• Locate
• Distinguish
• Give example
• Reproduce
• Quote
• Repeat
• Label
• Recall
• Know
• Group
• Read
• Write
• Outline
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
• Definition
• Fact
• Worksheet
• Test
• Label
• List
• Workbook
• Reproduction
•Vocabulary

35. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?

36. Understanding cont’
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganise
• Associate
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main
idea
• Estimate
• Define
Understanding
of given
information
Products include:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline

37. Applying
The learner makes use of information in a context
different from the one in which it was learned.
–Implementing
–Carrying out
–Using
–Executing
Can you use the information in another
familiar situation?

38. Applying cont’
• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview
• Paint
• Change
• Compute
• Sequence
• Show
• Solve
• Collect
• Demonstrate
• Dramatise
• Construct
• Use
• Adapt
• Draw
Using strategies,
concepts, principles
and theories in new
situations
Products include:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration
• Presentation
• Interview
• Performance
• Diary
• Journal

39. Analyzing
The learner breaks learned information into its
parts to best understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore
understandings and relationships?

40. Analyzing cont’
• Distinguish
• Question
• Appraise
• Experiment
• Inspect
• Examine
• Probe
• Separate
• Inquire
• Arrange
• Investigate
• Sift
• Research
• Calculate
• Criticize
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyze
• Diagram
• Relate
• Dissect
• Categorize
• Discriminate
Breaking
information down
into its component
elements
Products include:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report

41. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?

42. Evaluating cont’
• Judge
• Rate
• Validate
• Predict
• Assess
• Score
• Revise
• Infer
• Determine
• Prioritise
• Tell why
• Compare
• Evaluate
• Defend
• Select
• Measure
• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticise
• Rank
• Reject
Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria.
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive
speech

43. Creating
The learner creates new ideas and
information using what has been previously
learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or
ways of viewing things?

44. Creating cont’
• Compose
• Assemble
• Organize
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting

45. Lower and Higher Order Questions
• Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
• Usually questions at the lower levels are
appropriate for:
• Evaluating students’ preparation and
comprehension
• Diagnosing students’ strengths and
weaknesses
• Reviewing and/or summarizing content
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

46. Lower and Higher Order Questions
• Higher level questions are those requiring
complex application, analysis, evaluation or
creation skills.
• Questions at higher levels of the taxonomy are
usually most appropriate for:
• Encouraging students to think more deeply
and critically
• Problem solving
• Encouraging discussions
• Stimulating students to seek information on
their own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

47. Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)

48. Questions for Understanding
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)

49. Questions for Applying
• Do you know of another instance
where…?
• Can you group by characteristics such
as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you
develop a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)

50. Question for Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)

51. Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)

52. Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would
you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)

53. How does it all fit together?
Bloom’s
Revised
Taxonomy

54. Creating Green Hat, Construction Key, Ridiculous Key,
Combination Key, Invention Key
Evaluating Brick Wall Key, Decision Making Matrix, PMI,
Prioritising.
Analyzing Yellow Hat, Black Hat, Venn Diagram,
Commonality Key, Picture Key, Y Chart,
Combination Key.
Applying Blue Hat, Brainstorming, Different uses Key,
Reverse Listing Key, Flow Chart.
Understanding Graphic Organisers, Variations Key, Reverse
Listing, PMI, Webs (Inspiration).
Remembering White Hat, Alphabet Key, Graphic Organisers,
Acrostic, Listing, Brainstorming, Question Key.

56. Educational Technology 2 helps students to mold
individual in a more skillfull person when it comes to
technology.
Through Educational Technology, I learn to use
those different social medias such as facebook, twitter,
instagram, and I even use slideshare which there, I
made my portfolio and my knowledge on using
Microsoft Powerpoint was being enhanced. I also learn
how to send an email through yahoo mail.
Educational technology helps me to be more
skillfull when it comes in using technology. A helpful
and useful knowledge that I may use when I become a
successful TEACHER.

58. CONCEPTUAL MODEL of LEARNING
Meaningful
Learning
Discovery
Learning
Generative
Learning
Constructivism

59. - if the traditional learning environment gives
stress to rote learning gives focus to new experience
that departs from the learning of a sequence of words
but gives attention to meaning.

60. - this is differentiated from reception ( meeting
point of meaningful and discovery learning ) in which
ideas are presented to students in a well-organized
way such as through detailed set of instructions to
complete an experiment.

61. - here, we have an active listener who attend
learning events and generate meaning from this
experience and draw inferences thereby creating a
personal model of explanation to the next experience
in the context of existing knowledge.

62. here, the learner builds a personal understanding
through apropriate learning activities and a good learning
environment. The most accepted constructivism principles are:
 learning consist in what a person can actively assemble for
himself and not what he can just askfrom someone else.
role of learning is to help the individual live to his personal
world.

64. As a took up Educational
Technology 2, I learned a lot through this.
before, i'm just contented on having only a
knowledge in using computer. but now, I
used to use this expertly. I can manipulate
it without the help of others.
I learn also to use those different
social medias such as facebook, twitter,
instagram, and I even use slideshare
which there, I made my portfolio. I also
learn how to send an email through yahoo
mail.
Educational technology helps me
a lot to enhance my skills in using
technology. And I thank people who share
their knowledge on us. ( Ms. jovengrace F.
Cabahug )

65. He who learns but does
not think is lost.
(Chinese Proverb)