CHAPTER 8: Teaching with Contrived Experiences

The model of the atom, the globe, the planetarium, the simulated election process and the preserved specimen fall under contrived experiences, the second band of experiences in Dale’s Cone of Experience.

Contrived Experiences are “edited” copies of reality and are used as substitute for real things when it is not practical or not possible to bring or do the real thing in the classroom. These contrived experiences are designed to simulate to real-life situations.

The atom, the planetarium are classified as models. A model is a “reproduction of a real thing in a small scale, or large scale, or exact size-but made of synthetic materials. It is a substitute for a real thing which may or may not be operational.” (Brown, et al, 1969)

The planetarium may also be considered a mock up. A mock up is “an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created. The mock up may be simplified in order to emphasize certain features. It may be an economical reproduction of a complicated or costly device, to be observed for learning purposes. Usually, it is a prepared substitute for a real thing; sometimes it is a giant enlargement. (Brown, 1969). The planetarium is an example of a mock up, in the sense that the order or the arrangement of the planets is shown and the real processes of the planets’ rotation on their axis and the revolution of the planets around the sun are displayed. A mock up is a special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study. The planetarium involves a model of each of the planet and the sun but it focuses on the processes of the planets’ rotation and revolution and so is also considered a mock up.

            The preserved specimens fall under specimens and objects. A specimen is any individual or item considered typical of a group, class or whole. Objects may also include artifacts displayed in a museum or objects displayed in exhibits or preserved insect specimens in science.

            The school election process described above is a form of simulation. Simulation is a “representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.” (Orlich, et al, 1994). In addition to the election of class and school officers given above, other examples of these are fire and earthquake drills which schools usually conduct. Organizers of earthquake and fire drills create a situation highly similar to the real situation when a building is on fire or when an earthquake happens.

            Another instructional material included in contrived experiences is game. Is there a difference between a game and a simulation? Games are played to win while simulations need not have a winner. Simulations seem to be more easily applied to the study of issues rather than to processes.

REFLECTION

Contrived Experiences are edited copies of reality that is very much important in teaching it is because it is the substitute of the real object for example globe, maps etc. Teacher used models, mock-ups, objects, games and specimen to overcome limitations of space and time. It also one way of helping the learners to learn easily because of the help of models. A teacher cannot put the earth or the solar system inside the classroom so with the help of planetarium, the students experiencing the beauty of the solar system, they distinguished easily the planets and the other celestial bodies.

CHAPTER 7: Direct, Purposeful Experiences and Beyond

            Whatever skills or concepts we have did not come out of the blue. We spend hours doing the activity by ourselves in order to acquire the skill. Direct Purposeful experiences are concrete and first hand experiences that make up the foundation of our learning. These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives. (Dale, 1969). They are sensory experiences.

            These direct activities maybe preparing meals, making a piece of furniture, doing power point presentation, performing a laboratory experiment, delivering a speech, taking a trip, or making a piece of furniture.

            In contrast, indirect experiences are experiences of others. People that we observe read or hear about. They are not our own self-experiences but still experiences in the sense that we see, read and hear about them. They are not firsthand but rather explicit experiences.

Direct, Purposeful Experiences and Beyond implies that these direct experiences must not be the period or the end. We must be brought to a higher plane. The higher plane referred to here is the level of generalization and abstraction.

            REFLECTION

Direct and purposeful experiences are concrete and firsthand experiences that make up the foundation of our learning. It let the students give the opportunities to learn by doing. It makes us use of real things as instructional materials as long as we can and it help the students develop the 5 senses to the full heighten their sensitivity to the world.

The students has a direct participation with the responsibility for the outcome and also it helps to unabridged version of life itself and serves as the basis for the most effective and lasting learning. It also has the disadvantage of not all things can be learned through direct or firsthand experience.

CHAPTER 6: Using and Evaluating Instructional Materials

 One of the instructional materials used to attain instructional objectives is field trip.

            It is not enough to bring the class out for a field trip and make them observe anything or anything or use other instructional materials for no preparation and clear lesson at all. Perhaps this is what happened to the field trip joined in by Linus, that’s why he seems not able to cite something specific that he learned from the field trip.

            For an effective use of instructional materials such as field trip, there are guidelines that ought to be observed, first of all, in their selection and second, in their use.

Selection of Materials            

            The following guide questions express standards to consider in the selection of instructional materials:

         Do the materials give a true picture of the ideas they present? To avoid misconceptions, it is always good to ask when the material was produced.

         Do the materials contribute meaningful content to the topic under study? Does the material help you achieve the instructional objective?

         Is the material appropriate for the age, intelligence, and experience of the learners?

         Is the physical condition of the material satisfactory? An example, is a photograph properly mounted?

         Is there a teacher’s guide to provide a briefing for effective use? The chance that the instructional material will be used to maximum and to the optimum is increased with a teacher’s guide.

         Can the materials in question help to make students better thinkers and develop their critical faculties? With exposure to mass media, it is highly important that we maintain and strengthen our rational powers.

         Is the material worth the time, expense and effort involved? A field trip, for instance, requires much time, effort, and money. Is it more effective than any other less expensive and less demanding instructional material that can take its place? Or is there a better substitute?

                                                 P – Prepare yourself

                                                 P – Prepare your student

                                                 P – Present the material

                                              F – Follow up

The Proper Use of Materials

            You may have selected your instructional material well. This is no guarantee that the instructional material will be effectively utilized. It is one thing to select, a good instructional material, it is another thing to use it well.

            To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) book authors on Instructional Media, advise us to abide by the acronym PPPF.

            Prepare yourself. You know your lesson objective and what you expect from the class after the session and why you have selected such particular instructional material. You have a plan on how you will proceed, what question to ask, how you will evaluate learning and how you will tie loose ends before the bell rings.

            Present your students. Set class expectations and learning goals. It is sound practice to give them guide questions for them to be able to answer during the discussion. Motivate them and keep them interested and engaged.

            Present the material under the best possible conditions. Many teachers are guilty of the R.O.G Syndrome. This is means “running out of gas” which usually results from poor planning. (Smith, 1972) Using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance. Wise are you if you try the materials ahead of your class use to avoid a fiasco.

            Follow up. Remember that you use instructional material to achieve an objective, not to kill time, nor to give yourself break, neither to merely entertain the class. You use the instructional for the attainment of a lesson objective. Your use of the instructional material is not the end in itself. It is a means to an end, the attainment of a learning objective. So, there is need to follow up to find out if objective was attained or not.

REFLECTION

It is very much important in handling the students with good learning objectives to have a good learning outcome of them. As a future educator, we must first consider ourselves to be prepared on every class we may have to have a good outcome, for our students to learn easily. We also consider the students needs and their difficulties it is because through the students, the teacher reflect what she is.

Chapter 5: Dales’ Cone of Experience

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.

According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner. Like what was mentioned above, the experiences in each stages can be mixed and are interrelated thus, a balance must be achieved between concrete and abstract experiences in order to cater the and address all the need of the learner in all the domains of development and in order to help each learner in their holistic development.

Moreover, the generalization about the Cone of Experience that was presented above is not enough. Actually, we should try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different components of the cone that will help us in grasping the real meaning of educational technology.

REFLECTION

Cone of experience composed of stages that start from concrete to more abstract. It involves the use of senses and according to the author, the more the senses involves the more the better the learning. Cone of experience relies on everyday life, on every action that we take every single and every moment of it. Concrete and abstract experiences should be balance in order to have a holistically development of their learning’s.

We face some risk when we overemphasize the amount of direct experience to learn a concept. Too much reliance on concrete experience may actually obstruct the process of meaningful generalization. The best will be striking a balance between concrete and abstract, direct participation and symbolic expression for the learning that will continue throughout life.

            It is true that the older a person is the more abstract his concepts are likely to be. This can be attributed to physical maturation, more vivid experiences and sometimes greater motivation for learner. But an older student does not live purely in this world of abstract ideas just as a child does not live only in the world of sensory experience.

CHAPTER 4: Systematic Approach to Teaching and Learning

The systematic approach to teaching 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 systems approach include well defined objectives, analysis of the intended audience, special criteria desired by the customer, analysis and use of existing resources, and a team of instructional system specialists, subject matter experts, writers, and visual specialists. 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). The three step production flow consists of content requirements, content development, and use. Material is divided into levels of detail, so that the student studies only until he has reached the level he needs. At each level of detail, the material is treated as a whole, then in its parts, and finally recombined into a functional whole. Visuals illustrating the concepts are included.

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 in to the whole: the school, the teacher, the students, the objectives, the media, the materials, and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

          The focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. On the basis of this objective, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.

REFLECTION

Systematic approaching to teaching is very much important on preparing a lesson objective. Having a smooth transition of lessons being presented requires a preparation of the materials needed. It is very much important for a teacher to have this systematic approach and as a teacher we have to consider also the students interest, needs and readiness. It is up to the teacher also to select the best teaching method that would really fit for his/her student’s level of learning.

Systematic approach is based on constructivist principles and involves the constructivism approach and concept maps. This technique encourages deep learning as opposed to rote learning. The use of systematic can help students begin to understand interrelationships of concepts in a greater context, a point of view, once achieved, that ultimately should prove beneficial to future citizens of a world that is becoming increasingly globalized.

CHAPTER III: THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

Technology has many roles in learning. In terms of traditional role, technology is a delivery vehicle for instructional lessons. In this role, the learner learns from the technology and the technology serves as a teacher. In other words, the learner learns from the content presented by the technology in the same way the learner learns the content presented by the teacher. From the traditional point of view, technology serves as source and presenter of knowledge and it is assumed that knowledge is embedded in technology.

From the constructivist point of view, educational technology serves as learning tools that learners learn with. It engages learners in “active, constructive, intentional, authentic, and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning. Technology serves as supporter of knowledge construction such as representing learner’s ideas, understanding and beliefs, producing organized, multimedia knowledge bases by learners. It serves as information vehicles for exploring knowledge to support learning by constructing such as accessing needed information, comparing perspectives, beliefs and world views. It serves as context to support learning-by-doing like representing and simulating meaningful real-world problems, situations and contexts, defining safe, controllable problem space for student thinking. It serves as a social medium to support learning by conversing like for instance collaborating with others, discussing, arguing, and building consensus among members of the community. It serves as intellectual partner to support learning-by-reflecting such as helping learners articulate and represent what they know, reflecting on what they have learned and how they come to know it, supporting learner’s internal negotiations and meaning making.

Whether used from traditional or constructivist point of view, when used effectively, research indicates that technology increases student’s learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning and supports the development of critical thinking and problem solving skills.

GRAPHIC ORGANIZER

REFLECTION

If technology serves as the presenter of technology, the role of the teacher is to help the students understand, and work through problems and situations. The teacher becomes the facilitator, catalyst, a guide to his or her students. Technologies nowadays have a big role in helping the students learn easily. Teachers must find a way to introduce the concept slowly in order to a have a smooth process of learning.

CHAPTER 2: TECHNOLOGY: BOON OR BANE

The world has become so dependent on technology that even students now prefer to use technology in their educational life in various ways. Considering assignments as for instance, students get a whole lot of data on the internet and even a chance to interact with their professors online. This also reduces the burden or pain of travelling long distances to their professor's home for tutoring purposes.

Technology can be considered to be a blessing to all the students. Some students may not afford to attend regular schools or college to complete their education. Also, some may not even have the required money to even travel to other countries or cities and even towns to pursue their education. With this regard, technology therefore plays a vital role in such circumstances. Students can continue to learn in their premises only with the help of technology provided they at least have access to them. Apart from this, online courses are provided by reputed educational institutions.

So, while an individual is at work or cannot attend an institute for family issues can continue to pursue their higher studies online. Thus, technology has increased the power of education.

It has increased the literacy ratio in the world. In today's world, every person has access to quality education. Technology has indeed helped in educating the world on a regular basis. It has provided the framework for the establishment of education in the real sense. Henceforth, inclusion of technology in the educational field has changed the way we learn in the most convenient ways and therefore, it is a boon.

Schools have started introducing the idea of using tablets for taking down notes, writing simple tests and completing their projects. This gets the mind of a student completely in technology and they tend to forget the use of books. Earlier students did not have the idea of using internet to browse information about different topics and were dependent completely on books which resulted in a very good vocabulary, but students these days do not have much of a good vocabulary.

They start to expect everything just by a touch on the screen. The students finish their work just for the sake of it and actually don't show any interest in it. Technology is good enough provided it is used in the right field and in the right age.

GRAPHIC ORGANIZER

 REFLECTION

Technology these days has advanced our lifestyle. Things have become so easy. Technology is being used everywhere and in everything. Several devices have been introduced like laptops and tablets. Each of them has their own versions with even more advanced apps. Such devices help us finish loads of work with ease, but using such devices even in fields of education might affect the habits of students.

In our era today, technology is much important in such way that it can communicate people to people. Educators are the most user of technology, they use it for their assignments, activities or anything that can used an internet and even personal information’s are being publish with the help of social media.

But there are also disadvantages of technology, one is we will become a lazy person and we will become dependent. We can even rely on the technology in making our assignments for example, making projects. That’s why students who can rely in the technology are being lazy. Those pornographic presentations, games like COC, DOTA and other online games that a students must be addicted.

But one thing is for sure is that it depends upon us on how we can use the technology properly. We are the responsible on our own actions and decisions in life. It’s up to us if we want to poison our life in the use of technology or take benefits from our technology.

CHAPTER 1: HISTORY OF EDUCATIONAL TECHNOLOGY

Educational technology is the use in technology in application of the learning being acquired by the learners. Educational technology aims to improve education. It is a systematic, iterative process for designing instruction or training used to improve performance. Educational technology is sometimes also known as instructional technology or learning technology. It enhances the students in teaching and learning process.

It has been marked by the ancient civilization that educational technology is being applied that man already know how to used pointed sticks to in script signs and symbols on the leaves and knives for the bark of  trees. On about 3100 B.C the Egyptians devised a system of picture writing called hieroglyphics. Its symbols represent a sound or a group of sounds. Through this development it’s a rise to the class known as scribe. The Spartan time education emphasized the development of the physical body coupled with a discipline, the boys underwent for an exercises and activities that promoted bodily strength.

During on Medieval Era the aim of their education was search for the knowledge and the application of scientific facts to their daily lives. They also originated the scientific method of teaching. When the renaissance period come the development of educational technology emphasized with theories and practices, during this time John Locke came out his idea about the nature of the child mind at birth in TABULA RASA.

Johann Amos Comenius recognized for first picture book known as Orbit Pictus and so with Maria Montessori contributed her own ideas about teaching with the use of multi-sensory materials in teaching.

           On education during the age of naturalism this encouraged the writing of songs and discovery of games suited for the grades. Froebel who was known as the father of kindergarten emphasized the use of actual objects in which could be manipulated by the learners. He recommended the use of play and songs.

           On contemporary times the educational technology has in all aspects of education organization and management most of schools have already adopted the computerization of records and so with the different kinds of mass communication materials like television, gadgets, i pads and so on and so forth.

GRAPHIC ORGANIZER

REFLECTION

The history of the educational technology brings success to the user in the present times. With the recent developers improved the technology in terms of educating the minds of the learners will help them learned easier. There are software programs that are easy to access, easier communication between people to people all over the world.

Technology is very much important to us and to the teacher because of easy transmission of knowledge to the students. With the different techniques and strategies to be used, methods being applied by the teacher encouraged his/her students to learn easier with the help of the technology.