Educational Technology

Educational technology is the theory and practice of design, development, utilization, management
and evaluation of process and resources for learning. It is a valuable tool in providing learners an interesting
and motivating lesson and will enhance the learning process.
The module aims to introduce the basic concepts of educational technology and understand the
significance of the course in the teaching profession.

Basic Concepts
Educational Technology
As a process, it is the theory and practice of design development, utilization, management and
evaluation of process and resources for learning.
As a product, it includes the product of this process, such as programmed texts, TV programs,
computer software, audio visual media, interactive media, and entire courses of instruction.
As a profession, it is composed of various job categories such as media technicians, media
specialists, instructional developers etc.
As a discipline, it is an academic specialty within the larger discipline of education such as graduate
degree programs, scholarly journals and books.
Technology Integration
It is the process of determining where and how technology fits into teaching and learning.
A Brief History of Educational technology
1960’s
- Audio-visual education
- Psychologist, educators, technologist
1980’s
- Personal computers
1990’s
- internet
Present
- Multi-media content
- Multi-platform
Contributions of Educational Technology
Increase student’s motivation, self-esteem, self-confidence and academic achievement.
Supplies stimulating environments that encourage student involvement in the learning process.
Promotes higher-level thinking skills.
Offers students diversity, self-paced learning, and opportunities for individual growth and self-
expression.
Provides students with unique opportunities to apply skills and talents and to interact with others.
Changes teacher’s and student’s role into positive directions.
Inspire students and teachers by making learning exciting and interesting.
Foster the development of leadership abilities and teamwork.
Five Domains of Educational Technology
To increase the potential for success during instruction creation or instructional improvement
process, it is important that one is knowledgeable of these five domains. These are:
1. Design – the planning phase of educational technology. Design interprets reality in terms of learner
performance and negotiated expectations of the learner. It describes natural or existing
interrelationships that constitute a content area.
2. Development

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 Instructional development is the process of producing learning materials from a detailed plan.
Instructional development, also known as instructional product development is the process of
finalizing procedures and testing materials intended to support instructional episodes
3. Utilization – the actual use of knowledge and skills and usually includes the practical application of
information or procedures on a regular basis. The purpose of utilization is to bring learners into
contact with learning resources and instructional system components.
4. Evaluation – a dynamic process which allows people to obtain data about students learn specific
content information under varying instructional conditions.
5. Management – the linchpin which binds all the domains of educational technology together

Different Learning Styles

Visual-spatial – think in terms of physical space, as do architect and sailors. Very aware of their
environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught
through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs,
drawings, 3-D modeling, video, video conferencing, television, multimedia, texts with
pictures/charts/graphs.
Bodily-kinesthetic – use the body effectively, like a dancer or a surgeon. Keen sense of body
awareness. They like movement making things, touching. They communicate well through body
language and be taught through physical activity, hands-on learning, acting out, role playing. Tools
include equipment and real objects.
Musical – show sensitivity to rhythm and sound. They love music, but they are also sensitive to
sounds in their environments. They can be taught by turning lessons into lyrics, speaking
rhythmically, tapping out time. tools include musical instruments, music, radio, stereo, CD-ROM,
multimedia.
Interpersonal – understanding, interacting with others. These students learn through interaction.
They have many friends, empathy for others, street smarts. They can be taught through group
activities, seminars, and dialogues. Tools include the telephone, audio conferencing, time and
attention form the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal – understanding one’s own interests, goals. These learners tend to shy away from
others. They’re in tune with their inner feelings; they have wisdom, intuition and motivation, as well
as a strong will, confidence and opinions. They can be taught through independent study and
introspection. Tools include books, creative materials, diaries, privacy and time. they are the most
independent of the learners.
Linguistic – using words effectively these learners have highly developed auditory skills and often
think in words. They like reading playing word games, making up poetry or stories, they can be
taught by encouraging them to say and see words, read books together. Tools include computer
games, multimedia, books, tape recorders, and lecture.
Logical-Mathematical – reasoning, calculating. Think conceptually, abstractly and are able to see
and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions.
They can be taught through logic games, investigations, mysteries. They need to learn and form
concepts before they can deal with details.

Decisions to be made when incorporating media into different learning styles

Visuals – help students acquire concrete concepts such as object identification, spatial relationship,
or motor skills where words alone are inefficient.
Printed words: there is disagreement about audio’s superiority to print for affective objectives;
several models don’t recommend verbal sound if it is not part of the task to be learned.

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Sound – a distinction is drawn between verbal sound and non-verbal sound such as music. Sound
media are necessary to present a stimulus for recall or sound recognition audio narration is
recommended for poor readers.
Motion: models force decisions among still, limited movement and full movement visuals. Motion is
used to depict human performance so that learners can copy the movement.
Color: decisions on color display are required if an object’s color is relevant to what is being
learned.
Realia: tangible, real objects which are not models and are useful to teach motor and cognitive skills
involving unfamiliar objects realia are appropriate for sue with individuals or groups and may be
situation based.
Instructional setting: design should cover whether the materials are to be used in a home or
instructional setting and consider the size what is to be learned. Print instruction should be delivered
in an individualized mode which allows the learner to set the learning pace.
Learner characteristics: most models consider learner characteristics as media may be
differentially effective for different learners. Although research has had limited success in
identifying the media most suitable for types of learners several models are based on this method.

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Planning for Media Usage
No learners are alike, and everybody is an individual who embodies significant characteristics which
is special. This is why teachers should learn the right approach to teach different students w/ different
learning style.

Essential Conditions for Technology Integration

For technology to have the desired impact on improved teaching and learning, several conditions must be in
place.
Shared vision for technology integration – this requires coordinated school and district planning with
teachers and other personnel at all levels, budgeting yearly amounts for technology purchases with
increment funding, emphasizing teacher training, matching technology to curriculum needs, and
keeping current and building in flexibility.
Standards and curriculum support – technology and content – area standards are designed to support
each other.
Required policies – policies are in place to ensure legal/ethical use, safe, internet use and equality.
Access to hardware, software and other resources – there is adequate funding, purchasing procedures
are organized and effective, and procedures are in place to set up and maintain technology resources.
Technical assistance – continuing support for diagnostic and maintenance problems for teachers’ and
students’ computers.
Appropriate teaching and assessment approaches – teaching strategies that are matched to needs, and
assessment strategies that are matched to the types of learning being measured.
Technology Integration Approaches
1. Cooperative learning approach
An approach where students work as a team in learning academic contents and skills to address
important social and human relation goals and objectives. Although schools certainly can teach
cooperative work w/o technology resources, a growing body of evidences documents students’
appreciation of cooperative work as both more motivating and easier to accomplish when it uses
technology.
2. Inquiry approach
Technology is a systematic view of finding answers to daily inquiries; suggesting solutions to
problem situations or simply finding expressions for one’s curiosity. This is sometimes referred
as Problem-Solving Method with the following steps: Statements of the problem, formulating
hypothesis, gathering data, checking hypothesis, formulating conclusions.
3. Problem-Based Learning (PBL)
the goal is to develop higher-order thinking skills by providing students with authentic context
for learning and engages students in authentic tasks. Through the process of working together,
articulating theories, creating hypothesis, and critically discussing ideas of others, students move
to deeper levels of understanding of the problems. The self-directed learning strategies developed
in PBL may help foster students’ lifelong learning.
4. Discovery Learning (Jerome Bruner)
This approach emphasizes that learning is an active process in which learners construct new ideas
and concepts based upon their prior knowledge and experience.

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 5. Experiential Learning
According to J&J (1994) experiential learning is based upon three assumptions:
1. That you learn best when you are personally involved in the learning experiences.
2. That knowledge has to be discovered by yourself if it is to mean anything to you or make
difference in your behavior.
3. That commitment to learning is highest when you are free to set your own learning goals and
actively pursue them within a given framework.
6. Integrative Approach
Emphasizes an inter-disciplinary approach to teaching. Ex. values education is integrated in
teaching Math or any subject area.
7. Constructivist Approach
Students continuously revisit previously accumulated experiences and understanding and
reconstruct or recreate new concepts as they interact daily with the environment. In this approach
the:
- Learners are trained to be reflective, inquisitive, discoverers, critical thinkers and creative.
- Teachers serve as the pathfinder of the pupil’s knowledge about a concept by providing
creative
8. Self-Regulated Learning Approach
Learning strategy where a learner is intrinsically motivated to seek an explore ways of enhancing
his or her own learning.
9. Multiple Intelligence Approach
an approach that acknowledges the following ideas about how children learn:
1. children learn in different ways of styles.
2. Children prefer to learn according to their area/s of interest/s.
3. Children have different facets of intelligence.
4. Each facet of individual’s intelligence must be equally valued or recognized.
5. Children’s activities involve a blend of different facets of intelligence.
6. Children’s intelligence can be developed and enhanced through the use of a wide range of
tools in their cultural environment.
7. Children are capable to deal with different types of information represented by the multiple
intelligences such as:
 Verbal
 – linguistic intelligence
 Logical-mathematical intelligence
 Visual-spatial
 Bodily-kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalist-physical
 Existential

The 21st Century Skills

set of abilities that students need to develop in order to succeed in the information age. The
partnership for 21st century skill list three types:
Learning Skills Literacy Skills Life Skills

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 Critical thinking information flexibility
Creative thinking literacy initiative
Collaborating media literacy social skills
Communicating technology productivity
Literacy leadership
General Guidelines in Using Educational Technologies
Purpose – asks yourself what you are trying to accomplish and why this instructional aid is important.
Define objectives – clearly defined objectives are essential for planning the lesson and selecting and
using instructional aids.
Flexibility – the same instructional aids can satisfy many different purposes.
Diversity – use a variety of materials, media, and resources to develop and maintain interest of
students.
Development – instructional aids must be related to the age, maturity, ability and interest of students.
Content – you must know the content of the instructional materials to determine how to use them and
how to make the best of them.
Guide learners – focus student’s attention on specific thing to attend while viewing, listening or
reading the materials.
Evaluation results – check students’ reactions and consider your own reaction to the instructional
aids.

Design and Development of Educational Technologies

Principle Description
They should contain purposive activities. They must contribute to the
Meaningfulness
growth and development of learners.
They must be focused on helping learners to motivate them in the
Purpose
learning process
They should be appropriate to the level intended in terms of:
Appropriateness - Vocabulary, difficult concept, methods of development,
interest
They should encompass all round development of varying group of
Breadth
learners.
They must be useful to a particular teacher as she/he works for a
particular group of learners. Audio-visual aid must help the teacher to
Usefulness/utility
deliver the subject matter in a better way as well as helping learners
to learn the subject matter.
Communication effectiveness They must relay information clearly and effectively.
Authenticity They must present accurate up to date dependable information.
Responsiveness They must be responsive to the needs and demands of the society.
It should catch the interest of the users, stimulate curiosity or satisfy
Interest the need to know and encourage creativity and imaginative response
among users.
The cost per student of media presentation diminishes as the number
Cost effectiveness
of students using it increases.
Presentation They must be presented at the right time and at the right way.
Portability They must be handy for the teachers and students to handle it well.
Correctness Correct facts or information must be in the materials for a better

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 learning process.
They must be simple but inspiring and for the learners and shouldn’t
Simplicity
confuse them. They must be simple but show creativity.
The purpose of evaluating the technology is needed for further
Assessment
revisions and improvements

Instructional Design Model

A. ADDIE Model – systematic instructional design model consisting of five phases:
1. Analysis – during analysis, the designer identifies the learning problem, the goals and objectives,
the audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also
considers the learning environment, any constraints, the delivery options, and the timeline for the
project.
2. Design – a systematic process of specifying learning objectives. Detailed storyboards and
prototypes are often made, and the look and feel, graphic design, user-interface and content is
determined here.
3. Development – the actual creation (production) of the content and learning materials based on
the design phase.
4. Implementation – during implementation, the plan is put into action and a procedure for training
the learner and teacher is developed. Materials are delivered or distributed to the student group.
After delivery, the effectiveness of the training materials is evaluated.
5. Evaluation – this phase consists of formative and summative evaluation. Formative evaluation
involves gathering information during the early stages of the design process with the focus on
finding out whether efforts are relating as planned, uncovering any obstacle, barriers or
unexpected opportunities that may have emerged, and identify mid-project adjustments and
corrections which can help insure the success of the project. Summative evaluation is the process
of collecting data following implementation of the project in order to determine its effectiveness
and satisfies the instructional objectives.
B. ASSURE Model – instructional systems Design (ISD) process that was modified to be used by
teachers in the regular classroom. The ISD process is one which teachers and trainers can use to
design and develop the most appropriate learning environment this was constructed by Robert
Heinich, Michael Molenda of Indiana University and
Analyze learners
State objectives
Select media and materials
Utilize media and materials
Require learner participation
Evaluate and revise

Human Factors Affecting the Selection of Educational Technology

1. Human Factors
Learner factors – refers to learner differences that can influence media choice.
A. Individual differences – research suggest that learners differ in:
- Their preference for learning: by observing (visual learners) or by listening (audio learner).
- Their perception of a given message: a factor of past experience, and often a cultural
difference exists.

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 - Their understanding of the conventions used by various media: language & technical
drawings used
B. Attention span – factors that affect how long a learner can attend to one type of task: age and
interest; learners’ motivation
C. Number of learners – select media that are well suited to the group size you have or, if this
is difficult, modify the group or structure to media you have.
D. Physical disabilities of learners (poor vision, hearing, dyslexia, color blindness, etc.)
Teacher factors – refers to those factors that affect the success of media implementation.
2. Instructional method – the method of instruction dictates or limits our choice of presentation
media. Is it self-regulated learning method or lecture/expository?
3. Practice constraints – administrative and economic constraints both limit the choice of methods and
media: a. objectives, b. availability, c. time, d. resources
Ten Commandments in Creating Learning/Presentation Materials
1. Don’t overcrowd.
2. Be consistent in format, layout and conventions.
3. Use appropriate typefaces and point uses.
4. Use bold and italics for emphasis, but don’t over use them.
5. Use titles, headings, and subheadings to clarify and guide.
6. Use numbers to direct through sequences.
7. Use graphics and illustrations to reinforce ideas.
8. Use symbols and icons as identifying markers.
9. Use color/audios/music to stimulate but not to overpower, the sense.
10. Produce the materials with technical excellence – good quality, good audio, clear, etc.

Consideration and Decision to Select the Best Delivery

1. Consider the goal, learner characteristics, the learning and performance contexts, objectives and
assessment requirements.
2. Review the instructional analysis and identify logical grouping of objectives that will be taught in
appropriate sequences.
3. Plan the learning components that will be used in the instructions.
4. Choose the most effective student groupings for learning
5. Specify effective media and materials that are within the range of cost, convenience, and practicality
for the learning context.

Evaluating Instructional Resources

In evaluating instructional resources, several questions you should ask yourself are important,
regardless of the type of resources you are considering.
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed, equipment, etc)?

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Basics of Information Communication Technology and Cyber Laws
What is ICT?
ICT can be defined as the use of hardware and software for efficient management of information.
ICT refers to the forms of technology that are used to transmit, store, create, share or exchange
particular task.
ICT has become a part and parcel of life. The discoveries and inventions in science and technology
have improved the speed of communication. By making use of available tools, ICT is helping
common man to fulfill his needs. It has become integral part of new era.
Scope of ICT in Education
A person from village also can refer the latest information and research everyday.
Television broadcast is one of the best communication media to educate students, farmers, and
sportsman.
The difficult experiments, advance surgery for medical students etc. can be viewed.
LCD projectors can be used for effective training.
The man power problem, the human mistakes can be avoided by on-line examination.
In online tutoring, the student logs into his or her tutor through the use of internet at home. The
student asks the question and teacher replies it by writing on smart board or using PPT presentation.
Impact on Curriculum
Traditional, closed curriculum
Based on fixed content w/c students are required to learn and reproduce.
Focuses on the skills needed to build and communicate knowledge.
Goal oriented curricula and syllabuses can be changed according to learner’s needs.

Impact on Learning Process

Motivates learner
Learning process can be anywhere and anytime
Students use interactive whiteboard in classroom.

Impact on Learning Process

Teacher access to:
Lesson plans
Network of teachers
Pedagogical techniques
Information resources

Advantage of ICT for Evaluation

Student accepts more responsibility for their own learning and its assessment, developing expertise
in the process.

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 Teacher application of curriculum can be monitored by analyzing test results. This can be used by
teachers for assessing and improving their own performance meeting state and national standards.
Use of ICT in day to day life of students and teachers
Students use ICT as reference tool. They use computers to browse the internet to look for
information, project information and literature survey.
Teachers use ICT in research for preparing teaching material, participate in online forums and online
conference.
Researchers use ICT tool to collect, process and analyze data.
School administrators use ICT tool for administrative purpose to make sure that the entire operation
runs smoothly, Ex. to get student details at the click of a button.

Copy Right Law

Copyright – property right
Subsists in an original work
Use/authorize others to use
Prevent others from using
Subsists automatically – no need to declare or register
Life of author plus 70 years

What work is protected by Copyright?

Copyright and Related Rights Act 2000 Section 17
Original literacy, dramatic, musical or artistic works
Sound recordings, films, broadcasts or cable programmes
The typographical arrangement of published editions
Original databases
Positive rights of owner
Exclusive right to use or authorize others to use
Copy the work
Make work available to public
Distribute the work
Make adaptation of the work
Prohibited Acts
Without the permission of the copyright owner, others are prohibited from the following acts:
Reproducing the work
Publishing the work
Performing the work in public
Broadcasting the work
Making an adaptation of the work
Education Exception…
Sections 53-58 of 2000 Act
Copying for instruction or preparation for instruction only one copy made sufficient
acknowledgement
Not by reprographic means
By or on behalf of instructor
One single copy

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 Sufficient acknowledgement
Copying permitted for the purpose of setting examination
Includes sound recording, film, broadcast, cable programme or original database
But infringement if sold, rented, lent, offered or exposed for sale
Statutory limitations serve to highlight the importance of licenses
Data Integrity
Data integrity is data that has a complete or whole structure. All characteristics of the data including
business rules, rules for how pieces of data related dates, definitions and lineage must be correct for
data to be complete.
Data that has integrity is identically maintained during any operation (such as transfer, storage or
retrieval). Put simply in business terms, data integrity is the assurance that data is consistent, certified
and can be reconciled.
Professional Development and Life Long Learning
Prof. Dev. refers to the acquisition of skills and knowledge, both for personal development and for
career advancement. PD encompasses all types of facilitated learning opportunities, ranging from
college degrees to formal coursework, conferences and informal learning opportunities situated in
practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
Approaches in Prof. Dev? – Case Study Method: the case method is a teaching approach that consists
in presenting the students with a case, putting them in the role of a decision maker facing a problem.
Consultation – to assist an individual or group of individuals to clarify and address immediate
concerns by following a systematic problem-solving process.
Coaching – to enhance a person’s competencies in a specific skill area by providing a process of
observation, reflection, and action.
Communities of Practice – to improve professional practice by engaging in shared inquiry and
learning with people who have a common goal.
Lesson study – to solve practical dilemmas related to intervention or instruction through participation
with other professionals in systematically examining practice.
Mentoring – to promote an individual’s awareness and refinement of h/h own professional
development by providing and recommending structured opportunities for reflection and observation.
Reflective supervision – to support, develop, and ultimately evaluate the performance of employees
through a process of inquiry that encourages their understanding and articulation of the rationale for
their own practices.
Technical assistance – to assist individuals and their organization to improve by offering resources
and information, supporting networking and change efforts.
Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either
personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship,
and personal development, but also self-sustainability, rather than competitiveness and employability.
Lifelong Learning Strategies:
- Partnership working
- Insight into the demand for learning
- Adequate resourcing
- Facilitating access to learning opportunities
- Creating a learning culture
- Striving for excellence
Active based classroom

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 “Active learning” means students engage with the material, participate in the class, and collaborate
with each other. Don’t expect your students simply to listen and memorize; instead, have them help
demonstrate a process, analyze an argument, or apply a concept to a real-world situation.”
Active learning promotes independent, critical, and creative thinking. Students need opportunities to
engage with material in order to practice and develop critical thinking skills. Facilitate this process
by asking students to analyze, synthesize, or apply material, both during lectures and in assignments.

Strategies that promote Active Based Learning:

Case-based problem-solving exercises – these types of exercises help students develop analytical
skills and learn how to apply academic theories to real-world problems. Use case studies in a lecture
and have students work out their solutions independently or in small groups or use case studies as the
basis for major projects or exams.
Debate – this is another active learning techniques that helps develop critical thinking and logical
reasoning skills. Present competing viewpoints in lecture and assign students to defend one, or both,
of the viewpoints in a short (five-minute) written exercise or classroom debate.
Small-group discussions – there are many benefits to taking short think-pair-share breaks during a
lecture. These small-group discussions help students understand and retain material, while also
serving the broader goals of developing their communication skills and increasing their awareness of
their classmates as learning resources.
Peer instruction exercises – one-minute paper reflections or speed problem solving questions,
paired with peer to peer discussion, can be a very effective teaching strategy. Upon completion of the
question and at least one iteration, tally the answers. Once the results are in, explain the correct
answer and demonstrate why the other options are misleading.

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Computers and Internet in Educational Use
Basic Concepts of Computer
Computer – device that computes, especially a programmable electronic machine that performs
high-speed mathematical or logical operations or that assembles, stores, correlates, or otherwise
process information.
Data Processing – process of transforming data into useful and meaningful information. Data is
collection of facts (numbers, letters, special symbols or combination of these) relating to events, that
take place. Information refers to data that has been organized and processed so that it becomes
meaningful.

History of Computers
Manual Mechanical Device (A device with simple mechanism powered by hand.)
ABACUS – the first manual data processing device which was developed in China in 12 century
A.D. the device has a frame with beads strong wires on rods and arithmetic calculations are
performed by manipulating beads.
Napier’s bones – an arrangement of bones wherein numbers are printed developed by John Napier
who became famous because of his invention of logarithms.
Oughtred’s Slide Rule – invented by Edmund Gunter and William Oughtred. It is based on Napier’s
logarithm was to become the most first analog computer since multiplication and subtraction were
figured out by physical distance.
Pascaline – invented by Pascal Blaise in 1642. It performed addition and subtraction, the toothed
counting wheel is still used in adding machines and it may be of interest to look for a moment at its
simple operating principle.
Leibniz’s Calculator – it utilizes the same technique for addition and subtraction as Pascal’s device
but could also perform multiplication and division as well as square roots.
Babbage’s Analytical Engine – was designed to use 2 types of cards-one, called operation cards, to
indicate the specific functions to be performed, and other called variable card, to specify the actual
data.
Electromechanical Device (A device powered by an electric motor and uses switches and relays.)
Hollerith’s Punched – Card Machine – a machine to tabulate census data more efficiently than by
traditional hand methods; invented by Herman Hollerith in 1880.
Jacquard’s Loom – used punched cards to create patterns on fabric woven on a loom. This device is
the key runner for keypunch machine.
Mark I – also known as the Mark I digital computer. The official name of the Mark I was automatic
sequence Controlled calculator.
Electronic Device (An electronic device such as modern digital computer, has its principal components
circuit boards, transistor or silicon and chips.)
Atanasoff-Berry – the first digital computer that used binary logic circuitry and had regenerative
memory.
Electronic Numerical Integrator and Calculator (ENIAC) – the first large scale general purpose
digital electronic computer.
Electronic discrete variable automatic computer (EDVAC) – was to be vast improvement upon
ENIAC.

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 Electronic delayed storage automatic calculator (EDSAC) – the first full scale computer with
electronic stored programs.
Universal automatic computer (UNIVAC) – was a computer milestone, achieved by Dr. Presper
Eckert and Dr. John Mauchly. This is the first commercially available computer.

Implications of Computers in Education

E-Learning Gets Real
Without computers, learning would be restricted within the wall of institution, and nothing could
possibly be more unfair. Knowledge and education are empowering, and the best way to make it
accessible to everyone is through computers. Working professionals, stay-at home parents, senior
citizens, even curious minds benefit from online education. E-learning is accessible and affordable,
not to mention extremely doable, be it a professional looking to hone his management skills or a
college student wanting to learn a foreign language.
Making knowledge interesting
we all know how learning about the depth of the Mariana’s Trench in geography class can be a little
dowdy for young children. However, by introducing the audio-visual method of learning, computers
have made education interesting. As communication systems enhance, education will change for
better – computer will make our children more curious, knowing the answers to their questions are at
hand.
His management skills or a college student wanting to learn a foreign language.
Bringing the World Closer
With all the creative software at hand, it has become easy for students to jazz up their assignments
and projects; basically, assignments have become activities that students look forward to, from their
earlier mundane form. From a higher perspective, the usage of computers in aiding learning is
prominent in almost every field, from botanical sciences to fine arts.
Presenting Creative Options
With all the creative software at hand, it has become easy for students to jazz up their assignments
and projects; basically, assignments have become activities that students look forward to, from their
earlier mundane form. From a higher perspective, the usage of computers in aiding learning is
prominent in almost every field, from botanical sciences to fine arts.
Being a source of knowledge
The internet is now what once used to be the library. What’s more, it is easier to access, along with
being a convenient and reliable source of information. With bulky computers now being popularly
reduced to hand-held devices, students literally have information at their fingertips. Again, free
knowledge that is easily available does have its pitfalls, but looking at the larger picture, it is
definitely more beneficial.
Reducing paper works
Computers have more or less eliminated paperwork in the administration section of education.
Thanks to websites, we can do away with printing brochures, application forms, admission and other
administrative documents, resulting in procedures that are cost-effective and environment friendly.
Tests have also become online, making assessment procedures easy for teachers and professors.
Real Life Uses of Computers in Education
Teaching-learning
Testing-evaluation

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 Guidance-purposes
Library and information resources
School administration
Importance of Computer Literacy
Computer education: know-how of computer concepts and basic knowledge of its operation
Not only for storage and processing, but got communication
Computer knowledge is an important job skill
Computers serve as efficient means for management of information: banking, medicine, online
shopping

Introduction to Internet
The Internet is a worldwide telecommunications system that provides connectivity for millions of
other, smaller networks; therefore, the Internet is often referred to as a network of networks. It allows
computer users to communicate with each other across distance and computer platforms.
The Internet began in 1969 as the U.S. Department of Defense’s Advanced Research Project Agency
(ARPA) to provide immediate communication within the Department in case of war. Computers were then
installed at U.S. universities with defense related projects.
The Internet acts as a pipeline to transport electronic messages from one network to another network.
At the heart of most networks is a server, a fast computer with large amounts of memory and storage space.

Use of Internet in Education

1. Easy Contact – communication is one of the biggest advantages of the internet in education.
Students can contact other students or their teachers via E-mail if they have queries about any
information. Sharing of information, discussion on a particular subject, etc., can be easily carried out
using the internet. At the same time, teachers can also contact parents and guardians easily using
internet.
2. School/College Projects – the internet can be most useful for completing projects in schools and
colleges. As the internet is an ocean of information, covering nearly all subjects known to man, one
can find information, research work, etc., required for one’s projects. Going through the information
on the internet is definitely faster than reading an entire book on the subject. Homework is made
easier with the help of the internet which is also one of the important uses of computers in education.
3. Encyclopedia – sometimes, an encyclopedia may not always be available to students and they may
have difficulty in gaining access to the books in the library. In that case, the encyclopedia of various
subjects available on the internet can be helpful. This is more useful for students who belong to
communities which don’t have English as their mother tongue. Kids and younger children can also
be benefited by the internet by using pictures, videos, etc., which is one of the major advantages.
When comparing textbooks versus computer teaching.
4. News – all the latest news is constantly updated on the internet on news sites. Students learning
politics, can have access to all current affairs through the internet in the school campus, at home, or
at any other place. Historical accounts like speeches, biographies, etc. are also like easily available
on the internet in detailed and accurate versions.
5. Online Learning – another positive effect of internet in education is the onset of distance education
or online learning. With this facility, you can take up short-term courses with the course materials
available online, learn, and give exams. One of the benefits of online learning is that people from any
part of the world can gain knowledge on different subjects, complete courses.

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 6. Using Multimedia – it is believed that visual data has a greater impact on learning and memorizing
than plain text. Therefore, images, graphics, animation, pictures, slides, documentaries, etc., have a
greater appeal than a plain textbook. Using multimedia and internet provides an opportunity for
children to gain knowledge about a particular subject in depth. Students can now see the actual
photographs of rare birds’ species or see animated graphics of a volcanic eruption to understand it in
detail.
7. Affordable Knowledge – investing in research material may be tedious and unaffordable for some.
But, now, thanks to the internet, we have content websites, web encyclopedias, and dictionaries
whenever we want them. Today, able as well as less able students can be benefited to the sea of
knowledge through the internet. University courses and learning is now easy for people belonging to
all strata of the society with the help of online courses.
8. Easy Education System – not only gaining knowledge, but, every part of the education system is
simplified because of the internet. You can now view your prospective educational institute, look up
for courses, enroll to online courses, take classes research see your results and even look for job
prospects on the internet. Therefore, the scope of internet in education is very wide and equal to all.
9. No age bracket for Education – online courses provide an opportunity for people of all age groups
to take up education of their choice, according to their liking and wish. Be it a student, a housewife,
or a professional, they can just start up their computers, connect to the internet, and take virtual
classes. Therefore, people can now gain knowledge according to their need and available time. You
are, now, never too old or too busy to learn something new.

Messaging using the Internet

1. Asynchronous Communication – a type of messaging system that transmits data without the use of
external clock, where data can be sent intermittently rather than a steady steam. EX: email and file
transfer. It can be used to communicate with learners without asking for immediate response.
2. Synchronous Communication – is the formal term used in computing, in particular, computer-
mediated communication, collaboration and learning, to describe technologies informally known as
online chat. EX: Yahoo and Google messenger
3. Computer-Assisted Instruction (CAI) – a program of instructional material presented by means of
computer or computer systems. The use of computers in education started in the 1960s. with the
advent coof convenient microcomputers in the 1970s, computer use in schools has become
widespread from primary education through the university level and even in some preschool
programs. Instructional computers are basically used in one of two ways: either they provide a
straightforward presentation of data or they fill a tutorial role in which the student is tested on
comprehension.

Distance Learning – sometimes e-learning, is a formalized teaching and learning system specifically
designed to be carried out remotely by using electronic communication. Because distance learning is less
expensive to support and is not constrained by geographic considerations, it offers opportunities in situations
when traditional education has difficulty operating. Students with scheduling or distance problems can
benefit, as can employees, because distance education can be more flexible in terms of time and can be
delivered virtually anywhere.

Popular distance learning technologies include:

Voice-centered technology, such as CD or MP3 recordings or Web casts

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 Video technology, such as instructional videos, DVDs, and interactive video conferencing
Computer-centered technology delivered over the Internet or corporate intranet.

Integration of Information and Communication Technologies (ICTS) into Teaching and Learning

Selection Utilization
Types
Advantage Limitations
Multimedia o Better learning retention o Equipment o Use of display technology
(CD ROM, o Effectiveness across requirement that is appropriate for the
Video learning domains o Startup costs number of students.
Discs, etc) o Realism o Complexity and lack o Install and test all software
Computer o Address different learning of standardization in advance of the
and styles and differences o Compatibility presentation
Internet o Interactivity o Limited intelligence o Run the software from the
o Motivation and skills hard drive so that the
o Individualization computer program will
o Consistency respond quickly
o Learner control o Introduce your presentation.
o High speed personalized Encourage student
participation through
responses to learner
questioning and having
actions
student decide next steps.
o Exchange of information
o Direct students’ online
and collaboration
explorations of meticulous
o Realism through color,
aspects of the curriculum.
music and animated
o Use appropriate pacing.
graphics

Integration of the Internet to Support Teaching and Learning

Internet – consists of thousands of connected computer networks around the world that connect millions of
computers. The internet is also referred to as the “Net”, the “Information Superhighway” and “Cyberspace”.

Common Uses of Internet

Categories of Use Example Classroom Applications
1. Communication Keypals Support asynchronous communication of individual
Interpersonal learners; exchange ideas; and to learn from each other in
exchanges two or more locations using emails.
Instant Messaging Allow synchronous communication of 2 users on the
(IM) internet by typing back and forth to one another in real
time.
Chat Allow synchronous communication of 2 or many people
on the internet at the same time.
Global Classroom Using this activity structure, 2 or more classrooms
(located anywhere in the world) can study a common
topic together, sharing what are learning about the topic

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 during previously specified time period.
Electronic Email, newsgroups, and electronic boards can also “host”
Appearances special guests (e.g. authors, musician, etc.) with whom
students can correspond.
Electronic Mentoring Internet-connected subject matter specialists from
universities, government, business or other schools can
serve as electronic mentors to students wanting to explore
specific topics of study in an interactive format on an on-
going basis.
Information Information Provide thematically-related information exchange of
collection exchanges (book students’ and teacher’s collection around the globe.
reviews, school
safety rules, etc.)
Electronic publishing Collaborate to electronically publish a common
document (e.g. newsletter, electronic journal, etc.)
Problem Information searches In this type of online activity, students are provided with
solving (e.g. puzzle, game clues and must use reference sources (either electronic or
projects treasure hunt etc.) paper-based) to solve problems.
2. Information Scavenger Hunts Popular ways for teaching students how to find and use
retrieval/Direct information resources available on the internet.
instruction
WebQuest Inquiry-oriented activities in which some or all of the
information used by learners is drawn from the web. This
approach was developed by Bernie Dodge and Tom
March at San Diego University, and it has become one of
the most popular ways of using the Web in Education
Instructional software sites (drill Find software which are designed to teach some content
and practice sites, tutorial sites, or topic and not just to give information.
simulation sites, storybooks and
so on.)
3. General sources Teacher sites Locate lesson plans and other teaching ideas.
Museums and virtual Increase awareness and access to museum collections and
sites to see exhibits online without actually being physically
there.

Integration of Distance Education to Support Teaching and Learning

Distance Education – an organized instructional program in which teacher and learners are physically
separated.
Synchronous distance education – situation where the teacher and students meet at the same time but
in different places, as in live video broadcast or an audio teleconference.
Asnchronous distance education- circumstances where both time and place are different
Hybrid Courses – courses that combine the elements of face-to-face teaching and learning with
elements of distance education.

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Distance Education Technologies
Video-Based Distance Education Technologies
Technology Description Examples
One-way video Broadcast video, like radio, is a  Educational programming on
synchronous technology that the public television.
involves transmission of both  Instructional courses offered
audio and video information to a via local cable companies.
mass audience
Two-way video In two-way interactive video,  Students at two different
also called video conferencing, schools working on the same
both sending & receiving sites science project make live
are equipped with cameras, mic, presentations to each other
& video monitors. about their research findings.

Computer-Based Distance Education Technologies

Technology Description Examples
CD-ROMs & CD-ROMs or DVD-ROMs can be mailed to  Self-study courses in discipline
DVD-ROMs learners for correspondence study on home such as foreign language and
computers. business education.
E-mail E-mail supports asynchronous personal  Electronic communication between
communication between teacher and learners, an instructor and student or
between teacher and parents, or among instructor and parents.
individual learners.  Class “discussion” via an email list.
Chat or instant Synchronous or real-time interaction in which  Live student interaction with an
messaging individuals interact by typing message back expert.
and forth to one another. Chat room  Collaboration between students
interactions resemble group conversations and from different schools about a
become popular places for electronic mutual project.
socializing.  Online “office hours” when distant
student can contact their instructor.
Instant messaging is similar to chat but
normally involves only one to one
communication.
Web-based Web-based instruction also known as online-  Compete courses on almost any
Instruction learning, can present content, provide links to topic.
information at other locations, and serve as a  Online supplements to traditional
focal point for a distance education experience. face-to-face courses.
Computer Computer conferencing system, AKA  Online class discussion, forum, or
conferencing discussion forum or bulletin boards, permit debates.
two or more individuals to engage in an  Sharing student works such as
asynchronous text-based dialogue. papers or projects, to permit peer
review and critique.

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 5
Reading and Writing Weblogs
BLOG
A type of website, usually maintained by an individual w/ regular entry of commentary, descriptions
of events, or other material such as graphic video. Entries are commonly displayed in reverse-
chronological order.
Website consisting of entries (posts) appearing in reverse chronological order w/ the most recent
entry appearing first (similar in format to a daily journal). Blogs typically include features such as
comment and links to increase user interactivity. Blogs are created using specific publishing
software.
Take Note
Blogging: the act of writing a post for a blog
Blogger: a person who writes content for a blog
Blogosphere: the online community of blogs and bloggers
Types of blogs
Personal blogs: an ongoing diary or commentary by an individual. It is the traditional most common
blog
Corporate blogs: use to internally enhance the communication and culture in a corporation or
externally for marketing, branding or public relations purposes.
Educational blogs: a blog that provides communication space that teacher utilize with students
whenever there is a curriculum need to develop writing, share ideas and reflect on work being
undertaken in the classroom.
How to make a Weblog?
Things to focus on when setting up a classroom blog.
Choose an appropriate blogging platform for your situation/
Understand why and how you will use it in your class.
Understand the features you and your students will need to use.
Set up your student’s accounts
Know what to do when students forget their log in information and keep that into safe
Make sure that all your students will have fair and equal access to computers to get the job done.
Let the parents and guardians know what you are doing.
Set the rules for students
Create a code of ethics
Blogging Tips for Teachers
Choose the easiest platform for you and your students and one with which you are familiar with.
Ask for parents’ permission.
Teach students about online safety.
Teach students how to comment properly.
Posts should always be short and informative. It is better to start with introduction of themselves and
get them to write comments on each other posts.
Use simple language and correct grammatical structures.
Invite parents to contribute in your class blog and get them to comment too.
Don’t grade, blogging is meant to be a way to practice writing for an audience and

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 Learning to respond to critique, not a graded paper.
Educational Weblog
Ways on how to use blog in Education
Share materials, news, download, links and more. Anything that you post to your blog will instantly
be accessible by your students from school and from home. Also you can easily manage who gets to
access them through passwords and privacy measures.
Facilitate online discussion and collaboration. Students can simply respond to blog posts and discuss
topics through comments or on our simple to use forums.
Create a class publication that students can easily publish to and you can easily edit. Seamlessly
produce a custom designed, finely tuned and engaging collaborative online publication by your class.
Replace your newsletter and stay in touch with parents about what is going on in class. Post class
information, news, events and more in blogs.
Get your students blogging so they can share their work and thoughts. Your blog can be used to glue
together your students’ blogs which you can quickly create, co-manage, and even edit if needed.
Share your lesson plans. Using blog, you can turn planning and reflecting on classes into a genuinely
productive and even collaborative experiences.
Integrate videos, podcast, and other media. You can embed online videos, multimedia presentations,
slideshows, and more right in your blog post.
Create blogs for clubs, student groups, events, sports teams, or just about any type of group. It is
easier to organize groups by keeping everyone informed.
Get feedback or gather information. Use comments, forums, or even customized forms to collect
feedback survey data or ask anyone you’d like to give input ideas.
Benefits of blogging in education
Students enjoy blogging
Blogging enhances literacy skills
Using a blog makes learning independent of time and place
It gets student engaged and boost their motivation
It promotes their communication skills
Blogs are asynchronous media which give students time to reflect
It makes teaching student oriented
It emphasizes the “test and learn” and learning by doing strategies instead of “plan and execute”
It fosters the learning bods between teacher and students
It gives a chance to shy students to participate with their peers and get their voice heard
It keeps parents updated about their kids’ progress
It enhances home-school links
It fosters development of writing and research skills as well as digital skills.
3-free blogging platforms for teachers and students:
Edublogs – www.edublogs.com
- The world’s most popular educational blogging services, Edublogs lets you easily create and
manage student blogs, quickly customize and include videos.
Blogger – www.blogger.com
- This is a free weblog publishing tool from Google, for sharing text, photos and video. This is
probably the most user-friendly blogging platform out there. You can set up as many blogs as
you want and right form your Google.
Wordpress – www.wordpress.com

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 - A great blogging platform for students and teachers and is very easy to use and complete.
6
Application for Classroom Instruction:
Word Processing Application
Word Processing Software
Used to manipulate a text document; such as resume or a report. You typically enter by typing and
the software provides tools for copying, deleting and various types of formatting.

Some functions of word processing software include:

1. Creating, editing, saving and printing documents.
2. Copying, pasting, moving and deleting text within the document
3. Formatting text, such as font type, bolding, underlining or italicizing.
4. Creating and editing tables.
5. Inserting elements from other software, such as illustration or photographs
6. Correct spelling and grammar
There are a number of different word processing applications. One of the most widely used is
word which is part of Microsoft Office. Another widely used one is WordPerpect by Corel
Corporation. A third one is writer, w/c is part of Open Office by Apache. While the first two are
commercial software, OpenOffice is open source and can be downloaded and used free of charge.
Finally, there is Pages, which is part of iWork by Apple.
Importance of Word Processing Software in Education
Perhaps no other technology resource has had as great an impact on education as word processing.
Not only does the word processing offer high versatility and flexibility, it also is – model-free – instructional
software; that is, it reflects no particular instructional approach. A teacher can use it to support any kind of
directed instruction or constructivist activity (Doering, 2010). It offers many general relative advantages to
teachers and students w/c include:
Saves time – WP helps teacher use preparation time more efficiently by letting them modify
materials instead of creating new ones. Writers can also make corrections to WP documents more
quickly than they could on a typewriter or by hand.
Enhances documents appearance – materials created w/ word processing software look more
polished and professional than handwritten or typed materials do. It is not surprising that students
seem to like the improved appearance that the processing with any templates that are part of software
suites today.
Allows Sharing of documents – WP allows materials to be shared easily among writers. Teachers
can exchange lesson plans, worksheets, or other materials on disk and modify them to fit their needs.
Students can also share ideas and products among themselves.
Allow collaboration of documents – especially since the release of Google Docs, teachers and
students can now create, edit, and share documents synchronously.

Issues in Using WP
When should students start WP? – word processing software designed for young children is
available, and schools can introduce WP to students as young as 4 or 5 years old. Some educators
feel that word processing will free students from the physical constraints of handwriting and free
them to develop written expression skills. Others worry that it will make students unwilling to spend
time developing handwritten abilities and other activities requiring fine-motor skills.

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 Is it necessary to teach keyboarding skills? – discussion is ongoing about whether students need to
learn keyboarding (10-finger typing on the computer) either prior to or in conjunction with word
processing activities. Some educators feel that the extensive time spent on keyboarding instruction
and practice could be better spent on more important skills and students will pick up typing skills on
their own.
What effect does word processing have on writing? – while no researchers have conducted formal
studies of the impact of frequent word processing use on handwriting legibility, computer users
commonly complain that their handwriting isn’t what it is used to be, ostensibly because of
infrequent opportunities to use their handwriting skills.
What impact does WP have on assessment? – some organizations have students answer essay-type
questions with WP rather than in hand writing. Many school districts also allow students to WP their
writing tests. This practice introduces several issues, Roblyer (1997) reviewed research that found
that students’ word-processed compositions tend to receive lower grades that handwritten ones do.
This surprising finding indicates that educational organization allow students to choose either
handwriting or word processing must be careful to establish guidelines and special training to ensure
that raters do not inadvertently discriminate against students who choose word processing.

Guidelines in using Word Software Application

Bad Habit Why is it wrong What should you do instead?
Using more than 2 It just looks unprofessional – you Better practice: use only 2 fonts at the
fonts in the do not want your wonderful work most, one serif and one sans-serif1 (never
document to end up looking like a ransom mix two serif or two sans serif). Use bold
note. Stick to one font for heading on headings for more impact and bold or
and one for main text. Use bold, italic sparingly for emphasis.
italics or colour to emphasize text.
Typing headings Typing in all capitals is the textual Better practice: Use bold and/or increase
using all equivalent of SHOUTING. It also font size and alter paragraph spacing to
CAPITALS looks old fashioned as it was used make your headings stand out. Best
to emphasize text on a typewriter practice: Apply the above formatting as
before alternative methods became part of a Style.
available.
Underlining and This just looks old fashioned, See above Centering should only be used
centering again it was used to distinguish on a front page where everything is
headings. between headings and body text centered, mixing alignments should be
when no alternatives were avoided if possible.
available.
Pressing the Enter The space doesn’t belong to either Better practice: Alter the paragraph options
key twice at the the paragraph above or below so if to add automatic space after each
end of a paragraph you try to rearrange your paragraph.
to get an extra line paragraphs, the space gets left Best practice: alter the paragraph options
of space. behind and you have to go through for Normal Style and make sure it is
checking all your spacing is back applied to new documents so that all future
in the right place. documents automatically have the space
added.
Using the buttons You need to change many things Better practice: Apply a Heading style to
and options in the (usually font, font size, bold at the each piece of text you wish to make into a
Font group on the least) to make the headings stand heading (one click). Modify the style and
Home ribbon to out and doing this to each heading all headings will automatically update.

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 apply formatting will take time you do not have. Best practice: create a template that has all
to make your Even if you use format painter you the heading styles you like to use already
headings stand out will have to find every heading if set. Apply these to your text as needed.
from the rest of you want to make a change.
your text.
Pressing the space The size of a “space” is different Better Practice: set a new tab at the position
bar or tab key depending on the font and text you want the text to be indented – then you
several times to size, so it is impossible to line will only need to press once to get to
move text over things up if they have slightly exactly the point you need.
from the left. different formatting. If you use the Alternatively: If you need the indent to last
tab key, you can only indent in for several lines of text, use the indent
jumps of half an inch also several feature to create the white space on the left
key presses are needed where one instead.
could be used.
Tabulating Whilst you will have control of Better Practice: Insert a table instead. You
information using where items are positioned will gain more flexibility and you can
the Tab key. horizontally (if you add your own format it to have lines and shading if you
tab stops), you will have no wish. You can still include tabs within table
control of vertical spacing and will columns if you need to (although this is
not be able to easily add lines or usually only needed for decimal
shading etc. alignment).

Spreadsheet in Education
Why Teachers Use Spreadsheets
Spreadsheet programs are in widespread use in classrooms at all levels of education. Teachers use
them primarily to keep budgets and grade books and to help teach mathematical topics. They offer teachers
and students several kinds of unique benefits.
Save time – Spreadsheets save valuable time by allowing teachers and students to complete essential
calculations quickly. They save time not only by making initial calculations faster and more accurate,
but their automatic recalculation features also make it easy to update produces such as grades and
budgets. Entries also can be changed, added, or deleted easily, with formulas that automatically
recalculate final grades.
Organize displays of information – Although spreadsheet programs are intended for numerical
data, their capability to store information in columns makes them ideal tools for designing
informational charts such as schedules and attendance lists that may contain few numbers and no
calculations at all.
Support asking “what if” questions – Spreadsheets help people visualize the impact of changes in
numbers. Since values are automatically recalculated when changes are made in a worksheet, a user
can play with numbers and immediately see the result. This capability makes it feasible to pose
“what if” questions and to answer them quickly and easily.
Increase motivation to work with mathematics – many teachers feel that spreadsheets make
working with numbers more fun. Students sometimes perceive mathematical concepts as dry and
boring; spreadsheets can make these concepts so graphic that students express real delight with
seeing how they work.
Research on the Impact of Spreadsheet Use
Although spreadsheets are widely believed to help students visualize numerical concepts better than
other, non-dynamic tools, raw studies have attempted to capture their comparative impact on achievement.
Studies show, however, that spreadsheets can be useful tools for teaching concepts in many areas, including

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algebra problem solving (Sutherland, 1993), meteorology (Sumrall & Porsleve, 1994), statistics and
calculus. The literature contains numerous testimonials by teachers who have used spreadsheets successfully
in teaching topics ranging from mathematics to social studies.
Issues in Using Spreadsheets
One of the few disagreements about spreadsheets in education is whether to use them to keep grades
or to rely instead on grade-keeping packages (grade books) designed especially for this purpose.
Spreadsheets usually offer more flexibility in designing formats and allowing special-purpose calculation
functions, while grade books are simpler to use and require little setup other than entering students’ names
and assignment grades. Teachers appear to be about evenly divided on this issue; the choice comes down to
personal preference.

7
Use of Powerpoint Presentation as
Educational Technology
What is PowerPoint?
It is regarded as the most useful, accessible way to create and present visual aids.
It encourages and supports teaching learning process by facilitating the material presentation.
This program can perform a variety of function such as text editing, slide note, printing, animating
and others.
PowerPoint is widely used presentation programme that originated in the world of business but has
now become common place in the world of educational technology.
skills.

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Reasons to Use PowerPoint Presentation
Producing Better Visual Effects and Deeper Impression
Speeding up the information transfer
Appropriate use of PowerPoint can enhance the teaching and learning experience for both staff and
students.
It provides encouragement and support to staff by facilitating the structuring of a presentation in a
professional manner. The templates provided have been designed to default to good presentation
criteria such as the number of lines of information per slide and appropriate font sizes and types, etc:
using the styles of the default templates can significantly improve the clarity and structuring of a
presentation. This helps to avoid the common use of excessive text often found on overhead
transparencies.
By careful mixing of media, a presentation can appeal to a number of different learning styles and be
made more stimulating. You are encouraged to incorporate more sophisticated visual and auditory
media into presentations although care is required because of the inevitable increase in file sizes and
the danger of excessive use. Incorporation can be done, either directly from within the programme
or, sometimes more successfully, by appropriate pausing of the PPT presentation and using
alternative technology (ex. tape player or VCRP. Note that this does not require switching off either
the computer system or the projector system, one of the most common perceptions that restrict use –
instead, use the “B” character toggle switch during a slide presentation to “blank” the screen
temporarily while using other media.
The electronic file format allows distribution and modification for/by students unable to be present or
who have impaired visual or auditory difficulties. PPT comes with a free viewer programme that can
be distributed with the files so that the reader is not required to have PPT on their personal system.
However, if they do have it, they are able to perform a greater variety of manipulations on the PPT
file provided, such as editing the text, etc before printing it out. Most Virtual Learning Environments
(VLEs) are not capable of including PPT presentations if required.
Editing of each PPT file is very easy with minimal associated reprinting costs. This ease and
potential immediacy of revision facilitates reflection upon, and evolution of, teaching materials by
staff whilst minimizing the consequences of any revision in terms of either workload or time. This
was a major reason for my own extensive switch of teaching materials to PPT, even when the end-
product was required to be an overhead projection slide. I also find that I can add a new slide whilst
in a lecture if so required: I often use this method to present notices or create a record of the outcome
when collecting information form the class so that it can subsequently be made available to the entire
class.
The printing of handouts in a variety of formats is facilitated with a number of embedded options to
print either the slides themselves (useful if there are graphics involved) or the text from the slides
(outlines). The outlines may be saved as .rtf format and opened for further modification within an
appropriate word processor. This allows the easy development of more sophisticated handouts based
on the PPT presentation but with extra interactive elements such as readings and questions added
where appropriate.
Extra information can be “hidden” within files for answering predicted questions or for providing
feedback to students using the file in a distance learning context. The use of speakers notes as an
automated feedback system was described by Mottley (2003) who also describes other ways to use
PPT for development of self-study materials.
The portability of the files, especially on compact disks (CDs) with their large capacity, allows
presentations to be given wherever the technology is available or distributed where appropriate.
Presentations can also be set up to run automatically if required. Ex. as demonstrations/instructions
within a laboratory.

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Common Barriers in using PPT Presentation
Staffs are often reluctant to invest the time required to convert materials to an appropriate PPT
format. Those that do convert current materials may not do so in a very acceptable way, simply using PPT as
an alternative way to provide text-based notes. Appropriate use of PPT involves using its features to enhance
the teaching and learning experience and this is daunting to some who do not wish to spend significant time
developing their understanding of the pedagogical opportunities and limitations offered by PPT. Most of
those who do decide to develop their use of this technology, however, find that for a relatively short-term
investment of time at the start, they receive a long-term benefit in both the quality of their presentations and
in the ease of maintaining and updating their teaching. Seen as an investment for the future, using PPT is a
very positive activity.
Risk Factors associated with using technology includes:
Equipment failure: refusal of any component of the system to work as expected. Bulb failure in the
projector is rare but possible. The solution here is to have alternative activities, etc. prepared.
File corruption caused by magnetic or physical damage so that the presentation will not run. Best
countered by having alternative media files available. CDs are a fairly robust medium, unaffected by
magnetic fields, etc.
Incompatible media: arriving and finding your files are incompatible with the system available. Best
solution is to be aware of the systems you plan to use or carry your own laptop.
The pedagogical Issues: How to use a PowerPoint
In terms of its use within the curriculum, there are many potential options available, limited only by
the nature of the subject and the creativity of the user (ex. Mills 2003). Clearly it is most commonly used in
lecture/seminar situations, often largely in information transmission mode here the potential improvements
in structure and clarity, especially when appropriate graphics are used, are very significant positives
although there are dangers too: such presentations can ex. become gimmicky; overloaded with material and
effects; encourage students to be passive during lectures; be delivered too quickly, etc. The linear structuring
typical of many lectures can be made more flexible by using hyper linking options, both within and out with
the PPT presentation, and by using the methods for jumping to particular slides that are not part of the linear
sequence. Non-linear use of PPT, however, is mainly a pedagogical issue that PPT can be adapted to
provide. There are diverse ways that it can be used, even during lectures and seminars, including:
Delivering automated instructional protocols in laboratory sessions.
Gathering the outcomes of discussions and polls during class activities.
Providing tests and options for consideration during class sessions.
Question and answer sessions.
Interacting with web sites and information
Provision of self-study sessions with feedback after the class activity ex. Mottley (2003)
Requiring student presentations (group or individual)
Building complex visuals, with or without animation
Creating a Successful Presentation
Plan your presentation structure carefully and according to the general rules of presentations. The
key to a successful presentation/lecture is to have a clear structure and generally not more than five
key topic areas.
Know the level at which the presentation is aimed and develop the content for this level.
Do not present too much textual material on each slide and avoid simply reading out what is on the
slide: provide mainly structural headings and subheadings around which the bulk of the verbal
presentation takes place so that students still require to be active and take notes of detail, etc.
Make sure that you speak at a normal pace and do not allow the use of PPT to deliver material too
quickly: this is one of the most commonly encountered problems when converting to using PPT.

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 Utilize the visual and other media opportunities offered to enhance your presentation whenever
possible but be careful to avoid excessive use of color effects, animation effects, transition effects,
sound effects, etc.
Try to avoid having more than 6 lines of text per slide and make them primarily headings or
subheadings.
Remember that a picture can be a worth a thousand words (Beakes, 2003) – use graphics to enhance
your presentation. Consider how you will make such diagrams available to the students (time to copy
during presentation, handouts, files, etc) but be aware of copyright limitations on non-original
material.
Try to avoid using red and green combinations for emphasis – the most common form of color
blindness prevents separation of reds and greens.
Consider introducing lines of text one at a time, dimming the previous lines as the new line is
introduced: this facilitates concentration on the current item. Putting the full slide up can result in the
audience reading ahead and not listening to what is being currently discussed. This facility is
accessed within the custom animation option.
Standardize on a form of animated text entry that is straightforward: I use “wipe right” since I
consider that it mimics the normal entry of text in a word processor and feels natural, at least for
those form most western countries.
Use a Sans Serif font such as Arial rather than a Serif font such as Times New Roman: typographical
texts recommend this as being easier to read on a poster or presentation slide. If you want a more
casual font, Comic Sans is a popular alternative. For reading from paper handouts, etc, a Serif font is
recommended.
Do not use more than two text colors in a presentation unless there are particular reasons for doing
so.
Consider whether to use a dark or a light background for the presentation. Dark backgrounds may
not work well if the room is not fairly dark. Remember too that the darker the room has to be, the
more likely the audience are to find it hard to stay awake!
Bear in mind that students with dyslexia often find high contrast between text and background (such
as black text on white background) very difficult to read Consider standardizing on reduced contrast
combinations (ex. yellow text on dark blue background) for that reason.
The Problem with Content
Use educationally appropriate design templates whenever possible and adopt their predetermined
formats unless there is good reason to vary them: sites such as Presenters University provide free
collections of such templates. Alternatively, create your own templates but use the design templates
as a model. If you have a corporate style template, consider whether it should be used for external
presentations only – it can result in very monotonous presentations if the same style is used for all
teaching material. I use a customized style for each module that I teach.
Utilize the options for headers and footers to include at least the name of the presenter/course
designation and the slide number on each slide to provide easy navigation by students w/in their own
notes.
Standardize the positions of elements, colors used (keep to a minimum) and font styles within a
presentation.
Include only necessary information: use headings and subheadings mainly to provide a clear
structure whilst leaving not-taking tasks to ensure students are active during the session.
Restrict the number of key topics to no more than 5 per 50-minute presentation.
Be consistent and minimalist with effects, transitions and animation. Consider focusing attention on
the current line by using animated entry followed by use of the dimming option.
Do not use too many slides. An average of 15-20 per 50-minute presentation is a good guideline if
using design template rules. You can put extra ones in providing they are mainly illustrative in nature

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 ex. some photographs purely for illustration and not requiring detailed descriptive support.
Provide good contextual material during the introduction and make sure that you have time to
conclude the session appropriately. For largely information transmission sessions, use the adage
“Tell them what you are going to tell them, tell them, then tell them what you have told them”: it is a
well-established strategy in a learning context.
Generally, use no more than 6 lines on a slide, excluding a heading, and avoid long sentences.
Use a font and font size that is appropriate and clear. Arial is recommended for clarity whilst I use
Comic Sans in less formal presentations. Do not use gimmicky fonts and do not mix fonts unless it is
for a good reason ex. presenting quotes.
Do not use capitals except for occasional emphasis – they are harder to read than lower-case letters.
Use graphics where appropriate but do not overuse them. No more than 2 graphics per slide is a good
general rule. It is perfectly valid to continue to mix media when using PPT. the projector does not
have to be switched off when another device needs to use the same screen: while presenting a slide
show, the B key becomes a toggle switch that blacks the screen to allow other media to use it!
Appropriate graphics include photographs, screen-shots.
Clip Art, Web Images and Diagrams
Use sound and video form w/in PPT very sparingly: sound rarely adds anything and sound effects
can become very irritating whilst video clips are very demanding on the storage media. Video is
usually better when run from a dedicated video player unless you have a very high-specification
system.
Always remember the requirements of accessibility to disabled students. This is particularly relevant
in the areas of font size (needs to be large for visually impaired students) and choice of colors of both
the font and background (red-green color blindness is common and 40% of dyslexics are color
contrast sensitive). One of the benefits of using PPT is that the files can be used as a resource that is
easily adapted for use by disabled students.
The most common abuse in PPT
Including excessive detail so that students need not be active (or even present if files are made
available) during delivery.
Slides are visually poor and/or boring or even over the top – this is particularly the case when reds
and greens dominate
Too much text is put on a slide detracting from its legibility.
Excessive use of graphics – just because you can!
Irritating noises and slide transitions.
Inappropriate use of multimedia options.
Content often unmodified from an earlier non-PPT presentation thus failing to make use of the
advantages offered – the 50 slides of text-only presentation is doomed to fail
Tendency to go too fast is common simply because of the ease of delivery of the material
Not making plans for coping in event of technological failure ex. backup overheads (expensive) or
alternative activities, etc.
8
Use of Podcast and Wiki as Educational Technology

Podcast in Education
With the introduction of podcasting, a new revolution emerged in the field of communication and in
the way people share their knowledge. This revolution has extended to touch upon education w/ educators
and teachers now using podcast as learning and teaching tools both in formal and informal instructional
settings.

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Educational uses of Podcast
Podcasts are great alternatives for delivering research content or lessons to students who need
remedial or extended support.
Students can create their own podcast to share their learning experiences with each other and also
with other students from other schools.
Teachers can record audio podcast to provide additional and revision material to students to
download and review at a time that fits them the best.
Podcast can hugely benefit auditory learners and help them in their leaning.
Creating podcast allows students to develop several important skills such as researching, writing,
speaking effectively, solving problems, managing time, grabbing attention and improving their
vocabulary.
How to create a Podcast?
1. Recording – for this, you will use a microphone and an audio recording software like the ones
mentioned below. Every software has instructions to guide you through your recording process.
Make sure you practice speaking till you get confident enough then start recording.
2. Test your Podcast – always make sure you listen to your podcasts and redo the parts that you don’t
like until you finally get the version you want then move on to the next step.
3. Publish your podcast – you can use online platforms for publishing your podcasts. If you have a
blog for your class you can publish it there, you can also submit it to the public podcast directory
services such as iTunes Music Store, Podcast.net, OurMedia.org, Podcast Alley, or Podcast Pickle.
4. Promote/publicize your podcast – now that you have recorded and uploaded your podcast, you will
have to start promoting it so that others know about it. This can be done through providing the
podcast link (URL of the page where it is hosted) or through creating an RSS Feed document w/c
will let users subscribe to your podcast.

WIKI
What is WIKI?
According to Leuf and Cunningham, a wiki is “a free expandable collection of interlinked
WebPages, a hypertext system for storing and modifying information, a data base, where each page
is easily edited by any user.” A Wiki can be thought of as a combination of a website and a Word
document. At its simplest, it can be read just like any other web site, w/ no access privileges
necessary, but its real power lies in the fact that groups can collaboratively work on the content of
the site using nothing but a standard web browser.
The Wiki is gaining attraction in education as an ideal tool for collaborative work but there is more
than just collaboration that makes a Wiki a promising web tool for teachers and students. Let us go
through some of these features to learn more about the potential of this tool in education.
Why use Wikis?
Most of the Wiki hosting platforms are free.
Wikis are easy to create and don’t require any tech wizardry to run and maintain them.
They have very student-friendly interfaces.
They can be accessed anywhere with an internet connection.
Anyone can edit a wiki.
Wikis are instantaneous so there is no need to wait for a publisher to create a new edition or update
information.
Geographical borders are deleted and students from all around the world can collaborate and work on
the same document.

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 The Wiki software keeps track of every edit made and it is a simple process to revert back to a
previous version of an article.
Wikis widen access to the power of web publishing to non-technical users.
Wikis are flexible and do not have a predetermined structure meaning they can be used for a wide
range of applications.
Guidelines in Using Wiki
Select a Wiki platform that you and your students are familiar with.
Look for a video tutorial online on how to use that platform to share with your students.
You can use Teachers Free tutorial making tools to create your own tutorial about how students can
use the wiki you are about to set up and share it with students.
Dedicate a whole session to just walking your students around the different features of a Wiki and
get them to do some example posting.
Teach them about copyright issues and ethics.
Give them the reasons why you are creating this Wiki and make it clear it is for learning.
Talk to them about the benefits they can get from using a Wiki in their learning.
Create a classroom FAQ page that will help new students learn about your wiki.
Create a poll or do a kind of voting on the name to pick for your wiki.
Don’t forget to get parents’ permission and make sure to inform the school authorities about the
presence of the wiki.
Periodically brief parents about the proceedings of the classroom wiki.

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