THE TEACHING PROFESSION

CHAPTER 3- LESSON 5
BRINGING THE WORLD INTO THE CLASSROOM
THROUGH EDUCATIONAL TECHNOLOGY
INTRODUCTION
Technologies as link to new knowledge,
resources and high order thinking skills
have entered classrooms and schools
worldwide.

Despite the various opportunities... Still

many future teachers may feel unprepared
to teach using technology for global
application in the classroom.
 TECHNOLOGY FOR
TEACHING

 Educationists began exploring the use of technology that

supports models of teaching that emphasize learning with
understanding and more active involvement.

 This exploration “made a decision to use a technology to

go beyond facts-based, memorization-oriented curricula
to a curricula in which learning with understanding is
emphasized was embraced.”
 ROLES OF TECHNOLOGY IN
ACHIEVING THE GOALS OF
LEARNING FOR UNDERSTANDING

Technology provides support to the

solution of meaningful problems
•Finding answers to complex problems brought to the classroom is
one important function of technology.

•Some problems brought to the classrooms can be simulated and

created with graphics, video and animation.

•Simulations or exploratory environments called microworlds allow

students to carry out actions and investigation right inside the
classrooms with the use of the computers.
 Technology acts as cognitive support.
• The use of technology provides cognitive
support to learners.

 Technology promotes collaboration as

well as independent learning
• Interconnectedness in networking through
technology supports collaboration.
TECHNOLOGY PROGRAMS FOR TEACHING

 Stand-alone programs
“stand-alone” softwares, videodisc or CD-ROM

 Programs available on the internet

 Programs which are available on the internet from where the school
can choose a site.
KIE (Knowledge Integration Environment)
GLOBE Program (Global Learning and Observation to Benefit
Environment)
Electronic field trips – This communication technology allows learners to
travel and visit places for global explorations.
Virtual electronic field trip – through an interactive broadcast from
expedition site

 Information Databases
• Print-based materials available in electronic form.
Ex. Set of National Geographic Magazine is now in CD –ROM,
Encarta and Grollier - provide access to vast information.
 OPPORTUNITIES FOR STUDENT AS
PROSPECTIVE TEACHER TO PRODU CE
PRODUCTS

1. Selection of their own topics to provide sense of

ownership.
2. Conduct research, plan the development and
presentation of the product.
3. Selection of simple multimedia presentation that
gives only limited number of options.
4. Opportunities for teaching grammar, writing,
spelling within the context which is meaningful to
the students.
MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS
FOR PROSPECTIVE TEACHERS
(TECHNOLOGY STANDARDS AND PERFORMANCE INDICATORS FOR
TEACHERS)

1. Technology operation and concepts

Teacher should demonstrate an understanding of
sound technology operations and concepts.
They should:

a. Demonstrate introductory knowledge, skills and

understanding of concepts related to technology.
b. Demonstrate continuous growth in technology
knowledge and skills to keep abreast of current and
emerging technologies.
2. Planning and designing learning environment
and experiences.
Teachers plan and design effective learning
environments and experiences supported by
technology. They should:
a. Apply current research on teaching and learning
with technology when planning the learning
environment and experiences.
b. Identify and locate technology resources and
evaluate them for accuracy and suitability.
c. Plan for the management of technology resources
within the context of learning activities.
d. Plan strategies to manage student learning in a
technology-enhanced environment.
3. Teaching learning and the curriculum.
Teachers implement curriculum plans that include
methods and strategies for applying technology to
maximize student learning. Teachers should:

a. Use technology to support learner-centered

strategies that address the diverse needs of
students.
b. Apply technology to develop students’ higher order
skills and creativity.
c. Manage student learning activities in a technology-
enhanced environment.
4. Assessment and evaluation
Teachers apply technology to facilitate a variety
of effective assessment and evaluation strategies.
They should:
a. Use technology resources to collect and analyze
data, interpret results, and communicate findings
to improve instructional practice and maximize
student learning.

a. Apply multiple methods of evaluation to determine

students’ appropriate use of technology resources
for learning, communication, and productivity.
5. Productivity and professional practice
Teachers use technology to enhance their productivity
and professional practice. They should:

a. Use technology resources to engage in ongoing

professional development and lifelong learning.
b. Continually evaluate and reflect on professional
practice to make informed decisions regarding the use
of technology in support of student learning.
c. Apply technology to increase productivity.
d. Use technology to communicate and collaborate with
peers, parents, and the larger community in order to
nurture student learning.
6. Social, ethical, legal, and human issues
Teachers understand the social, ethical, legal, and
Human issues surrounding the use of technology
in schools and apply those principles in practice.
They should:

a. Apply technology resources to enable and empower

learners with diverse backgrounds, characteristics,
and abilities.
b. Identify and use technology resources that affirm
diversity.
c. Promote safe and healthy use of technology
resources
d. Facilitate equitable access to technology resources
for all students.