Guidelines in making power point presentation
a. cms.westport.k12.ct.us/cmslmc/resources/powerpointtips.ppt -
b. wfs.sdstate.edu/.../Guidelines%20for%20Creating%20Effective%20PowerPoint%20Pr...
c. http://my.opera.com/vevola/blog/show.dml/275335
d. http://www.ehow.com/way_5269742_powerpoint-presentation-guidelines.html
e. http://www.aph.org/tests/ppguide.html
f. http://www.meetingtomorrow.com/cms-category/creating-effective-powerpoint-
presentations
Friday, March 5, 2010
Computer as Aid in Instruction
Read any of the items in this post. Make a short reflection of the topic you have chosen. Kindly write it on a one page paper and be placed in your portfolio. Be guided!
A. Researches in Computer as aid in Teaching
http://www.springerlink.com/content/u888123581056163/
http://works.bepress.com/ray_mcnamara/3/
B. Computer-based Instruction
http://www.digitallearning.in/articles/article-details.asp?articleid=1961&
typ=CORPORATE%20DIARY
C. Textbooks versus computer
http://www.buzzle.com/articles/textbooks-versus-computer-teaching.html
D. Advantages of Using Computer as Teaching Aid
http://www.uji.es/bin/publ/edicions/jfi2/computer.pdf
http://www.rehab.research.va.gov/jour/92/29/3/pdf/guha.pdf
http://www.aare.edu.au/01pap/ho01072.htm
A. Researches in Computer as aid in Teaching
http://www.springerlink.com/content/u888123581056163/
http://works.bepress.com/ray_mcnamara/3/
B. Computer-based Instruction
http://www.digitallearning.in/articles/article-details.asp?articleid=1961&
typ=CORPORATE%20DIARY
C. Textbooks versus computer
http://www.buzzle.com/articles/textbooks-versus-computer-teaching.html
D. Advantages of Using Computer as Teaching Aid
http://www.uji.es/bin/publ/edicions/jfi2/computer.pdf
http://www.rehab.research.va.gov/jour/92/29/3/pdf/guha.pdf
http://www.aare.edu.au/01pap/ho01072.htm
Wednesday, March 3, 2010
What is the Cone of Experiences?
How much do you understand the role of Instructional Resources? Answer this quiz...
a. http://web.utk.edu/~mccay/apdm/selusing/selusing_c.htm
How do we select, Use and Evaluate Instructional Resources for the classroom?
a. a. http://web.utk.edu/~mccay/apdm/selusing/selusing_d.htm
a. http://web.utk.edu/~mccay/apdm/selusing/selusing_c.htm
How do we select, Use and Evaluate Instructional Resources for the classroom?
a. a. http://web.utk.edu/~mccay/apdm/selusing/selusing_d.htm
Find your Strengths!
What is the theory of Multiple Intelligences?
a. http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
b. http://www.spannj.org/BasicRights/appendix_b.htm
c. http://www.mypersonality.info/multiple-intelligences/
Take the test!
a. http://literacyworks.org/mi/assessment/findyourstrengths.html
b. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
a. http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
b. http://www.spannj.org/BasicRights/appendix_b.htm
c. http://www.mypersonality.info/multiple-intelligences/
Take the test!
a. http://literacyworks.org/mi/assessment/findyourstrengths.html
b. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
What is Your Learning Style?
Learn about your learning styles
a. http://www.nwlincs.org/mtlincs/pilotproject/studyskills/learningstyles.pdf
Take the test and see....
a. http://www.ldpride.net/learning_style.html
b. http://www.learning-styles-online.com/inventory/questions.asp
Whatever is your learning style, post your answer in the comment section. Good luck!
a. http://www.nwlincs.org/mtlincs/pilotproject/studyskills/learningstyles.pdf
Take the test and see....
a. http://www.ldpride.net/learning_style.html
b. http://www.learning-styles-online.com/inventory/questions.asp
Whatever is your learning style, post your answer in the comment section. Good luck!
Tuesday, February 16, 2010
Field Study Requirements
Educational Technology – Field Study Observation Activities
Episode 1: The School’s Learning Resource Center
1. Visit a school’s learning resource center. Look around and see what resources and facilities are available inside.
2. Ask the learning resources center in-charge about how some equipment or facilities are used
3. Make an inventory of its available resources and classify them according to their characteristics and functions.
4. Write down a brief reflection of your experience with the following questions?
a. Which of the materials in the learning resources caught your interest the most? Why?
b. Which gadgets/materials are you already confident to use/operate?
c. Which ones do you feel you need to learn more about?
d. Read an article about your answer in number 3 and write your reference.
Episode 2: Bulletin Board Displays
1. Make your own board display lay-out in a 1 page of paper.
2. Write a reflection about bulletin boards display with the following questions.
a. Name at least 5 skills that a teacher should have to be able to come up with effective board displays. Elaborate on why each skill is needed.
b. Which of the skills do you already have? Recall your past experience in making board displays. How do you practice these skills?
c. Which skills do you still need to develop? Reflect on how you can improve on or acquire these skills.
Episode 3: Paper Works (Preparing Hand-outs)
1. Prepare handouts for a selected topic (i.e. flowcharts, schema, graphic organizer)
2. Describe your handouts and answer the following questions:
a. What are the good features of a handout?
b. Which of these features are present in the handout I made?
c. Which features are not present in the handout I made?
d. What tips can you give to teachers in preparing handouts?
Episode 4: Teaching Aids Bank
1. Decide on a specific content area (i.e. your major field or area of concentration) or theme.
2. Develop a file of each of the following teaching aids
3. List down the prepared instructional materials that are appropriate to the learning content.
Episode 4: Slideshow Biz
1. Select a topic or subject matter.
2. Develop a slide presentation to support a learning activity on the topic. List down what enhancements did you include? Graphics, animation, Sound effects, Music, Voice Narration, Stylish fonts, Hyperlink, Others.
3. Try out your presentation to a group of learners.
4. Write a narrative pointing out the strengths and weaknesses of your presentation.
5. Write your reflection on what difficulties, if any, did you encounter in making the slide presentation? How did you overcome them?
Episode 5: My E-World
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provides support materials and/or interactive programs on the topic and list down the complete details of the websites.
3. Evaluate the materials or programs.(strengths and weaknesses)
4. Reflect on your Field Study experience.
Episode 1: The School’s Learning Resource Center
1. Visit a school’s learning resource center. Look around and see what resources and facilities are available inside.
2. Ask the learning resources center in-charge about how some equipment or facilities are used
3. Make an inventory of its available resources and classify them according to their characteristics and functions.
4. Write down a brief reflection of your experience with the following questions?
a. Which of the materials in the learning resources caught your interest the most? Why?
b. Which gadgets/materials are you already confident to use/operate?
c. Which ones do you feel you need to learn more about?
d. Read an article about your answer in number 3 and write your reference.
Episode 2: Bulletin Board Displays
1. Make your own board display lay-out in a 1 page of paper.
2. Write a reflection about bulletin boards display with the following questions.
a. Name at least 5 skills that a teacher should have to be able to come up with effective board displays. Elaborate on why each skill is needed.
b. Which of the skills do you already have? Recall your past experience in making board displays. How do you practice these skills?
c. Which skills do you still need to develop? Reflect on how you can improve on or acquire these skills.
Episode 3: Paper Works (Preparing Hand-outs)
1. Prepare handouts for a selected topic (i.e. flowcharts, schema, graphic organizer)
2. Describe your handouts and answer the following questions:
a. What are the good features of a handout?
b. Which of these features are present in the handout I made?
c. Which features are not present in the handout I made?
d. What tips can you give to teachers in preparing handouts?
Episode 4: Teaching Aids Bank
1. Decide on a specific content area (i.e. your major field or area of concentration) or theme.
2. Develop a file of each of the following teaching aids
3. List down the prepared instructional materials that are appropriate to the learning content.
Episode 4: Slideshow Biz
1. Select a topic or subject matter.
2. Develop a slide presentation to support a learning activity on the topic. List down what enhancements did you include? Graphics, animation, Sound effects, Music, Voice Narration, Stylish fonts, Hyperlink, Others.
3. Try out your presentation to a group of learners.
4. Write a narrative pointing out the strengths and weaknesses of your presentation.
5. Write your reflection on what difficulties, if any, did you encounter in making the slide presentation? How did you overcome them?
Episode 5: My E-World
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provides support materials and/or interactive programs on the topic and list down the complete details of the websites.
3. Evaluate the materials or programs.(strengths and weaknesses)
4. Reflect on your Field Study experience.
Educational Technology Syllabus
University of San Carlos
College of Education
DEPARTMENT OF TEACHER EDUCATION
COURSE SYLLABUS
Course Number : Educ 154C
Course Title : Educational Technology with Field Study
Credit : 4 units
Pre-requisite : Educ 151, 152 & 153
Course Description:
This course is designed to introduce students with the basic learning theories and principles as bases in the design, development, implementation and evaluation of instruction using educational technology. They are exposed to both traditional and innovative technologies to facilitate and foster meaningful and effective learning. Researches and field observation on the effectiveness of any supporting material in teaching are utilized to further enhance and facilitate the delivery of instruction in the teaching-learning process.
General Objectives:
Provided with varied learning strategies and materials, students are expected to:
1. Acquire adequate understanding in the importance of technology in education.
2. Realize the value and importance of technology in education.
3. Develop skills in the development and utilization of technology in education.
4. Utilize research output and the web in the choosing, designing technology in education.
5. Design both conventional and non conventional technology in support to the delivery of instruction.
6. Develop assessment tools in the evaluation of technology in education.
Course Outline
Unit I Technology in Education
a. Meaning
b. Evolution and Development
Unit II Traditional Educational Technology/Materials
Cone of Experiences
a. Direct and Purposeful ( Games & Experiments)
b. Contrived Experiences (Three Dimensional, Mock up, Diorama)
c. Dramatized Experiences(Pageant, Socio-Drama)
d. Demonstration Boards (chalkboard, peg board etc.)
e. Field Trips
f. Exhibits
g. Still Pictures(drawings, graphs, cartoon, etc.)
Unit III Trends in Educational Technology
a. Projected materials
b. Audio Materials
c. Interactive Materials
Unit IV ICT in Education
a. Computer
b. Internet
c. Multimedia/Hypermedia
Unit V Educational Technology in Instructional Planning
a. Multiple Intelligence
b. Learning Styles
c. Blooms Taxonomy
Unit VI Technology and Student Assessment
a. Rubrics
b. Checklist
c. Blogs
Evaluative Measures:
Observations: Classroom observations are designed to provide an opportunity to observe the students in different educational settings.
Internet Exchanges: Students will pass through email their assigned task and will take note of the comments of the teacher. For discussion and interaction log on …
Field Study/Journal Entries: Students are required to write their daily experiences during the field study.
Portfolio: Students will pass a portfolio that includes the prescribed requirements in the course. This would include the repertoire of teaching materials, journal entries, research outputs, internet exchanges, enrichment of the topics discussed.
Oral/Written Presentation: Students will be asked to lead the class discussion on one of the course topics. The assignments are designed to develop students become "expert" on a concept or strategy and present it to the class in a manner that encourages thoughtful discussion. After the completion of the presentation, students will need to submit 1) an in-depth written discussion of the topic and 2) a reflection on your learning from the assignment and the ways in which these learning will be important in your teaching.
Attendance/Participation: Students are required to participate in class discussion and share expectations regarding assignments.
Major Examinations: Students must take and pass the major examination. Passing percentage is 75% of the total items.
Research Presentation: Students must present research outputs as enrichment in the lesson or topic discussed.
Grading System:
Class Standing: 80%
Group Dynamics 15%
Written tasks 15%,
Portfolio , 20%
Development of Instructional Materials/Demonstration 20%
Major exam 20%
TOTAL 100%
========
References
- Integrating Technology for Meaningful Learning
By: Mark Grabe
Cindy Grabe (1999)
- Teaching and Learning Technology
By: Robert McCorrick,
Patricia Murphy, and
Michael Harrison (1993)
- Training to meet the Technology Challenge
By. Mr. Tevor Bently
- Barron Ann & Gary W. Orwig. New Technologies for Education. A Beginner’s Guide. 2nd ed. Libraries Unlimited, Inc., Colorado. 2000
- Robley, M.D. Integrating Educational Technology into Teaching. 4th ed. Pearson Merill Prentice Hall, New Jersey., 2006
- Corpuz, Breda, et. Al. Principles of Teaching 2. Lorimar Publishing Inc. Phils. 2006
- Using Information Technology A Practical Introduction to Computers and Communications. Williams, Sawyer, Hutchinson (1995)
Websites:
Instructional Technology
http://en.wikipedia.org/wiki/Instructional_technology
The Assure Model for Selecting Instructional Media http://www.unca.edu/education/edtech/techcourse/assure.htm
Edgar Dale’s Cone of Experiences
http://www.rapidbi.com/created/Coneofexperience-dale.html
Find your strengths (M.I. Assessment)
http://literacyworks.org/mi/assessment/findyourstrengths.html
Learning Styles Questionnaires
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
College of Education
DEPARTMENT OF TEACHER EDUCATION
COURSE SYLLABUS
Course Number : Educ 154C
Course Title : Educational Technology with Field Study
Credit : 4 units
Pre-requisite : Educ 151, 152 & 153
Course Description:
This course is designed to introduce students with the basic learning theories and principles as bases in the design, development, implementation and evaluation of instruction using educational technology. They are exposed to both traditional and innovative technologies to facilitate and foster meaningful and effective learning. Researches and field observation on the effectiveness of any supporting material in teaching are utilized to further enhance and facilitate the delivery of instruction in the teaching-learning process.
General Objectives:
Provided with varied learning strategies and materials, students are expected to:
1. Acquire adequate understanding in the importance of technology in education.
2. Realize the value and importance of technology in education.
3. Develop skills in the development and utilization of technology in education.
4. Utilize research output and the web in the choosing, designing technology in education.
5. Design both conventional and non conventional technology in support to the delivery of instruction.
6. Develop assessment tools in the evaluation of technology in education.
Course Outline
Unit I Technology in Education
a. Meaning
b. Evolution and Development
Unit II Traditional Educational Technology/Materials
Cone of Experiences
a. Direct and Purposeful ( Games & Experiments)
b. Contrived Experiences (Three Dimensional, Mock up, Diorama)
c. Dramatized Experiences(Pageant, Socio-Drama)
d. Demonstration Boards (chalkboard, peg board etc.)
e. Field Trips
f. Exhibits
g. Still Pictures(drawings, graphs, cartoon, etc.)
Unit III Trends in Educational Technology
a. Projected materials
b. Audio Materials
c. Interactive Materials
Unit IV ICT in Education
a. Computer
b. Internet
c. Multimedia/Hypermedia
Unit V Educational Technology in Instructional Planning
a. Multiple Intelligence
b. Learning Styles
c. Blooms Taxonomy
Unit VI Technology and Student Assessment
a. Rubrics
b. Checklist
c. Blogs
Evaluative Measures:
Observations: Classroom observations are designed to provide an opportunity to observe the students in different educational settings.
Internet Exchanges: Students will pass through email their assigned task and will take note of the comments of the teacher. For discussion and interaction log on …
Field Study/Journal Entries: Students are required to write their daily experiences during the field study.
Portfolio: Students will pass a portfolio that includes the prescribed requirements in the course. This would include the repertoire of teaching materials, journal entries, research outputs, internet exchanges, enrichment of the topics discussed.
Oral/Written Presentation: Students will be asked to lead the class discussion on one of the course topics. The assignments are designed to develop students become "expert" on a concept or strategy and present it to the class in a manner that encourages thoughtful discussion. After the completion of the presentation, students will need to submit 1) an in-depth written discussion of the topic and 2) a reflection on your learning from the assignment and the ways in which these learning will be important in your teaching.
Attendance/Participation: Students are required to participate in class discussion and share expectations regarding assignments.
Major Examinations: Students must take and pass the major examination. Passing percentage is 75% of the total items.
Research Presentation: Students must present research outputs as enrichment in the lesson or topic discussed.
Grading System:
Class Standing: 80%
Group Dynamics 15%
Written tasks 15%,
Portfolio , 20%
Development of Instructional Materials/Demonstration 20%
Major exam 20%
TOTAL 100%
========
References
- Integrating Technology for Meaningful Learning
By: Mark Grabe
Cindy Grabe (1999)
- Teaching and Learning Technology
By: Robert McCorrick,
Patricia Murphy, and
Michael Harrison (1993)
- Training to meet the Technology Challenge
By. Mr. Tevor Bently
- Barron Ann & Gary W. Orwig. New Technologies for Education. A Beginner’s Guide. 2nd ed. Libraries Unlimited, Inc., Colorado. 2000
- Robley, M.D. Integrating Educational Technology into Teaching. 4th ed. Pearson Merill Prentice Hall, New Jersey., 2006
- Corpuz, Breda, et. Al. Principles of Teaching 2. Lorimar Publishing Inc. Phils. 2006
- Using Information Technology A Practical Introduction to Computers and Communications. Williams, Sawyer, Hutchinson (1995)
Websites:
Instructional Technology
http://en.wikipedia.org/wiki/Instructional_technology
The Assure Model for Selecting Instructional Media http://www.unca.edu/education/edtech/techcourse/assure.htm
Edgar Dale’s Cone of Experiences
http://www.rapidbi.com/created/Coneofexperience-dale.html
Find your strengths (M.I. Assessment)
http://literacyworks.org/mi/assessment/findyourstrengths.html
Learning Styles Questionnaires
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
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