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Noynay, Kelvin G. BSED-ENGLISH Educational Technology 1.

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Presentation on theme: "Noynay, Kelvin G. BSED-ENGLISH Educational Technology 1."— Presentation transcript:

1 Noynay, Kelvin G. BSED-ENGLISH Educational Technology 1

2  is compounded words taken from synchronize and energy which can be stated also as synchronized energy.

3  This implies that energy comes from various sources or factors which are made to act simultaneously upon a certain teaching and learning situation.

4  Digital Age Literacy Skill.  This means the ability to use the computer and its various applications to search and process the information.

5  The students should not just be mere computer literate: he/she should be fluent so as to allow him to work on the computer, particularly with ease and confidence.  He should know the appropriate software to use for a particular project.

6  Effective Communication Skill.  Communication is a reciprocal influence of man which maybe face to face or thru different media.

7  It is the sharing of information, thoughts, feelings and emotions, a process of encoding and decoding ideas and concepts.  One such powerful medium is the computer and its applications.

8  Critical Thinking Skills  This involves the higher order thinking skills like analysis, synthesis and evaluation.  Activities or questions must be planned so as to enable the students to transcend from low level thinking to the more advanced level.

9  It is only when students develop a critical mind that he/she can become creative and dynamic in solving day to day problems and in coming out with innovations to promote progress.

10  High Productivity Skills  Thru technology, teachers students can accomplish more targets because it facilitates the execution of the different learning processes.

11  providing information  explanation of concepts  illustrating principles  giving examples  outlining procedures  demonstrating processes  advancing arguments  highlighting points  asking questions  giving feedbacks  exchanging ideas  performing tasks.

12  Societal Values Skills  This involves the development of favorable relationship and concern for the welfare of others.  Teaching and learning must not be purely technology – driven, it must still be based on the needs and problems of the learners or the students during a specific stage of their development.

13  Constructivist Theory  learning is an active process where learners acquire and construct new ideas or concepts based on their past or current knowledge and experiences.

14  Cognitive Learning Theory  The term cognitive comes from the Latin word cognoscere, which means the act or process of knowing.  involves the higher mental processes like thinking, reasoning, judging, inferring, interpreting, classifying and the like.

15  Organization  the systematic arranging of perceptual and cognitive information into meaningful patterns called cognitive structures. It is actually putting the information, concepts and ideas gained together and relating them into internally organized wholes.

16  Adaptation  the process thru which the person seeks an equilibrium between what he/she perceives, knows and understands.  This involves assimilation, which is the process of fitting what is perceived and experienced into existing cognitive structures.

17  Systematic Behavior Theory  involves an interaction between stimuli in the environment and the responses which the organism makes towards the stimuli.  This is the reinforcement which means that any set of condition which when applied properly reinforces learning.

18  It states that the quantity of exposure or experiences that learners have on a particular activity can facilitate their perception and understanding of various stimuli in their environment.  This is especially true if they are actively involved in all experiences.

19  Principle of Active Involvement  the student must be focused or engaged directly with the activity or task where he may draw knowledge, concepts, principles, attitudes, skills or habits.

20  Principle of Connectivity.  Learning is not seen as compartmentalized or isolated concerns of the organism.  In fact the process of connectivity facilitates remembering of names, dates, events, issues, processes, including spelling, number combinations, grammatical relationship and formula in mathematics.

21  Principle of Integration  The students should be able to combine his previous experiences together in meaningful patterns of understanding and application.

22  Principle of Intention (Motivation and Interest).  learning is not by accident, learning is intentionally undertaken; there is a purpose for doing the activities to bring about the desired change in the behavior of the learner.

23  Principle of Creativity and Innovation  When some aspects are changed to pave the way for the introduction of new aspects, the original piece is transformed to something new.  Creativity is shown in this situation.

24  such as providing information, explanation of concepts, illustrating principles, giving examples, outlining procedures, demonstrating processes, advancing arguments, highlighting points, asking questions, giving feedbacks, exchanging ideas and performing tasks.

25  Reference:  Garo, C.D. Theories and Principles of Educational Technology. National Book Store, 2008. Pg.17-39

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