LESSON 15 REFLECTION AND GRAPHIC ORGANIZER

                                                            REFLECTION

           In this chapter I have learned the importance of multimedia in learning. However, as future educator, we must not rely on it. We must not just stay in front of the class and letting your students make their own ways so that they can learn, but instead, we must roam around check every student and guide them so that they could understand easily and effectively.

LESSON 14 REFLECTION AND GRAPHIC ORGANIZER

REFLECTION

              In every classroom has a chalkboard, as a future educator

        We should have this imps so that, our students learn easier. As well as, it is also available in the far plan area those who cannot easily reached by electricity. However, it is very much important that no matter what type of instructional material we are using we must lead and guide our students all through out.

LESSON 12 REFLECTION

REFLECTION

                    In this chapter, I have learned that we, as future educator we must expose our students to the new technologies that would help the teaching-learning process effective. However, we must orient ourselves to the different limitations with the use of films, videos, and televisions. because too much exposure to these educational medias can affect one's health. Therefore, we must guide the students to the proper way towards effective learning. 

LESSON 13 GRAPHIC ORGANIZER AND REFLECTION

CHAPTER 11- MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS


"Field trips offer an excellent bridge between the work of the school and the work of the world outside." In this chapter, I have learned that, it is really important to expose your students on fields or any hands on experiences, because according to the book, the more senses involved, the more learning's gained. Although, field trips could help in the learning experience of the students there are some limitations that we need to consider. like for example time, field trips need time for planning and even on the actual exhibits. I realized that, still, we need to have a good plan before conducting field trips.

CHAPTER VI: USING AND EVALUATING INSTRUCTIONAL MATERIALS

  "You should have a good idea of you destination, both in the over-all purposes of education and in the everyday work of your teaching. If you do not know where you are going, you cannot properly choose a way to get there."
 This only means that we need to be prepared all the time. Espacially, in this field of teaching. We must be prepared enough to teach our students so that, it wouldn't be that hard for them to understand the topic. O contrary, you students would also impart knowledge and ideas to other people, and they can only do that EFFECTIVELY if they have understand you topic or discussion properly.

CHAPTER V: CONE OF EXPERIENCE

  The cone of experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The different kinds of sensory aid often overlap and sometimes blend into one another. Motion pictures can be sometimes blend into one another. Motion pictures can be combine into sight or sound. students may merely view a demonstration or they may view it, then participate. As a visible leader in audiovisual education, Dale and his work had a great deal of authority within the field. The Cone may be regarded as the earliest highly influential conceptual schema in the field. The Cone of Experience was historically important in its attempt to connect psychological/instructional theory and communications media. While the direct to vicarious and purely symbolic experience continuum is still valid, the cone is dated in its description of media. The cone was introduced in a different time period when there were fewer theories and those that existed were used more uniformly. Today, there is no widely accepted theory which follows in the tradition of the Cone of Experience, and the result is a gap in instructional design theory. New directions in theory worth pursuing in order to close the gap include: more specialized models; new ways to test models; models which combine design, development, and evaluation; and message design theory which relates types of learning and other variables. 

CHAPTER IV: SYSTEMATIC APPROACH IN TEACHING

       As a teacher, you must consider your students. The focus of systematic instructional planning is the student. In addition, instruction begins with the definition of instructional objectives that consider that students' needs, interests and readiness. A systematic approach to second language curriculum development is outlined, enumerating the phases and activities involved in developing and implementing a sound and effective language program. The first chapter describes a system whereby all language teaching activities can be classified into approaches, syllabuses, techniques, exercises, or packaged pedagogies. Needs assessment is described and different approaches are surveyed in the second chapter, and effective techniques for developing program goals and objectives are examined in chapter three. The fourth chapter explains the role of testing in language teaching and the uses of different kinds of tests in decision-making and curriculum development, and provides testing guidelines. Strategies for using needs assessment data, instructional objectives, and testing information to develop appropriate instructional materials are outlined in chapter five, and attention is turned to the support of teachers in chapter six. The final chapter addresses program evaluation.

CHAPTER III: THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING


             "Technology makes the world a new place." Technology can play a traditional role as a delivery vehicles fr instructional lessons. In addition, it can also play in a constructivist way, wherein, the technology serves as the partners in the learning process. in the traditional way, the learner learns from the technology and the technology serves as the teacher. On contrary, in the constructivist way, technology helps the learner build more meaningful personal interpretation of his\her world.

 Chapter II: technology boon or bane?

technology is a blessing to man. through technology we can do a lot of things which we could not do then. With your cellphones and webcams, you will be closer to someone miles and miles away. So far yet so close! Many human lives were saved because of speedy notifications via cellphones. With your tv, you can watch events as they happen all over. However, when not used properly, technology becomes a detriment to learning and development. It can destroy the attention of the students. The abuse and misuse of the internet will have for reaching unfavorable effects on his moral life. Furthermore, the teacher should take technology as partners and not as replacement.

REFLECTION

Chapter 1: History of Educational Theory

Reflection

Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. Educational technology as practice refers to any form of teaching and learning that makes use of technology.

The great tech minds tasked with creating the data-driven processes and applications that facilitate learning may understand solution-implementation–but they can’t stand in for educators when it comes to disseminating knowledge. Conversely, strong educators aren’t necessarily equipped or inclined to deal with all the technology available to them and develop ways to apply it to their discipline. They will be the first to tell you that there are enough challenges in their day-to-day work without our asking them to become IT experts, as well.

Educators should not be replaced by the different and new strategies in connection with the technologies. Yet, we must also go with the trend. We must not limit ourselves to the different teaching opportunities. However, we should not forget that the hands-on teacher is much more meaningful than the one who always rely on technologies without doing his/her responsibility as an educator.