Lesson 9

BALURAN, Jan Westhine D.
TTh-11:00AM-12:00PM
BSEd-English4A       

Computers as Information and Communication Technology

           It was pointed out that the advent of the computer is recognized as the third revolution in education. The first was the invention of the printing press; the second, the introduction of libraries; and the third, invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education. But the evolving pace of   innovation in today’s information age is so dynamic that within the first decade of the 21^st century, computer technology in education has matured to transform into an educative information and communication technology in education. Close to the turn of the 21^st century, however, such a distinction merged owing to the advent of the microprocessor, also known as the personal computer. Some programs were already installed in the computers and that are ready to use, these are: Microsoft Office – programs for composing text, graphics, photos into letters, articles, report, etc.; Power point- for preparing lecture presentations; Excel- for spreadsheets and similar graphic sheets; Internet Explore- access to internet; Yahoo or Google- Websites (e-mail, chat rooms, Blog sites, new service (print/video) educational soft wares etc.; Adobe Reader- Graphs/photo composition and editing; MSN- Mail-Chat messaging; Windows Media Player- CD, VCD player; Cyberlink  Power- DVD player; Game house- Videogames.

         As what I’ve experienced during my high days, we were taught to use those mentioned programs which are actually the basic things and as the time passes, we’ve became more equipped with its uses. We tend to create things out of those applications by just exploring more on it.

We can create better outputs if we will just work on it with dedications. We can become experts if we learn it step by step. Also, by applying what we have learned during our high school days and even these years would be a good help in developing our skills.

            For my future teaching, I will be introducing these programs tom my future students especially those who are not yet computer-literates, I would be guiding them as they work on their own. As a facilitator, I should not only limit them on the visible things in the computer rather let them discover more for them to create well-oriented things.

Lesson 8

BALURAN, Jan Westhine D.                                                              

TTh-11:00AM-12:00PM

BSEd-English4A       

Higher Thinking Skills through IT-Based Projects

            This lesson tackles on the four-types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. These projects represent constructivist projects, containing the key elements of a constructivist approach to instruction, namely: the teacher creating the learning environment, the teacher giving the students of tools and facilities, and the teacher facilitating learning. The four IT-based projects conducive to development higher thinking skills and creativity among learners and these are: Resource-based Project which gives importance to inquiry-based discovery approach, another is Webquest as a Resource it is an inquiry-oriented activity in which most or all of the information used by the learners are drawn from the web.

            During our Educational Technology I, we were taught how to edit a video and that used the higher plane of thinking. Also, he taught us how to lay-out a tarpaulin as part of our movie presentation in our final examination in his subject.

            I’ve learned that we really need to become equipped with the use of the technology, we need to act in order for us to learn and come out from our shells. Hands-on learning will exercise our knowledge and skills in doing the tasks being given.

          In my future teaching, I should be applying the hands-on minds-on learning to my students. This will help them develop their higher thinking skills and creativity in the digital stage. 

Lesson 7

BALURAN, Jan Westhine D. 
TTh-11:00AM-12:00PM

BSEd-English4A                   

Evaluation of Technology Learning

           It has been recognized that engagement to the digital world did not only occurred in the new generation learners but also in the traditional learners. As efforts are exerted to go digital in instruction, we need to also go digital in learning assessment.

As to the experience, since we were taught by our teachers how to lay-out, specifically the making of the brochures, invitation cards and helped us how to improve it.

            I realized that in order to measure the new basic skills of the 21^st century digital culture, they must use evaluative tools namely: solution fluency, information fluency, collaboration fluency, creative fluency, media fluency, and digital citizenship.

         Teacher must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of assessment of essential knowledge and skills so that learner can function effectively, productively, and creatively in a new world.

Lesson 6

BALURAN, Jan Westhine D. 
TTh-11:00AM-12:00PM
BSEd-English4A 

Developing Basic Digital Skills

Teachers should be clear on what basic knowledge, skills and values (or literacies) need to be developed by digital leaners as they adjust their teaching to effectively match the new digital world of information and communication technology (ICT). This basic literacies will not replace the 3 Rs namely: reading, writing, and ‘rithmetic. It is emphasized here the six essential skills to equip students in the millennial world. These are better called the fluency skills conveying the ease and facility in acquiring and using them. These fluencies are: First, the Solution Fluency, which refers to the capacity and creativity in problem solving. It requires whole brain thinking executed when students define a problem, and etc. The second is the Information Fluency which involves 3 subsets of skills, the ability to access information, the ability to retrieve information, and the ability to reflect on. Third is the Collaboration Fluency, refers to the teamwork with virtual or real partners in the online environment. Fourth is the Media Fluency, which refers to channels of mass communication (radio, televisions, magazine, advertising, graphic arts) or digital sources. Fifth is the Creativity Fluency, which adds meaning by way of design, art, and story-telling to package a message. And last but definitely not the least is the Digital Ethics which is guided by the principle of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability. 

During my high school and previous years in college, I experienced a lot from using the technology. I experienced the six fluencies as part of my leaning. But it’s not deniable that even if we’re already exposed to this digital world, we’re still using the 3Rs as part of our learning.

The 3Rs will not be replaced by the six fluencies but they will still be introduced to the students. These learners would be acquiring higher thinking skills with the help of the revised Bloom’s Taxonomy: Creating-new product/point of view, Evaluating-justify stand or position, Analyzing-distinguish different parts, Applying-use information in a new way, Understanding- explain ideas, Remembering-recall information.

As to the application, we must inculcate to our students’ mind the six fluencies in order for them to cope with the fast changing technology. But, we must also forget to include the 3Rs as their guide.

Lesson 5

BALURAN, Jan Westhine D.
TTh-11:00AM-12:00PM

BSEd-English4A             
                                         

Preferences of the Technology Generation

            We cannot deny that there is really a difference between older and younger generations when it comes to their preferences. Like for example, our leisure, work, clothing, foods, and many more. Old generation has availed of slow and single-track pattern of activities. They do things slowly not like the younger who are so very hyper-active. Oldies patronizes old movies, TV shows, and music. While young people focuses on the new one. Oldies are not exposed to the digital world unlike the young individuals.

            As to the experience in the case of discord between the practices of the previous generations and the present generations, it was when my previous teachers taught us to research in the library using those books arranged in the shelves, but our present teachers now would just ask us to research in the internet and then the informations we’re looking for would instantly come out. Not like the old days, students are being equipped in reading the book, word by word.

            We may vary in many things but we are all born equal. We are molded differently, we have uncommon preferences but it doesn’t mean we’ll stop there, we also need to explore and learn things we don’t like that might help us to become productive. We may also go back to our old style of learning things.

            As to the application, we future teachers should manifest to our future students the importance of the older generation’s way of acquiring things. But, we also need to know their preferences for us to easily cope with them especially that technology nowadays is getting more advance.