Lesson 18: Tablets for Textbooks in School

Tablets for Textbooks in School

For Philippine schools even for private ones catering to children of the well I to-do families, the so called tablet -for a learning is still futuristic. Give however, the recognize impact of technology in education, the future may not be too far away.

          Today, books are still the primary medium in instruction in most schools.it is doubtful if these will totally be replace by digital technology reading tool ,but there are now perceptions that virtual literacy May very well ease out textual print literacy. Already, he disadvantages of using books for learning are being debated upon. For school-graders, the load of books and wordbooks for every subject are backbreaking due to their weight and size. In developing countries, one book for every student is still a goal, not a reality. Publishing and printing millions of books for millions of public school children are just too expensive for the public purse. The errors in public school textbooks have also been exposed, errors resulting from wrong information, technical mistakes, and editorial lapses

De La Salle Experience

The future with tablets use as replacement for books is good since it has many advantages like many books can be put inside the tablet and there is faster access to information since tablets can connect to the net. Based on experience, a tablet can really be a good aid in learning. A tablet being small, can be put inside my bag and carry it anywhere, which means to say then that I can study anywhere. However, it is not as durable as a book. My tablet no longer functions, I don’t know for what reason perhaps because it fell down – books are still books even when they fall down.  

 The two – book and tablet – have their advantages and disadvantages, however, in this present situation, since our government cannot afford to give everyone this yet (although tablets are less expensive than PCs), we have to use the books that we have (no wonder, books still remain to be the number one instructional material in the Philippines). 

Lesson 16: The Internet and Education

Getting around the Net

The vast sea of information in the Internet, including news and trivia, is a challenge to those who wish to navigate it. Every day, the Net user-population and the available information continue to grow, and new ways are being developed.

The most attractive way to move around the Internet is called browsing. Using a program called a browser; the user can use a mouse to point and click on screen icons to surf the Internet, particularly the World Wide Web (the web), and an Internet's subset of text images, and sounds are linked together to allow users to access data or information needed. 

       The future of the Internet seems limitless. Already its complexity has spawned and continues to spawn Net sites including new demand for services to business, industries, science, government and even homes. Many experts predict that the Internet is destined to become the centerpiece of all online communications on the planet and in some future time in the solar system using interplanetary satellite communication stations.

Lesson 15: Understanding Hypermedia

Hypermedia is nothing but multimedia, but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these include:

Tutorial software packages

Knowledge webpages

Simulation instructional games

Learning project management, and others

The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills.

Characteristics of hypermedia applications

Learner control- the learner makes his own decisions on the path, flow of events of instruction.

Learner wide range of navigation routes- the learner has a wide range of navigation routes such as by working on concepts he is already familiar with. He may even follow a linear or logical path, even if the previous activity is half-completed. He may explore other sections opting to return or complete the previous activity.

Variety of media- Hypermedia includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation. Since only virtual learning activity takes place, it is important from the standpoint of the teacher to optimize the learning process by identifying the characteristics of media application, as well as the advantages and limitations of such an application.

Lesson 14: The Software as an Educational Resource

Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produces copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/ stores data and direct computer operations. The computer machine or hardware is naturally an attention-getter.

It’s more difficult to realize, however, that the computer hardware can hardly be useful without the program or system that tells what the computer machine should do. This is called software.

There are two kinds of software:

The system software
         This is the operating system that is found or bundled inside all computer machines.

The application software
     This contains the system that commands the particular task or solves a particular problem.

In turn the applications software may be:

(a) A custom software that is made for specific tasks often by large corporations, or

(b) A commercial software packaged for personal computers that helps with a variety of tasks such as writing papers, calculating numbers, drawing graphs, playing games, and so much more.

Microsoft Windows

Also referred to as program, Microsoft Windows or Windows for short is an operating environment between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colorful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.

The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired software. Windows 95 (now improved with Windows 2003 and 2007) is software designed for Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides:

     1. User convenience – just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen.

      2. A new look – fancy borders, smooth and streamlined text fonts.

     

     3. Information center – Windows puts all communications activities (e-mail, downloads etc. in a single screen icon); adapts/configures the computer for the Internet

     

     4.Plug and play – configures the computer with added components, such as for sound and video.

Instructional Software

     Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage.

Lesson 13: Cooperative Learning with the Computer

Cooperative Learning

Cooperative or collaborative learning is learning by small groups of students who work together in a common learning task. It is often also called group learning but to be truly cooperative learning, 5 elements are needed:

1. Common goal

2. Interdependence

3. Interaction

4. Individual Accountability

5. Social Skills

Cooperative Learning and the Computer

Researchers have made studies on the learning interaction between the student and the computer. The studies have great value since it has been a long standing fear that the computer may foster student learning in isolation that hinders the development of the student's social skills.

Now this mythical fear has been contradicted by the studies which show that when students work with computers in groups

Components of Cooperative Learning

Educations are still wary about the computer's role in cooperative learning. Thus they pose the position that the use of computers do not automatically result in cooperative learning. There therefore assign the teachers several tasks in order to ensure collaborative learning. These are:

1. Assigning students to mixed-ability teams

2. Establishing positive interdependence

3. Teaching cooperative social skills

4. Insuring individual accountability, and

5. Helping groups process information

Lesson 12: Information Technology in Support of Student-Centered Learning

The idea of student-centered learning is not a recent idea. In fact, as early as the 20th century, educational educators such as John Dewey argued for highly active and individualized pedagogical methods which place the student at the center of the teaching-learning process.

The Traditional Classroom

It may be observed that classrooms are usually arranged with neat columns and rows of student chairs or desks, while the teacher stands in front of the classroom or sits behind his table. This situation is necessitated by the need to maintain classroom discipline, also allows the teacher to control classroom activities through lecture presentation and teacher-led discussions.

Noticeably, however, after spending so many minutes in lesson presentation and class management, students can get restless and fidgety. Often enough, the teacher has to also manage misbehavior in class as students start to talk among themselves or simply stare away in lack of attention.

The SCL Classroom

John Dewey has described traditional learning as a process in which the teacher pours information to student learners, much like pouring water from a jug into cups. This is based on the long accepted belief that the teacher must perform his role of teaching so that learning can occur. This learning approach is generally known as direct instruction, and it has worked well for obtaining many kinds of learning outcomes. The problem with it is that the approach in learning, however, is the fact that the world’s societies have begun to change. It may not be felt strongly to countries in which on countries who depends mostly their economy to factory workers. Traditional and direct instruction is very useful in these countries.

In contrast, industrialized societies we find knowledge-based economies in which workers depend on information that can be accessed through information and communication technologies (ICTs). Desiring to gain effectiveness, efficiency and economy in administration, schools in these developed economies have also adopted the support of ICTs. Their students have now become active not passive learners, demonstrating independence and self-awareness in the learning process.

Lesson 11: The Computer as the Teacher’s Tool

Constructivism was introduced by Jean Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.

While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social Constructivism is the effort to show that the construction of knowledge is governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in. 

Vygotsky stressed that learning is affected by social influences. He suggested the interactive process in learning. A more capable adult can aid or complement what the learner sees in a given tasks or project. In addition, John Dewey sees language as medium for social coordination and adaptation. For Dewey, human learning is really human languaging that occurs when students socially share, build and agree upon meanings and knowledge.

The Computer’s Capabilities

Informative Tool

      The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedias are today available on the internet.

Communication Tool

      The computer has been used in communication as evident by social networking sites as to facebook, twitter and friendster. We can even chat/talk friends and families anywhere in the globe through yahoo messenger or the one in facebook or view them through the webcam. We can send messages and information through the internet in just seconds or minutes.

Constructive Tool

      The computer itself can be used for manipulating information, visualizing one’s understanding, and building new knowledge. The Microsoft Word computer program itself is desktop publishing software that allows users to organize and present their ideas in attractive formats.

Co-constructive Tool

     Students can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. One way of co-construction is the use of the electronic whiteboard where students may post notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.

Situating Tool

      By means of virtual reality (RS) extension systems, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of a situating tool which places the user in simulated flying environment.

Lesson 10: Computer as a Tutor

Computer as a Tutor

                The computer is one of the wonder of human ingenuity even in its original design in the 1950’s to carry out complicated mathematical and logical operations. With the invention of microcomputer, the PC has become the tool for programmed instruction. Educator saw much use of the PC. They saw its potential for individualization in learning.

Computer-assisted Instruction (CAI)

                The computer can be tutor in effective relieving the teacher of many activities in his her/her personal role of classroom tutor. It should be made clear, however, that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller.

The teacher must:

·         Insured the students have the needed knowledge and skills for any computer activity.

·         Decide the appropriate learning objectives.

·         Plan the sequential and structured activities to achieve objectives.

·         Evaluate the students’ achievement by ways of tests the specific expected outcomes.

The students in CAI play their own roles as learners as they:

·         Receive information

·         Understand instructions for the computer activity

·         Retain in mind the information and rules for the computer activity.

·         Apply the knowledge and rules during the process of computer learning.

The computer, too, play its role as it:

• Acts as a sort of tutor
• Provides  learning environment
• Delivers learning instruction
• Reinforces learning trough drill-and-practice. Provides feedback.

CAI Integrated with Lessons

                CAI works bet in reinforcing learning through repetitive exercises such that students can practice basic skills or knowledge in various subject areas. Common types o drill and practice programs include vocabulary building, math facts, basic sentence, and history or geography facts.

When and how can teachers integrate drill and practices programs with their lessons? The following suggestions can be made:

• Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students.
• Ensure that drill and practice activities conform to the lesson plan/curriculum.
• Limit drill and practice to 20-30 minutes to avoid boredom.
• Use drill and practice to assists students with particular weakness in basic skills.

In integrating computer programs in instruction, we use tutorial software associated with cognitive learning. While practice exercise or learning-by-doing is still the heart of each tutorial software should be able to:

• Teach new content/ new information to students (in as much as CAI provides practice on old or already learned content).
• Provide comprehensive information on concepts addition to practice exercises.
• Can be effectively used for remediation, reviewing, or enrichment.
• Allow the teacher to introduce follow-up question to stimulate students learning.
• Permits group activity for cooperate learning.

Simulations Programs

     Simulations software materials are another kind of software that is constructivist in nature. This simulations software:

• Teacher strategies and rules applied to real life problems/situations.
• Asks students to make decisions o models or scenarios.
• Allow students to manipulate elements of a model and get the exercise of the effect on their decisions.

Instructional Games

    While relation to low-level learning objectives (e.g. basic spelling or basic math skills), instructional computer games add the elements of competition and challenge.

Problem Solving Software

    These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their problem solving ability. Since problem cannot be solved simply by memorizing facts, the students have to employ higher thinking skills such as logic, recognition, reflection, and strategy-making.

Multimedia Encyclopedia and Electronic Books

     The Multimedia Encyclopedia can store a huge database with texts, images,a nimation, audio and video. Students can access and desired information, search it vast contetnts, and even download/print relevant portions of the data for their composition or presentation.

Electronic Books

   Provides textual information of learning for reading, supplemented by other types of multimedia information (sounds, spoken words, pictures animation). These are useful for learning reading, spelling and words skills.