Thursday, March 7, 2013
LESSON 18. ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER
The educational media center functions as a vital instrument as well as a basic requirement for quality education by enriching all parts of the school's educational process.
An EMC is a facility of the school system tasked to acquire, maintain, care and promote the full effective use of educational media. It houses both old and new technologies meant to make learning more efficient and effective. It facilitatesand ensures the optimum use of all instructional media. It organizes learning activities for students and teachers alike for them to upgrade and improve on their technology manipulative skills all for the purpose of motivating them to keep on developing their communication,analytical, integrative, creative and collaborative skills for meaningful lifelong learning.
An EMC is a facility of the school system tasked to acquire, maintain, care and promote the full effective use of educational media. It houses both old and new technologies meant to make learning more efficient and effective. It facilitatesand ensures the optimum use of all instructional media. It organizes learning activities for students and teachers alike for them to upgrade and improve on their technology manipulative skills all for the purpose of motivating them to keep on developing their communication,analytical, integrative, creative and collaborative skills for meaningful lifelong learning.
Wednesday, March 6, 2013
LESSON 17. ASSESSMENT IN A CONSTRUCTIVIST, TEACHNOLOGY-SUPPORTED LEARNING
Students study and learn based on the way they are tested. the type of assessment anticipated appears to influence how and what they learn. Therefore, the quickest way to change the way students learn is to change the way learning is assessed.
The traditional paper-and-pencil tests are not adequate to assess learning in a constructivist technology-supported learning. The authentic forms of assessment such as performance and product assessment, are more reliable and adequate to measure students communication, analytical, integrative, evaluative and collaborative skills. In a technology-supported learning environment the students are not only users of technology product, they themselves are authors of technology product. scoring rubrics are therefore, a must in assessment.
The traditional paper-and-pencil tests are not adequate to assess learning in a constructivist technology-supported learning. The authentic forms of assessment such as performance and product assessment, are more reliable and adequate to measure students communication, analytical, integrative, evaluative and collaborative skills. In a technology-supported learning environment the students are not only users of technology product, they themselves are authors of technology product. scoring rubrics are therefore, a must in assessment.
LESSON 16. USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-LEARNING STRATEGY
Goals and objectives are always the starting points of planning. When we plan a multimedia learning project as a teaching strategy, we begin by clarifying our goals and objectives.
The effective use of project-based multimedia learning requires thorough planning. Initial planning involves: 1) clarifying goals and objectives, 2) determining how much time is needed and extent of students involvement in decision making, 3) setting up forms of collaboration, 4) identifying and determining what resources are needed, and 5) deciding on the mode to measure what students learn.
The various phases of the project include:
1) before the project starts, 2) introduction of the project, 3) learning the technology 4) preliminary research and planning, 5) concept design and storyboarding, 6) first draft production, 7) assessing, testing, and finalizing presentations, and 8) concluding activities. Don't be turned off by the many steps presented here on using project-based multimedia learning. just bear in mind that we use the strategy to enable the student to remember and understand better content as they perform real-world tasks such as researching for answers to problems, analyzing, assessing, making decisions, working with others.
The effective use of project-based multimedia learning requires thorough planning. Initial planning involves: 1) clarifying goals and objectives, 2) determining how much time is needed and extent of students involvement in decision making, 3) setting up forms of collaboration, 4) identifying and determining what resources are needed, and 5) deciding on the mode to measure what students learn.
The various phases of the project include:
1) before the project starts, 2) introduction of the project, 3) learning the technology 4) preliminary research and planning, 5) concept design and storyboarding, 6) first draft production, 7) assessing, testing, and finalizing presentations, and 8) concluding activities. Don't be turned off by the many steps presented here on using project-based multimedia learning. just bear in mind that we use the strategy to enable the student to remember and understand better content as they perform real-world tasks such as researching for answers to problems, analyzing, assessing, making decisions, working with others.
LESSON 15. PROJECT BASED LEARNING AND MULTIMEDIA:WHAT IT IS?
Project-based multimedia learning is most of all anchored on the core curriculum.This means that project-based multimedia learning addresses the basic knowledge and skills all students are expected to acquire as laid down in the minimum competencies of the basic education curriculum.
Project-based multimedia learning does not only involve use of multimedia for learning. The students end up with a multimedia product to show what they learned. So, they are not only learners of academic content, they are the same time authors of multimedia product at the end of the learning process. The goals and objectives of a project are based on the curricular standards and are made crystal clear to students at the beginning of the project. The students work collaboratively over an extended time frame. As they work they employ life skills including decision making. Their learning task ends up with a multimedia presentation through their multimedia product.
Project-based multimedia learning does not only involve use of multimedia for learning. The students end up with a multimedia product to show what they learned. So, they are not only learners of academic content, they are the same time authors of multimedia product at the end of the learning process. The goals and objectives of a project are based on the curricular standards and are made crystal clear to students at the beginning of the project. The students work collaboratively over an extended time frame. As they work they employ life skills including decision making. Their learning task ends up with a multimedia presentation through their multimedia product.
LESSON 14. MAXIMIXING THE USE OF THE OVERHEAD PROJECTOR AND THE CHALKBOARD
Among all instructional equipment, the chalkboard is most available. In this lesson there are practices that help us in the effective use of the chalkboard. The (OHP) overhead projector is another versatile equipment that is quite common today. With your prepared transparencies you can do so much in so short a time. You save much time when you present your lecture or transparencies instead of writing thes notes or drawing naively on the chalkboard. By learning how to use them properly and in an expensive way we are able to realize our instructional objectives. There are techniques of using the chalkboard and OHP proven to be effective by practitioners. Adopting them in our teaching spells visual and lasting learning for our students.
LESSON 13. TEACHING WITH VISUAL SYMBOLS
Visual symbols will be made meaningful if we can use them as summaries of our own direct experiences or our own rich indirect experiences. A little can stand for a lot. Like a picture, a graph and all other visual symbols are worth a thousand words. The proper use of visual symbols will contribute to optimum learning.
Visual symbols come in many forms drawing,cartoons. strip drawing(comic strip), diagram, map, chart, graph. For these visual symbols to be at your finger tips, you ought to be skilled at making them. The collection, preparation and use of these various visual symbols depends to a great extent on your own resourcefulness and creativity. They maybe used in different ways and in different phases of the lesson depending on your purpose. If you use them skillfully, your classroom may turn into a beehive of busy students.
LESSON 12. THE POWER OF FILM,VIDEO AND TV IN THE CLASSROOM
The film, video and tv are powerful instructional tools. When they used appropriately and moderately, they can make the teaching learning process more concrete, lively, colorful and interactive. It contributes to a more lasting learning because of its visual, audio and motion effects. These effects make learning fun. However, misuse and abuse of their use in the classroom and even at home has far reaching damagingly effects in the development of children's imaginative and thinking powers and sensitivity to human life. The most significantly cited weakness of the tv is the effect of tv violence on people's aggressive behavior. With the coming of the VCR, viewing need not be passive anymore. We can have interactive viewing with VCR. Let us use the tv appropriately and moderately so that we can take advantage of its advantages and mitigate its disadvantages.
LESSON 11. MAKING THE MOST OF COMMUNITY RESOURCES AND FIELDTRIPSS
In fieldtrips there must be a planning, they must follow the following steps: 1) preliminary planning by the teacher; 2) preplanning with others going on the trip; 3) taking the field trip itself; and 4) post field trip follow up activities.
Field trips are expensive. They require much time for preparation and planning. However, considering the intensity and the extent of concrete experiences that come through field trips, we are encouraged to use them only, if there is no other less expensive but equally effective instructional tool. Preparation and planning for the field trip includes discussions and decisions on what to do before the field trip, during the field trip and after the field trip.
Community resources like historical and scenic spots, museums, zoos, botanical gardens, places of exhibits can be destinations for field trips. Other community resources can be people themselves such as parents, senior citizens and other member of the community.
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