Lesson 9: Computer as Information and Communication Technology

          Instructional media consist of audio-visual aids that served to enhance and enrich the teaching- learning process. Examples are the blackboard, photo, film and video. On the other hand, educational communication media comprise the media of communication to audiences including learners using the print, film, radio and television or satellite means of communication. For example, distance learning were implemented using correspondence, radio, television or the computer satellite system. 

Programs normally installed in an ordinary modern PC:

• Microsoft Office- program for composing text, graphics, photos into letters, articles, reports, etc.
• Power-point - for preparing lecture presentations
• Excel- for spreadsheets and similar graphic sheets
• Internet Explorer- access to the internet
• Yahoo or Google- websites; e-mail, chat rooms, blog sites, news services (print/video), educational software, etc.
• Adobe Reader- graphs/photo composition and editing
• MSN- mail/chat messaging
• Windows Media Player- CD, VCD player, editing film/video
• Cyberlink Power- DVD player
• GameHouse- video games

 

Lesson 8: Higher thinking skills through IT-based Project

  There are four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking.  

(1)The Resource-based Projects, the teacher steps out of the traditional role of being an content expert and information provider, and instead lets the student find their own facts and information.  

(2)Simple Creations,they can create their software materials to supplement the need for relevant and effective materials. 

 (3)Guided Hypermedia Projects is production of self-made multimedia projects can be approached in two different ways: As an instructive tool, such as in the production by students of a PowerPoint presentation of a selected topic. As a communication tool, such as when students do a multimedia presentation like graphs, photos, interviews and video clips.

 (4) Web-Based Projects, students can be made to create and post webpages on a given topic. Creativity projects as tools in the teaching-learning process can be achieved with the assistance of advisers adept in the technical use of Internet Resources.

Lesson 7: Evaluation of Technology Learning

The standard student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. Teachers must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world. It must use evaluative tools that measure the new basic skills of the 21^st century digital culture, namely: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital citizenship. This six fluencies reflect process skills. On the other hand,   the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs.

Lesson 6: Developing basic digital skills

With the boost of technology in education as we call it today our learners is the new digital world of information and communication technology (ICT). Teaching need to be equip with the sic fluency skills. Basic literacy will not replace the 3 R’s (reading, writing and arithmetic), but they will be complemented by six essential skills to equip students for success in the millennial world. The fluency skills are the solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital ethics.

a.       Solution fluency. This refers to the capacity and creativity in problem solving students define a problem, design solution, apply the solution, and assess the process and results. 

b.      Information fluency. It involves 3 subsets of skills, the ability to access information, retrieve information, and to reflect on, assess and rewrite for instructing information packages.

c.       Collaboration fluency. Refers to teamwork with virtual, real partners in the online environment. There is a virtual interaction in social networking and online gaming domains.

d.      Media fluency. This refers to channels of mass communication/digital sources(radio, television, magazine, advertising, graphic arts).

e.       Creativity fluency. Adds meaning by way of design, art and storytelling to package a message. Font, color, patterns, layout are elements creative fluency. Templates for PowerPoint presentation and blogs are available for free access in the internet.

f.       Digital fluency. The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship and period accountability.

HIGHER THINKING SKILLS
Bloom’s Taxonomy serves as a general framework of skills that requires information processing, idea creation and real-world problem-solving skills. The following taxonomy may be proposed:
1. Remembering recall information
2. Understanding-explain ideas
3. Applying-use information in a new way
4. Analyzing-distinguish different parts
5. Evaluating-justify stand or position
6. Creating-new product/point of view

The structured problem solving-process known as 4D’s also exemplifies the instructional shift in digital learning:
·         Define the problem
·         Design the solution
·         Do the work
·         Debrief on the outcome

Lesson 5: Preferences Of The Technology Generation

Some Basic Comparison Between Old and New Generation:

What Old Generation likes may not be the same as what the New Generation prefers in Life, Work and Leisure. 
Much of the good things enjoyed by elders when they were students are no longer available to the new generation. 
Vocational, Cultural and Values classes that are widely used by old generations during their time today, it is also available but it has been minimized due to the emphasis on the basics of English, Mathematics and Science.

             Text vs. Visual

 
Our parents read book text, enrich by illustrations and photos. In order to research, they go to the school library, use the card catalog for needed books and sign up to borrow books for home reading. 
The technology or digital generation has greater affinity to visuals (photo and video) compared with texts. In fact, they have been exposed since childhood to cable television and videos images especially cartoon characters and then to compute images, in such manner and their visual fluency or abilities have sharpened and enriched. 
              Linear vs. Hyper Media

  The past-30 year old generation obtained information in a linear, logical and sequential manner. On the positive side, this made them more logical, focused and reflective thinkers.
The new generation, however, follows a personal random access to hyperlinked digital information, less superior elders in focused and reflection. Thus, they appear to be more easily bored and distracted during class lectures. 

                       Independent vs. Social Learner

 The traditional education system gives priority to independent learning, prior to participate work.
New learners, however, are already acquainted with digital tools that adapt to both personal and participation work. They take the opportunity for dozens of instantaneous ways to communicate with others mobile calls and text, emails, Facebook, YouTube, MySpace, twitter, wikis and etc. experts describe this mode of digital learning as one that based on experimentation, discovery and intuition. 

                           Learning to do vs. To pass the test

 Old teachers teach students in order to help them pass tests and complete the course requirement.
On the other hand, the new digital learners simply wish to acquire skills, knowledge and habits as windows of opportunity afford them to learn. Our parents have completed a course and have engaged in a permanent job for most of their lives. A different work situation awaits the digital generation with contractual, multitask and multi-career opportunities in a digital world ahead of them. 

             Delayed rewards vs. Instant gratification

 The traditional reward system in education consists in the grades, honor certificates/medals and diplomas. Including future jobs, the traditional rewards for the performance. 
On the other hand. Digital learners on their own experience or more immediate gratification through immediate scores from games, enjoyable conversation from web-cam calls, excitement from email chats and inviting comments from their Facebook accounts.

                       Rote memory vs. Fun learning

Teachers feel too obliged to delivering content-based courses, the learning of which is measurable by standard tests.
Digital learners and not surprisingly there is much fun in the digital world outside the school.

Lesson 4: Bridging the Generation Gap

The older generation often feels there is a generation gap between them and the younger generation. This is apparent simple things like the manner of dressing, socializing, more intimate relationships like friendship and marrying. In the field of education, a huge generation gap also exists and it will continue to widen unless some changes are adopted at the proper time. In peasant third world continues where schools don’t have the technology facilities, it is understandable that transition to digital education may take time. But given the rapid emergence of digital technology (ICT), there is the need to prepare for bridging the digital gap in society. First, we need to understand the potentials of ICT:

•     The new network of instantaneous  communication is global, overcoming borders between countries and continents
•    Much of what elders believe may not be applicable anymore to the new generations
•    Alvin Toffler’s book, Future Shock, shows how the information age has begun to create many cultural changes

Since the new generations are expected to face a future professionalism challenge of a digital world ahead of them, technology-supported skills need to be taught in schools today, or else schools will become a white elephant. If schools fail to respond to emergent changes and needs, new learners may lose appreciation of the educational system, and drop out of school, as surveys show an increasing drop-out rate every year.