Journals of Educational Technology
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Journals of Educational Technology
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Journals of Educational Technology
JOURNALS OF EDUCATION TECHNOLOGY Volume No 1, Series of 2016
Dr. Lorna A. Salutal Adviser / Editor-In-Chief
Contributors
Florence P. Alicante Teresita N. Banag Nanelyn T. Bontoyan Joey M. Cadano Ningning U. Grenas Maria Charlene P. Melegrito Patria G. Montealto Margareth M. Natividad Florence C. Navidad Shiela Grace E. Nollen Editha B. Ocampo Cecilia D. Pelejo Maritess A. Saludares Rouena S. Villarama
Philippine Women’s University School of Graduate Studies Manila, Philippines 2016
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Journals of Educational Technology
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Journals of Educational Technology
INTRODUCTION Educational technology is an emerging field with various branches of interests addressing diverse fundamental issues of this new paradigm in the areas of learning, teaching and social organization. It is a new and very wide field of knowledge and you can find many definitions, articles and write-ups from all sorts of media - some of which are even conflicting Although diverse, most scholars, researchers, practitioners and educators tend to agree on two fundamental principles: First, Educational technology is based on theoretical knowledge drawn from different disciplines (communication, education, psychology, sociology, philosophy, artificial intelligence, computer science, etc.) PLUS cumulative experiential knowledge drawn from educational practice. Second, Educational technology aims to improve education by facilitating the learning processes and increasing the performance of educational systems. Guided by the above, this compilation of articles from various authors will tackle a minute portion of this new field. The journal is divided into three sections: 1. Articles relating to 'EDUCATION AND TECHNOLOGY IN GENERAL'. These refer to the general relationship, mergers, dependencies of effect of education and technology on each other. 2. Articles relating to 'DELIVERY OF EDUCATION WITH TECHNOLOGY'. These are discussions pertaining to the delivery of education using technology and learning models powered by technology. 3. Articles relating to 'SPECIFIC TECHNOLOGIES FOR EDUCATION'. These refer to specific technologies, experimental or otherwise that can be applied to the delivery of education. The group of authors are part of the Educational Technology class of the School of Graduate Studies of the Philippine Women's University under the tutelage of Dr. Lorna A. Salutal. Our hope is that you will gain a better understanding of Educational Technology and at the same time, be able to apply and / or build on the concepts that we have expounded on in this Journal.
Dr. Lorna Salutal, a full blooded Philwomenian with advanced studies in NY, is a gifted visual and graphic artist who shares her knowledge through teaching. At one time, she put up an exhibit about the
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Journals of Educational Technology
CONTENTS PART 1 EDUCATION AND TECHNOLOGY IN GENERAL 1. 2. 3. 4.
TECHNOLOGY EDUCATION by Florence P. Alicante ……………………………………………. 8 LEARNING AND TECHNOLOGY by Maria Charlene P. Melegrito……………………………. 11 INFORMATION AND ELECTRONIC LITERACY by Joey Cadano .……………………………. 17 STATUS OF DISTANCE EDUCATION IN THE PHILIPPINES by Teresita N. Banag ……………………………………………………………………………………….. 21 5. IMPACT OF TECHNOLOGY ON SOCIETY by Rouena S. Villarama ……………………….. 25
PART 2 DELIVERY OF EDUCATION WITH TECHNOLOGY 1. OPEN AND DISTANCE LEARNING: TRENDS, POLICY AND STRATEGY CONSIDERATIONS by Ningning U. Grenas ……………………………………………………. 30 2. INSTRUCTION DELIVERY SYSTEM by Margaret M. Natividad ….……………………….....38 3. LEARNING STRATEGIES AND INSTRUCTIONAL MEDIA by Cecilia D. Pelejo …….. 43 4. ENHANCING THE WORTH OF INSTRUCTIONAL SCIENCE AND TECHNOLOGY RESEARCH THROUGH DESIGN EXPERIMENTS AND OTHER DEVELOPMENT RESEARCH STRATEGIES by Editha B. Ocampo ……………………………………………….. 48
PART 3 SPECIFIC TECHNOLOGIES FOR EDUCATION 1. THE EFFECTIVENESS OF INTERACTIVE INSTRUCTIONS USING MULTIPLE MICE DESIGNED FOR KINDERGARTEN PUPIL by Nanelyn T. Bontoyan …….. 54 2. INTERACTIVE MEDIA by Patria G. Montealto ……………………………………………………….. 60 3. RELEVANCE OF SOCIAL MEDIA MANAGEMENT AND ITS IMPLICATIONS IN TODAY'S EDUCATION by Shiela Grace E. Nollen ……………………………………….. 67 4. EFFECTIVENESS OF A VIRTUAL LABORATORY AS A PREPARATORY RESOURCE FOR DISTANCE EDUCATION FOR CHEMISTRY STUDENTS by Marites A. Saludares ……………………………………………………………………………………… 73 5. NANOTECH PREMISE: SOCIETAL AND ETHICAL CONCERNS RELATED TO HUMAN HEALTH, ENVIRONMENT AND SECURITY by Florence C. Navidad ….. 78
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Journals of Educational Technology
EDUCATION AND TECHNOLOGY IN GENERAL
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Journals of Educational Technology
TECHNOLOGY EDUCATION Florence P. Alicante
What is the difference between Technology Education and Education Technology?
INTRODUCTION Education is on its 21st century. Educators then should be equipped with 21st century skill so they can transfer this skill to the pupils or students who are the heart of the educational system. One of the 21st century skills that need to be learned is computer literacy. This can be made possible through Technology Education. Tiara (2003) defines Technology Education as an integrated, experienced-based instructional program designed to prepare a population that is knowledgeable about technology – its evolution, systems, techniques, uses and social and cultural significance. It results in the application of mathematics and science concepts to develop solutions to practical problems and extend human capabilities. Education Technology is needed in Technology Education.
Tiara (2003) said that Technology Education is an instructional program required of all students. Students work individually and in teams as they learn how to use and interact with technology to solve problems and extend human capabilities. W h e r e a s , Educational Technology is the use Florence P. Alicante is a product of PNU of technology to (BSE and MAEd) and is now a Master Flor Alicante ‌. Teacher II of Paranaque National HIgh support student school. Also the adviser of Science Club. learning and instruction, and includes all the
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Journals of Educational Technology electronic tools, both hardware and software, that assist individuals in their ability to acquire and communicate information.
OBJECTIVE The objective of this paper is to present the importance of Technology Education in the Philippines.
DISCUSSION Technology education is an essential component of a comprehensive and experience -based science, technology, engineering, and mathematics (STEM) program. It develops technological literacy among students by demonstrating how mathematics and science is applied to the process of engineering design. Technology education programs were among the first to demonstrate an integrated approach to STEM instruction. Interdisciplinary teams of teachers train and work together for cross curriculum planning and integrated facilitation of instruction. Technology education is taught using a collaborative approach in which teams of students interact with teachers of mathematics,
science, computer science, art, social studies, English Language Arts, and other disciplines to develop solutions to real-world problems and engage in authentic learning experiences. As cited by Matulac (2012), Basic Education in the Philippines faces a lot of challenges. The changes in the curriculum, limited IT resources and spiraling changes and improvement becomes overwhelming for administrators and teachers. Likewise, Matulac said that today’s education presents new pedagogies. The resurgence of the constructivist model has brought about cooperative and collaborative learning, multiple intelligence, discovery learning, and project-based learning, to name a few. Some educators have taken a more creative approach by allowing technology to play a role in the teaching and learning process. Marcial (2002) revealed in his study that the level of prioritization of teaching and learning with technology in higher education institutions in the Philippines is high. This implies that teaching and learning with technology is prioritized in the higher education. The study also revealed that a significant positive relationship between degree of implementation of the teaching and learning with technology and conceptual skill of the respondents.
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Journals of Educational Technology Conceptual skill or formation of concepts can be drawn from the constructivism theory. As cited by Matulac (2002), constructivism draws on the developmental work of Piaget (1977) and Kelly (1991). He stated that Piaget asserts that learning occurs by an active construction of meaning rather than being passive recipients. When a new experience runs in conflict with the current way of thinking, a state of disequilibrium is created. We then try to make sense and assimilate this new information into our existing knowledge. He also cited that Kelly (1991) proposes that we look at the world through mental constructs or patterns, which we create. We develop ways of construing or understanding the world based on our experiences. In today’s 21st century, technology becomes an integral part of curriculum. Computer is added as a subject from preschool to college. Hence, the use of technology becomes an integral part of the learning process. As a constructivist, it is impossible to do so without applying technology. As cited by Matulac (2002), Mann (1994) said that students are empowered as they gain access to real data and as they get to solve authentic problems. In such settings, teachers and children become co-learners.
Dolette, Jelevie (2014).Advance Learning Technology in the Philippines. Dec.11,2014. Retrieved from http://jelayedtechii.blogspot.com/ Tiara, Dwyer B (2003).Technology Education. Maryland State Department of Education. Retrieved from http://www.marylandpublicschools.org/msde/ d ivision s/ ca re erte ch /ca ree r_t ech no logy/ voluntary_curriculum/index.html Marcial, Dave E. (2012). Teaching and Learning with Technology in Higher Education Institutions in the Philippines. PeLS Online Journal, 3(1), 50-56. Retrieved from http://elearning.ph.http:// w w w . d a v e m a r c i a l . n e t / uploads/1/4/0/1/14014636/teaching and learning with technology in heis final.pdf Matulac, Melvin R. (2002). Technology Education. Retrieved from www.fit.ed.org/ictcongress/paper/full papers/ matulac.pdf http://www.pulse-technology.com. PulseIntegrated Technology Inc.
CONCLUSION Technology Education, being an integral part of the curriculum is important in the 21st century where technology booms. The use of technology is important in the attainment of rich and meaningful learning experience. Also, it is important in the construction of concepts. However, teachers, being the facilitators inside the classroom should be equipped first with 21 st century skills on computer literacy so they can use this technology in facilitating teaching learning.
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Journals of Educational Technology
LEARNING AND TECHNOLOGY Maria Charlene P. Melegrito INTRODUCTION
useful, either for individual students or for educational purposes in general.
As a classroom teacher, the main purpose or goal is to ensure that learning takes place inside the classroom. Positive student – teacher relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. (Shaw, 2015) According to Frisby and Martin (2010), researchers have found that teachers are better able to promote student learning if they foster positive interpersonal relationships with students. Engaging in communicative behaviours designed to create these positive relationships generates affect, which in turn ‘enhances cognitive learning. Teachers can develop positive student – teacher relationship through the environment in the classroom. For example, building a ‘collaborative and cooperative’ learning environment is thought to contribute to student - teacher relationship building (Wurst, Smarkola, and Gaffney 2008, p. 1767), as it demonstrates that the teachers cares about the input of students. The use of technologies can increase teachers’ capacity to provide support, choice and flexibility to students. It can also directly support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand, attend, organize, engage and remember. The impact of technology can be felt in every possible field one such field is Education. Teaching with technology can deepen student learning by supporting instructional objectives. There are numerous ways that technology in the classroom can be used to address learning needs. To do this effectively requires careful selection, purposeful planning and thoughtful implementation. Not all technologies are equally
In today’s classrooms, a wide range of technologies are also creating new options for differentiated instruction and for the success of every student in an educational system. To achieve this success requires more focus on the learner’s needs and by taking advantage on the technology in education to support the creation and sharing of knowledge. Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Since it is a form of learning, there will be a transmission or transfer of knowledge in whatever medium being used. Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum, 2001; Boster et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002). Indeed, researchers have affirmed that computer technology provides abundant opportunities for students to build or modify their personal knowledge through the rich Maria Charlene P. Melegrito is a Professional experiences that Teacher; a product of Pamantasan ng Lungsod ng Maynila and PWU with 12 years technology affords. fruitful experience in the academe. She is now with PUP….Laboratory High School Charlene Melegrito
T h e t e r m “technology” refers to advancements
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teaching Filipino in Grade 7 and Grade 10.
Journals of Educational Technology in the methods and tools we use to solve problems or achieve a goal. In the classroom, technology can encompass all kinds of tools from pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more. The newest technologies allow us to try things in physical and virtual classrooms that were not possible before. In 2000, researchers commissioned by the Software and Information Industry Association (SIIA) examined 311 research reviews and reports from published and unpublished sources. They reported that the reviews show that technology can have a positive effect on student attitudes toward learning, self-confidence, and self-esteem (SivinKachala & Bialo, 2000). Other reviews (Coley, 1997) have reported that technology has been found to improve school attendance and decrease dropout rates with a positive impact on students’ independence and feelings of responsibility for their own learning.
DISCUSSION TECHNOLOGY IN THE CLASSROOM A good use of technology in the classroom is when the technology is well integrated with real-time, personal interactions and is not a replacement for them. In good uses of technology, traditional interactive engagements — "active learning exercises, group activities, demonstrations, and guest speakers" (CS) — are retained as a part of the course, and technology supports those engagements. It is vital for teachers "to remind students again and again" why they are using the technology.
Teachers should "help students see connections between the technology and their learning, especially for new technology" (SH). (Brown, 2009) There are different technology to be used in the classroom according to what is needed in the topics or subject to be discussed. Technology helps us by allowing the students and the teachers to share documents online, edit and project it on a screen. Presentation software such as Powerpoint enable teachers to embed high – resolution files like photographs and diagrams to be a content in the lecture for the class.
Laptops are increasingly being used by students in the higher education classroom even in the secondary classrooms. According to Kay and Lauricella (2011) in their study of different types of laptop use in university classrooms, laptops can be used in either an unstructured or a structured way, with drastically different results. Unstructured use of laptops occurs when students are permitted to use laptops in class, but the laptops are not incorporated into teaching practices in any meaningful way (Samson 2010). With unstructured use, students may be using their laptops to take notes or for online reference, but
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Journals of Educational Technology the teachers isn’t actively encouraging these – or any other – behaviours. In essence, the teacher is lecturing as though the laptops do not exist, allowing students to use (or not use) laptops, as they wish. Structured use, on the other hand, refers to ‘the use of technology in a deliberate and integrated manner [by teachers] to affect learning goals’ (Samson 2010, p. 2). Structured use of laptops may be an effective way to encourage student engagement and attentiveness in university classrooms, as well as facilitate student–instructor relationship development. Among other things, studies have found that structured use of laptops in class can increase student engagement (Zhu et al. 2011), improve academic achievement (Kolar, Sabatini, and Fink 2002) and decrease off-task behaviour in class (Kay and Lauricella 2011). There are also schools that are using tablets like iPad in the classroom. Tablets can be linked to computers, projectors and the cloud so that students and teachers can communicate through text, drawings and diagrams. Students also used the tablet instead of notebook to write down the lectures discussed by their teachers. There are many ways that integrating technology into the classroom can help
students learn at a rate that is comfortable to them, and that allows them to retain information. For example, in-classroom lessons or activities on laptops or tablets allow students to read directions, process information and complete work at their own pace. This also helps free up the teacher’s time so they can give students who may need extra guidance or assistance the attention they require. Classroom PC is usually used and can be found in Computer Laboratory of the school. It allows the students to experience some computer apllications during Computer class. More students excel in this area than in the usual lecture class. For the teacher to be able to use laptop, tablet or PC for lecture, the teacher used the projector. By doing this, it allows students to see a larger version of what is on the laptop, tablet or PC screen. Televisions are also used in the classroom as part of including the 21st century skills in the classroom. Teachers uses it to play videos to help the students to visualize the content of the topics being discussed to them. Using this kind of technology enable the students to remember the content and understand the concept of the study. Instead of traditional blackboard and chalk are the “Smart Board”. Smart board is an interactive white board that allows the teacher to project an image from a laptop to the front of the room and the teacher can then digitally draw on that image. It helps improve classroom management, provides academic and digital learning, build motion into kindergarten lessons and wakes up students with
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Journals of Educational Technology smart technology.
TECHNOLOGY IN LEARNING Many students are more stimulated and are apt to learn when they can interact with hands-on learning tools, which various forms of educational technology. According to PBS Learning Media research, 74% of teachers surveyed responded that using classroom technology motivates students to learn. Technology in the classroom allows students to take greater control of their education because tools like tablets and laptops encourage interactive and hands-on learning. Kinzer and Leu (1997) demonstrated positive effects of technology on both learning in a content area and learning to use technology itself. They studied the potential of multimedia and hypermedia technologies. One study, The Reporter Project, used multimedia technology to enhance sixth-grade students’ information gathering and writing skills. The Reporter Project was developed and tested in sixth-grade classrooms for two years and showed that students made statistically significant improvement in their recognition and use of elements such as main ideas, supporting details, and cause and effect relationships. Their writing was also more cohesive than their control-group peers who were taught using similar materials and sequences but without the use of technology. There is also a large body of research that supports the benefits of technology for language acquisition (O’Hara & Pritchard, 2006; Pritchard & O’Hara, 2005; Leu, 2005; Cummins, 2005; Zhao, 2005; Duran, 2005; Egbert, Chao, & Hanson-Smith, 1999; Pennington, 1996; Zhao, 2003). Numerous other studies demonstrate that students who learn in existing multimedia and/or hypertext environments show greater gains in areas of language development than students who learn in more traditional environments (Ayersman, 1996; Boone & Higgins, 1992; Charney, 1994; Martinez-Lage,
1997). Studies investigating the impact of student construction of hypermedia environments on language development came to similar conclusions (Goetze, 2000; Lehrer et al., 1994; Nikolova, 2002). The children learn in school to prepares them for the future, and for this reason it is important to incorporate technology in the classroom. Over the years, technology has evolved tremendously and will continue to do so. Those changes should be parallel with teachers’ lesson plans and learning techniques of children and classrooms. It is important to note that expensive classroom technology do not always result in effective teaching and learning. Simple solutions can lead to influential teaching, which can have a clear impact on learning. By learning to use technology in the classroom at a young age, children are developing the skills and knowledge that is essential in today’s world. In the study of Boster (2004) in Los Angeles showed a statistically significant increase in math achievement scores when students used digital video. It only signifies that in facilitating language and literacy development in Mathematics achievement, technology has also had positive effects. In dealing with reading comprehension and vocabulary development, Pearson et al. concluded that a wide range of digital tools enhance reading comprehension and vocabulary development by providing students access to word pronunciation, word meaning, contextual information, and comprehension scaffolds to guide an individual’s reading. A strong research base supports the conclusion that technology can enhance all aspects of literacy development. Sandoltz et al. (1997) reported positive findings from the Apple Classrooms of Tomorrow (ACOT) project after nearly eight years of studying the effects of computers on the classroom. Aside from performing better on achievement tests, they found that ACOT students were developing a variety of
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Journals of Educational Technology competencies not usually measured. ACOT students delivered lectures along with their teachers. They became socially aware and more confident, communicating effectively about complex processes. They became independent learners and self-starters, worked well collaboratively, and developed a positive orientation to their future. Children were seen as learners and as expert resources, as they were challenged by complex and open-ended problems. These are the skills that will enable students to live productive lives in the emerging age of communication. Moreover, technology use in the classroom helped to decrease absenteeism, lower dropout rates, and motivate more students to continue on to college (Sandholtz et al., 1997). In 2002, The WestEd Regional Technology in Education Consortium reviewed a number of research studies related to the impact of technology on learning. They chose studies that they judged to be the most methodologically sound and that had analyzed change over time. When reviewing this body of research they found convincing evidence that technology can be effective in teaching basic skills, can significantly improve scores on standardized achievement tests, can provide the means for students with special needs to communicate via e-mail, and can help teachers accommodate students’ varying learning styles.
IMPACT OF LEARNING
TECHNOLOGY
TO
The following are the positive impact of Technology to Learning:
Technology increase student motivation In the article, “Nonfiction Inquiry: Using Real Reading and Writing to Explore the World” (2002), Harvey concluded that the vehicle for increasing relevancy and motivation was through surrounding kids with compelling nonfiction. Researching online or using a
CD-ROM allows students to search for information they are passionate about learning. Students can make choices when navigating online, which is engaging for learners. When students are given more choice in their tasks, those tasks are more meaningful and increase the students’ intrinsic motivation (Jordan & Hendricks, 2002).
Technology enhanced teaching and learning Technological development have become great sources of teachers to help students grasp a concept easily. Interactive presentation tools are simple way to keep students actively engaged in lessons, as well as a means to keep lessons fresh. It has to be understood that visual explanation of concepts makes learning fun and enjoyable for students. They are able to participate more in the classroom more interactive and interesting. Educational application, search engines, videos, portable technologies and interactive activities provide students with a nearly endless supply of information and resources. This is why students are more excited to learn and they are being trained to learn new technology skills that they can use later in the work place.
Technology is a co – requisite of Globalization The era of 21st century is often regarded as an era of technology. And today, it plays a very important role in our lives. Through the use of technology like video conferencing, schools in different places can meet their counterparts. A Non – Government Organization here in the Philippines launched a global classroom project in partnership with the Department of Education. According to the news, the global classroom aims to bridge communities and students affected by armed conflict. Through the use of video conferencing, students from Cotabato City National High School (CCNHS) and Ramon Magsaysay High School Cubao are
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Journals of Educational Technology interactively classroom.
learning
without
leaving
their
Because of technology, there will no geographical limitations Through technological developments, the online degree programs were introduced. Distance learning and online education have become very important part of the educational system. This kind of advancement helps not only the educational system but most of all the students with busy schedules and working. They have freedom to pursue education even they do not have time to go to school in a regular basis. Despite the fact that technology has a positive impact to learning, there are some negative impact that was being raised against the use of technology in learning.
Lack of Focus Mobile phone as a part of technological advancement has a major impact on the students and can catch attention even they are inside the classroom. Mobile phones affects their concentration in academics and other activities. Many experts and experienced people say that, due to such technology in education, students imagination is affected, their thinking ability is reduced. It is sometime time-consuming for the teacher since the teacher need to prepare and to set – up those educational technology that they need to use before the lecture starts.
REFERENCES: https://blog.kurzweiledu.com http://er.educause.edu www.cjlt.ca
Declining Writing Skills
www.education.com These days, children are relying more on digital communication that they have totally forgot about improving writing skills especially to those schools that uses tablets like iPad instead of notebook. In effect, there are students who did not practice and improve their writing skills even the cursive writing.
Increasing Incidents of Cheating Digital tools like mobile phones are great source to cheat in exams. They can take a picture of their notes including mathematical formula and if given the chance they can use it during examinations.
www.learningtechnologiesab.com www.nytimes.com www.researchinlearningtechnology.net www.slideshare.com www.smartboards.com www.themilfordmessenger.com www.washington.edu
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INFORMATION LITERACY AND ELECTRONIC LITERACY Joey M. Cadano INTRODUCTION The emergence of electronic information resources (EIRs) has also greatly transformed information handling and management in all university communities around the world. Electronic information resources have gradually become a major resource in every university community. Electronic information resources are provided in electronic form, and these include CD-ROM database, online databases, online journals, OPACs, Internet and other computer-based electronic networks . Academics in developing countries are fast embracing the Internet as a source of information for teaching and research. Some studies have revealed the use of the Internet, email and search engines for research purposes. The growth of information resources has become a global phenomenon, most especially in developed societies due to technological advancement in information technology (IT). Postgraduate students in developed countries are getting access to digital information and creating their information electronically. Academics now have access to global digital information resources, particularly the Internet for their scholarly communication. Interestingly, the Internet represents different things to different people depending on what is being sought. In the academia, it facilitates the extension of the frontiers of knowledge and constantly enhances the drive to keep abreast of scholarly publications. The Internet and the World Wide Web provide scholars with quick and easy access to electronic information resources located around the globe. Academic staff members now exchange preliminary drafts of research
findings with colleagues and maintain contacts by monitoring electronic bulletin boards, chat rooms and list serve on subjects of interest. Information users now use the Web to access remote databases and full-text document resources that were previously only available through expensive on-site research visits. Researchers use the Web to watch real-time images from remote research stations and satellites or participate in group discussions and group projects. Information and communication revolution which resulted in the advent of the Internet, has been a formidable tool of information exchange which has obliterated distance and time and accelerated the process of creating a global community of inquiry.
CURRENTS IN ELECTRONIC LITERACY Information in the early 21st Century is characterised by information overload, unequal distribution, a strong tendency to triviality and increasing concerns about credibility. As the volumes of information are constantly increasing, search skills are
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Joey M. Cadano, MAN,RPT,RM is a freelance instructor, assessor and supervisor of several Maritime Training Center. He is also an accredited Tour Guide and speaker of Department of Tourism whilst he is also an accredited TESDA assessor in NCR for Caregiving and Household Services.
Journals of Educational Technology required in order to gain access to the information that is available. To gain access and use these vast resources effectively, information users must learn to overcome information anxiety and as well explore the available information to enable them interpret and as well utilize information for rational decision-making. The change in formats and organization of information shows that users of information resources need guidance and education in order to a c h i e ve realistic expectations. Users of information resources must possess information literacy skills in other to harness information resources at their disposal. To respond effectively to an ever changing environment, users of information resources need more than just a knowledge base, they also need techniques for exploring it, which will also connect it to other knowledge bases and thus making practical use of it for rational decision making or problem solving. In other words, the landscape upon which we use to stand has been transformed, and users of information resources are being forced to establish a new foundation called information literacy. However, it is important to understand that availability and access to information is not sufficient to guarantee that a library user will acquire the skills necessary to comfortably survive in an information world. According to the Association of College & Research Libraries (2002), information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information‌Information literacy is focused on
content, communication, analysis, information searching, and evaluation. It is a vital ability for the modern information-intensive world, enabling personal, economic, social and cultural development. Information literacy as the ability to locate, evaluate, manage and use information from a
range of sources not only for problem solving but also for decision making and research. Information literacy is much broader than the acquisition of traditional information skills. This includes how to use a catalogue, how to locate a book on the shelves and how to access an electronic databases. Warschauer (2004) recognises information literacy as part of the electronic literacy spectrum, which includes computer literacy – ability to operate a computer. Electronic Literacies is a timely book filled with important ethnographic data on technology and language education, including interviews with students and teachers, observation of classrooms, and transcripts of students' online interactions. It is one of the few attempts to explore the role of the Internet in the development of the language literacy of minority students, who have typically been overlooked in Internet-based education....This text is an excellent resource for teachers and administrators interested in understanding the
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effects of new technologies on language teaching and learning....the book is a valuable new addition to the field of technology and language teaching and learning. Self and Hawisher define electronic literacy as being able to communicate online. They state, "we mean the practices involved in reading, writing, and exchanging information in online environments as well as the values associated with such practices-social, cultural, political, educational" (506), and claim that their definition of electronic literacy is synonymous to digital or technological literary. What they want to avoid is talking about is simply computer literacy, which is the skill set required to operate a computer. Conversely, when Breuch defines technological literacy she encompasses both electronic and computer literacy; however, she reveals the dangers of taking a tool-based approach to technology and, even citing Selfe, acknowledges the importance of context, the social, political, and cultural factors that are linked to technology. Furthermore, though they do not specifically mention electronic literacy, Selber, Johnson-Eilola, and Selfe also indicate the importance of the social environment and cultural context. In looking toward the future of technical communication in the final chapter, Ornatowski also brings in society, this time to emphasize the importance of the technical communicator's role. "...in a society increasingly driven by technology, the technical communicator is becoming an important voice
in determining how the issues involving technology...are framed and approached...Controversies over technologies often also reflect other issues and broader tensions in society"
Information literacy is becoming increasingly more important in our world that is rapidly evolving through the growth and proliferation of technological and information resources . As a result, information users are faced with countless information choices and must decide which resource(s) to use in the acquisition of information. They also determine the authenticity, validity and usability of the information they discover. The ability to access, evaluate and use information is a prerequisite for lifelong learning and a basic requirement for the information society. Information literacy skills (ILS), is a fusion of library literacy, computer literacy, media literacy, technological literacy, critical thinking, ethics and communication, which when
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Journals of Educational Technology acquired, would enable users of information to become independent life-long learners. ILS enables individuals to recognize not only when information is needed, but also when different kinds of information are needed. It provides users of information resources with methods by which they can cope with the huge quantity of information coming from all directions, through all varieties of information resources. It can then be assumed that information literacy skills are needed by Nigerian academics for effective use of information resources for quantity and quality research output. Information literate person today should possess specific online searching skills such as the ability to select appropriate search terminology, logical search strategy and appropriate information evaluation. However, one barrier to the efficient utilization of information resources especially digital resources in developing countries is the relatively low level of information literacy skill. Without the ability to manipulate and use information effectively, investments in both print and electronic based resources may be a waste. I Menou (2002) suggests that people should be sensitized to be able to use stand-alone computers, computer networks, and primarily, the internet and other basic applications such as word processor, spread sheet, electronic mail, and possibly more advanced ones such as presentations, production of web pages, construction of websites, use of digital multimedia equipment and programmes. He also emphasises a retooling of information professionals and submits that the potentials of the information age cannot be realized without expanding the scope of information and computer literacy. With the advent of information and communication technology (ICT) in academic institutions, academic libraries are now using electronic information
storage and retrieval devices, such as CD-ROMS; their catalogues are now OPACs, and beyond these, most universities have E-resources. As these electronic devices are introduced, it is assumed that a new skill for use needs to be developed and acquired. Students of the net generation, work simultaneously across different media. Students can be seen using laptops, books and mobile phones as they work. Observing students working in groups around laptops and PCs inspired the introduction of „techno booth in autumn 2008. These technology-rich spaces have proved to be extremely popular, enabling students to work in groups with a variety of media and Web 2.0 technologies. However, the shift to electronic resources has brought its own problems because most scholars, researchers, and students obtain academic information from Internet resources every day to further their own research. Fairly quickly they understand that rigorous standards of academic scholarship cannot be satisfied by a simple Yahoo search: the vast quantity of undifferentiated material such a search yields must frustrate those longing for truth.� Understanding information seeking behaviour in using electronic journals is now a major concern for libraries providing electronic journal services.
REFERENCES : ADELEKE Dare Samuel The Federal Polytechnic, Ado-Ekiti, EMEAHARA Evelyn Nkechi Department of Library, Archival, and Information Studies
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Journals of Educational Technology
STATUS OF DISTANCE EDUCATION IN THE PHILIPPINES Teresita N. Banag
INTRODUCTION Distance Education plays a significant challenge in Philippine education and meeting their basic need for food, clothing, and shelter, access to information and communication technologies (ICT), especially the most modern ones, is very low on their list of priorities and is not considered a priority at all. Since it has a major impact, the use of ICT technology must not only address certain educational concern but also to have quality education. This will lead to the development of new cultures, concepts and understanding. This will change and put too much expectation among users and institutions alike. It is a necessity because the concern people have to achieve goals but were not able to do it because of time constraints.
HOW IS IT RELATED TO PHILIPPINE EDUCATION? Distance Education ( DE ) is used in research and development work. Since research and development is important in using ICT in education, it is also vital in gathering data because it is being used and conducted online, email, online interviews via Skype or other forms of audio and video conferencing. Collecting and analyzing data is used through appropriate software for data analysis. DE is also used in performing management and administrative functions. Most delivery of instructional content and other support services are mostly online so that they will be able to maintain their physical presence here and abroad like documentation for application for admission, online registration system, online submission of grades, digitization of student records, orientation of new/incoming students, and extending the culture of discussion and debate to enhance critical and higher order of thinking. DE is also used in enculturation and promotion. Since Filipinos have the lack of information about it, they were misguided. In order to help correct misconception, they have to be informed fully on research-based evidence about the benefits of DE to correct
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Teresita N. Banag, a preschool in Philippine Cultural College and enjoy teaching for 28 years.
Journals of Educational Technology this misperception. There should be support from policy makers and resource providers, enhances DE’s credibility in the institutions and other groups whose personnel may benefit from DE, and may hire graduates of DE program, and protect funding for academic institutions looking for the use DE modalities to reach student populations previously unattainable. DE ensures quality education in a technology-driven mode of learning. The quality of DE is controversial because they compare it with that of physical face-to-face traditional education setting. They are both useful but they are also different. The perception is based on reality which means that it is necessary to employ the quality approach in developing DE courses and learning materials. Educational providers must have quality and reliable ICT hardware, available 24/7 and software. There should also be knowledgeable and skilled individuals who will ensure that hardware and software are running smoothly. And for the human aspect, there must be training to user groups such as students, teachers and administrators to ensure the effectiveness and efficiency in using ICT to help in the teachinglearning process.
IMPACT OF DISTANCE EDUCATION There was a great influence of DE in educational system in the Philippines and it is shown in many forms such as m-learning, e-learning and u-learning. DE is now called as “School of the Future” because of interconnection, globalization and information based society. ICT is instrumental in facilitating
the shift from “learning as a personal achievement to learning as a result of a global social process” (Taylor &Hogenbirk, 2001). Educators now should use different ways in teaching-learning processes with the use of technology that it can offer so that education and technology goes hand in hand. The use of DE reshapes the structure of the educational organization from the curriculum, role of the teachers and students, organizational structure and learning environment. Because of the growing number of transactions online at a distance, it must be supported by holistic policies and procedures that take into account all academic-related activities. Blended learning, which is traditional face-to-face classroom delivery with distance delivery are now used by conventional universities which
increases the sources of learning materials that learners must access under blended learning strategies. The schools also take advantage of emerging opportunities to earn money via online learning. The school’s culture reshape because of the use of ICT. These patterns of relationships and methods of management are, in turn, shaped
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Journals of Educational Technology by its overarching educational philosophy, expectations from the community it serves, its moral culture, political skills of its leadership, and curriculum (Azinian, 2001). Rapatan (2002) further notes that teachers must aim to be literate in the new technologies and retrain themselves in pedagogy for them to understand how to make technology support conceptual formation and change in students. And so, the culture of learning has shifted from the culture of students passively listening in a classroom where attendance matters, to the culture of proactive reading, encoding and decoding anytime, anywhere. In an online learning environment, adult learners must take greater responsibility over their own learning paths by sharing their vast array of experiences and knowledge with others in their class. School administrators must also make the effort to redirect and lead their organization as a “learning organization and review and articulate new performance standards� (Rapatan, 2002). The growth of ICT in education has given rise to new concepts and realities that are only now becoming mainstreaming.
LESSONS LEARNED The use of technology must be relevant in process and with a substance. The design and implementation processes must be relevant to the actual social dynamics of a given site of social practice, and that the substance of design and implementation. The design and the system must be relevant to the lives of the people in which they affect. The technical work should draw attention to functionalities that people value and should articulate those analytical categories that have been found useful in describing social reality. Consider also the cost which the institutions must comprehend in using new technologies. These costs cover not only the purchase of the technology (like hardware and software) but also the cost of training staff so they can acquire the needed skills and knowledge to use the new technologies effectively or if it is not possible, secure funds to hire additional staff that posses the needed skills and knowledge. The access and the cost of access must be attainable and affordable for students. While universities can always find ways to make DE technologies available to its staff and personnel, students must also be considered in the costing equation of access. An individual who is using this technology should possess the skills and knowledge necessary to use the technology effectively must also take into consideration. The strategies that can work are partnerships and collaboration to reduce costs associated with DE. Collaborations can reduce costs associated with designing and implementing commonly used DE platforms and courses like sharing of reusable learning objects placed in a common storage area. Collaborations often serve as an enriching learning experience for all involved, such as was the case of UP Open University’s collaboration with the University of Singapore to in the design of the Integrated Virtual Learning Environment. UP Open University has similarly collaborated with other governmental institutions for the provision of alternate, back-up forms of Internet connectivity.
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Journals of Educational Technology The implementation of new teaching and learning strategies also requires attendant changes in organizational structures, like new units and/ or integration of existing units dedicated to the production of DE learning materials. These changes in organizational structure must be supported by revised policies and procedures that takes into account on both old and new. We should remember that research and evaluation is important. For new initiative, the research component of DE projects must inform the selection and subsequent use of any new technology. Project must set goals and to meet those goals, they must be monitored to ensure their effectiveness and efficiency in meeting those goals. We should also introduce innovations because it has always have cost implications. Like most universities, UP’s Open University, it has limited resources upon which to research, design, implement, and support DE. Any innovation, including DE, has a corresponding cost on some other part of the organization. Time and again, there is simply not enough money to go around. As such, organizations like UP’s Open University must beware of reinventing the wheel like embarking on costly, custom designed systems and instead look into creatively use technologies that are already readily available.
REFERENCES Azinian, H. (2001). Dissemination of information and communications technology and change in school culture. In A. Loveless & V. Ellis (Eds.) ICT, Pedagogy, and the Curriculum (pp. 35-41). London: Routledge Falmer. Bates, A. W. (2000). Managing Technological Change: Strategies for college and university leaders.San Francisco: Jossey-Bass. Domingo, Z. (2006). Text2teach : An ICT-based strategy to help improve quality education in the Philippines. Paper presented in the National Conference of the Philippine e-Learning Society. 28-29 November 2006. Diliman, Quezon City, Philippines. Flor, A. (1995). Broadcast-based distance learning systems. Diliman, Quezon City: University of the Philippines Press. Librero, F. (2006). Trends in e-learning of interest to educators. Paper presented in the National Conference of the Philippine e-Learning Society. 28-29 November 2006. Diliman, Quezon City, Philippines. Metropolitan Times (31 December 2003). e-Learning in the Philippines. Rapatan, M. (2002). Synergizing technology with cognition and pedagogy: A framework for designing e-learning programs. Paper presented in the National Conference of the Philippine e-Learning Society. 1-2 August. Manila. The Communication Initiatives (n.d.) The Communication Initiative website. Retrieved March 14, 2007 from: http://www.comminit.com/trends/ ctrends 2006/trends-290.html
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IMPACT OF TECHNOLOGY ON SOCIETY Rouena S. Villarama INTRODUCTION
around us. The citizen of each country now has become the “netizen” of the world. Cyberspace has become a major issue in society and the Humanity is in the midst of one of the most general consensus does not seem to have transformative times in history. We are a proper understanding of the realities of this experiencing ever more rapid waves of “virtual world.” The most famous of these techtechnological innovation and disruptions. The nology is the computer. Computers have had a speed of change has accelerated to the point tremendous impact on human interaction with that this environment we live in is an other humans and they environment of have created social change. In fact, Educational Technology change due to the uses of the speed of techthem as well as accepnological change tance into society by peonow will be the ple. Media and communislowest it will ever cations technologies are be for the rest of noted to disconnect our life! people from reality and push towards a virTechnology has tual world. Relationships changed society among people have drasthroughout history. tically changed. Since the Over the last few introduction of the perdecades, cellular sonal computer. devices, iPads, Interpersonal relationiPods, computers, ships are uniquely different than ever beand most importantly the internet have comfore. In most circumstances, due to pletely overhauled the way people interact in geographic location, convenience, or comfortsociety and the way educators work in schools. ableness, human to human interaction is much Technology implementation in schools is pivotal different in the to student success post high school due to the 21st century than changing times and high demands for tech the 20th and savvy personnel. It is imperative that teachers prior to. In parof the 21st century adjust to the technological ticular, the use of revolution and not only prepare themselves but email has been prepare their students for the technological real shown to elimiworld. Technology has changed the way society nate a lot of the looks, and the way the classroom looks and usual visual and there will be no return to chalk boards and writverbal cues we ing letters. The 21st century society demands a often use in comtechnologically advanced person and the 21st Rouena Villarama, RN, MEd is municating with currently a Professor at the UST century classroom requires the same. College of Nursing. She has also one another. written a couple Rouena Villarama …. of books used by More so with the The world has become borderless thus we advent of Skype need to have a way to connect with other citicommunication, zens of the world in a fast way to be able to Facetime, We cope up with the same fast progress happening Volume No 1, Series of 2016, Page 25
Journals of Educational Technology Chat, QQ, what’s up, Viber among others, communication has been made so accessible and enjoyable. Great distances between love ones have now shrunk, thanks to the internet. However, many people, especially younger generations, are losing the ability to properly communicate in face to face situations because of being accustom to conversing in what has become known as cyberspace. The computer reduced family interaction just as the television did prior to and this technology changes the boundaries between households and the larger world. Although it is more convenient to send an e-mail than make a phone call or visit an office, still nothing will beat having an actual “eyeball-to-eyeball” with person because here there is a sense of personal relationship which is weak or sometimes completely lost and in a cyberspace relationship. Sad to say that this may be one of the negative impacts of technology to the society. In the area of industry however, the shift towards technology and precedents set by the industrial revolution of the 1800s to a new level. The growth of the personal computer and the use of the internet have forced a shift in society that will never look back. Developments throughout history have happened to ultimately make life easier on humans. (Hunt, E. K.; Lautzenheiser, Mark 2014). There have been social and economic impacts that have marvellously shifted the way the present day people lives his or her life. There have been many immense and influential impacts on society due to the development of the computer. The use of technology had an unbelievably positive impact on society. Due to the advancement of technology, space exploration took place, vehicles and transportation were designed differently, the entertainment world became more entertaining, and medical science made more cures for diseases. Technology impacted society in many
ways. Life became instantaneously easier.
TECHNOLOGY IN EDUCATION Education Technology (also known as “EdTech”) refers to an area of technology devoted to the development and application of tools (including software, hardware, and processes) intended to promote education. Put another way, “EdTech is a study and ethical practice for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.” It is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application. (Lazaro,2014) The use of technology in education has been present throughout history. Over the last century, schools have modified their approach to teaching as well as the methods that are used to enhance student learning. Chalk and slate were at one time the newest technology. From there, technological changes have gone from film, radio, and television to desk-top computers and now onto interactive white boards and SMART Technology. Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches,
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Journals of Educational Technology components and delivery methods.. Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes. Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face -to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings It is reasonable to assume that as technology continues to accelerate, we can expect dramatic changes in the years and decades ahead. Most of us in the academe have come to take rapid technological improvement in education seriously but when technology has a broader impact on society the changes are generally much harder to accept, and there tends to be a great deal of resistance and denial. Not all are “computer savvy” as the current generation are all expected to be. As schools progress in the 21st Century, technology is being used more frequently on a regular basis. With the growth of internet and other interactive technologies in the past three decades, information and communication technologies have emerged as important tools for teaching and learning. Teaching with technology is essential to the development of students for the 21st Century. We have entered a new millennium, a new century, a new age, the Shift Age, and a new decade, the Transformation Decade. (Houle, 2015) It is in this context that educators, particularly those in K-12 education, are trying to cope with and look ahead to what technologies will become an
integral part of education in the future and how they might fundamentally change how we teach and students learn.
THE FUTURE OF EDUCATIONAL TECHNOLOGY IN THE SOCIETY The developments in digital technology of recent years are truly dramatic and their implications farreaching. And while no-one understands all the c h a n g e s these developments will bring, most individuals, many business and governmental leaders, and society as a whole, are not really cognizant of or prepared for the shifts to come. The t ech no lo gy -en ab led sh if ts a re fundamentally providing two things: (1) digital connectivity for everyone to everything, anywhere and at anytime; and (2) the tools for analyzing and using digital data in new ways. The future prediction enumerates “mega-trend” in technology that are categorized as follows: People and the internet – people’s association and interaction with the web as a mental, social and physical extension of themselves; computing, communications and storage everywhere – the ability to interface with digital technology, data and the web anywhere, anytime on any device; the “Internet of Things” – the digital linking of inanimate objects; artificial intelligence and big data – the ability to access and analyze vast and disparate data, along with the ability for computers to make decisions based on this data; the sharing economy and distributed trust – digitallyenabled transparency and trust mechanisms that allow direct exchange of goods, services or money between parties outside of traditional establishments such as stores and banks; The digitization of matter – 3D-printing and the
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Journals of Educational Technology creating of physical materials on the based on Everything is becoming “smart.” Not just our digitally transmitted parameters (Houle, 2014) hand held devices, but also our infrastructure, our buildings, our clothing, our appliances and These trends will greatly impact how individual our cars. The home, the school, the community lives are lived, how business is conducted, how and the transportation systems will all groups of people function, and how we govern “communicate” with each other. The future holds ourselves. Our world is being driven and en- great promises for the society as technology will abled more and more by software, and we are connect each and everyone, anywhere, anytime, simultaneously becoming more “bite-sized” com- all the time! prehensive in what we can access and analyze. This opens up the opportunity for the offering of an innumerable number of services by and be- REFERENCES tween individuals and organizations of all types from companies to non-profits Gutierrez, K. D., & Penuel, W. R. (2014). and governments most especially to Relevance to practice as a criterion for rigor. education. The potential is huge. The op- Educational Researcher, 43(1), 19-23. Abstract portunity is boundless. Houle, David. A Future Look at Today. Evolution However, at the same time, there are real con- Shift. Northcentral UniversityOnline Education cerns. With data created on everything, will there SEEN Magazine New York, 2015 be acceptable levels of privacy for individual lives? With accessibility greatly enhanced and a path to almost everything possible on the Hunt. E, K., Lautzenheiser, M. History of rd internet, how can we sufficiently protect intellec- Economic Thought, A Critical Perspective, 3 tual property or secure financial data? One will Ed. PHI Learning, 2015 be afraid of becoming a citizen of the world Owen, H. (2008). Learners re-shaping learning where his identity may be known with all his in- landscapes: New directions for old challenges ner secrets just by a click of the mouse. In the [Electronic Version ASCILITE 2008 from http:// same way, his identity may be deleted in the www.ascilite.org.au/conferences/melbourne08/ same fashion. One cannot imagine the sur- procs/owen.pdf. prise or embarrassment upon knowing that an “intimate” relationship have happened with a h t t p : / / e d u t e c h w i k i . u n i g e . c h / e n / “cyber friend” which happens to be a computer in Educational_technology set in another dimension. The challenges of navigating the transition are great as well. The individual, organizational, governmental and societal adjustments are important and the impact of these adjustments will be felt by everyone. The speed of various aspects of the transition are hard to predict, but it is not difficult to see that our world will function quite differently 10-15 years from now. Being prepared to navigate the transition begins with awareness of the changes to come and some understanding of their implications.
HTTPS://GENERALASSEMB.LY/BLOG/WHATIS-EDTECH/ https://thejournal.com/articles/2010/09/16/the-5keys-to-educational-technology.aspx http://www.cjlt.ca/index.php/cjlt/article/ view/527/260
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Journals of Educational Technology
DELIVERY OF EDUCATION WITH TECHNOLOGY
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OPEN AND DISTANCE LEARNING: TRENDS, POLICY AND STRATEGY CONSIDERATIONS Ningning U. Grenas INTRODUCTION The terms open learning and distance education represent approaches that focus on opening access to education and training provision, freeing learners from the constraints of time and place, and offering flexible learning opportunities to individuals and groups of learners. Open and distance learning is one of the most rapidly growing fields of education, and its potential impact on all education delivery systems has been greatly accentuated through the development of Internet-based information technologies, and in particular the World Wide Web.
CHALLENGES AND OPPORTUNITIES Major changes have occurred in the world economy, in particular with regard to the information-bearing technologies. These demand the attention of governments for education and for human resource development. While the last two decades have seen considerable growth in education and training, the world still suffers from intolerable
inequalities at the international level and sometimes within nations. Many countries are struggling with limited access to education and training for children and young people, and at the same time have to address the basic needs of an older generation. Low quality and insufficient relevance are other concerns. At the root is often the problem of financing adequate provision, and of outdated structures for education and training. The rapid development of information and communication technologies(ICTs) and the move towards more knowledge-intensive, interdependent and internationalized societies create new challenges and opportunities for the design and delivery of education. ICTs open up new horizons for progress and the exchange of creativity and intercultural dialogue. Nevertheless the growing digital divide is actually leading to greater inequalities in development. This is giving rise to paradoxical situations where those who have the greatest need of them . disadvantaged groups, rural communities, illiterate populations or even entire countries do not have access to the tools which would enable them to become full-fledged members of the knowledge society. For the student/ learner open and distance learning means increased access and flexibility as well as the combination of work and education. It may also mean a more learner-centered approach,
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Ningning U.Gre単as, Teacher III of Malaya Elementary School, Province of Batangas. Teaching Grade 5.School Science Coordinator.
Journals of Educational Technology enrichment, interaction.
higher quality and new ways of
For employers it offers high quality and usually cost effective professional development in the workplace. It allows upgrading of skills, increased productivity and development of a new learning culture. In addition, it means sharing of costs, of training time, and increased portability of training. For governments the main potential is to increase the capacity and cost effectiveness of education and training systems, to reach target groups with limited access to conventional education and training, to support and enhance the quality and relevance of existing educational structures, to ensure the connection of educational institutions and curricula to the emerging networks and information resources, and to promote innovation and opportunities for lifelong learning.
CONCEPT AND CONTRIBUTIONS The term open and distance learning reflects both the fact that all or most of the teaching is conducted by someone removed in time and space from the learner, and that the mission aims to include greater dimensions of openness and flexibility, whether in terms of access, curriculum or other elements of structure. The historical evolution of distance learning systems has been in four main phases. Open and distance learning systems can usually be described as made up of a range of components such as: the mission or goal of a particular system, programmes and curricula, teaching/learning strategies and techniques,
learning material and resources, communication and interaction, support and delivery systems, students, tutors, staff and other experts, management, housing and equipment, and evaluation. Sometimes open and distance learning is used for school-age children and youth that are unable to attend ordinary schools, or to support teaching in schools, both at primary and secondary level. However, most courses and programmes are targeted at the adult population. In developing countries in particular distance education for school equivalency is an important way of expanding educational opportunities to the adult population. Open schools that use a variety of media are of particular interest to high-population countries. Teacher training is an important area where open and distance learning has made a major contribution. This includes initial training for formal qualifications in service supplementary training for formal upgrading, and continuing service training in particular subjects and topics. Many examples, particularly from developing countries, show that teacher training at a distance may reach large groups of teachers and have profound impact on the development of national education systems. The use of open and distance learning for teacher education is therefore a crucial strategy when expansion or quality improvement is needed in the public education system. A common need in many countries is to upgrade teachers. knowledge and competence in using new ICTs, in particular the rich instructional and information resources available on the Web. In such cases it is also very appropriate to use the new technologies in the training programme for teachers. Both private and public providers have made important contributions to the development of industry and trade through programmes for technical and vocational education. Core purposes include the ability to respond flexibly to the need for working adults to obtain training, and to provide opportunities for those most disadvantaged by existing provision. The
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Journals of Educational Technology capacity of open and distance learning to support large-scale campaigns, e.g. in the field of HIV/AIDS education, is significant in the context of continuing education and training.
learning therefore plays an especially decisive role in the creation of the global knowledge-based society.
Non-formal education and community development represent other sectors where open and distance learning is increasingly used. Programmes at a distance often reach substantial numbers of women, in societies where women lack equal opportunities for participation in conventional forms of education and training. Open and distance learning approaches lend themselves to the teaching of many of the complex issues of the modern world, in which input from a variety of disciplines is necessary. Distance education at the tertiary level shows a two-fold development pattern. On the one hand, numerous single mode open universities have emerged to absorb large numbers of new learners, while, on the other hand, increasing numbers of traditional universities have begun to offer their programmes also through distance education. The development of new ICTs has reinforced this trend.
PRESENT TRENDS IN OPEN AND DISTANCE LEARNING
Open and distance learning has the potential to generate new patterns of teaching and learning. Strongly linked with developments in information and communication technologies, it is close to the development of new learning needs and new patterns of information access and application and learning. There is evidence that it can lead to innovation in mainstream education, and may even have effects beyond the realm of education itself. Open and distance
It is more than ever clear that open and distance learning will be an important element of future education and training systems. It is approaching acceptance within mainstream education and training in such a way that it will make up part of the repertoire of most educational institutions in the future. The emergence of new forms of distance learning based on new information and communication technologies, in particular those supported by the Internet and using the World Wide Web, has significant pedagogical, economic and organizational implications. Furthermore, there is a significant trend towards intensifying globalization. Institutional and inter-governmental co-operation is increasing, and the .global classroom. has been realized in quite a number of projects, particularly in connection with emerging global communications networks. Governmental leadership concerning network development and access will be essential in this sphere. Technological development allows for new paradigms of access and new delivery systems, linked to new types of demand. Continuous miniaturization of equipment, reduced costs, increased user flexibility, portability and integration offer a whole range of new opportunities. These changes can either lead to more effective centralized systems of development, and the distribution of educational services and software. They can also support a more open .networked society. with greater variation and more equitable access to educational resources through a network infrastructure. The direction of this development will be strongly influenced by the willingness of governments to provide leadership and co-ordination concerning network development and access (network here referring not only to technological networks, but networks of
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Journals of Educational Technology educational providers whose services are delivered via the technology). New technology also means that distance learners are not as highly reliant on the quality of pre-produced packages of course materials or programmes as they were. Technology permits more learner instructor and learner-learner communication and dialogue and thus a high degree of individualization of learning and learner construction of knowledge. Open and distance learning in the Philippines was initiated by the US-based International Correspondence Schools (ICS) programmes in 1940. Due to the existence of many traditional tertiary institutions and the view that open and distance learning was inferior, its popularity remained low until the 1990swhen the growing use of ICTs improved the image and prospects of open and distance learning worldwide. By 1995 several institutions were offering open and distance learning programmes, including the government-owned consortium(Continuing Science Education for Teachers), the Philippine Wome’s University (PWU), University of Mindanao (UM), University of the Philippines Los Baùos (UPLB), the Polytechnic University of the Philippines(PUP), and the Visayas State College of Agriculture (ViSCA). PUP and ViSCA were transformed into fully-fledged open universities in 1990 and 1997 respectively. Current prospects for open and distance learning, including the possibility of government funding, have attracted more colleges and universities to initiate open and distance learning programmes. However, the lack of open and distance learning experience has led to haphazardly managed and delivered open and distance learning programmes. This has led to the promulgation of new policies and guidelines in order to eliminate abuse of the system and to enhance quality in all open and distance learning institutions. More people and institutions are becoming connected to the Internet, raising the prospects for Internet-based education. Currently, however, printed material, radio, television and occasional face-to-face remain dominant. Open
and distance learning in the Philippines does not face a great challenge from foreign delivered online education, whose costs are unaffordable for most people. The regional overview shows great differences between all regions of the world, although there are also a number of similarities. Open and distance learning has existed for about one hundred years in the more developed regions and for one or two generations in the developing regions. In the high population countries of the developing world, open and distance learning has been seen to offer very significant opportunities for education and training. Lack of infrastructure and professional competence in open and distance learning remain important barriers. Nevertheless, these forms of educational delivery have come to stay, and many countries are looking at open and distance learning as a major strategy for expanding access, raising quality and ensuring cost-effectiveness. In industrialized countries present trends are linked both to structural problems of education in modern society, and to technological development. The need to extend learning opportunities over the whole life span and the changing demands concerning mass education and the need for new skills represent challenges that are not easily met by conventional structures and institutions. Governments, industry and educational institutions are eager to develop effective applications of new technologies and at the same time meet the needs of learners. However, conventional ways of teaching continue to thrive, and the field shows a great variety of approaches to the implementation of new strategies, with varying success.
INTERNET EDUCATION
AND
WEB-BASED
The importance of the use of the resources and technologies of the Internet in education is obvious today. It has been shown that the use of the Interne in the sphere of organization and
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Journals of Educational Technology management of education leads to the increase of education accessibility on a global scale, and may lead to the growth of economic efficiency of an educational institutions activity. All developed countries of the world have more or less extensive programmes of Internet development in the sphere of education. The overwhelming majority of developing countries, despite difficulties, problems and fears, seek as far as possible to take part in the formation of the global educational community. In doing so, the systematization and analysis of the experience of Internet usage in education becomes an urgent issue for each country and the global community as a whole. In addition, the Web-based learning model offers students a wealth of information that was never possible in the classical model. For example, the student who suddenly becomes interested in what kind of music was com-posed during Newton’s lifetime could link to that information, even though the instructor may not know how to answer such a query. The possibility of linking to information worldwide in a multitude of formats creates a remarkably rich medium for learning. Web-based courseware is not merely an electronic duplicate of the original course material. It represents a new type of educational materials which takes full advantage of the emerging Web and multimedia technologies in order to achieve an effective yet enjoyable learning process. Thus, complex concepts are introduced in innovative ways. Full linking to vast resources available worldwide introduces new levels of value to the courseware. A Web-based course is envisioned as a dynamically-evolving resource that will prove beneficial to both students and instructors alike. The richness of modern Web and multimedia technologies allow forum limited creativity when it comes to electronic courseware development. Such richness offers educators new opportunities to develop very interesting course material while it also poses a substantial challenge in that it requires faculty to rethink their own course offerings in the light of the new technologies.
The application of the Internet in education is understood as the use of various Internettechnologies for the solution of various educational tasks, namely, teaching, learning and management of the educational process. The systematic analysis of experiences as they have hitherto been identified and defined in using the Internet in education provides an opportunity for comparison and generalization. The emergence of the Internet and related networks such as the World WideWeb has had and will increasingly have radical effect on the transformation of education and training in all sectors. The impact is already significant in all developed countries, and the great majority of developing countries are despite difficulties and fears seeking to take part in the emerging global educational community. The Web offers a worldwide forum in which to teach courses that can be dynamically updated in ways never before possible. Each student has an enormous range of resources available, free from limitations of time and space. There remains considerable work to be done concerning searching and sifting techniques within these resources for learners and teachers alike. These resources are reconfiguring the ways in which students learn, and new approaches to networked learning are evolving. The trans-cultural nature of the Web also creates problems of legislative and public control, with fears that local culture can be threatened by the international culture of developed countries. While the use of the Internet and the World Wide Web in open and distance learning is predominantly represented within higher education, it is also beginning to be used in schools. The application of Internet-technologies to educational systems at different levels has a significant impact on the development of open and distance learning-related forms of teaching. Traditional methods of delivery of educational materials and organization of feedback to
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Journals of Educational Technology learners . such as mail and telephone . Are increasingly being replaced by electronic mail and the WWW. Educational institutions of different types and educational levels now provide greater or lesser elements of their teaching through the WWW. An example of the use of Internet-technologies in higher education is represented by those specialized distance education institutions delivering a considerable part of educational materials through the WWW. Further, many traditional higher education establishments have introduced separate distance courses (for example, the course on fundamentals of protein structures in Birkbeck College in the University of London) (Birkbeck College, 2001). Although open and distance learning at the current time is predominantly represented in higher education, it is gradually also beginning to be used in high schools. Owston (1997) singles out three areas of secondary education where this has taken place. Firstly, in home education: as a result of the availability of WWW resources, children suffer to a lesser extent from shortage of educational materials and a lack of dialogue with classmates . two main disadvantage of home education. Secondly, alternative education arising in the context of freedom of choice of school is sometimes remote from the place of residence of a pupil. Thirdly, it is possible to offer extra courses to pupils in conventional schools, in particular in preparation for entry to higher education institutions.
ECONOMICS OF OPEN DISTANCE LEARNING The cost structures in open and distance learning are quite different from cost structures in conventional types of education. Capital investments usually substitute for high recurrent costs, making economies of scale a decisive factor. Large distance-learning programmes may produce graduates at considerably lower costs than conventional institutions. This depends, however, on a number of other
factors. The costs of open and distance learning vary a great deal according to the use of learning materials, media and technologies, and types and organization of student support services. In order to evaluate costs it is also necessary to consider the rate of completion of studies. Factors affecting the cost-efficiency of open and distance learning systems include: the number of learners enrolled; the size of the curriculum; the number of years over which courses are offered without change; containment of course development costs; sharing course development costs; technology choice; the level of student support; and a range of working, labour market and structural practices. There is little evidence about the cost structures of Web-delivered education at this stage.
There is a need for cost studies of open and distance learning to be increased in both scope and number. Most previous studies compare the costs of single mode distance-learning systems with that of conventional systems, while cost studies of open and distance learning used by conventional or dual mode institutions are scarce. The introduction of open and distance learning technologies should lead to reallocation of other resources, to avoid increased costs. Simple cost-efficiency studies do not take into account broader qualitative and social aspects. Open and distance learning systems are often targeted towards other groups, without easy access to conventional institutions. There are other benefits that are
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Journals of Educational Technology not easily quantified and calculated. Opportunity costs and productivity effects of upgrading the workforce through in-service training should also be taken into account. Funding of open and distance learning institutions is often different from that of conventional institutions, and there are many arguments in favour of this. On the other hand, if open and distance learning is to be used increasingly by conventional institutions, funding for programmes of this type needs some harmonization with funding mechanisms for conventional programmes .It is widely assumed that students in open and distance learning, who are often working adults, should pay a higher proportion of the costs than conventional students. However, this assumption should be modified according to the mission of programmes, target groups and local circumstances. The balance of funding from government, employers and individual students should be carefully considered, in the knowledge of the fact that underfunding may have negative qualitative and social effects. Care should be taken to remedy any unjustified economic discrimination between students in open and distance learning and other students.
BENEFITS OF E-LEARNING E-learning has definite benefits over traditional classroom training. While the most obvious are the flexibility and the cost savings from not having to travel or spend excess time away from work, there are also others that might not be so obvious. For example: It's less expensive to produce – It's self-paced It moves faster It provides a consistent message It can work from any location and any It can be updated easily and quickly It can lead to increased retention and a stronger grasp on the It can be easily managed for large groups of
The Advantages of eLearning training includes: More Flexible – eLearning can be done in short chunks of time that can fit around your daily schedule. Unlike public scheduled and in-house training, you don’t have to dedicate an entire day to the training that has been organised by your company. Instead, you will have a set amount of learning, normally divided into modules, with a deadline in which to do them in. This way, if you want to do all of the learning in one day as you work better this way, you can. However if your schedule doesn’t allow you an entire day off your everyday tasks – then you can easily spend an hour or 2 here and there at times that suit you. Mobile – As eLearning can be done on laptops, tablets and phones – it is a very mobile method. Learning can be done on the train, on a plane or any other time that could normally be wasted. Whilst you used to be confined to the classroom, the whole world can now be your classroom. No Travel– As just mentioned, eLearning can be done wherever you have a device capable of doing so. Therefore again you can fit it in to your schedule, but also save money on the costs of travel. As mentioned before on the public scheduled blog, external courses can sometimes only be sourced in locations far away from your company so you then have to pay the costs of travel as well potentially accommodation. eLearning takes these costs away completely. Lower cost – As you aren’t using a trainer’s time or any room or equipment, eLearning tends to be the much cheaper option. If you already have a device capable of carrying out the training on, then the savings can be considerable. Therefore if you and your company are on a budget, this can be the ideal option for you. Equally for companies that have thousands of employees then it can reduce the cost per head especially on areas such as
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Journals of Educational Technology Money Laundering, Compliance and Microsoft Office training. Tailor it to you – eLearning courses aren’t confined to be fixed to try and suit the needs of the majority. If you feel you already know a particular area well and don’t need to spend an hour on it again, then you can skim over it and concentrate that time on something you feel you need to work more at. Everyone is able to learn at their own pace – a massive factor that only eLearning can provide for. Technological Possibilities – eLearning is fast becoming a more and more popular method and with it, so has the investment into how to improve it further. The computer based nature of training means new technology is being introduced all the time to help with the learning. Different apps are helping to further reinforce the learning whilst forums can be used to greatly increase the amount of interaction and engagement between learners. This is only going to improve as time goes on as well. Global – With very few restrictions companies can be confident that their staff can receive the same content regardless of their location, and in many cases, their nationality. Therefore if you wish to provide the same training or have your staff understand and use common methodology, eLearning is a useful way of ensuring this happens with ease and reduced cost.
Why E- Learning is so effective
content is time consuming whether it’s online or not. With e-learning, each time the course is accessed your return on investment improves because you are dividing the fixed production costs by number of uses. You also have savings through decreased travel, reduced material, and hopefully improved (and more efficient) performance. Decreased material costs. Let’s say you have to train how to arrange equipment in a sterile environment like an operating room. If you had to use the real environment, it would be costly. Even setting up a fake environment has material costs and labor. By creating the environment online and letting the learner practice, you never have to worry about the costs associated with set up, use, and clean up. Increased productivity. Because e-learning is not bound by geography or time, you can control training’s impact on production by training people during down times. In addition, with the current economy, you’re asking people to do more with less. So e-learning is a great way to give them the tools and skills needed to enhance their performance. Standardization. You may have a great facilitator, but that’s no guarantee that the courses are presented the same across sessions. Elearning allows you to create a standardized process and consistency in the delivery of content. It also compresses delivery time. I’ve combined e-learning courses with facilitated sessions. E-learning delivered consistent content. Live sessions were interactive case studies that applied the information.
E-learning is hot. And for good reason. If done right, it can produce great results by decreasing costs and improving performance. Also, unlike a onetime classroom session, the e-learning course is available for others. This includes the static e-learning course as well as any ongoing conversations in networked communities.
By: UNESCO
E-learning Supports the Organization’s Goals
Yuri Zaparovanny, UNESCO-IITE, Moscow, Russia
Improved training costs. Producing learning
Michael M. Moore, The Pennsylvania State University, USA Paul Resta, The University of Texas at Austin, USA Greville Rumble, The Open University, UK
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INSTRUCTION DELIVERY SYSTEM Margaret M. Natividad, RN, MA. Ed. INTRODUCTION In this 21st Century , all technological tools are revolutionizing the classroom worldwide. Skilled Educators create rich learning environments where students are introduced to new ideas, develop new skills, and expand their perspectives. The informed use of technology can engage students in new experiences and create a new community of learners across geographical boundaries. Educators employ a variety of teaching techniques and interventions including facilitated group discussion, lecture, demonstrations, facilitated personal reflection, and simulated activities. Students demonstrate knowledge and skill attainment through a variety of formats including individual projects, student presentations, role-play, case discussions and problem solving exercises, group work, group discussion, computer laboratory projects, discussion of empirical and internet research, and field work.
Instructional Delivery System In education, a delivery system is the organizational approach the instructor us to deliver, organize, present, or communicate his/ her instructional message or topic to the learners (Dick and Carey, 1996) The four most common delivery systems are non-projected media, projected visuals, audio, and video. All four delivery systems may be used in all three types of instruction. The three types of instruction are as follows: Instructor-led instruction is the traditional education approach where the student attends a classroom to receive face-to-face instruction from the instructor. The self-instructional delivery system, also known as packaged instruction, is where face-to-face instruction is combined with a multimedia kit allowing the student to learn at his or her own pace. Distance education is
where the instructor and student are separated by distance allowing for synchronous (live instruction and listening at a specific time) and asynchronous (non-live instruction) learning. The purpose of an educational delivery system is to help the instructor arrange information and the environment that best facilitates learning (Heinich, Molenda, Russell, & Smaldino, 1999) In some instances, it is most appropriate to have the instructor deliver the entire instruction; while in other situations, a variety of instructional media may be employed. Instructional media are used in education to capture the students’ attention, reinforce material, accommodate different learning styles, and provide opportunities for evaluation (Dick & Carey, 1996). There is a wide variety of media that may be used in education such as non -projected media, projected visuals, audio, and computer networks/software (Heinich et al. 1999 ). Before choosing a delivery system it is important that both the instructor and the students know how students best learn. A learning style is a preference for processing or acquiring new information. Every student will have a different leaning style so it is important to identify his or her own personal learning style. This allows for better retention of the information presented to them. Some students will learn better by listening; some by reading, and still others by viewing or performing a demMargaret Natividad faculty member of UST College of Nursing for 30 onstration. years with specialization in Medical Surgical Nursing.
Instructional design (or instructional
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Journals of Educational Technology systems design), is the analysis of learning needs and systematic development of instruction instructional design models provide a method, that if followed will facili-
student attention. I think of it as the constant and consistent wake-up call.
tate the transfer of knowledge, skills and attitude to the learner.
a bit tricky depending on your curriculum. The first time I used the curriculum I tried to get mastery before moving to the next lesson. This was a big mistake because the curriculum is set -up with repetitive iterations of the same content. Now I follow the pacing guide and use my differentiation strategies to help those who do not keep up.
Effective use of educational technology is vital to solving many of our current educational challenges. Educational technology tools that can improve teaching and learning. While effective learning should be the driving force behind technology integration, it is important to keep up with technology advances in order to recognize potential solutions. Tools are abundant, but we must be able to recognize how to leverage their capabilities (or afforddances) in order to improve the learning experience The direct instruction essential delivery components outline five components that are essential for successful instructional delivery. These five components form a system that should guide instructional delivery. The first component is to solicit frequent student responses. This is essential in a special education class where it is difficult to hold
The second is appropriate pacing. This can be
The third component was adequate processing time. This is essential when working with students with processing delays and disorders. This can be a bit tricky when you have quick processing kids with slow processing kids. The kids who get it quick start having behavior issues because they want to move on, the kids who need more time to process are content with copying the faster kids responses. The frequent feedback and allowing think time don’t always work well together. The fourth, monitoring response states that student should receive immediate feedback, but I usually delay the feedback slightly to give all the kids a chance to process the information. “John says this is true, do you agree with his answer…”
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Journals of Educational Technology The last component is corrective feedback. The article states that it should be instructional and not accommodating. I think it must be both. You must accommodate in order to teach thinking strategies. Sometimes we must lead students to the correct answers.
Instructional Delivery Systems Objective of the educational institution should be able to select the blended delivery system which can accommodate the teaching and learning interaction in the open and distance learning (ODL) system Delivery System in ODL - Refers to Media: Technology and strategies employed by the institution for distributing learning content, information, regulation, guidance, manual and other supporting information to students and academic administrators in the field. Face-to-face Delivery Physical facilities Scheduling Availability of resources – tutors, learning resources, laboratory, supervisor, etc. Percentage of face-to-face delivery Contribution of face-to-face delivery Budget appropriation Mediated delivery Availability of infrastructure, media, and technology Access (students, tutors) Scheduling Contribution of mediated delivery Budget appropriation Management (personnel in charge, etc.) Delivery Mode : Online Learning , Hybrid
Delivery Mode, Face-to-Face , Self-Learning Instructional Media and Tools Support the predetermined learning goals and objectives. Accessibility by learners. Based on a thorough analysis and understanding of the ‘added value’ to the students’ learning. Users of a distance learning system should be adequately prepared and supported in order to maximize the capabilities if instructional media and tools. The design of programs delivered via distance education should take into account the diversity of potential students. ODL programs should assume the maximum capability of the use of media. Contingency strategies should be planned to provide a quick recovery from any interruptions. Kinds of Instructional Media and Tools :CDAudio/Video ;Computer Assisted Instruc-
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Journals of Educational Technology tion ;Web-based Courses ;Instructional Kits ;Printed Materials Criteria for Media Selection: A ACCESS , C COST , T TEACHING , I INTERACTIVITY , O ORGANIZATION , N
development to administrators and teachers. Instruction Delivery Systems. The focus of the course remains on teaching and learning in online and blended formats. During the years since the first iteration, at which time internet-based distance learning was in its infancy, emphasis was placed upon authentic practice in online t e a ch in g a nd lea rn in g. Because the experience has lost its novelty, emphasis will take a more academic approach to learning theories, design, development, implementation and evaluation with the goal of preparing effective teachers in online and blended technology-supported learning environments. The course pulls together many aspects of computing technology in education.
Instructional Delivery Systems and the Era of Cloud-Based Learning
NOVELTY , S SPEED Instructional Media and Tools The selection and use of instructional media and tools should be based upon: the competencies to be achieved; the ability of instructional media and tools to support learning process; the accessibility of instructional media and tools by learners; a thorough analysis and understanding of the added value of technology to learning process See guiding principles of ODL. Blended Education and Online Learning Should be one of many instructional delivery systems. This serves as a viable mean to deliver instruction to students and professional
The highlights the emergence of internet-based technologies and platforms that are designed to deliver instruction, manage the interaction between teacher and student, and provide course management tools. Featuring research-based perspectives on cloud-based learning platforms shows important role of technology in the learning process essential for educators, IT managers, school administrators, as well as pre-service teachers interested in learning about the latest technological developments being implemented in classroom settings.
SUMMARY Technology has become an integral part of everyday life. Increasingly, education and
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Journals of Educational Technology training applications are being delivered across the Internet in order to reach as many learners as possible in as many different settings as possible. Central to the development of a program designed to meet educational needs, is the specification of a delivery system for the dissemination of instruction. The instructional delivery system must be flexible in terms of its accessibility and state of "readiness" or availability to the learner at any given point in time. The system must permit the student to assume a great deal of independence and responsibility for pursuing, specific learning goals. The system must provide instruction, that is adaptive to the,individual needs of the learner. Critical thinking, problem solving, communication and teamwork skills are essential. In today’s rapidly changing work environment it is also important that students know how to be independent learners and be able to logically process and apply new information. To make the correct media choice, an instructor needs to know the advantages and disadvantages of the various types of media as well as the different learning styles. Effective instructional designers should be familiar with a wide range of educational technology that can be used for delivering learning experiences. Cognitive learning theories continue to evolve and new movements emerge such as human performance technology. Constructivist approaches that focus more on the learner and real-world applications begin to emerge As new innovations in technology emerge and instructional design strategies are refined, the future of the field will become more sophisticated and hopefully with these trends in educational technology we can prepare the learner to meet the demands of the growing global community in which we live.
Clayton (2010). Blended Education Instructional D e l i ve r y S ys t e m . Joint Education Appropriations Committee Orth, D. (2204). Utilizing Educational Delivery Systems in a Mechanical Construction Course. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Wright, S. (2015). Examining the Impact of Collaborative Technology Skills Training on Virtual Team Collaboration Effectiveness. Journal of Applied Learning Technology Volume 5 Number 4 Abramson, G.(.W. (1999). Instruction Delivery Systems for 21 st Century Graduate Teacher Education. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (p. 113). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills Journal of Research on Technology in Education Vol 34, Issue 2, 2014 Whitehead, Bob (2005) Educational technology allows for flexibility in learning and teaching . http://www.web-conferencingzone.com/4030-educational-technology.htm Blog:http:/blendededucationiowa.blogspot.com fog.ccsf.cc.ca.us/~wlong/.../29_Methods_Of_Instructional_Delivery Sytem msateaches.com/f ive -components-of -aninstructional-delivery-system
REFERENCES Ahern, T. (2016). Instructional Delivery Systems and the Era of Cloud Based Learning, (West Virginia University, USA) Volume No 1, Series of 2016, Page 42
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LEARNING STRATEGIES AND INSTRUCTIONAL MEDIA Cecilia D. Pelejo INTRODUCTION Learning strategies is a way students absorb what transpire in the classroom and how they learn what were taught during their classes. Instructional media can be the means that aid to the learning of the students if it used properly. It is like using a telephone to make connections between teacher and student. Like the one in picture 1, let us say the person is the teacher and the learning strategies and the instructional media is the red telephone. If we use the instructional media in this way, it is to no avail. Instructional media cannot take effect if one use it by himself or herself. In picture 2, let us say that the one talking is the teacher and the receiving end is the student. The telephone is the representation of learning strategies and the instructional media used to enhance the teaching and learning process and have good results. It is very important to make connections between the teacher and the student. Some people think that the difference between a good student and a bad student is just a matter of aptitude. While it may be true in some cases, generally, the difference can actually be attributed to learning strategies. With effective
learning strategies, students can learn faster and easier. Here are some of the most basic strategies.
Picture 1
Picture 2
ORGANIZATION Organization is a very important part of learning effectively. Having an orderly space to study helps the mind absorb new information without distraction. Time management also plays an important role. Everybody has only 24 hours in a day, so it’s important to learn how to make the most out of the available time.
EFFECTIVE INDEPENDENT LEARNING There’s more to learning than knowing how to take tests. Everyone learns differently so there are many different styles of learning. If one knows which style suits him/her best, learning will be easier. Knowing how to study properly and memorize the important things readily also make studying easier.
EFFECTIVE LEARNING FROM OTHERS Sometimes, learning alone is not as effective as learning as part of a group. There’s a lot of evidence pointing towards collaborative learning
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Cecilia D. Pelejo, MaEd-SPED, BEEd is a public school teacher assigned in Cruz Na Ligas Elementary School,Grade Level Chairman and Coordinator for SPED. Part-Time Instructor at PWU-QC
Journals of Educational Technology being more effective than learning on one’s own. Even lectures can help someone learn as long as they know how to listen effectively. In fact, actively listening to lectures can boost one’s own efforts to learn. The Learning Strategies Curriculum has the necessary breadth and depth to provide a well-designed scope and sequence of strategy instruction. The curriculum is divided into strands, or categories of skills.
In picture 3, there is the 21st Century Classroom with the 21st Century Teacher. There are a variety of instructional media or what we now called multimedia. The 21st students are exposed to use various types of technology inside their classroom.
One strand addresses how students acquire information. It includes strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, ask questions and make predictions about text information, and identify unknown words in text. A second strand helps students study information once they acquire it. It includes strategies for developing mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary. These strategies help prepare students for tests. A third strand helps students express themselves. It includes strategies to help students write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests. No single strategy is a perfect strategy. For example, we have reading strategies that help students figure out what a word is, comprehend what they're reading, acquire vocabulary, and understand the structure of text. All of these strategies are essential for a well-integrated, balanced reading program. Likewise, an array of strategies in other areas is necessary for student success. Generally, instructional media are seen by educators as aids rather than substitutions for the teacher. A teacher spends a substantial amount of his time in routine chores—in collecting and assigning books and materials and in marking—that could be partly obviated if aids could be so constructed as to free him to concentrate on the central job of promoting understanding.
Picture 3 There are different instructional media wherein teachers can choose the most appropriate instructional media that they can use with their students. Media, strategies, and methods are the various tools that not only deliver the instruction, but also foster the acquisition of performance. There are a variety of instructional media available just like what picture 4 implies. Multimedia is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience. In other words, multimedia means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996). Reisman (1994) described multimedia as a ray of “computer-driven interactive communication system, which create, store, transmit and retrieve, textual, graphic and auditory networks of information.
SPEAKING-LISTENING MEDIA
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Journals of Educational Technology In lectures and recordings, the teacher is able to set out his material as he thinks best, but usually the audience reception is weakly passive since there is not much opportunity for a two-way communication of ideas. Furthermore, in lectures, much of the students’ energies may be taken up with note writing. This inhibits thinking about the material. Recordings enable one to store lecture material and to use it on occasions when a teacher is not available, but they are rather detached for young learners and seem to evoke better results with older students. Language laboratories are study rooms equipped with electronic sound-reproduction devices, enabling students to hear model pronunciations of foreign languages and to record and hear their own voices as they engage in pattern drills. Most laboratories provide a master control board that permits a teacher to listen to and correct any student individually. Many are equipped to use filmstrips or motion pictures simultaneously with the tape recorders. These laboratories are effective modes of operant learning, and, after a minimum vocabulary and syntax have been established, the learning can be converted into a stimulating form of problem solving.
VISUAL AND OBSERVATIONAL MEDIA Useful visual materials include objects and models, diagrams, charts, graphs, cartoons, and posters; maps, globes, and sand tables for illustrating topographical items; pictures, slides, filmstrips, motion pictures, and television. Facilities include blackboards, bulletin boards, display cases, tables and areas, museums, flannel boards, and electric boards. Such activities as field trips and the use of visiting authorities (usually called resource people) are considered part of visual and observational programs, and even demonstrations, dramatizations, experiments, and creative activities are usually included. In general, pictures and diagrams, fieldwork, and contrived experiments and observations
are all used as concrete leads to the generalizing, abstracting, and explaining that constitutes human learning. To fulfil this function, however, their use must be accompanied by interpretation by an adult mind. The teacher must offer careful elaboration and discussion, for children’s and adolescents’ powers to interpret and infer often go astray and thus must be carefully guided. Visual material by itself may even be a hindrance; a scattering of pretty pictures through a history text, for example, does not necessarily produce a better understanding of history. Similar difficulties are inherent in fieldwork— geographical, biological, archaeological, and geological. What is observed rarely gives the whole story and, in the case of archaeological and geological fieldwork, provides an incomplete picture of the past. The teacher must fill in the gaps or somehow lead his students to do so. READING-WRITING MEDIA Reading and writing have formed the staple of traditional education. This assumes sophisticated language attainments and the capacity to think formally and respond to another mind, for a textbook is essentially a mode of communication between a remote teacher and a reader. The material in a textbook is a sample of a subject area, simplified to a level suitable for the reader. Because the sampling in both the text and the exercise might be haphazard, and there can be no feedback to the writer, the teacher has to take on the writer’s responsibilities. Programmed learning is a newer form of reading and writing. The most basic form of programmed instruction—called linear programming—analyzes a subject into its component parts and arranges the parts in sequential learning order. At each step in his reading, the student is required to make a response and is told immediately whether or not the response is correct. The program is usually structured so that right answers are apt to be extremely frequent, so the theory goes, to
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Journals of Educational Technology encourage the student and give him a feeling of success. In another kind of programmed instruction—called branching programming— the student is given a piece of information, provided with alternative answers to questions, and, on the basis of his decision, detoured, if necessary, to remedial study or sent on to the next section of the program. The two types of program differ fundamentally in their attitudes toward errors and the use of them. The brancher uses them to further the learning; the linearist avoids them. The chief value of programmed instruction in general is that it allows a student to learn at his own pace, without much teacher supervision. Its chief defect is that it can quickly become dull and mechanical for the student.
Learning. Although no one medium is better than another, a particular medium is normally better in certain situations.
COMPUTER-BASED INSTRUCTION
Multimedia in Education has been extremely effective in teaching individuals a wide range of subjects. Multimedia is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended. While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music. A multi-sensory experience can be created for the audience, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Multimedia has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya,2000).On the part of the creator, designing a multimedia application that is interactive and multi-sensory can be both a challenge and thrill. Multimedia application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).However, information technology application serves different purposes, such as knowledge sharing-portal, search engines, public administration, and social service and
The large storage and calculating capacities of the computer suggest great potential for its use in the classroom. It can give instructions to the learner, call for responses, feedback the results, and modify his further learning accordingly. The computer can also be used to measure each student’s attainments, compare them with past performances, and then advise teachers on what parts of the curriculum they should follow next. In a fully computer-assisted instruction program, the computer takes over from the teacher in providing the learner with drill, practice, and revision, as well as testing and diagnosis. The form of the teaching may be simply linear or branching, or it can be extended to thinking and problem solving by simulation. The limitations at the moment center on the learner’s responses, which are limited to a prescribed set of multiple choices. Free, creative responses, which one associates with the best of classroom situations, cannot yet be accommodated. Just as people use a variety of tones, pitches, rhythm, timbre, loudness, inflections, gestures, etc. to communicate ideas to others; we should also use a variety of media to aid in the transfer of learning. This is also referred to as Blended
Picture 4
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Journals of Educational Technology business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization of words alone in the classroom to communicate ideas, skills and attitude to educate learner is futile. Omagbemi (2004) supporting this view expressed that access to multimedia information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability. The many kinds of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students with their learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).In a study conducted by Simpson et al (1999) it was found that 64% of the teacher educator used ICT in the production of traditional resources of overhead transparencies and hand- outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials.
fects their performances positively. Simpsons et. al said “Having studies in-deptly the effect of video on teaching, the following are the recommendations:
Findings of their study concluded that when video is used in teaching, it enhances learners’ positive attitude towards the course. Also it af-
http://www.academia.edu/4661905/ I N S T R U C TIONAL_MEDIA_FOR_EFFECTIVETEACHING ANDLEARNING
Every teaching / learning activity should always be supplemented with media such as video. Teachers must have good training on the use of media. Students’ favorite media must be investigated and used to teach them. Teachers should be able to select the appropriate and most effective instructional media so to make a strong connection to the learners. As the studies show, the use of this multimedia not only enhances the teaching and learning process but also have positive results on the students’ academic performance. The strategies and methods that will best promote the intended learning are normally selected first, and then the media that will best deliver the learning platform are selected (Clark 2001). This is because some media work better than others when it comes to delivering certain content and contexts.
References: http://education.jhu.edu/PD/newhorizons/ strategies/ http://www.kucrl.org/sim/strategies.shtml http://www.facultyfocus.com/articles/effectiveteaching-strategies/three -active-learningstrategies-push-students-beyond-memorization/ http://www.studentguide.org/effective-learningstrategies/
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ENHANCING THE WORTH OF INSTRUCTIONAL SCIENCE AND TECHNOLOGY RESEARCH THROUGH “DESIGN EXPERIMENTS” AND OTHER DEVELOPMENT RESEARCH STRATEGIES Editha B. Ocampo INTRODUCTION As early as 1990’s, the Philippines is one of the Southeast Asian nations that considered a positive assessment of instructional design as a scientifically valid technology. As an educator for more than thirty years, I have observed the transition process from the use of chalk and board, acetate and projector, power point presentations as well as use of typewriter for preparing documents and examinations for mimeographing. I would consider myself as truly blessed to be able to upgrade myself to the new and latest instructional design whereas in the remote areas, teachers are still using the chalk and board traditional teaching strategy. To be able to be considered globally competitive, Reeves, B. (2000), presented a paper in the “International Perspectives on Instructional Technology Research for the 21st Century”, entitled, Enhancing the Worth of Instructional Science and Technology Research through “Design Experiments” and other Development Research Strategies. The sources of the bulk of instructional technology research are isolated researchers, most often doctoral students and new faculty members, who conduct individual studies that are rarely linked to a robust research agenda. These studies do not constitute basic research in the classic scientific sense, nor are the studies focused on enhancing practice in an unambiguous manner. The main criterion for success of this research is that papers about it are accepted for presentation at conferences largely attended by other researchers and/or
published in academic journals that few people read, Merrill, (2000). According to Resnick, (1999) “We don’t have a well developed design field in education. If instructional technology (IT) research can be regarded as a field of inquiry, then it too must h a v e i t s controversies. One of the most obvious dispute is between those
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Editha B. Ocampo, Faculty member of UST College of Nursing, teaching Microbiology & Parasitology, Physics, Anatomy & Physiology. Department of Natural Sciences Coordinator.
Journals of Educational Technology who view IT as a branch of science or technology and those who regard IT as more akin to a craft or even an art Clark & Estes, (1998). According to Maynard, A., (2009) “How we develop and use science and technology over the coming decades will determine the quality (and possibly even the quantity) of life for coming generations. Reeve believes that many if not most, fields of inquiry are beset with such controversies today. The example given was in the subject Biology wherein one camp of scientists is trying their best to explain the nature of human behaviour on the basis of genetic mapping whereas another camp believes that human behaviour will eventually be explained more comprehensively by the effects of nurture and culture. Interconnections between Science and Technology proves that Science explores for the purpose of knowing, while technology explores for the purpose of making something useful from that knowledge. Valera, S. (2015)
RELATED LITERATURE Possible Problems with Instructional Technology Research First, the researcher perceived that there can be major misunderstandings that may exist among instructional technologists about the differences between basic and applied research. Second, it was observed that the quality of published research in the field of instructional technology is generally poor (although no poorer than educational research in general). Third, practitioners are provided with insufficient or confusing guidance through syntheses of instructional technology research such as literature reviews and meta-analyses. Reeves (2000). Although Stokes’ (1997) research that neither seeks fundamental understanding nor considers use, much of research conducted by instructional technologists (as well as by other educational researchers) belongs in this sterile quadrant. Such research is conducted and published solely to advance the careers of
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Journals of Educational Technology academics confronted with the mandate to publish or perish. Stokes (1997) called for increased “u se -in sp ire d basic research” of the kind conducted by Pasteur. Stokes also called into question the assumption that pure basic research leads to the development of new technologies. He pointed out that in contemporary science, new technological developments often permit the advancement of new types of research, thus reversing the direction of the basic to applied model.
that are influenced by many factors including the epistemo logical views of the investigator, his/ h e r research training, and the dominant research paradigms within his/ her line of inquiry. The six major types of goals are: theoretical goals, empirical goals, interpretivist goals, postmodern goals, development goals and action goals.
In the study by Stirmer, Seidel & Holzberger, (2015), they investigate whether intra-individual differences between preservice teachers’ professional vision occur in an innovative teacher education program. In the last years, the concept of professional vision has received more and more attention in research on university-based teacher education, Konig et al, (2014).
Theoretical Goals
The Prospects for Change in Instructional Technology
Empirical Goals
Since possible problems are identified, research conducted from a postmodern perspective may alert educators and the public at large to the injustices inherent in various educational innovations. Action research is and will continue to be important within local contexts.
Clarifying the Goals of Instructional Technology Research Any given IT researcher
has research goals
Theoretical goals explain phenomena through logical analysis and synthesis of theories, principles, and the results of other forms of research such as empirical studies within the field of educational technology like the seminal work of Gagne (1997) to describe the basic conditions of learning and a theory of instruction.
Empirical goals determine how education works by testing conclusions related to theories of teaching, learning, performance, assessment, social interaction, instructional design, and as conducted by Hooper, Temiyakam and Williams (1993) they investigated on cooperative learning and learning control.
Interpretivist Goals Interpretivist goals portrays how education works by describing and interpreting phenomena related to teaching, learning,
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Journals of Educational Technology performance, assessment, social interaction, innovation, etc. Neuman’s (1991) is a naturalistic observations of learning disabled children using commercial courseware.
evaluation of a project-based undergraduate engineering course.
SYNTHESIS
Postmodern Goals Postmodern goals examine the assumptions underlying contemporary educational programs and practices with the ultimate aims of revealing hidden agenda and/or empowering disenfranchised minorities. An example of this goal is the analysis of the field of educational technology in relation to race, gender and power. De Vaney’s (1998).
Development Goals Development goals focus on the dual objectives of developing creative approaches to solving human teaching, learning, and performance problems while at the same time constructing a body of design principles that can guide future development efforts. The long term agenda of the Cognition and Technology Group at Vanderbilt (1992) aimed at developing innovative solutions to complex mathematics and reading problems, while at the same time building theoretical models such as “anchored instruction”, is an example of these goals of the researchers.
Action Goals Action goals are focused on a particular program, product or method usually in an applied setting, for the purpose of describing it, improving it, or estimating its effectiveness and worth. A good example of this was conducted by Reeves and Laffey (1999), which is an
Instructional technologist who chose research methods whether quantitative, qualitative, critical, historical, literature review or mixed mode should be guided properly because research methods are analogous to the tools used by builders in identifying and selecting the tools once the goals and tasks are clear. It should be noted that the overall goal of research within the empirical tradition is to develop long-lasting theories and fully understood principles that can be passed on to practitioners for application and implementation. Development research in particular has an overall goal to solve real problems while at the same time constructing design principles that can inform future decisions. As mentioned by German physicist, Max Planck, “ a new scientific truth does not triumph by convincing its opponents and making them see the light, but rather open to new generation grows up that is familiar with it.” As educators, we should be open to creation of a social climate favorable to the application of science and technology since the role and responsibilities of the universities include the enhancement of instructional science and technology. This is considered the pivot of any nation’s development. A nation without science and technology is definitely a backward nation. Such nation will be considered undeveloped. Science and technology is associated with
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Journals of Educational Technology modernity and it is an essential tool for rapid development. It is also important to note that the application of science and technology is a fundamental factor which influences the pace of economic development. Material and social benefits enlarge through the enhancement of instructional science and technology either through design experiments or other development research strategies. We believe therefore that the role of science and technology for development must be directed within the framework of the fundamental social, cultural, and economic rights in a peaceful and cooperative world.
REFERENCES Clark, R.E., & Estes, F. (1998). Technology or craft: What are we doing. Educational Technology, 38(5), 5-11. Cognition and Technology Group at Vanderbilt (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80.
Neuman, D. (1991). Learning disabled students’ interactions with commercial courseware: A naturalistic study. Educational Technology Research and Development. 39 (1), 31-49. Reeves, T. C. (1995). Questioning the questions of instructional technology research. In M.R. Simonson & M. Anderson (Eds.), Proceedings of the Annual Conference of the Association for Educational Communications and Technology, Research and Theory Division (pp. 459-470), Anaheim, CA. Reeves, T.C., & Laffey, J.M. (1999). Design assessment, and evaluation of a problem-based learning environment in undergraduate engineering. Higher Education Research and Development Journal, 1892), 219-232. Stiirmer, K. (2015). Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program. Springer Science + Business Media Dordrecht. Stokes, D. E. (1997). Pasteur’s quadrant
De Vaney, A. (1998). Can and need educational technology become a postmodern enterprise? Theory into Practice, 37(1), 72-80. Gagne, R.M. (1997). The conditions of learning and theory of instruction. New York: Holt. Rinehart and Winston. Hooper, S., Temiyakam, C., & Williams, M.D. (1993). The effects of cooperative learning and learning control on high- and average-ability students. Educational Technology Research and Development, 41(2), 5-18. Kornig, et. Al, (2014). Professional vision as an indicator for integrated knowledge structures. Springer. Volume No 1, Series of 2016, Page 52
Journals of Educational Technology
SPECIFIC TECHNOLOGIES FOR EDUCATION
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THE EFFECTIVENESS OF INTERACTIVE INSTRUCTIONS USING MULTIPLE MICE DESIGNED FOR KINDERGARTEN PUPIL Nanelyn T. Bontoyan INTRODUCTION With the birth of the modern K to12 styles of education, researchers and educators have been attempting to solve the problems of meeting the ever changing individual academic needs and readiness of each pupil. This scenario has presented more challenges to educators in designing better techniques. On a related frontier, technology has surged and forged ahead captivating and drawing the attention of users, predominantly ages eight to eighteen. The Henry J. Kaiser Family Foundation (2010) reported that young people have increased their daily use of technology and media from 6.5 hours a day to slightly over 7.5 hours a day. This increase is attributed to the explosion of digital media and the huge leaps in connectivity. Knowing that this media is highly acceptable to today's generation, it is essential that teachers capitalize on this reality. In this century and in the field of education, we have to realize that taking advantage of technological opportunities is the new norm for both students and teachers. Instructional materials and academic delivery approaches can ride on these technologies to increase its efficacy. Barr (1990) emphasizes “If we wish to prepare students for life-long learning, we must begin to introduce them to the tools which they will use in the careers they pursue after their formal education is completed”. Gone are the days of blackboards, overhead projectors, film strip projectors, opaque projectors, tape recorders, CD players The K-12 classrooms of today are now
equipped with interactive white boards, LCD projectors, multiple computer stations, document cameras, speaker systems and even student response systems (SRS) or “clickers” as they are often called (Judson & Sawada, 2002; Adams & Howard, 2009). These devices are now becoming the “norm” and are changing the way we teach vital (Marlow, Wash, Chapman, & Dale, 2009). With such classrooms, teachers can invite K-12 students up front to share work on the document camera, to interact with the stroke of a pen or even a finger on the active white board, or click in a response using a remote hand-held device (Wash, 2011). Given that the above might be difficult for Philippine settings due to costs, the following study will describe the advantages of using of the new Microsoft PowerPoint add-in called, Mouse Mischief or Multiple Mice that is taking K-12 classrooms by storm as an alternative to other student response systems that have been available for over a decade.
Clickers in the Classroom Student response systems consist of individual hand-held remote response devices (clickers), a receiver, a projector, and a computer. Regardless of
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Nanelyn T. Bontoyan is a Kindergarten Teacher under DepEdPasay. Currently, she is also part of the special team preparing DepEd for the K-12 implementation.
Journals of Educational Technology the brand name purchased, special software is required to operate and manage the devices. Once all components are available and ready for use, questions can then be posed to the class either in presentation format or orally. Students will then respond by pressing the corresponding buttons on the remote device sending their responses electronically to the software for class display. Some clickers allow for only multiple choice responses A-F, while other devices allow both alpha and numeric input and even short answer responses. For example, the Promethean Active Expression clickers allow the teacher to pose short answer questions and then display and manipulate all responses on the board for discussions and clarification if needed. Additionally, several of the clicker brands even allow for self-pacing assessments that enable the students to take a quiz independently through their individual device and no class display is needed; thus allowing for both informal and even formal assessments to be provided through this instructional technology.
perceived they gained an enhanced understanding of the material presented, that the use of clickers increased student participation, yet data comparing assessment performance between those using clickers and those not using clickers was inconclusive. Additionally, Kolikant, Drane, and Calkins (2010) reported three findings based on their study working with seasoned university faculty: 1) Implementing clicker technology is neither a simple nor an overnight process. It takes time and a willingness to change; 2) provided an anonymous means to engage reluctant students. They stated that this form of participation helped provide “out of public attention� in class participation; and 3) the feedback from the student responses during class moved them from teacher-centered learning to student-centered learning. With the introduction of Mouse Mischief to the market and its obvious differences regarding equipment and implementation, the need to research the effectiveness of this modified student response system was conceived.
Mouse Mischief Year 2010, Microsoft released a free PowerPoint add-in program called Mouse Mischief/ Multiple Mice as an alternative student response system. This program is a free download for users of PowerPoint 2007 and 2010. The add-in allows users to easily drop in Kindergarten pupils on action using multiple choice question slides, yes/ Multiple Mouse during regional demonstration teaching of the researcher. no or true/false question slides, or even drawing slides that allow participants to write or draw on the screen. What makes this a viable alternative to Prior research studies conducted on the other student response systems is that the only effectiveness of clickers in the classroom additional equipment needed beyond the support their use. Mula and Kavanaugh (2009) computer and projector are wireless mice concluded with their study of first year (maximum of 24) with a minimum of 2.4GHz accounting students that 96% of the students transmission and multiple port USB hubs. It reported that clickers were a positive gives the same experience to the learners but experience, that students using clickers at a small fraction of the cost of the real thing. Volume No 1, Series of 2016, Page 55
Journals of Educational Technology So how does Mouse Mischief work? Users can simply launch Microsoft PowerPoint, which is typically already a familiar software for everyone, and drop in question slides using the provided templates within the add-in program. Student participants are provided wireless mice as their remote devices. When Mouse Mischief begins, each wireless mouse is assigned a pre-set icon for ease in identification of each participant. When the question slides are provided, students move their assigned icon using their mouse to click on their answer or even draw or write responses directly on the slides from their seats. This particular feature, the drawing tool, allows for fill-in-the-blank type responses, matching responses, sequencing, parts of speech identification, and other questioning strategies.
RESEARCH QUESTIONS The purpose of this study is to investigate three questions: 1) Is there a difference between perceived implementation benefits and intended usage of student response systems? 2) Is there a difference between perceived intended usage and technological limitations (such as level of Bloom’s Taxonomy)? and 3) Is there a correlation between perceived implementation benefits and preparation for standardized tests?
an innovation to the teaching field. As a result, she was invited by the Division of Mandaluyong to talk about the same topic. There, twenty-one kinder teachers participated in a survey that tested the effectiveness of interactive instructions using the Mouse Mischief. Procedures In this paper, an approach was proposed to introduce effectiveness of interactive instruction using multiple mice which was designed for kindergarten pupils. Each teacher in the research study was trained on how to use the program Mouse Mischief/ Multiple Mice. The survey instruments consisted of eight Likert-scale questions and two open-ended response questions for the teacher survey. The sample scale instrument includes 4-point Likert scale type questions responses that are scored from 1 to 4 and correspond to “1=disagree”, “2= neither agree nor disagree”, “3=agree”,
METHODOLOGY Participants The researcher, a kindergarten teacher, personally uses Mouse Mischief/ Multiple Mice in her class as an interactive instructional material. She introduced this technology to fellow teachers during her regional demonstration teaching held last October 2015 as Volume No 1, Series of 2016, Page 56
Journals of Educational Technology “4=strongly agree”. Descriptive survey was used to examine the resulting opinion of the teachers. For the research question, Arithmetic Mean (X), Frequency (f) and percentage (%) scores was be used.
Additional Research Findings
RESULTS After seeing the mean scores (see Table 3) from the teacher surveys for each of the eight Likert-scale survey questions, the results yielded that teachers believe that the use of clickers in the classroom increased participation as well as mental engagement which ranked both in 1st and 2nd place. The last in the rank is that the teachers find it difficult to facilitate positive interactions in the classroom since most of the pupils want to use the mouse and some pupils cannot wait for their turns. Additionally, the researcher were posed the open-ended question, Do clickers help facilitate standardized test preparation, 92% of the teachers responded yes. Another open-ended question: what levels of Bloom’s Taxonomy do you feel you are able to reach with Mouse Mischief? Fifteen of the 21 teachers surveyed or 71% stated that they felt Mouse Mischief allowed them to design questions at either all levels or at least application and above. However, six teachers stated they could only address knowledge and comprehension levels. Lastly, when they describe their experienced using Mouse Mischief in their classroom setting majority of the teachers answers it create excitement in both parts of the teacher and the pupils. They find it enjoyable and useful to catch the attention of kindergarten pupils since play-based approach is integrated in the curriculum. Survey data also revealed that both groups agreed that clickers increase participation in class, but do not feel that clickers stimulate class discussion based on the data received/ displayed, nor those clickers facilitate positive interactions in the classrooms.
In conducting action research like this study where practicing teachers are working to perfect the implementation of an instructional tool like Mouse Mischief, the findings go way beyond the quantitative results. Additional informally collected data included the sharing of celebrations regarding classroom management strategies through the online discussions during the implementation phase of the study. Such strategies were the sharing of the order of the pre-assigned icons to assist teachers with assigning the mice to specific groups; how to strategically place a “parking lot” on each question slide to park the mice icons since the mice are moving across the screen and can be very distracting; how to effectively use the pause button built into each slide’s tools as well as the built-in timer; to how to develop questions on each slide to prevent the “follow
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Journals of Educational Technology the leader” aspect that can occur because the icons for all mice are visible until an answer is clicked. These lessons learned are invaluable and assisted each teacher participant with the overall implementation of the instructional technology.
Conclusion/Recommendation Effective use and choices of interactive learning tools engages students to use new and emerging information and communication technologies. Teachers may use films, slides, overhead projectors, and the latest technology in teaching, including computers, telecommunication systems, and video discs. The use of computer resources, such as educational software, internet and other devices exposes students to a vast range of experiences and promotes interactive learning. Through the technological opportunities in instructional systems, students can communicate with students in other countries to gather information (Bureau of Labor Statistics 2005). The increasing use of multimedia opportunities presents different educational approaches to the student. Information and communication technology has become part of teacher’s instructional repertoire along with the increasing accountability demanded of early childhood and elementary grades (Cuban, 1986). Clark (1994) concluded that media and technology could be used to make learning more efficient (enable students to learn faster), more economical (save costs), and/or more equitable (increase access for those with special needs). Based on this research, the data supports that clickers increase participation in class, that teachers feel they should be used more often in class, and that clickers facilitate standardized test preparation. Additionally, the teachers overall feel they are able to use Mouse Mischief to reach all levels of Bloom’s
taxonomy. However, contrary to the aforementioned data results, the data also reveals teachers don’t believes that the clickers stimulate class discussion based on the data received/displayed, nor that clickers facilitate positive interactions in the classrooms. This result seems in contrast of the other supporting data revealed through the study and lends itself to a follow-up study. Mouse Mischief is a relatively new, less expensive student response system alternative for the classroom that can be used for informal assessment and classroom participation. The data supports that students and teachers feel it is a viable instructional tool for both stimulating participation and providing practice for standardized tests. As such, Mouse Mischief should be considered when vying for a SRS device for the classroom. But As with all technology, there are both pros and cons of this instructional tool. Indeed, Mouse Mischief for education deserves much more exploration, particularly, but not limited to, developing-world classrooms, where financial resources may be scarce, and the addition of a few mice is far easier than a PC per child. As per the condition of our country where the Kto12 is still experimental, this program helps a lot to boast and uplift the quality of the education of our country; however, due to the limited resources inside the classroom such as projector, laptop and mouse
Using Multiple Mice in a classroom adds excitement in every lesson.
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Journals of Educational Technology the researcher recommended the following: Since Kindergarten used play-based approach, one laptop, projector and 4 pieces of mouse will do to run this program. Ask the support from NGO and other stakeholders to sponsor materials such as projector. Train more teachers not just only kindergarten teachers to familiarize and how to use Multiple Mischief/Multiple Mice. Nevertheless, Interactive instruction using Multiple Mischief/Multiple Mice have positive effects on learning and they are more motivating for students, if the contents are designed carefully through the students’ learning needs, and mental perception and individual preferences. It means that there is a directly correlation between interactive instruction using Multiple Mischief/Multiple Mice and student learning quality.
REFERENCES Adams, H., & Howard, L. (2009). Clever clickers: Using audience response systems in the classroom. Library Media Connection, 28 (2), 54–56. Bloom, B. (1956). Taxonomy of educational objectives: Book 1: Cognitive domain. New York, NY: Longman. Clark, R. E. (1994) Media will never influence learning. Educational Technology Research & Development, 42 (2), 21-29. Cuban, L. (1986). Teachers and machines: The
classroom use of technology since 1920. New York: Teachers College Press. Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21(2), 167-81. Kaiser Family Foundation. (2010). Generation m2: Media in the lives of 8-18 year olds. Retrieved on March 3, 2010 from http://www. kff.org/entmedia/upload/8010.pdf . Kolikant, Y., Drane, D., & Calkins, S. (2010). “Clickers” as catalysts for transformation of teachers. College Teacher, 58, 127-135. Marlow, D., Wash, P., Chapman, J., & Dale, T. (2009). Using clickers with pre-service teachers. Teacher Education Journal of South Carolina, 2009(1), 85 -92. Mula, J., & Kavanagh, M. (2009). Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal of Business Education & Scholarship of Teaching, 3(1), 1 -17. Wash, P. (2011). Clicking to learn- clicking to teach: Using student response systems with pre -service teachers. National Social Science Technology Journal, 1(1), 8-11. Udai Singh Pawar, Joyojeet Pal and Kentaro Toyama, Multiple Mice for Computers in Education in Developing Countries. India Wash, P. (2012) The Power of Mouse, University of South Carolina Upstate, SRATE Journal Vol.21
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INTERACTIVE MEDIA Patria G. Montealto INTRODUCTION We all know that media are now essential tools for the transfer of information, concepts, and ideas to the audience—the readers, listeners or the viewers. They are important tools in disseminating information; they make possible communication exchange and spread of knowledge which are vital as far as societies and cultures are concerned. As a matter of fact, societal goals are nurtured and made a reality through media in the modern context. For i n s t a n c e , communicating about health is easy and can be done on a broad basis and that’s because of media like newspapers, radio and television and the most popular now is the social media. It is true that for centuries, literacy has referred to the ability to read and write. But today, we get most of our information through an intertwined system of media technologies. The ability to read many types of media has become an essential skill in the 21st Century. Likewise, the web is rich with interactive media, with powerful visualizations and tools that are both entertaining and informative. From interactions that culminate in a customized product you can buy to educational tools that bring awareness to global issues, interactive media has earned its place in every vertical. Digital media is rapidly integrating with interactive systems and social networking. For
example, television is now an experience that includes social networking for many viewers, who either use their smartphones on an ad-hoc basis or by using a device or social-networking tool provided by the cable or telecommunications network or content provider Cable TV master facilities and digital artists need to evolve quickly to meet this growing demand to keep their content and services relevant. Moreover, Digital video and data-inmotion analytics have evolved quickly as cable systems have gone digital (nationwide and globally), as digital cinema has become pervasive with new features such as 3D, and as mobile digital media access has become available for smartphones and tablets and these things seem to change the world now.
THE DEFINITION Interactive media is the integration of digital media i n c l u d i n g combinations of electronic text, g r a p h i c s , moving images, and sound, into a structured digital computer-
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Patria G. Montealto, Teacher lll of DepEd Lipa City, teaching Kindergarten at Padre Valerio Malabanan Memorial School. She is the Grade Coordinator of the said school and currently the President of the Division of Lipa City Kindergarten Teachers Association.
Journals of Educational Technology ized environment that allows people to interact with the data for appropriate purposes. The digital environment can include the Internet, telecoms and interactive digital television. No wonder it is difficult for new entrants to understand. The important concepts to hold on to are ‘interactive’ and ‘media’ across a range of ‘delivery channels’ or ‘platforms’. Likewise, According to a white paper from Atchison Topeka and Santa Fe, interactive media refers to “the integration of digital media including combinations of electronic text, graphics, moving images, and sound, into a structured digital computerized environment that allows people to interact with the data for appropriate purposes. The digital environment can include the Internet, telecoms and interactive digital television.” In other words, if you go onto a website, smartphone or tablet device or a movie, you make selections, including links to other pages. Anytime you select and click, you are choosing where you want to go next and what you want to see next. That is being interactive with the content. Media just means any information or content and how it is presented. The artist takes into account the typography, color, and layout of the image. Webpages, smartphone apps, and the interface of digital video movies also must be designed, so the same principles come into play. Web designers are essentially graphic designers who design specifically for digital media. The line between digital and graphic artists is getting thinner and most graphic artists double up as web designers as well. That is why our program is called Interactive Media and Graphic Design. We teach students with an interest in art how to make a living creating beautiful and functional websites and knock-your-socks-off
print material. Interactive media is everywhere in this modern, technical world and many people use dozens of interactive media devices and programs every day.
Different Types of Interactive Media There are many kinds of media in the modern world, and most can be categorized as either “active,” which is to say that the user engages directly, or “passive,” in which the user is merely a consumer of information that is fixed and unchanging. There are, of course, different levels of interaction. Sifting through websites to find the answer to a specific question is usually a lot different than making real-time decisions that force quick reactions from other players in a virtual game, for instance, and posting and commenting on updates in a social media feed requires still another sort of interaction. What all of these have in common is that the user — the participant, and the one consuming the material presented — has at least some say in how things progress, and shapes the outcome in some measurable way.
Video Games
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Journals of Educational Technology Interactive media can refer not only to media that interacts with the user, but also media that makes users interact with each other. In this sense, video games that require multiple players or social networks are some of the best examples. Video games require active action to play and typically prompt users to make decisions and manipulate their game characters, sometimes called “avatars.” Similarly, interactive simulation allows individuals to use computers to recreate real-life situations and practice the behavior realistic to those scenarios.
Social Media Venues
Digital Technology Audio and video in their traditional form simply transmit information that the audience accepts passively. Sometimes radio and television can beinteractive if they include other forms of media like animated graphics or encourage the audience to call in to ask questions, express opinions, or play games. In recent years, the DVR has made television much more interactive. Now, instead of just watching television programs when they are broadcast, people can use DVRs to take initiative and
The growing family of social media tools are also interactive in nearly every sense. Not only do users publish their own information, be it photos, status updates, or short thoughts, they also frequently leave comments on the publications of others. People often hold entire conversations and make significant decisions within the closed space of the network.
Websites and the Internet Generally To a certain extent, the entire Internet could be considered “interactive” since it requires at least some directional decisions from users. Unlike a book with fixed contents and a logical sequence to the materials, websites are more scattered and their information condensed in ways that are usually subject to regular change and editing. The path a researcher takes to find material is often driven by at least some creative energy or onthe-spot decision-making as a result.
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Journals of Educational Technology record favorite programs to watch at a later time.
Media and Mass Marketing Interactive advertising is also a growing sector. Most examples are online and don’t always take the form of standard ads. They seek to engage consumers or potential consumers in some sort of dialogue, and as such they may not seem like marketing at all at first. Companies have increasingly opened their own social media accounts, for instance, and often offer incentives and discounts for people who “friend” or “like” the brand online. This can both create loyalty and harness individual networks to promote brand visibility, almost like an endorsement.
Non-Digital Resources Human interaction with media may be most commonly associated with the digital and online world, though there are some standard print volumes that fit the basic definition. One of the earliest examples of interactive literature was the “choose your own adventure” style of books, which encouraged readers to shape the ending by choosing various paths and plot turns. In some cases even encyclopedias or dictionaries could be viewed as part of this category since they require users to actively search through the index for the necessary information. Board are widely also included; these require players to make decisions and manipulations similar to those required when playing video games or interacting with others online.
Interactive media system fundamentals Digital media incorporate audio, video, and rendered graphics — often integrated — to form content and applications for the ears and eyes. Interactive media systems add user controls for the presentation of the digital video, audio, and graphics, so at the very least, a user can control
playback of audio, video, and graphic animations. However, options for user interaction can go much further to include advanced interactive media applications such as augmented reality (AR), where a real-time camera video source is combined with graphical rendering to annotate a view of the world. Interaction with media can include simple approaches such as web viewing while consumers watch digital cable or can be more sophisticated, such as Google Glass where a user's view of the real world has interactive graphical overlays to implement AR. The combination of analysis of user feedback — whether point and click or gestures and expressions (recognized by a camera) — with the presentation of media, including graphic overlay, provides powerful content that can better engage the user. Google, Facebook, Twitter, and early pioneers of web-based analytics have used point-and-click browser feedback to tailor HTML, but imagine applications that literally repaint an augmented view of reality. New devices like Google Glass, Oculus Rift, inertial measurement on chip (InvenSense, STMicroelectronics, for example), and numerous gesture-recognition and advanced interactive devices are opening a new world for applications that combine live camera streams with video, audio, and rendered graphics into these applications. The remainder of this article introduces you to key open source methods and tools that enable development of applications for interactive media systems.
Interactive Media System Tools and Methods Great applications for interactive media systems must include advanced interactive devices that are mobile but, to be really engaging, they must also include cloud-based analytics to map user interest to global information and social networks. This is a huge challenge because application developers must have mastery of mobile (embedded) systems and applications. The following is a list of key
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Journals of Educational Technology tools and methods that take advantage of open source technologies: Mobile-to-cloud operating systems, such as Android, that build on a native development kit (NDK) using Linux have a huge advantage for couple of reasons: They enable development of new device interfaces and drivers (for example, for a 3D digital camera with an on-chip inertial measurement unit), and they come with an SDK, which includes development tools you can use to create and debug Java™ applications. The SDK is a toolkit available for download (see Resources), that runs on any system such as WindowsŽ or Linux, but targets Android. The huge value of Android for Google is that Linux servers and mobile Linux devices can now interact to gather user input, analyze it in near-real time, and feed this data back to mobile devices (see Resources). Apple similarly has iOS for mobile devices (with the Objective-C SDK and Mac OS X native layer) that Mac OS X server machines in the cloud can support, but has taken a more proprietary approach than Google. Either way, both companies have created an application
SDK that makes the development and deployment of interactive media applications simple. In this article, I focus on Linux because it is open all the way down to devices at the NDK layer. Furthermore, Linux can be found on everything from digital cable set-top boxes to smartphones and tablets to high-end servers. Digital video and audio encoding built on standards such as H.264/H.265 for MPEG (see Resources) is a must, and the deeper the understanding a systems developer has for digital media encode, transport, decode, and presentation the better. This is a nontrivial, highly technical area of knowledge that the creative content developer can mostly ignore, but the interactive system developer must master this field. This article goes deep with an example of how to use OpenCV to start the development of a simple first cut at encoding images into a compressed format similar to JPEG and MPEG. Furthermore, this example provides insight into what is known as an elementary stream (for audio or video), but further knowledge is required to understand program and transport streams used for standards like H.264. Pointers to resources are provided. Graphical rendering and digital video frame annotation ranging from offline, complex, photo -realistic ray-trace rendering polygonbased graphics for game engines to simple annotation of video (think the ESPN chalkboard on Monday Night Football) are all needed to provide overlays for interaction on camera data and playback video. This ability to modify reality and enhance digital cinema, digital cable, and Internet content is the heart of interactive media systems. In this article, I look at the
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Journals of Educational Technology Pixar RenderMan tool, which is a high-end ray-trace rendering tool (very computationally expensive), but also provide pointers to polygon-rendering tools and methods, as well as simple frame-based transformations and annotations. Advanced user interaction and sensing is the last and perhaps most critical technology that must be mastered because this defines the interaction. This component includes web-based point and click, but much more: These systems must incorporate gesture recognition and facial expression analysis to become less intrusive and more engaging. The requirement to stop and click Like, has interrupted my experience with the media and in fact is impossible for AR applications where I might be walking, playing a game, driving, or flying an aircraft. Advantages of Interactive Media Interactive media, and by extension multimedia, offer several advantages to educators. Learner-appropriate content - Different paths can be taken through interactive media, potentially accommodating individual learner needs and preferences. Instructional design - Careful development leads to scrutiny of the content and delivery. Interactive media products are subjected to greater scrutiny than traditional, day-in and dayout lessons. We believe that many of the performance improvements often associated with interactive media are a natural by-product of the process of development. Increased overt activity - In well - designed interactive media, the learner is constantly active, and this activity can result in increased cognitive investment in the content to be learned. Organizational flexibility - When used to support traditional instruction, interactive media provide more support in a more compact package. When interactive media are used for independent study, they allow flexible scheduling and locations.
Motivation - Students suggest that interactive media used for independent study provide a low -threat environment. Learners can determine how much time is spent on various lessons, and can review material privately. At present, there is also a novelty factor which increases motivation, but we believe that it will dissipate as multimedia resources are used more often. Immediacy and dialogue - Interactive media can be designed to provide immediate and relevant feedback to learners. This can go beyond traditional question-answer formats. "Learner advisement" is the term used to describe systems which serve as wise companions, advising students about choices they make during instruction. Record keeping - Computers can automate the process of record keeping within an instructional program. Everything from performance data to time-on-task and complete audit trails can be invisibly tracked as the learner works on instruction. Cost - Generally speaking, interactive media formats are inexpensive to reproduce and distribute. Of course, some producers charge whatever they perceive the market will bear, but most courseware is less expensive than a comparable film production.
Disadvantages of Interactive Media Design expense - The same process which leads to higher integrity of the product, also leads to higher design costs. While most interactive media are inexpensive to reproduce and distribute, most must amortize high front-end costs. This means that they are most cost-effective when distributed in large quantities. Hardware expense - Computers, videodisc players and CD-ROM readers are not inexpensive. On the other hand, they are not more expensive than many of their traditional media counterparts. For example, an industrial quality videodisc player is approximately the
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Journals of Educational Technology same cost as an industrial quality VHS videocassette player. Compatibility and portability Instruction requiring specific equipment configurations cannot be generalized easily. Apples still aren't oranges, and computer-based instruction sometimes carries specific requirements. This is not so true of videodisc or CD-ROM, and even commercial distributors of computer-based instruction often offer programs in multiple formats.
Commercially available videodiscs grew in number from approximately 100 in 1986 to more than 560 in 1989 (Pollack, 1989).
REFERENCES http://mediax.stanford.edu/themes/interactivemedia-games http://www.atsf.co.uk/atsf/interactive_media.pdf
CONCLUSIONS
http://www.benstirling.co.uk/project/benefits-ofinteractive-media/
As with any new area of study, the research into interactive media is still relatively lean, and some of the studies are fraught with methodological problems. Still, it is possible to derive some tentative and cautious conclusions.
h t t p : / / w w w . e h o w . c o m / info_8396116_disadvantages-advantagesinteractive-media.html
Computer-based instruction and interactive video may be effective means of achieving educational objectives, both as the principle means of instruction and as a supplement to other forms of instruction (Bailey, 1990; Franchi,1992);
http://www.ibm.com/developerworks/library/bdinteractive/
When computer-based instruction is compared to media that do not account for individual differences, computer-based instruction (1) can produce more learning in a given amount of time, or (2) can produce a given amount of learning in a shorter period of time (Franchi,1992); Retention following computer-based instruction is at least as good as retention following more traditional methods of instruction, and students favor well-designed computer-assisted instruction programs but reject poor programs (Franchi,1992). Several studies, despite methodological concerns, suggest that interactive video is effective, can improve student attitudes and results in increased participation (Cushall, Harvey and Brovey, 1989; Schaffer and Hannafin, 1986; Smith, 1987).
http://www.globeuniversity.edu/blogs/collegelife/what-does-interactive-media-mean/
http://www.saskschoolboards.ca/old/ ResearchAndDevelopment/ResearchReports/ Technology/92-06.htm http://www.wisegeek.com/what-are-the-different -types-of-interactive-media.htm https://en.wikibooks.org/wiki/ Advanced_Interactive_Media https://en.wikipedia.org/wiki/ Ameritech_Interactive_Media_Services https://en.wikipedia.org/wiki/Interactive_media https://www.woodst.com/services/interactivemedia/ www.slideshare.net/kazekage15/interactivemedia-14005433
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RELEVANCE OF SOCIAL MEDIA MANAGEMENT AND ITS IMPLICATIONS IN TODAY'S EDUCATION Shiela Grace E. Nollen
From student recruitment to alumni relations, social media has a place at every step of the student journey. Eric Stoller Communication is at the core of the human experience. How we learn, teach and engage is predicated on our ability to communicate with one another, and technology-based services have added layers of complexity, efficiency, innovation, and disruption to how we do this. How we communicate is ever-evolving, especially with the rise of digital services as a primary method of engagement, and social media is one of the most exciting communication channels higher education institutions can use today. But, while social media provides myriad conduits for interaction, learning, and communication, it requires nuance, experimentation, and intrepidity. The payback is that this kind of digital communication is multi-directional, almost always available, and provides utility in ways that are constantly emerging. The importance of technology competency has been increasing for both staff and administration. It's no longer just about being savvy with MS Office, email or the VLE. In addition to those baseline skills/tools, social media has become a channel for individuals to communicate and teach. Enhancing the digital capabilities of educators is just as important as expanding the digital literacy of students. Learning how to use social media for practitioner-based learning and educationally relevant activities means that today's educator will experience an
always-moving digital learning curve. In what perhaps could be considered a true definition of lifelong learning, social media services create opportune locales for learning, teaching, and engagement that are embued with communitygenerated creativity (Stroller, 2015). In order to increase the digital capabilities of educators, the number one factor is time. Finding daily moments to progress through cognitive digital dissonance can be challenging. Institutions that
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Shiela Grace E. Nollen is a Principal of Sariaya Institute,Inc. She handles both Elementary and High School Departments.
Journals of Educational Technology ing and the tension of figuring out how to clearly communicate in meaningful ways. Social media doesn't replace face-to-face communication, it adds a needed layer of options student engagement.
reward staff and administrators for taking time to improve their digital capabilities will usually be much more forward-thinking than their counterparts. Getting digital isn't difficult once time has been taken, apps have been downloaded, and competency has been amplified. Once an educator has committed to becoming more savvy with social media, it can be difficult to know where to start. Which tools, services, or a p p s Yik Yak – the rise of anonymous geo – should be tried? Exsocial connectivity perimentation with digital tools can be a transformative educational experience. Educators and students learn a lot about communication simply by figuring out the processes, group norms and functionality found within each social service. For example, what works on Twitter might need to be modified to fit in with the communications style found within Slack or Yik Yak. Perhaps an educator is thinking about using Google+, YouTube or Periscope to connect their students to someone via streaming video in another country.
From the recruitment of students to alumni relations, student engagement is accentuated and sometimes improved by way of social media. What might start off as mostly marketing-based communications at the beginning of a student's institutional journey quickly becomes a conversation about community, leadership and support. Institutions can use social media as community management interfaces. Unlike traditional marketers, community managers are student-focused representatives. Connecting with students in a "digital iceberg" style may begin with a tweet, but end in a face-to-face interaction. Social media doesn't replace communications; it adds a needed layer of options. Combined with traditional communications channels (eg email), staff and administrators can connect with students to enhance engagement. Additionally, student engagement can take place via social media using peer-to-peer digital channels. The ultra-rigid communications hierarchies of the past are flattened. While that might be a bit unsettling for some, as
Each channel has pros and cons that can be discussed. In that process, learning takes place via problem-solving, group collaboration, and content creation tactics. Social media is what we make it. Our creative endeavours shape the tools by way of innovative ideas, community-based learnVolume No 1, Series of 2016, Page 68
Journals of Educational Technology power structures dissipate, a true sense of overall engagement can emerge due to the expansion of digital learning partnerships.
STUDENT ENCE
EXPERI-
Who "owns" the student experience at an institution? In practice, everyone at a university is responsible in some way for the student experience. As enrolment rises, digital communications become the primary outreach channels for customer service, retention programmes, academic advising, career development, and student services. Student experience becomes part of the competitive advantage for an institution: whoever does it best will impact student satisfaction, enrolment, and alumni development. University leaders who understand the connection between digital engagement and student experience will cause dynamic changes within their organizations. Student-focused efforts, led via savvy social media practitioners, will win the day.
DIGITAL LITERACY Educators are role models in the digital space. Educators who use digital tools such as social media are showing their students how to acquire knowledge via a variety of global sources. Digital literacy is made up of multiple facets. Regardless of the app, service, device, or reason for connecting, digital literacy plays a vital role in the development of today's student. Educators are role models in the digital space. Digital balance, communications, search, knowledge acquisition and networking are aspects of digital literacy that are important for
students as they move throughout university experience and beyond.
their
At an institution, it's ok that everyone isn't always available on social media or that some individuals choose not to use certain tools. However, when a campus is focusing on recruitment, retention, and learning, the digital identity of its constituents makes for a community that is accessible for greater levels of connection and access. It's important for institutions to think about their overall social media presence and how each individual's actions on social media impact the community's identity. At induction, practitioners should lead the way in terms of modelling what it means to use social media in higher education. It's useful to consider the digital environments that students are coming from prior to attending university. Higher education, in many ways, shapes the future, both online and offline. There are enhanced educational opportunities that come from getting digital. Educators who are student-focused will always be ready for the challenges of the present and the opportunities of the future. It's up to institutions to provide support, resources, and rewards to those who
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Journals of Educational Technology are using social media to benefit the learners that they serve. So let's get digital in order to get learning.
A SOCIAL MEDIA PRIMER PRIMARY SCHOOL STUDENTS
FOR
At a very early age, and all over the world, many children are now being introduced to the concepts of social media. Although primary school children are too young to have accounts on most social media platforms like Facebook, Twitter and so on, fun learning sites like Pixton replicate many of the same content creation and sharing features found on the mainstream social networks. Perhaps due in part to shrinking school budgets and funding, some schools now find themselves the benefactors of hardware and software from a variety of manufacturers eager to introduce new audiences to their technological products. The chalk slates of yesteryear are now being replaced in the classroom by their internet-connected counterparts — tablet computers and smartphones. Children are growing up with the concept of using apps to play educational games and they’re being taught how to connect with people and information that resides outside the classroom (and beyond their cities and states). In other words, even though middle schoolers are not necessarily taking part in social media sites themselves, they are learning the skill sets required for successful social networking. Children are also being taught new concepts like online privacy at the same time they’re learning how to read and write. This means that
social media is influencing education at its very foundation.
SOCIAL MEDIA IS ALSO CHANGING EDUCATORS Never in the history of education has access to new methods and theories been so immediate or ubiquitous. Educators no longer need to feel as if they are teaching in isolation. Teachers can communicate instantly, and directly, with the current leaders in their fields to compare notes on education techniques, curriculum, and so on. Teachers, professors and academics routinely use blogs to write about the world of education and invite comments from colleagues all over the world. They can expand the conversation to social media outposts and use techniques like Twitter chats (see image above) to engage a global audience in real time. Even admissions departments are leveraging the power of social media. Many colleges and universities now research applicants on platforms like Facebook and LinkedIn to verify credentials and screen for criteria that supports or hinders a student’s application. Any advancement in technology has its supporters — and its detractors. By all accounts, it appears that we many be at the cusp of an educational revolution, where the impact of social media is radically changing the way education has been traditionally delivered. Time will tell whether the benefits outweigh the drawbacks but one thing is certain — social media is having, and will continue to have, a
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Journals of Educational Technology lasting impact on the education field (Power, 2012).
SOCIAL MEDIA FOR EDUCATIONAL INSTITUTIONS What makes it so influential? Over the past decade, communication methods have changed drastically, with Twitter, Facebook, Instagram, LinkedIn and many such platforms on the go, it comes as no surprise that there is a close connection between social media and students. It has become the easiest and the fastest way of connecting. However, the question remains of, How can social media influence educational institutes for engaging students and their parents? Here in lies the answer! Connectivity: Social media networks are designed for the purpose of communal connections. These platforms are used by students to connect among themselves, institutes constantly communicate through websites, social media presence sharing relevant information. Having an online presence helps strengthen connectivity without any limitations on proximity. Community building: A great way to reach out to potential students and professionals. It gives a chance to network with different industry experts and faculty of different institutions, social media can provide a better industry exposure. Stimulate Knowledge and discussion: There is constant Sharing of information, content on Social media, giving and receiving information at rapid speeds. These include views and opinions, knowledge and many more. Social media provides platform to assess, analyze, retain and share information on a widespread. Parental involvement: When it comes to engaging parents and encouraging them for their involvement, social media networks prove to be valuable tool for education institutes. Having an online presence through social media,
Parents can easily access and view institute’s curriculum, understand class and teachers better. This helps them get clarity about the educat i o n a l i n s t i t u t e . Visibility Advantage: According to IMAI (Internet and Mobile association of India) , 65% of the population go online to search educational content. Thus institutes with online presence have an advantage of being more visible. Also, having an online presence often contribute towards a positive approach towards the institute. It is evident that social media is important for educational institutes, having a widespread presence online helps institute reach out potentially. Students are actively sharing, commenting, liking, following all across social media while institutes are going a step ahead to make their presence felt (Tomaszewski, 2012).
HOW STUDENTS BENEFIT FROM USING SOCIAL MEDIA According to Baker (2013), students are experiencing the world through more than just books and assignments; they are learning and adapting to the world using a relatively new form of communication. In a world where connections are important, graduates are coming into the workplace with a lot to offer.
CONNECTIONS Social media networks are designed for the purpose of communal connections. Today’s students are accessing Facebook, Twitter and even Instagram to connect and share with those around them. One of the most interesting things about social media is that users can interact and engage with each other solely through a Web presence, perhaps never even meeting in person.
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WEB ENGAGEMENT Whether they are sharing personal pictures, links to other sites or even commenting on someone’s post, students engage, stretching beyond social interaction purposes alone. Students use social media day in and day out to interact with their peers and even teachers about class-related subjects. In a world where online engagement is important for businesses, these students are becoming experts at developing a sense of Internet presence. Not only do they know how to interact with others on the internet, they know how to use basic and even complex functions in order to do so.
KNOWLEDGE Social media users share among themselves day in and day out, giving and receiving information at rapid speeds. This information is more than funny cat videos; they share views and opinions; tips, tricks, and even DIY projects; and, among students, helpful information for classes. Their ability to assess, analyze, retain and share information is skyrocketing and they often don’t even realize they’re developing these skills. Only people born before the Internet was invented are likely to understand the magnitude of this new style of communication.
pletely understand or agree with the amount of social media activity by today’s student population, they will quickly benefit from it. As technology advances, so does the way the world works with it. Members of the young workforce are keeping up to speed with many forms of social media. Once you get a proper social media marketing strategy locked in, you’ll be grateful for the recent graduate you’ve hired to carry out the details.
REFERENCES: Baker, J. (2013). How Students Benefit from Using Social Media. Retrieved from: http:// www.edudemic.com/how-students-benefit-fromusing-social-media/ Power, Don (2012). How Social Media is Changing Education. Retrieved from: http:// sp ro u t so cia l. co m / i n sigh t s/ so c ia l -m e d ia education/ Stroller, E. (2015), Why Educators Can’t Live Without Social Media. Retrieved from: https:// www.jisc.ac.uk/news/why-educators-needsocial-media-07-jul-2015 Tomaszewski, J. (2012). Importance of Social Media for Education Institutions. Education World Associate Editor
SOCIAL MEDIA MARKETING The advent and dominance of social media has created a new breed of marketing, which has required professionals to build and further the field. As social media users join the workforce, they bring their skills to their careers. Social media prepares young workers to become great marketers. It has become essential for major businesses to include a social media marketing strategy and students today are the people filling these positions. While older generations might not comVolume No 1, Series of 2016, Page 72
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EFFECTIVENESS OF A VIRTUAL LABORATORY AS A PREPARATORY RESOURCE FOR DISTANCE EDUCATION CHEMISTRY STUDENTS Marites A. Saludares
INTRODUCTION Many university chemistry students lack confidence and experience anxiety as they approach their first chemistry laboratory sessions, and this is especially the case for students studying at a distance and undertaking their laboratory sessions at intensive residential schools (Loonat, 1996). The provision of appropriate preparatory resources to alleviate this problem is important if these students are to obtain the intended benefits from these laboratory sessions. This article presents the results of two studies designed to evaluate a three-dimensional (3D) simulated virtual environment called the Virtual Chemistry Laboratory as a tool to prepare distance university chemistry students for their on-campus laboratory sessions. The first of the
two studies was designed to test the degree to which learning about the laboratory and its apparatus using the Virtual Laboratory is equivalent to faceto-face learning in the actual laboratory. The second study was designed to explore the way in which students made use of the Virtual Laboratory and the benefits D. Saludares is a Faculty memexperienced by Marites ber of the UST College of Nursing. As a teacher for 25 years, she has these students as Chemistry endeavored to make the subject interesting to her students by integrating they technology with innovative teaching approached their residential school.
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BACKGROUND Teaching chemistry to Distance students
Education
Many undergraduate students studying chemistry subjects at Charles Sturt University (CSU) do so by ‘Distance Education’ (DE). One of the greatest problems that confronts us and others (Hollingworth & McLoughlin, 2001; Kennepohl & Last, 2000) in providing DE chemistry subjects is how to adequately address the teaching of a laboratory component. Some researchers have proposed that distance chemistry students be provided with laboratory work that they can undertake in their own kitchen (see for example Boschmann, 2003; Reeves & Kimbrough, 2004). This approach offers benefits in flexibility, but cannot afford the rigor of more traditional experiments, does not provide opportunities to develop the specific manipulative and instrumental skills required in later subjects, and does not provide experience in the authentic setting of professional chemistry practice.
theory with laboratory practice. They assert that the importance of students developing laboratory skills requires students to undertake authentic experimental tasks within a real laboratory. Our own approach at CSU is to require students to attend a residential school, during which laboratory work is undertaken. This approach is consistent with our views on the value of laboratory sessions (Adlong et al., 2003), which include: _ Developing students’ skills in recording, reporting and interpreting observations; _ Developing students’ higher level cognitive skills of deductive reasoning, hypothesis formation and testing; _ Developing students’ skills manipulative and instrument use.
related
to
The residential schools are intensive periods, three or four days in duration. Thus, distance students have only a few days to face the challenges that are spread out over many
An alternative approach might be to replace laboratory work with simulated laboratories within a virtual environment. Clearly, the development of laboratory technique would be difficult to address in a virtual environment, however, there are advantages to consider, especially as a preparative and supplementary learning tool (Martinez-Jimenez, Pontes-Pedrajas, Polo, & Climent-Bellido, 2003). Woodfield et al. (2005) suggest that the main purposes of instructional laboratory sessions include the teaching of laboratory technique and analytical thinking skills, as well as connection of the Volume No 1, Series of 2016, Page 74
Journals of Educational Technology weeks for on-campus students. Providing a quality laboratory experience that achieves these learning objectives for these students within that short period and within the constraints of our resources is the subject of ongoing review at CSU.
component of DE residential schools had been noted anecdotally and in the literature (see, for example, Loonat, 1996). However, adequately preparing distance students for their residential school is a difficult task.
Identified issues: anxiety and confidence
This article reports on the attempts to address this problem by providing students with a CDROM containing the Virtual Chemistry Laboratory (Dalgarno, 2008), a simulated 3D environment developed as an accurate representation of the teaching laboratories. We hypothesised (see Dalgarno, Bishop, & Bedgood, 2003) that when used as a pre-laboratory familiarisation tool, the Virtual Laboratory would include the following potential benefits:
Rollnick, Zwane, Staskun, Lotz, and Green (2001) and Pogacnik and Cigic (2006) focus on the importance of pre-laboratory preparation to improve the laboratory learning experience of undergraduates. However, even when preparation has been undertaken, many students are anxious about the laboratory work to be completed. Humphries and Revelle (1984) suggest that anxiety may enhance performance on easy tasks while hindering performance on tasks that are more difficult. A number of studies exist that quantifiably demonstrate that anxiety about chemistry is an impediment to learning (see, for example, Eddy, 2000; Oliver-Hoyo & Allen, 2005). Such anxiety may be specifically related to the subject: the fear of chemicals or the fear of chemistry as a course, so called ‘chemophobia’ (Bowen, 1999; Eddy, 2000). It may also be attributed to working in an unfamiliar environment, being uncertain about which equipment to use or the intense nature of the residential school program. Problems associated with high stress and information overload for the laboratory
The approach
_ Students would feel more relaxed and comfortable in the laboratory; _ Less laboratory time would be wasted looking for items of apparatus; _ Students would be more likely to assemble and use apparatus in the correct way leading to more meaningful experimental results; _ Students could devote more of their attention to the chemistry concepts involved in the experiments because they would already be familiar with the procedural aspects of the task (p. 91).
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Virtual laboratories Virtual laboratories or laboratory simulations have been used for two main purposes in chemistry education. Firstly, they have been used to provide students with visual representations of chemistry concepts, and secondly they have been used to prepare students for their laboratory sessions. Although we could see value in visual representation of chemistry concepts, and we were aware of strong support in the literature for the use of virtual laboratory environments to assist with this, (see, for example, Arasasingham, Taagepera, Potter, Martorell, & Lonjers, 2005; Russell et al., 1997; Tasker, 1998; Trindade, Fiolhais, & Almeida, 2002) our own focus was on preparing students for laboratory sessions. A number of laboratory simulations have been developed to help prepare students for their laboratory sessions. Some of these have focused on the logical sequence of steps required in experiments, whereas others have endeavored to provide a richer simulation of the actual tasks involved. Woodfield et al. (2005, p. 1728) argue that ‘‘it is very difficult to create a simulation with sufficient detail and realism that it can effectively teach laboratory technique”. However, Martinez-Jimenez et al. (2003) list a number of
studies demonstrating the value of educational software in preparing students for laboratory tasks and in their own study found that a virtual laboratory as a preparatory tool improves students’ laboratory skills. Woodfield et al. (2005) reported improved student learning as a result of a virtual chemistry laboratory, which was attributed in part to improved learning efficiency. They found when virtual exercises are paired with activities in a real laboratory, the students are in an environment that facilitates the development of higher-order thinking skills because they are not bogged down by details of process or technique (Woodfield et al., 2005). 3D virtual environments have also been used as tools for gaining familiarity with real
environments in a number of other domains. For example McGreevy (1993) describes work at NASA towards the development of 3D terrain models of planets such as Mars, to allow astronauts and scientists to develop an understanding of what it might be like to walk around on one of these planets. The virtual art
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Journals of Educational Technology gallery described by Ramires-Fernandes, Pires, and Rodrigues (1998) is another example. The Virtual Chemistry Laboratory The Virtual Chemistry Laboratory is an accurate 3D model of the Charles Sturt University, Wagga Wagga undergraduate teaching laboratory. Unlike those proposed, for example, by Russell et al. (1997) or Woodfield et al. (2005), the Virtual Laboratory does not allow students to conduct experiments. Rather, like those described by Martinez-Jimenez et al. (2003) it is a tool to help prepare students to undertake laboratory tasks. What distinguishes it from other preparatory resources is that it provides an accurate representation of the actual laboratory where students will later undertake their practical classes. Within this Virtual Laboratory, students can freely explore, collect and assemble items of apparatus, and find out information about laboratory procedures and apparatus (see Fig. 1) as well as familiarizing and potentially orienting themselves within the laboratory space. The Virtual Laboratory has been developed using the Virtual Reality Modelling Language (VRML) (Carson, Puk, & Carey, 1999) as well as using additional enhancements to VRML provided by the Blaxxun Contact VRML Browser (Blaxxun Technologies, 2004) and the browser scripting features of the Internet Explorer web browser. Blaxxun Contact runs within Internet Explorer, but can be run full-screen so that the web browser toolbars are not visible. The Virtual Laboratory was provided to students on CD-ROM with a script which installs Blaxxun Contact prior to installing the laboratory itself, which made the installation process reasonably straightforward for students.
address the identified problems of a lack of confidence and a sense of anxiety as they approached their residential school laboratory sessions. An important message from this study relates to the diversity of the student population. Results indicated that students have a very diverse range of prior experiences of chemistry and laboratory practice, ranging from substantial recent experience to no experience at all. Questionnaire responses and interview comments also illustrate substantial diversity in the way that students experienced the Virtual Laboratory. For example, some students found the environment easy to use and were able to obtain a strong sense for the layout of the laboratory, whereas other students either experienced substantial usability problems or found that they were unable to transfer knowledge obtained within it to the real laboratory environment. Students should be provided with a range of learning opportunities so that they can choose the activities and resources that most suit their own learning needs. REFERENCES: Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students Barney Dalgarno, Andrea G. Bishop, William Adlon, Danny R. Bedgood Jr.
CONCLUSION Virtual Laboratory can be an effective tool to help students develop their familiarity with the laboratory environment prior to their laboratory sessions. Providing the environment as a resource for distance students would help to Volume No 1, Series of 2016, Page 77
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NANOTECH PREMISE: SOCIETAL AND ETHICAL CONCERNS RELATED TO HUMAN HEALTH, ENVIRONMENT AND SECURITY Florence C. Navidad INTRODUCTION The emerging trend of the new era does not exempt Philippines. From agriculture, business, engineering to science, nanotechnology has been used to be at par with other countries in terms of innovations. Nanotechnology warrants worldwide impact for its advancement to humanities and technology (Goldman & Coussens, 2005). The potential benefits and positive expectations through successful products and development from nanotechnology pose potential risks and public concerns (Hullman, 2008). Hence, the purpose
for the investigation and exploration on the nanotech’s premise impact in society. From the viewpoint of authors (Flament, 2013; Malsch, 2004), many areas would benefit the evolution and application of nanotechnology enabled-products specifically in human health, welfare, and environment that is available in the market. According to the national survey conducted by Macoubri and Cobb (2005), respondents identified two major anticipated benefits of nanotechnology namely medical
advances (31%) and improved consumer products (27%); other considers significant benefit includes general technological progress, advances in environmental protection, lower cost energy, and improved food and nutrition. With the enlisted potential benefits of nanotechnology, it could entail consequences if not handled well that would harm human health and environment that conveyed concerns about its impact on human health, environment and security (Knowles, 2006). Is the public aware of the advancement and possible risks of nanotechnology to human and environment? Based on the survey of The Royal Society on 2004 as cited by Knowles (2006), only few people heard about
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Florence C. Navidad is a Fellow Professor at the UST College of Nursing teaching mathematics and science courses. She is also an Associate Researcher at the UST Research Center
Journals of Educational Technology nanotechnology. More than 10 years from this point, nanotechnology has evolved, it would be possible that the people are now more knowledgeable and concerned about its implication to health, environment and security. Production through nanotechnology in the Philippines has been started, but up to this date, no study has been explored on the nanotechnology’s societal and ethical concerns related to human health, environment and security. Thus, the following are the objectives of this study: (1) Explore the ethical impacts of nanotechnology; (2) Investigate the ethical issues in biomedical nanotechnology; (3) Identify and understand the broad implications of nanotechnology for society; (4) Explore the social acceptance of nanotechnology; (5) Determine the societal impact of nanotechnology in education; (6) Investigate the societal impact of nanotechnology in environment; and (7) Establish the implications of nanotechnology in the human health. Establishing the societal and ethical concerns about products derived from nanotechnology will enhance the knowledge and awareness of the Filipino people in relation to health, environment and security. It will entail the leaders from our society, industries, science, and engineering to have a better understanding of what the people wants and expects in this worldwide reengineering products and substances. This will also assist the government to develop regulatory approaches specific to nanotechnology production and application.
RELATED LITERATURE Potential Health Issues Several spray products may contain nanoparticles, including disinfectant or air freshener sprays, dyes, paints, and sprays for impregnating clothing and other porous materials (Knowles, 2006). As particles become smaller, their likelihood of causing harm to the lung increases (Donaldson et al., 2004). Inhaled particulates may be captured in the mucociliary escalator of the lungs or penetrate to the bronchioles and alveoli. Particles in the alveoli (the air sacs deep within the lung) may enter the bloodstream (Hett, 2004). Furthermore, the macrophages may become overloaded with nanoparticles, which may cause inflammation of the surrounding tissue. Free radicals may also be formed due to the large surface area of the nanoparticles, depending on their reactivity, and these free radicals could impact the immediate area or be transported to other areas of the body (Dunford et al., 1997 as cited by Knowles, 2006). Another reports indicate that direct penetration of the skin has been observed for particles with a diameter of 1,000 run, which is much larger than nanoparticles (Aitken et al., 2004). Thus, one may postulate that it may be easier for nanoparticles to penetrate the skin. According to Knowles (2006) that because these initial studies illustrated biological effects in various animals, it is possible that similar effects could occur in humans and this will become clearer as re-
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Journals of Educational Technology searchers begin to study workers who have been exposed to nanomaterials. He also mentioned that at this time, air-sampling methodologies have not been fully validated, and the appropriate engineering and administrative controls have not been fully investigated. The exposure potential needs to be assessed as do key factors such as the amount of material involved, its form, the degree of containment and the duration of use.
Potential Safety Issues As written by Knowles (2006), “manufacture of nanoparticles requires that risk analyses be performed to assess the hazards of processing equipment, gases, solvents, cooling systems, electrical shock hazards, electrical arc hazards, intense light hazards, including UV hazards in some instances, vacuum hazards, etc. At this point, information is limited regarding how particles/fiberlike nanomaterials behave in air, water or soil, or their ability to accumulate in food chains (Ahwahnee Technology). Manufacturers should be contacted to obtain all relevant information regarding the safe installation and use of processing equipment and chemical suppliers should be contacted relative to MSDS information.” Pritchard (2004) mentioned that explosive issues related to
nanoparticles/nanomaterials have not been addressed adequately despite the large body of knowledge on the explosion characteristics of micron-scale particles. Use of wet slurries or encapsulation of participates may decrease hazards. In the National Fire Protection Assn. (NFPA) handbook and other NFPA references should be consulted before beginning any work with nanoparticles/nanomaterials (Knowles, 2006). Potential Environmental Issues The Royal Society and The Royal Academy of Engineering report as cited by Knowles (2006) that “it is clear that nanoparticles may impact living organisms in their natural environment. It is also possible that microorganisms in soil or water could bioaccumulate nanoparticles within their cells. Potential impacts could be persistence, bioaccumulation and toxicity. Currently, the exact fate of nanoparticles in the environment is unknown. Until such effects are clearly understood, some are recommending that the use of free (i.e., not fixed in a matrix) manufactured nanoparticles in environmental applications such as remediation be prohibited until appropriate research has been performed and it can be demonstrated that the potential benefits outweigh the potential risks.” Colvin (2003) reported that consumer exposure to nanoparticles in products such as sunscreens and cosmetics presents another potential exposure route and it is impossible to assess the quantities and types of nanoparticles in such products since this information is often protected from public disclosure by trade secret regulations.
Societal Implications The potential nanotechnology
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societal implications of are enormous, promising
Journals of Educational Technology exponential advances in manufacturing, technology, communication, medicine and military applications (Knowles, 2006). At present, nanotechnology's future is uncertain, and even when scientists do communicate their results and their current work to the public, the meaning of these messages is often disputed and leads to confusion among their recipients. In the study of Grinbaum (2006), “highly polarized and radically diverging assessments of nanotechnology are thus a result of the early start of the public debate on nanotechnology and converging technologies, which in the absence of tangible results that would have already produced an effect on society, are nurtured by a variety of futuristic utopian fictions and catastrophic visions. In this situation, a scientist who claims that his work is "business as usual" has fewer chances to be heard than either a true or a pseudo visionary prophesizing a future radical change in the human condition.”
Ethical Implications In the study of Kaiser (2006), “some of the early explorations into ethically relevant aspects of nanotechnology show somewhat polarized attitudes with regard to the concerns based on these foresights. In particular, the public success of the runaway-nanobotscenario including nano-scaled robots self-replicating out of human control, might be regarded as a discursive effect caused by deep-rooted uncertainties about the diagnosed indiscernibility of fact and fiction. Their attitude towards ethically relevant aspects of nanotechnology might conflict with the usual norms judgment of feasibility.” As cited Kaiser (2006), “in free allusion to Willard Van Orman Quine's famous proposal, a great deal of the nanotechnological future proposals and their corresponding dystopian concerns should therefore be classified as quite underdetermined. This finding allows them to be characterized as "arational," insofar as they lack the required features to either regard them as rational or to disregard them as irrational.”
SYNTHESIS With proper attention to ethical issues and societal needs, converging technologies could achieve a tremendous improvement in human abilities, societal outcomes, the nation’s productivity, and the quality of life. This is a broad, cross- cutting, emerging and timely opportunity of interest to individuals, society and humanity in the long term. Convergence of diverse technologies is based on material unity at the nanoscale and on technology integration from that scale. The building blocks of matter that are fundamental to all sciences originate at the nanoscale. Revolutionary advances at the interfaces between previously separate fields of science and technology are ready to create key transforming tools for NBIC technologies. Developments in systems approaches, mathematics, and computation in conjunction with NBIC allow us for the first time to understand the natural world, human society, and scientific research as closely coupled complex, hierarchical systems. At this moment in the evolution of technical achievement, improvement of human performance through integration of technologies becomes possible. Examples of payoffs may include improving work efficiency and learning, enhancing individual sensory and cognitive capabilities, revolutionary changes in healthcare, improving both individual and group creativity, highly effective communication techniques including brain-to-brain interaction, perfecting humanmachine interfaces including neuromorphic engineering, sustainable and “intelligent” environments including neuro-ergonomics, enhancing human capabilities for defense purposes, reaching sustainable development using NBIC tools, and ameliorating the physical and cognitive decline that is common to the aging mind. Activities that accelerate convergence to improve human performance must be enhanced, including focused research and
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Journals of Educational Technology development, increased technological synergy from the nanoscale, developing of interfaces among sciences and technologies, and a holistic approach to monitor the resultant societal evolution. The aim is to offer individuals and groups an increased range of attractive choices while preserving such fundamental values as privacy, safety, and moral responsibility. Education and training at all levels should use converging science and technology and prepare people to take advantage of them. We must experiment with innovative ideas to motivate multidisciplinary research and development, while finding ways to address ethical, legal, and moral concerns. In many application areas, such as medical technology and healthcare, it is necessary to accelerate advances that would take advantage of converging technologies. The evolution of a hierarchical architecture for integrating natural and human sciences across many scales, dimensions, and data modalities will be required. Half a millennium ago, Renaissance leaders were masters of several fields simultaneously. Today, however, specialization has splintered the arts and engineering, and no one can master more than a tiny fragment of human creativity. The sciences have reached a watershed at which they must unify if they are to continue to advance rapidly. Convergence of the sciences can initiate a new renaissance, embodying a holistic view of technology based on transformative tools, the mathematics of complex systems, and unified cause-and-effect understanding of the physical world from the nanoscale to the planetary scale. Source: Roco, M. & Sims W. (2002). Converging technologies for improving human performance nanotechnology, biotechnology, information technology and cognitive science. Bainbridge, National Science Foundation
REFERENCES
Aitken, R.J., et al. (2004). "Nanoparticles: An Occupational Hygiene Review." Research Report 274. London: U.K. Institute of Medicine. Burns, N. & Grove, S. (2013). Burn’s and Grove’s Understanding Nursing Research: Building an Evidence-Based Practice. Singapore: Elsevier Inc. Colvin, V. (2003). "The Environmental Impact of Engineered Nanoparticles." Nature Biotechnology. 21: 1166- 1170. DeRenzo, E. & Moss, J. (2006). Risks and benefits in clinical research. Writing Clinical Research Protocols, 97-118. Donaldson, K., et al. (2004). "Nanotoxicology." Editorial. Occupational and Environmental Medicine. 61: 727-728. Flament, G. (2013). Closing the Gap: The Impact of Nanotechnologies on the global Divide. Nanotechnology Industries Association (NIA) Report. Brussels. www.nanotechia.org Goldman L, & Coussens C. (2005). Implications of Nanotechnology for Environmental Health Research. Institute of Medicine (US) Roundtable on Environmental Health Sciences, Research, and Medicine; Washington (DC): National Academies Press (US) Grady, C. (2002). Ethical principles in clinical research. Principles and Practice of Clinical Research, 15-26. Grinbaum, A. (2006). Nanotechnology; Decision making; Scientists. The Journal of Law, Medicine & Ethics, 34 (4); 689-94. http:// search.proquest.com/docview/223496335? Account id =41849
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Journals of Educational Technology Hett, A. (2004). "Nanotechnology: Small Matter, Many Unknowns." Zurich, Switzerland: Swiss Reinsurance Co. Hullmann, A. (2008). European activities in the field of ethical, legal and social aspects (ELSA) and governance of nanotechnology. http:// cordis.europa.eu./nanotechnology Human ethics in research. (2010). Waikato Institute of Technology, 1-13. IBM. (2011). IBM SPSS Statistics 20 Core System User’s Guide. IBM Corporation. Kaiser, M (2006). Nanotechnology; Professional ethics; Blood substitutes. The Journal of Law, Medicine & Ethics, 34 (4), 667-74 . American Society of Law and Medicine, Incorporated .http://search.proquest.com/ docview/223504190?accountid=41849 Knowles, E. (2006). Nanotechnology; Occupational safety; Technological change; Health risk assessment. Professional Safety, American Society of Safety Engineers , 51(3), 20-27. United States. http://search.proquest.com/ docview/200406474? accountid=41849 Macoubrie, J. & Cobb, M. (2005). The Project on Emerging Nanotechnologies at the Woodrow Wilson International Center for Scholars was
created in partnership with The Pew Charitable Trusts. Web site: www.wilsoncenter.org Malsch, I. et al. (2005). Nanoforum The Nanoforum report “Benefits, Risks, Ethical, Legal and Social Aspects of Nanotechnology” is a thematic network funded by the European Commission's under the Fifth Framework Programme (Growth programme, grant number G5RT-CT-2002- 05084). www.nanoforum.org Murray, T., Calhoun, M., & Philipsen, N. (2011). Privacy, confidentiality, hipaa and hitech: Implications for the health care practitioner. The Journal for Nurse Practitioner, 7(9), 747-752. Pritchard, D.K. (2008). "Literature Review: Explosion Hazards Associated with Nanopowders." U.K. Health &Safety Laboratory Report HSL/2004/12. London. Roco, M. & Sims W. (2002). Converging technologies for improving human performance nanotechnology, biotechnology, information technology and cognitive science. Bainbridge, National Science Foundation. Slims, J.M. (2010). Your role in informed consent. Dimensions of Critical Care Nursing, 27 (2), 70-73.
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ACKNOWLEDGEMENTS The creation of this journal was supported, partially or in full by the faculty and staff of the School of Graduate Studies of the Philippine Women's University, Manila campus. We also thank our colleagues and from the same institution who provided insight and expertise that greatly assisted in the completion of this journal, although they may not agree with all of the interpretations/conclusions of these papers.
We thank our adviser and editor Dr. Lorna A. Salutal for without her unending patience and guidance, this publication will never be conceived and achieved. We thank her also for all her comments that greatly improved the manuscript.
To Mr. Edwin E. Santos, for the insight in designing the concept of this manuscript. His support was highly appreciated.
To our family and friends who have supported our endeavors in one way or the other, we thank them as well.
We will also be immensely grateful to you, the readers if you will share with us your comments and wisdom on the topics that we have tackled.
And above all, our God Almighty for His guidance and enlightenment.
To God be the glory.
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