The Roles of Educational Technology in Learning: Learning Experiences & Self-Assessment Activities (Saa)

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The Roles of Educational technology in Learning

Module 3
OVERVIEW
After understanding the comprehensive meaning of educational technology, let us now dwell on
the roles of educational technology and whether it is a boon or a bane in the teaching-learning process
LEARNING OUTCOMES
After studying this chapter, one should be able to:
 Illustrate with concrete examples the roles of educational technology in learning
.
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)
NOTE: Write your answer in Self-Assessment Activity Sheet (SAA) see at the end of your module.
ACTIVITY
1. Go back to your learning experiences in school. Recall specific ways by which the use of educational
technology helped you learn. Write your experiences in SAA sheet
ANALYSIS
Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist
way as partners in the learning process. In the traditional way, the learner learns from the technology and the
technology serves as a teacher.
In other words, the learner learns the content presented by the technology in the same way that the learner
learns knowledge presented by the teacher. In the constructivist way, technology helps the learner build more
meaningful personal interpretations of life and his/her world. In the constructivist approach, technology is a learning
tool to learn with, not from. It makes the learner gather, think, analyze, synthesize information and construct meaning
with what technology presents. Technology serves as a medium in representing what the learner knows and what
he/she is learning.
Guide Question:
1. Based on the experiences you shared, which greater role did technology play in your learning experiences:
technology-as-teacher or technology-as-partner in the learning process?
OSMEÑA COLLEGES College of Teacher Education

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ABSTRACTION
From the traditional point of view, technology source and presenter of knowledge. It is assumed that "knowledge
is embedded in the technology (e.g. the content presented by films and TV programs or the teaching sequence in
programmed instruction) and the technology presents that knowledge to the student (David H. Jonassen, et al, 1999).
Technology like computers is seen as a productivity tool. The popularity of word processing, databases,
spreadsheets, graphic programs and desktop publishing in the 1980s points to this productive role of educational
technology.
With the eruption of the INTERNET in the mid-90s, communications and multimedia have dominated the role
of technology in the classroom for the past few years.
From the constructivist point of view, educational technology serves as learning tools that learners learn with.
It engages learners in "active, constructive, intentional, authentic, and cooperative learning. It provides opportunities for
technology and learner interaction for meaningful learning. In this case, technology will not be mere delivery vehicle for
content. Rather it is used as facilitator of thinking and knowledge construction.
From a constructivist perspective, the following are roles of technology in learning: (Jonassen, et al 1999).
 Technology as tools to support knowledge construction:

- for representing learners ' ideas, understandings and beliefs
- for producing organized, multimedia knowledge bases by learners
 Technology as information vehicles for exploring knowledge to support learning-by-constructing:
- for accessing needed information
- for comparing perspectives, beliefs and world views
 Technology as context to support learning-by-doing:
- for representing and simulating meaningful real- world problems, situations and contexts
- for representing beliefs, perspectives, arguments, and stories of others
- for defining a safe, controllable problem space for student thinking
 Technology as a social medium to support learning by conversing:
- for collaborating with others
- for discussing, arguing, and building consensus among members of a community
- for supporting discourse among knowledge-building communities
 Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:
- for helping learners to articulate and represent they know
- for reflecting on what they have learned and how they came to know it
- for supporting learners 'internal negotiations a meaning making
- for constructing personal representations of meaning
- for supporting mindful thinking
Whether used from the traditional or constructivist point of view, when used effectively, research indicates that
technology not only "increases students' learning, understanding and achievement but also augments motivation to learn,
encourages collaborative learning and supports the development of critical thinking and problem-solving skills"
(Schacter and Fagnano, 1999). Russell and Sorge (1999) also claim that the proper implementation of technology in the
classroom gives students more "control of their own learning and... tends to move classrooms from teacher- dominated
environments to ones that are more learner-centered. The use of technology in the classroom enables the teacher to do
differentiated instruction considering the divergence of students' readiness levels, interests, multiple intelligences, and
learning styles. Technology also helps students become lifelong learners.
APPLICATION
Give at least 3 uses or functions of educational technology, Categorize them either as technology as teacher
(source of knowledge) or technology as partner in learning (one that engages the student in thinking and in the
construction of knowledge and meaning). Use the table given in SAA sheet. An example for each category is given for
you.
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SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

ACTIVITY
1.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
ANALYSIS
1.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
APPLICATION
Technology as Teacher Technology as partner in learning

1. Video presentation on the tourist spots in 1. Setting up an experiment shown through
the country video presentation and requiring the
student to predict the outcome of the
experiment.

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KEY POINTS
 From the traditional point of view, technology source and presenter of knowledge.
 Technology like computers is seen as a productivity tool.
END OF MODULE ASSESSMENT
Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this part),
write your answers on the sheet/s provided. (See End of Module Assessment Answer Sheets for the
questions.)
SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY
LOOKING AHEAD
Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If
you have not reached your desired level of competence, just keep going! Remember that an expert was once a
beginner.
The next topic will deal on the Systematic Approach to teaching.

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SELF AND MODULE EVALUATION
REFERENCES
Paz I. LUCIDO, Ph.D., Brenda B. Corpuz, Ph.D., Educational Technology 1

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END OF MODULE ASSESSMENT (Answer Sheet)
(Please do not forget to provide information on this part)

Name: _____________________________________________ Course& Year:_____________
Module Number and Title: ______________________________________________________
Contact number & email (if any):_______________________________
Date accomplished: ________________________
Now that you have finished the review of the various concepts outlined above, it is now time for an assessment to see how
far you have improved. Write your answers on the blank space provided for each question.
A. IDENTIFICATION
Based on the roles of educational technology constructivists' perspective given above, identify under which
role and process is illustrated by each of the following:
1. Water samples from ponds, streams and faucets analysed locally, then transmitted to researchers who pooled
the data and returned them to all sites, where students drew conclusions and compared them with those of other
classes (Jonassen, 1999).
2. Students were asked to give a graphic presentation of the causes and effects of alcoholism.
3. Students were asked to conduct an in-depth research on the causes and effects of global warming by the
extensive use of books, journals and the Internet and to give a PowerPoint presentation of their findings.
4. Students were assigned to gather proposals from various sectors on how to solve the present rice crisis and on
how to prevent the same in the future and make a video presentation on their interviews.
5. Student groups were asked to read and analyse a comic.
B.
1. Representing beliefs, perspectives, arguments, and stories of others
A. Technology as context to support learning-by-doing
B. Technology as tools to support knowledge construction
C. Technology as intellectual partner
D. Technology as information vehicles for exploring knowledge to support learning-by-constructing
2. Discussing, arguing, and building consensus among members of a community
A. Technology as a social medium to support learning by conversing
3. Comparing perspectives, beliefs and world views

A. Technology as context to support learning-by-doing
4. Helping learners to articulate and represent they know

D. Technology as intellectual partner to support learning-by-reflecting
5. Producing organized, multimedia knowledge bases by learners

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The Roles of Educational technology in Learning

OSMEÑA COLLEGES College of Teacher Education

 Technology as tools to support knowledge construction:

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

Technology as Teacher Technology as partner in learning

OSMEÑA COLLEGES College of Teacher Education

END OF MODULE ASSESSMENT

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

OSMEÑA COLLEGES College of Teacher Education

SELF AND MODULE EVALUATION

Paz I. LUCIDO, Ph.D., Brenda B. Corpuz, Ph.D., Educational Technology 1

OSMEÑA COLLEGES College of Teacher Education

END OF MODULE ASSESSMENT (Answer Sheet)

(Please do not forget to provide information on this part)

3. Comparing perspectives, beliefs and world views

4. Helping learners to articulate and represent they know

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