Lesson 15: Understanding Hypermedia

An extension to hypertext  that supports linking graphic,sound,and video elements in addition to text elements. The World Wide Web is a partial hypermedia system since is supports graphical hyperlinks and links to sound and video files.New hypermedia systems under development will allow objects in computer videos to be hyper linked.

Hypertext

 

A special type of data base system invented by Ted Nelson in the 1960s in which objects (text,pictures,music,programs, and so on) can be creatively linked to each other.When you select an object, you can see all the other objects that are linked to it.You can move from one object to another even though they might have very different forms.

Word Wide Web

A system of internet servers that support specially formatted documents.The documents are formatted in a markup language called HTML (HyperText Markup Language) that supports links to other document,as well as graphics, audio,and video files.This means you can jump from one to another simply by clicking on hot spots.Not all Internet servers are part of of the World  Wide Web.

There are several applications called Web browsers that make it easy to access the World Wide Web;Two of the most popular being Firefox and Microsoft's Internet Explorer.World Wide Web is not Synonymous with the internet.

Hyperlink

 

An element in an electronic document that links to another place in the same document or to an entirely different document,Typically,you click on the hyperlink to follow the link.Hyperlinks are the most essential ingredient of all hypertext system including the World Wide Web.

Videos

 

Is the technology of electronically capturing,recording,

processing,

transmitting and reconstructing 

a sequence of still images 

representing scenes in motion.

Lesson 13: Cooperative Learning with the Computer

Cooperative or Collaborative learning is learning by small groups of students who work together in a common learning task. It is often called group learning but to be truly cooperative learning.

5 Elements are needed:

1. Common goal
2. Interdependence
3. Interaction
4. Individual accountability
5. Social skills

From several studies made on cooperative learning, it is manifested that cooperative learning in its true sense is advantageous since it:

• Encourage active learning, while motivating students
• Increases academic performances.
• Promotes literacy and language skills
• Improves teacher effectiveness

In addition, there are studies which show that cooperative learning enhances personal and social development among students of all ages, while enhancing self-esteem and improving social relationship between racially and culturally different students.

Cooperative Learning and the Computer

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

contradicted by studies which show that when students work with the computer in group, they cluster and interact with each other for adviceand mutual help. And given the option to work individually or in a group, the students' generally wish to work together in computer-based and non-computer-based activities.Reflecting on this phenomenon,psychologists think the computer fosters this positive social behavior due to the fact that it has a display monitor-just like a television set-that is looked upon something in communal.

Therefore researchers agree that the computer is a fairly natural learning vehicle for cooperative(at times called primitive)learning.

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

• Assigning students to mixed-ability

• Establishing positive interdependence

• Teaching cooperative social skills

• Insuring individual accountabilty, and

• Helping groups process information

Lesson 11: The Computer as the Teacher's Tool

Constructivism

• Jerome Bruner

   Signifies the teaching involves giving opportunities for the learner to explore and new meaning,concept,principle and able to apply this knowledge to real life situation.

" Knowledge of Discovery "

2 View of Constructivism

• Constructivism

•                    Knowledge was constructed through self-exploration rather than direct instruction of the teacher.

• Social Constructivism

                   Knowledge was constructed through social context in witch the learners share their ideas and stimulates learning.

The Computer's Capabilities

• A situating tool

• A constructive tool

• As Co-constructive tool

• As an information tool

Lesson 10: Computer as a Tutor

To function as a tutor in some subject, the computer must be programmed by "experts" in programming and in that subject. The student is then tutored by the computer executing the program (s). The computer presents some subject material, the student responds, the computer evaluates the respond, and, from the results of the evaluation, determines what to present next. At its best, the computer tutor keeps complete records on each student through the material. With appropriately well-designed software, the computer tutor can easily and swiftly tailor its presentation to accommodate a wide range of student differences.

Tutor mode typically requires many hours of expert work to produce one hour of good tutoring, for any or all several reasons. (a) As intuitive beings, humans are much more flexible than any machine, even a computer. (b) Creating a lesson to be delivered by a human tutor requires less time because it omits much of the detail, relying upon the spontaneous improvisation and performance of the instructor to fill in both strategy and substance at the time of delivery. (c) Computers are still relatively crude devices and the only means we have of programming them are awkward and time-consuming. (d) Human instruction rarely aims to accommodate individual differences because the normal classroom situation prohibits such accommodation; hence lesson preparation and design are simpler and swifter.Because such accommodation is possible with the computer as tutor, the substantive and strategic details needed to individualize the lesson tend to get included, thus often greatly lengthening lesson design and preparation time.

Lesson 4: Basic Concepts on Integrating Technology in Instruction

There is a lingering issue on how education technology is integrated in the teaching learning process.This is due to the fact that the mere use of the computer does not mean technology has already been integrated in instruction. For example,computer games may not relate at all to education, much less to classroom instruction.There is a need, therefore,to provide learning on how educational technology can be applied and integrated into the teaching-learning process. For this purpose, the definition given by Pisapia (1994) is helpful:

Integrating Technology with teaching means the use of learning technologies to introduce, reinforce supplement and extend skills...The difference between the classrooms of exemplary users of technology and technology users is the way their classes are conducted.In the exemplary classrooms, student use of computer is woven integrally into the patterns of teaching; software is a natural extension of student tool

Following this definition, there is NO INTEGRATIVE PROCESS if for example the teacher makes students computer games to give them a rest period during classes.Neither is there integration, if the teacher merely teaches students computer technicians or computer trainors.

If one is looking for external manifestations of technology integration into instruction. here are some:

• There's a change in the way classes are traditionally conducted
• The quality of instruction is improved to a higher level in such a way that could not have been achieved without educational technology.
• There is planning by the teacher on the process of determining how and when technology fits into teaching learning process.
• The teacher sets instructional strategies to address specific instructional respond to these instructional issue/problems.