Lesson 5

"The Cone of Experience"
The figure above shows what students will be able to do at each level of the Cone, or the learning outcomes they will be able to achieve relative to the type of activity they are doing. Examples: reading,hearing,viewing images,etc.
Again, it is important to remember that this doesn't mean reading and listening are not valuable learning, simply that doing that real thing can lead to the retention of the largest amount of information.
It make use of our senses,
It believed that the more senses that are used, the greater our ability to learn from and remember an event or experience.
These are all valuable and important parts of learning a second language and all have a place.

Lesson 4

"Systematic Approach to Teaching"

• On the basis of these objectives, the teacher selects the appropriate teaching methods to be used and, in turn, based an the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.
• Will the teacher use direct instruction or indirect instruction? Will he/she teach using the deductive of the inductive approach? It depends on his/her instructional objective, nature of the subject matter, readiness of students and the expertise pf the teacher himself or herself.
• After instruction, teacher evaluates the outcome of instruction.From the evaluation results, teacher comes to know if the instructional objective  was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle one more.

Lesson 3

"The Roles of Educational Technology in Learning"
From a constructions perspective, the following ore roles of technology in learning:

• Technology as tools to support knowledge construction for representing learners' ideas, understandings and beliefs
• Technology as information vehicles for exploring knowledge to support learning-by-constructing
• Technology as context to support learning by doing for representing and simulating meaning real
• Technology as a social medium to support learning by conversing for discussing, arguing, and building consensus among members of a community
• Technology as intellectual partner to support learning by reflecting for helping learners to articulate and represent what they know

Lesson 2

This lesson is topic about Boon or Bane;
In education, technology is bane when:

• the learner is made to accept as Gospel truth information they get from the Internet
• the learner surfs the Internet for pornography
• the tv makes learner a mere spectator not an active participant in the drama of life
• we make use of the Internet to do character assassination of people whom we hardly like
• because of our cell phon, we spend most of our time in the classroom or in our workplace texting
• we use overuse and abuse tv or film viewing as a strategy to kill time.

It depends on how we use technology. If we use t to help our students and teachers become caring, relating, thinking, reflecting and analyzing and feeling beings, then it is a boon.

"INTRODUCTION TO EDUCATION TECHNOLOGY"

 The organization of this course on Education Technology 1 is based on the broad meaning of educational technology. That's why we start this course with a comprehensive understanding of the term education technology.

Education Technology is a field involved in applying a complex, integrated process to analyze and solve problems in human learning.

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.

Technology of education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word "technology." Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as "smartphones" and games (both online and offline) are beginning to draw serious attention for their learning potential. Media Psychology is the field of study that applies theories in human behavior to educational technology.

Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek "techne" which means craft or art. Another word, "technique," with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator.

A classic example of an Educational Psychology text is Bloom's 1956 book, Taxonomy of Educational Objectives.Blooms Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Bloom's work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies.

According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Master's, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology or Instructional System Design. But few of those listed below as theorists would ever use the term "educational technologist" as a term to describe themselves, preferring terms such as "educator. The transformation of educational technology from a cottage industry to a profession is discussed by Shurville, Browne, and Whitaker.