Pampanga State Agricultural University

PAC Magalang, Pampanga

UNIT III: IMPORTANCE AND THEORETICAL PERSPECTIVE,

PRACTICES AND MEDIA

Group 3:

Marc Reven Vitalicio (Chapter 1: Lesson1, Lesson 2, and Lesson 3)

Rachel Dungca (Chapter 1: Lesson 4 and Chapter 2: Lesson 1)

Jasmin Tuano (Chapter 2: Lesson 2)

Ira Angela Roque (Chapter 2: Lesson 3, Chapter 3: Lesson 1, and Lesson 2)

Grace Anne Salamat (Chapter 3: Lesson 3 and Lesson 4)

Rose Marie Gamboa (Chapter 3: Lesson 5 and Lesson 6)

Carren Canlas (Chapter 3: Lesson 7, Lesson 8 and Lesson 9)

 Chapter 1
Lesson 1: Importance of Technology to Teaching and Learning
 Students demand it
 New teachers are demanding it
 Kids are digital native
 Kids can learn at their own pace.
 With technology, there are no limitations
 Technology has the ability to enhance relationships between students and teachers
 Testing has gone online
 Multitude of resources
 Technology keeps kids engaged
 Technology is necessary to succeed outside of primary and secondary education.

Lesson 2: Theoretical Perspective of Teaching

Educational Learning Theories

 Behaviorism
Is a view which behavior can be explained by external factors and behavioral conditioning can be used
as a universal learning process.

 Constructivism
Is the idea that people are responsible in creating their own understanding of the world and using what
they know based on previous experiences in the process of linking new information to these experiences.

 Humanism
Focuses on the individual as the subject an asserts that learning is a natural process.

 Connectivism
Is a relatively new learning theory, developed and based upon the idea that people process information
by forming connections.

Lesson 3: Teaching Practices

 Maintain good communication skills
 Getting student’s engagement
 Use humour
 Act don’t react
 Be clear and precise in your instructions
 Give room to individualized learning
 Positive Feedback
 Involve students in decision making
 Use Peer learning
 Love your subject/Job
Lesson 4: Media
What is Media?
-It refers to a various means of communication.
 -The word media was use for press and reporting agencies. In communication media is storage or
communication channel.

Channel of communication that serve many diverse functions:

• Offering a variety of entertainment
• Either mass or specialized appeal
• Communicating news and information
• Displaying advertising message
The media carry the advertiser messages and serve as the vital link between the seller of product or service and
consumer.

ROLE OF MEDIA
• Educate us about Human Right
• Building the society
• Aware us against social and economic evils
• Advertisement

TYPES OF MEDIA
1. Print Media
-It is a written advertising that may be included in everything from newspaper and magazines.
-They are among the oldest and most effective types of advertising.
O Newspaper Advertising is the major source of information, classified as local or national and daily or
weekly.
O Magazine Advertising is for consumer or business (trade) and it is classified as: local, regional and national,
weeklies, monthlies and quarterlies.

2. Broadcast Media
Television This includes radio and televisions, spend ten years on watching television and six years
listening to radio.
O Advertisement communicates with sound, action and color. This appeal to large companies with widespread
distribution.
O Radio Advertising it reaches 90% of people, which makes it very effective. The best time radio use during
“drive times” morning, late afternoon and early evening.

3. Support Media
-Are media such as directories or out-of-home media that may be used to reach people who are not
reached by mass media advertising. It is used to reinforce or supplement message being delivered via some
other media vehicle.
 -It include billboard, boarding, neon sign poster. It is useful when introducing a new product. It helps to
generate sales at point of purchase/point of sale.

4. Internet
-Is a worldwide that provides means of exchanging information through a series of interconnected
computers.
-it is rapid growing medium of advertising through internet involves email marketing, social media
marketing, online ads and mobile marketing.

ADVANTAGES AND DISADVANTAGE OF MEDIA

Advantages of Media:
• It keeps us updated on news weather and sporting event.
• It is able to get information to the public in quick and timely manner.
• It can warn us in bad weather and dangerous situation in a city.
• Media has the resources to expose injustices, corruption or abuse of power that an average citizen would
never be able to expose.
• Media has uncovered scams where people try to take our money dishonestly.

Disadvantages of Media:
• Include a risk of inaccurate reporting and loss of privacy.
• It puts out incorrect or inaccurate information. This can be embarrassing and depending on the
information and it can harm a person reputation.

Chapter 2: Basic Learning Theories vs. Technology Application

Lesson 1: Constructivist Theory
Constructivist Theory
-is a theory that emphasizes active learning such as: group activities, constructing knowledge rather than
acquiring it, debates, reflecting on experience and socialization.
Constructivism posits general concepts of individuality such as: learners construct knowledge based off
of past experiences. Each learner has a unique interpretation and construction of knowledge processes.
Who made it?
John Dewey - emphasized the significance of experience in education.
John Piaget – founder of constructivism.
-he demonstrated that children’s minds were not empty, but were constantly processing the material they
were presented.
-articulated mechanisms by which knowledge is internalized by learns. He also suggested that through
process of accommodation and assimilation individuals construct new knowledge from their experiences.
What is the difference between assimilation and accommodation?
  Assimilation occurs when a learner adds new information basically layering it on top of the old.
 Accommodation occurs when a learner must change previously learn information before placement of
new information is possible.
Constructivism in a Classroom:
• Teachers adapt to being facilitator.
• Facilitator ask instead of giving information
• Facilitators help student uncover facts or ideas.
• Facilitator and student equally participate in learning.
Constructivism in a My Classroom:
• Student will be engaged with tasks to solve with their knowledge
• Student will also be engaged in hands on activities.
• Student will work collaboratively.
• Student will also work as a group.

Lesson 2: Cognitive Learning Theory

What is cognitive learning theory?
Cognitive came from the Latin word cognoscere, which means the act or process of knowing. Cognition
involves the higher mental process like thinking, reasoning, judging, inferring, interpreting, classifying.
Cognitive Learning Theory is a broad theory that explains thinking and differing mental processes and
how they are influenced by internal and external factors in order to produce learning in individuals. When
cognitive processes are working normally then acquisition and storage of knowledge works well, but when
these cognitive processes are ineffective, learning delays and difficulties can be seen.
Cognitivism is a learning theory that focuses on the processes involved in learning rather than on the observed
behavior.
The theory is credited to educational psychologist Jean Piaget. He believed knowledge is something that
is actively constructed by learners based on their existing cognitive structures. Piaget disagreed with the
behaviorist theory which focuses strictly on observable behavior. He concentrated more attention to what went
on inside the learner’s head, instead of how they reacted.
A few of the cognitivists who have contributed to developing the cognitive theory are the following:
• Benjamin Bloom
• Jerome Bruner
• David Ausubel
Two fundamental characteristics of Cognitive functioning:
1. Organization- is the systematic arranging of perceptual and cognitive information into meaningful patterns
called cognitive structures.
2. Adaptation- is the process thru which the person seeks an equilibrium or balance between what he/she
perceives, knows and understands.

Factors of Cognitive Learning

1. Comprehension
Building cognitive learning skills teaches students how to learn more effectively. Students learn to do
more than repeat what they have learned. They understand the “why” behind a topic and how it fits into a larger
picture.
2. Memory
Unlike drill-and-kill memorization methods, cognitive learning helps students gain a deeper
understanding of a subject. This improves recall in the long run, so students can build upon past knowledge.
3. Application
The cognitive learning approach gives students the chance to reflect on what they are learning and how
it applies to other material. This helps students develop problem-solving skills they need to create new
connections between what they are learning.

What Does Cognitive Learning Focus On?

This style of learning is a powerful alternative to the traditional classroom approach. Instead of focusing
on memorization, cognitive learning builds on past knowledge.

The Benefits of Cognitive Learning

Cognitive Learning is a type of learning that is active, constructive, and long-lasting. It engages students
in the learning processes, teaching them to use their brains more effectively to make connections when learning
new things.

1. Improves Comprehension
Cognitive learning encourages students to take a hands-on approach to learning. This allows them to
explore the material and develop a deeper understanding.
2. Develops Problem Solving skills
The cognitive learning approach teaches students the skills they need to learn effectively. This helps
students build transferable problem-solving and study skills that they can apply in any subject.

3. Promotes Long-Term Learning

Developing cognitive skills allows students to build upon previous knowledge and ideas. This teaches
students to make connections and apply new concepts to what they already know.

4. Improves Confidence
With a deeper understanding of topics and stronger learning skills, students can approach schoolwork
with enthusiasm and confidence.
5. Instills a Love of Learning
Giving students the chance to actively engage in learning makes it fun and exciting. This helps students
develop a lifelong love for learning outside of the classroom.
Lesson 3: Systematic Behavior Theory
It is also known as “Drive reduction theory” (learning theory). Clark L. Hull developed a version of
behaviorism in which the stimulus (S) affects the organism (O) and the resulting response (R) depends upon
characteristics of both O and S. Drive theory is based on the principle that organisms are born with certain
psychological needs and that a negative state of tension is created when these needs are not satisfied.
Physiological aim of drive reduction is homeostasis- maintenance of steady internal state.

Basic Concepts in Hull’s Theory

1. Need- physiological imbalances
2. Drive- state of tension
3. Reinforcement- reward
4. Goal- commodity which reduce drive.

Need---Drive---Activity---Goal---Reduced drive
Drive Reduction Theory
Physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the
need (Hull. 1951). It was created by Clark Hull to explain behavior, learning, and motivation. It emphasizes
biological needs.

The Drives
Drives are internal conditions that relate to survival needs. Behavior occurs in response to “drives” such
as hunger, thirst, sexual interest, feeling cold, etc. When the goal of the drive is attained (food, water, mating,
warmth) the drive is reduced at least temporarily. This reduction of drive serves as a reinforce for learning.
For example, how do you know when it is time to get a glass of water? You know because you get this
feeling of being thirsty which motivates you to reduce the thirst by drinking water. This is what happens
according to Drive Reduction Theory. According to this theory, some physiological need (need for water)
occurs that creates a state tension (you feel thirsty) which in turn motivates you to reduce the tension or satisfy
the need (drink).

Chapter 3: Basic Principles of Teaching and Educational Technology

Lesson 1: Principle of Active Involvement
 This implies that for learning to take place the student must be focus or engaged directly with the
activity or task where he/she may draw, knowledge, concepts, principles, attitudes, skills or habits.
 The child should take active role in the search of knowledge. Should not be made to watch or to observe
what is happening. He/she should contribute his ideas or concept to solve issues.
 Students are involved in more than just listening, but also in higher order of thinking. Engaged in
activities of reading, discussing and writing.
 Teachers place greater emphasis on student exploration of their own attitude and values.

Lesson 2: Principle of Connectivity

 This involves the building of relationships or linkages between and among experiences.
 Learning should not be compartmentalized or isolated of the organism. It is meaningless unless a new
experience is related to the existing experiences of the individual and is of use to real life situation
  If the students can see a connection between their lessons and their present lives and interests, learning is
more effective.

How can technology facilitate this principle?

We should know that the youth of today has that unique orientation of technology. It becomes their
focus of interest.
Therefore, the teacher should provide them opportunities to use technology to increase their
performance.

Lesson 3: Principle of Integration

 This refers to the organization or putting together diverse elements to form a unified and harmonious
whole.
 The student should be able to combine his previous experiences together in meaningful patterns of
understanding and application.
 They can either be supplement or complemental to each other to strengthen the effect of teaching and
learning. To do this, one must be able to see similarities and differences of ideas, concepts, and issues
including various phenomena.

Lesson 4: Principle of Intention

 Almost everything you do starts with an intention, and an intention starts with an idea in your mind.
 An intention includes not just what you want to do, but the why behind what you want to do.

Intention is a fundamental principle of enlightened leadership

Sometimes people don’t even ask themselves what their underlying motives are, for important
intentions, we suggest that you ask yourself not only what you want to manifest but also why.
Ask yourself who is the primary focus yourself or others? the more your underlying intention focuses on
benefiting others, the more you will engender support from the universe.
Intention is framework from the creation of ultimate reality is the building plans for reality.
Before you can have a plan, you’ve got to have an intention, the thought of what you want to see happen
or where you want to go and what your ultimate goal is.

Lesson 5: Principle of Creativity and Innovation

Creativity is the ability to generate innovative ideas and manifest them from thought into reality.
Innovation is a change in the thought process for doing something or ‘’new stuff that is made useful’’
 This refers to the ability to produce an original concept or idea and translate it to some forms of
expression like a piece of art or craft, a musical score or literary piece.
 Originality- is one of the manifestations of creativity.
 Creativity- is special talent, which most student and pupils have.
 Opportunities must be afforded to all pupils and students.
 Giving them the chance to produce some projects involving educational technology.
 Creating a multi-media presentation is one of the projects of the students can work on to show creativity.
Lesson 6: Principle of Discovery
Discovery – the act of discovering something. A productive insight. Make new finding.
  This is what psychologist term as the ‘’ Aha’’! experience
 Students are elated the thought of being able to discover by themselves the solutions to problems
related to their topics and assignments.
 They feel so accomplished if they are able to discover a process, a relationship or a pattern of
behavior with the least assistance from their teacher.
 This is a situation where genuine learning happens
 The cognitive and affective states of the students are being involved and so the impact is very
strong’

Lesson 7: Principle of Socialization

 Socialization- is the process by which a person develops from a mere biological organism, a sat birth, to
an adequate adult, in a psychological sense until he learns to display a measure of the prevailing adults
attitudes, beliefs, values, and knowledge of the sub culture to which he belongs (Bigge and Hunt)
 Is formation and training of human consciousness and creates sense of living together, love, sympathy
and cooperation with one another in society. In this context, socialization is training of an individual
regarding social values and ways of living which make an individual to live in a society amicable way.
 An individual impress to other through the acceptable ways of social interaction. Through this he
acquires better place among others and acquires pleasant personality.

Lesson 8: Principle of Understanding

‘’ one cannot learn anything unless he/ she comprehends the situation.
 Understanding is seeing relationship, the differences and similarities of events and processes and
how they affect his life as a student.
 Making use of the previous experience, building relationship with what the students already know
and understand, so that he can clearer grasp of the tasks on hand.

Lesson 9: Principle of Cooperative Process

 Learning is more impressive if the students or the pupils share in planning and organizing the
learning activities with the guidance of the teacher.
 Cooperative learning is a student-centered, instructor-facilitated instructional strategy in which a
small group of students is responsible for his own learning and the learning of all group
members. Students interact with each other in the same group to acquire and practice the
elements of a subject matter in order to solve a problem, complete a task or achieve a goal.
‘’ argues that a critical element of cooperative learning is group teamwork and team goals’’
(Slavin 1996)

5 Principles and Elements in Cooperative Learning Model

1. Positive interdependence
Each student in the same group has a unique contribution to make to the joint effort. Team members
depend and rely on one another to achieve the goal.
2. Individual Accountability
All students in a group must be accountable for contributing their own share of the work and
mastering all of the material to be learned for group’s success.
3. Face-to-face promotive interaction
Although some of the group work may be parcelled out and done individually, some must be
done interactively, with group members providing one another with feedback, challenging reasoning and
conclusions, and perhaps most importantly teaching, helping, supporting, applauding and encouraging
one another in order to reach the group’s goals.
 4. Appropriate use of social, interpersonal, collaborative and small-group skills
Students are encouraged and helped to develop and practice trust-building, leadership, decision-making,
and communication, and conflict management skills.

5. Group Processing
Team members set a group goals, describe what member’s actions are helpful or not, periodically assess
what they are doing well as a team and identify changes they will make to function more effectively in the
future.

References:

https://youtu.be/ADK7WeKSkE8
https://www.alleydog.com/glossary/definition.php?term=Cognitive+Learning+Theory

https://gradepowerlearning.com/benefits-of-cognitive-learning/

https://www.myenglishpages.com/blog/description-of-cognitivism/
https://www.instructionaldesign.org/theories/drive-reduction/