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    LESSON1 4 Edtech

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    Today's learners are digital learners who spend much of their time engaged with technology like phones, social media, games, and the internet. While this raises some concerns about concentration and interpersonal skills, technology also has cognitive benefits when used properly. Younger generations are visual learners who prefer learning through multimedia and social interaction rather than traditional linear and independent styles. Teachers must develop basic digital skills in students and adapt lessons to engage these digital learners through problem-solving, collaboration, creativity, and appropriate use of technology.

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    LESSON1 4 Edtech

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    Today's learners are digital learners who spend much of their time engaged with technology like phones, social media, games, and the internet. While this raises some concerns about concentration and interpersonal skills, technology also has cognitive benefits when used properly. Younger generations are visual learners who prefer learning through multimedia and social interaction rather than traditional linear and independent styles. Teachers must develop basic digital skills in students and adapt lessons to engage these digital learners through problem-solving, collaboration, creativity, and appropriate use of technology.

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    Today's learners are digital learners who spend much of their time engaged with technology like phones, social media, games, and the internet. While this raises some concerns about concentration and interpersonal skills, technology also has cognitive benefits when used properly. Younger generations are visual learners who prefer learning through multimedia and social interaction rather than traditional linear and independent styles. Teachers must develop basic digital skills in students and adapt lessons to engage these digital learners through problem-solving, collaboration, creativity, and appropriate use of technology.

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    17 views5 pages

    LESSON1 4 Edtech

    Uploaded by

    202211555
    Today's learners are digital learners who spend much of their time engaged with technology like phones, social media, games, and the internet. While this raises some concerns about concentration and interpersonal skills, technology also has cognitive benefits when used properly. Younger generations are visual learners who prefer learning through multimedia and social interaction rather than traditional linear and independent styles. Teachers must develop basic digital skills in students and adapt lessons to engage these digital learners through problem-solving, collaboration, creativity, and appropriate use of technology.

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    of 5

    LESSON 1: UNDERSTANDING TECHNOLOGY LEARNERS OR DIGITAL LEARNERS

    Observation to the learners on this generation


     Today’s learners appear smarter, yet they cannot read as their parents do and they
    are addicted to the internet.
     The concentration is questionable as they uneasy to simply sit and listen, they become
    alive again through video presentation, group activities and computer classes.
     Educators fail to realize that the new generation of the 21st millennium is not the kind of
    learner that they were but are information technology leaners or DIGITAL LEARNERS.
     New learners spend much time talking with friends on their cellphones, sending text
    messages, interacting through social media like facebook, playing video games and
    surfing the world wide web.

    According to the scientists, we must understand our learners. This are as follows:
     There are positive benefits derived from the use of information technology or digital
    resources and these counterbalance possible negative effects of technology on
    children.
     Daily exposure to high technology-personal computers, video game gadgets, cell
    phones, Internet search sites-stimulates the brain by strengthening and creating neural
    circuits.
     A current technological revolution is creating an intellectual revolution, faster and
    better that ever before.

    Jean Piaget’s Stages of cognitive Development

    Note: Given the digital age today, Piaget’s traditional learning chart may have to be
    redefined
     At a very early stage at preparatory school, computer-aided instruction are offered as
    digital tools.

    MAJOR DISADVANTAGE
    • Underdevelopment of new learners along face-to-face interaction skills.

    MAJOR ADVANTAGE
    • Phenomenon of the young generation taking on multi-tasking as they perform tasks
    simultaneously.

    REFERENCE: EDUCATIONAL TECHNOLOGY 2; PAZ I. LUCIDO, Ph. D

    LESSON 2: BRIDGING THE GENERATION GAP


     The older generation often feels there is a generation gap between them and the
    younger generation.
     Traditional schooling has hardly changed with the clear evidence of a digital world.
     In peasant world countries where schools don’t have technology facilities, it is
    understandable that the transition to education may take time. But we need to
    address the rapid emergence of technology.

    Potentials of ICT
    • the new network of instantaneous communication is global, overcoming borders
    between countries and continents.
    • Much of what elders believe may not be applicable anymore to the new generation,
    especially along matters of traditional value systems.
    • Shows how the information age has begun to create many cultural changes.

    Always remember that:


    • Old technology have vanished or are quickly vanishing like tube radio, platter records,
    cassette tapes, celluloid movies, antenna television and landline phones.
    • Technology supported skills need to be taught in schools today, or else schools will
    become white elephant.
    • We need to prepare the young generation to the shift of the world to the digital era.

    REFERENCE: EDUCATIONAL TECHNOLOGY 2; PAZ I. LUCIDO, Ph. D


    Lesson 3: Preferences of Technology Generation

    CONTENT:
    Only a fool would ever deny the major differences of the teaching-learning styles and
    strategies of the previous and present generation. There are major differences even from the
    media used up to the outcome produced. The previous generation are more into content in
    every lesson while for now, there so much more in school than just learning but also
    developing necessarily values and significant skills to cope with the world. These major
    differences makes the gap – the “generation gap.” This gap impacts the teaching and
    learning process most especially if the teacher is not in conformity with new trend in
    education.

    DEFINING DIFFERENCES THAT CONTRIBUTES TO THE GENERATION GAP.

    1. Text versus Visuals – The previous generation were into written and tangible materials
    enriched with illustrations and photos while the generation now has broader and greater
    preference to visuals. The learners now are mostly visual learners so they understand
    concepts if visuals are used. There are “not so into” in reading but more on believing and
    understanding what they see. They tend to choose pictures over reading materials.

    2. Linear versus Hyper-media – The previous generation learned in a sequential and linear
    manner no wonder learners before are more logical than today, they have become
    reflective thinkers and focused. Today, because of “hyper-media,” the learner now gets
    to access to information easily. It is notable that because of the learners’ random access
    to hyperlinked digital information, they are bored and distracted easily during classes.

    3. Independent versus Social Learners- The traditional way of learning is more on


    independent learning; the way of learning today encourages collaboration and
    cooperation among learners. The trend now is more social and that digital learning is
    better when it is done in groups. Learners can communicate in many ways, in many
    avenues.

    4. Learning to Do versus Learning to Pass the Test– The past generation are taught by
    teachers because the teachers back then wanted the students to pass the test – they
    are basically after the score (although there is still learning, short-term learning and not
    on the effective learning (one that really lasts for a long time – true learning). Now,
    acquired skill/s is/are the determining factor/s of learning. There is much more emphasis
    on the process than on the outcome, although the outcome is also an important
    determinant of learning.

    5. Delayed Rewards and Instant Gratification- Rewarding learning in the past wasn’t
    immediate. Medals, certificates and diplomas and other objects of gratification are
    given at the end. Today, rewards are immediate – right after the endeavor, the reward is
    given say for example. It is only at the end of the school year that the learner can get the
    rewards and gratification of his/her efforts; however today, rewarding is immediate, just
    like after playing plants versus zombies, the learner gets to know how well he/she did the
    game.

    6. Rote Memory versus Fun Learning– The traditional teachers obliged their students to
    memorize lessons and test memory (which was back then perceived as “knowledge”)
    through standard test. Memory back then was the measure of understanding. Today
    there is still an emphasis on the use of memory but learning has become fun because
    knowledge is not just based on memory or perhaps may no longer be on memory, but
    more into actions and practical applications which yields better learning and
    understanding because it is actual and because the learners remember things if he/she
    does it but because the learner gets to experience the actual thing. Learning is no longer
    mundane and cyclical but it has become “active.”

    Opportunities to tap through for new generation learning:


     The new learners’ digital fluency with visual learning with use of audiovisual, media
    and multimedia.
     Using hyperlinked multimedia for projects that enhance work focus and reflection.
     Problem- solving activities to suit the new generation’s style and preference for fun
    and relevant learning.

    Reference:
    Educational Technology 2; PAZ I. LUCIDO Ph.D; p. 22-25
    http://jeancotamora.blogspot.com/2015/08/lesson-5-preferences-of-technology.html

    Lesson 4: Developing Basic Digital Skills

    In order for the teachers to better adapt of the digital world, it must be made to know
    to them the basic skills to develop. Of course, primarily, it should be the 3 R’s: Reading,
    wRitng, and aRithmetic. There are six skills essential in equipping the students to become
    successful – fluency skills.

    Six Essential Fluency Skills


    1. Solution Fluency – This refers to the capacity of students to devise creative solution to
    problems, apply and evaluate the effectiveness of the solution.

    2. Information Fluency - This refers to the (a) ability to access information not only in the
    internet but on other resources too; (b) ability to retrieved information; and (c) ability
    to evaluate and reflect on the validity and accuracy of information and be able to
    rewrite the information in own words.

    3. Collaboration Fluency – This refers to the teamwork be it virtual or actual, of the


    learners. There is partnership among learners in learning.

    4. Media Fluency - This refers to the ability to evaluate information from chosen media
    and the ability to creatively make one that can also be published.

    5. Creativity Fluency – This refers to the ability to creatively create stuffs.

    6. Digital Ethics – As a digital citizen, the digital learner is guided by principles that would
    help him/her do right decisions. Before he/she clicks, he/she thinks.

    Reference:
    Jean C. Cotamora BSED General Science 4
    Educational Technology 2; PAZ I. LUCIDO Ph.D; p. 26-31
    http://jeancotamora.blogspot.com/2015/08/lesson-6-developing-basic-digital-skills.html

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