Foresight
I will be able to learn the difference between instruction, design, and instructional design.
I will be able to learn the proper ways of evaluating, selecting and creating
instructional materials for my learners in the future.
I will be able to understand what IPR means and its features and its importance.
Insight
I have learned that a collaborative product between instruction and design which is the instructional design is a systematic process of translating principles of learning and information into plans for instructional materials and activities.
I have learned that instructional materials should be content-related, should have an appropriate technique for presentation and it is best to identify which mode of teaching it will be used.
I have learned the importance of the IPR and its roles in the field of every professional. I have also learned the value of keeping it protected at all times.
Hindsight
By now, I should have learned that instructional materials have big roles in assisting the teaching-learning process in the classroom. I should have learned that developmentally appropriate instructional materials should support social skills and adult roles. I should also have learned by now the use and importance of being able to understand and protect my intellectual property right.
CERAE – Evaluation, Selection, & Instructional Materials
and Intellectual Property Right
Context
An instructional design is a systematic process of translating principles of learning and information into plans for instructional materials and activities. On the other hand, instructional materials are aids in teaching-learning which should be content-related, should have an appropriate technique for presentation and it is best to identify which mode of teaching it will be used. On the other hand, intellectual property right is the product of the human mind, thinking and imagination which is deemed to be protected by the owner of the created piece – be it in the musical field, educational, literary, etc.
Experience
During the discussion, I have seen the difference between instruction, design, and instructional design. I have also understood better the evaluation, selection and creation of instructional materials. I was able to identify the things that need to be given attention in doing so. I have also seen the importance of the intellectual property right and its features which I have understand to be really of prime protection.
Reflection
I have realized that is very important to understand the value and roles of the instructional design and instructional materials in the lives of our learners and also to us future educators. I have also realized that making instructional materials is not just merely “creating”. It undergoes a tedious process of selection, preparation and evaluation for it to be really developmentally appropriate for our learners. I have realized that the intellectual property right is to be given really an utmost importance and that it is always should be protected.
Action
As a future educator, it is an important task for me to create developmentally appropriate instructional materials for my learners in the future for me to really be able to reach their full potentials towards their self-becoming. A part of this task is to understand and be able to apply the processes in selecting and evaluating these materials in aid of my instruction in the classroom. Also, as a professional in the future, it is my job to really give justice to my intellectual property right.
Evaluation
By now, I should have learned that instructional materials have big roles in assisting the teaching-learning process in the classroom. I should have learned that developmentally appropriate instructional materials should support social skills and adult roles. Also, I should also have learned by now the use and importance of being able to understand and protect my intellectual property right.
E-Portfolio Entry #2:
Do Computers Belong in the
Early Childhood Classroom?
by: Claire A. Balcueva | April 21, 2016
Foresight
“Computers, like all early childhood resources, should be used in developmentally appropriate ways with young children. For teachers to use computers effectively with young children, access training is very important” (NAEYC)
Workshops, seminars, and on-site trainings are all important. Teachers can make training most effective by asking questions and honestly sharing their feelings and experiences. Networking with teachers and early childhood professionals may provide valuable support (Haugland and Wright, 1997).
Insight
I have learned that there are developmentally appropriate ways to use the computer in the classroom and these include:
1. Computer Placement – has a dramatic impact on when and even if children will use the computer.
2. Software Selection – is the most important decision a teacher makes regarding computers.
3. Teacher Interaction – starts with the first step which is introducing children to the computers in their classroom.
4. Supporting Activities – are important because it is not advisable to just use single software.
I have also learned that there are potential dangers that computers carry with them. These are the dangers that affect young children:
1. Replace other activities.
It is feared that computers may replace other early childhood activities of children.
2. Computers rob children of their childhood.
It is feared that computers will push children, forcing them to learn skills they are not ready to learn.
3. Computers are too abstract.
Due to the abstract nature of the two-dimensional computer screen, children should reach the concrete operational stage before using them.
4. Computers provide children an unrealistic image of the world.
Critics emphasize that microworlds provide children a miniature view of the world. This world does not prepare children for the ’messy and frustrating imperfections of daily life’ (Turner, 1992).
5. Social isolation.
Computers will cause children to have less interaction and lead to a generation of social isolates.
6. Computers reduce the feeling of awareness and creativity.
Computers would change children’s thought processes and how they viewed the world. Computers were feared to cause children to function like machines.
Hindsight
I should have learned by now that computers, like all early childhood resources, should be used in developmentally appropriate ways with young children.
I should have learned that there are developmentally appropriate ways to use the computer in the classroom and that there are potential dangers that computers carry with them.
CERAE - Do Computers Belong in the Early
Childhood Classroom?
Context
“Computers, like all early childhood resources, should be used in developmentally appropriate ways with young children. For teachers to use computers effectively with young children, access training is very important” (NAEYC)
Experience
Way back my elementary and high school days; I have really experienced poor training when it comes to computers. This was maybe because our school lacks facilities that would cater the technological needs of its students. In this chapter I have learned by now that computers, like all early childhood resources, should be used in developmentally appropriate ways with young children. I have learned that there are developmentally appropriate ways to use the computer in the classroom and that there are potential dangers that computers carry with them.
Reflection
I realized that indeed it is very helpful for teachers to be equipped with the sufficient training in terms of handling computers not only for their benefits but for the betterment of the teaching-learning process that they are going to undergo with their learners. Workshops, seminars, and on-site trainings are all important. Teachers can make training most effective by asking questions and honestly sharing their feelings and experiences.
Action
Networking with teachers and early childhood professionals may provide valuable support. In the future, I will have to be that teacher that is never afraid to share ideas and thoughts to others and at the same time someone that is never afraid to ask questions.
Evaluation
I should have learned by now that computers, like all early childhood resources, should be used in developmentally appropriate ways with young children. I should have learned that there are developmentally appropriate ways to use the computer in the classroom and that there are potential dangers that computers carry with them.
E-Portfolio Entry #1:
Evaluation, Selection,
Instructional Materials and Intellectual Property Right
by: Claire A. Balcueva | April 18, 2016
E-Portfolio Entry #3:
Selecting Software Using Evaluation Systems
By: Claire A. Balcueva │April 24, 2016
Foresight
Selecting quality of software has two choices for the teachers:
1. Follow recommendations of one or more evaluation systems
2. Evaluating software themselves
There is an advantage and there are limitations of software evaluation systems. One major advantage to utilizing software evaluation system to select software is “Preview is Unnecessary”. Clearly previewing software is time consuming, cumbersome and can easily become expensive as the teacher at the beginning of the chapter discovered. However, there are two major limitations to utilizing a software evaluation system for software selection:
1. It is virtually impossible for any system to evaluate every software program on the market.
2. There is always lag time between evaluation by a system and when these evaluations become accessible to the public.
Insight
In selecting an evaluation system these are what I have learned. Currently, based upon a recent survey, there are seven software systems which have evaluated a significant quantity of early childhood software. These seven software include: number of programs, ages of children, philosophical approach, factors considered most important and telephone number.
In line with this, I have also learned software reviews. To be an effective teaching tool, software must also facilitate competencies and skills that are developmentally appropriate for young children. In evaluating, approximately 750 software programs are being marketed for use by young children. Only about 20% of the software meets young children’s developmental needs.
Special features are also included with the evaluations to assist teachers in software selection.
1. A picture of each program helps to visualize the software.
2. A description of the program further assists the reader in understanding how the program functions.
3. Comments highlight the programs’ strengths and weaknesses.
4. The publisher, the cost, copyright and recommended ages are listed as well.
Hindsight
By now, we should have learned that to select software utilizing the software reviews, it is helpful to initially skim all the reviews, highlighting those that would best match the interests and needs of the children.
CERAE - Selecting Software Using Evaluation Systems
Context
Selecting quality of software has two choices for the teachers: follow recommendations of one or more evaluation systems and evaluating software themselves. In selecting software using evaluation systems, there are also advantages and imitations.
Experience
When we had our activity prior to the discussion about selecting software for young learners, I have had a hard time doing so but I have seen and understood that selecting an evaluation and really evaluating is quite harder. In selecting an evaluation system these are what I have learned.
Reflection
I have realized that indeed there are a lot of standards to be followed in selecting an evaluation system for software we intend to use for our learners. Currently, based upon a recent survey, there are seven software systems which have evaluated a significant quantity of early childhood software. These seven software include: number of programs, ages of children, philosophical approach, factors considered most important and telephone number.
Action
As educators, it is our task to be equipped with the knowledge and training to know different kind of software and how to evaluate them through using evaluating systems. Especially for preschool teachers, we need to be much more careful in selecting the ones that are developmentally appropriate for our learners.
Evaluation
We should have learned by now the different evaluating systems that we can use alongside the software that we are to choose for our learners. By now, we should have learned that to select software utilizing the software reviews, it is helpful to initially skim all the reviews, highlighting those that would best match the interests and needs of the children.
E-Portfolio Entry #4:
Evaluating Software with the Haugland/Shade
Developmental Scale
By: Claire A. Balcueva | April 24, 2016
Foresight
In here, we will learn the different criteria under the Haugland/Shade
Developmental Scale used in evaluating software. These criteria include:
1. Age Appropriate
2. Child Control
3. Clear Instructions
4. Expanding Complexity
5. Independence
6. Non-Violence
7. Process Orientation
8. Real World Model
9. Technical Features
10. Transformation
Also, we will learn the perks of Anti-Bias Deduction and other software evaluation for children.
The websites will be provided below.
Insight
So to start off I will share to you the different criteria under the Haugland/Shade Developmental Scale and their characteristics.
1. Age Appropriate
The characteristics for this criterion include: realistic concepts, appropriate method; using methods that reflect young children’s emerging cognitive, physical, emotional and social skills.
2. Child Control
The characteristics for this criterion include: children serve as actors not reactors, children set pace, children can escape; the speed at which children explore the program is set by the children, each child is determining his/her own pace.
3. Clear Instructions
The characteristics for this criterion include: picture choices, simple and precise directions, verbal instructions.
4. Expanding Complexity
The characteristics for this criterion include: low entry, high ceiling, learning sequence is clear, teaches powerful ideas.
5. Independence
The characteristics for this criterion include: adult supervision not needed after initial exposure, developmental software facilitates independence by enabling children to operate the programs with minimal adult supervision.
6. Non-Violence
The characteristics for this criterion include: software is free of violent characters and actions, software models positive social values, quality software contains no violent objects, characteristics or actions.
7. Process Orientation
The characteristics for this criterion include: discovery learning, not skill drilling, intrinsic motivation, process engages, product secondary; process of exploring the software, creating and discovering the child, children often become totally immersed the joy of discovery.
8. Real World Model
The characteristics for this criterion include: object function, simple reliable model, and concrete representation.
9. Technical Features
The characteristics for this criterion include: animation, colorful, installs easily, operate consistently, prints, realistic, corresponding to sound effects/music, runs quickly, realistic graphics, saves children’s work.
10. Transformation
The characteristics for this criterion include: objects and situation change and process highlighter.
Align with these criteria is the Anti-Bias Deduction which includes: multi-languages, universal focus, mixed gender and role equality, people of diverse cultures and differing abilities and ages.
Also, I will share to you the different other software evaluation sites for children. These are the following:
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http://www.eduscapes.com/earth/management/SoftwareEvaluation.html
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http://www.beaconlearningcenter.com/WebLessons/SoftwareEvaluation/errcise.asp
Hindsight
By now, you might already have an idea of the proper ways to select software and how to evaluate them. I recommend these sites for you to choose from.
CERAE - Evaluating Software with the Haugland/Shade Developmental Scale
Context
Following the Haugland/Shade Developmental Scale, we need to follow certain criteria in evaluating the software that we have chosen right after selecting. We have learned what are these criteria and their corresponding characteristics. We have also tackled about the Anti-Bias Deduction.
Experience
During the exercise of evaluating software presented to us, it was a tedious one at first but when you get used to it you will actually find it beneficial like I did. During the discussion, we were taught how to go about the evaluation process and indeed it was worth the try.
Reflection
I have realized that knowing and understanding the different criteria in evaluating software is actually very helpful in terms of doing the actual evaluation of software. These criteria include: 1. Age Appropriate 2. Child Control 3. Clear Instructions 4. Expanding Complexity 5. Independence 6. Non-Violence 7. Process Orientation 8. Real World Model 9. Technical Features and 10. Transformation.
Action
As educators, it is not impossible that we might have the chance to teach technology learning for our learners and so it is advisable that we have to double our effort in understanding and really knowing how to go about these stuffs for the benefit of our learners.
Evaluation
By now, I should have already learned that there are proper ways to select software and how to evaluate them. I have also realized that there are also other software evaluation systems that we can choose from in doing our evaluation.
E-Portfolio Entry #5:
Introducing Technology to Young Children
By: Claire A. Balcueva |April 27, 2016
Foresight
Computers play a significant role in the lives of our learners belonging to the 21st century generation. They are on the epitome of knowledge and understanding of what is beyond the senses our learners. Indeed, we teachers also have great reliance on the aid that computers can give us especially in presenting our lessons to the class.
Insight
Here, we will be learning the perks of introducing technology to young children. These are as follows:
1. Managing the Novelty Effect
One strategy that is very effective is the placement of two chairs at each computer, thus, suggesting that children can work together or can learn about a new program by watching another child use it.
2. Putting Children in Charge
A desktop organizer such as Kid Desk (EDMARK) or Kidware (MOBIUS), allows children to have access to a series of programs simply by selecting the appropriate picture symbol or icon.
3. Providing Cooperative Learning and Peer Tutoring
Adventure games are a natural environment for cooperative learning. Mixed-Up Mother Goose (Sierra Online), all the time favorite of child care centers in New York, North Carolina and Georgia (Wright, 1992) is an example of such cooperation.
4. Providing Adaptations for Special Needs
Technology can offer a strong foundation for providing the support that allows children to “cross the bridge from being dependent to more independent learners” (Snider and Badgett, 1995). Simplified keyboards, such as the Power Pad or Intellikeys Unicorn Keyboard are very successful for children whose special needs dictate enlarged template areas or alternate symbols and representational pictures.
5. Watching Your Vision of Technology’s Role Emerge
Each of us brings to this new learning environment some presuppositions about the computer’s potential ad how it will impact our classrooms. Interacting with the children, we begin to sense their interests and needs.
Hindsight
Now that we have learned the perks of introducing technology specifically the computers, we are then ready to set the stage and really get some work done.
CERAE – Introducing Technology to Young Children
Context
Computers play a significant role in the lives of our learners belonging to the 21st century generation. They are on the epitome of knowledge and understanding of what is beyond the senses our learners. Indeed, we teachers also have great reliance on the aid that computers can give us especially in presenting our lessons to the class.
Experience
As what I have experienced during my childhood, I was not able to “meet” technology in terms of computers very early so I had a hard time learning it when I got older. It was terrifying at first but as I went on along with my journey in learning it, I could say that by now I can manage to teach it to younger ones.
Reflection
I have realized that it is very important for us teachers to really update ourselves with the advancement in technology for us to be able to know and apply it in our teaching and as well as be able to introduce them further to our learners.
Action
As teachers, it is our role to be equipped with the knowledge and skill to learn how to properly introduce technology to our young leaners since they will be the ones passing that information to the next generation they will soon cultivate and propagate.
Evaluation
By now, I should have already understand that the perks of introducing technology, specifically the computers, are on the verge of multiplying, we are then ready to set the stage and really get some work done.
Foresight
Integrating technology into classroom instruction means more than teaching basic computer skills
and software programs. Computer integration must support the four key components of learning:
1. Active Engagement
2. Participation in Groups
3. Frequent Interaction and Feedback
4. Connection to Real-World Experiences
Insight
There are examples of computer use in integrated curricula; some of these include the following:
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Using a word processor allows children to compose, revise, add, and remove text without being distracted by the fine motor aspects and tedium of writing letters.
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Research reveals that children who write in word processors compose longer and more complex stories are less worried about mistakes, and more willing to revise.
There are also examples of projects involving technology:
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Brainstorm the answer to a question using graphical organizing software.
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Create a collective class database to collect information on a history, science, math, or language arts topic.
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Communicate with other people or experts from other places/countries to collect scientific or sociological data.
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Create newsletters, invitations, and posters using word processing software to synthesize and apply knowledge and ideas.
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Construct a multimedia presentation as the culmination of a research project.
Integrating the emergent curriculum is one way of having a teacher-initiated and child-initiated learning. The effectiveness of educational technology depends on the match between: the goals of instruction, the characteristics of the learners, the design of the software, the technology implementation decisions made by the teacher.
In the Microworld, there are three stages in exploring multimedia applications, these are:
1. Teacher Planned Tasks
2. Child-Initiated Learning
3. Put-Together Stage
There are also two ways in using the computer as an assessment tool:
1. Child Observation Record (COR) Online System
2. Work-Sampling System
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Developmental Guidelines and Checklists
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Summary Reports
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Ask questions
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Collect evidence
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Interpret evidence
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Take action
Hindsight
Research suggests that when technology is integrated throughout the curriculum, students will not only learn technology skills but also content knowledge. Integrating computers throughout the curriculum enable the students to develop the skills needed to be successful in the workplace, including locating and accessing information, organizing data, and making persuasive arguments.
CERAE – Integrating Technology into
Classroom Instruction
Context
Integrating technology into classroom instruction means more than teaching basic computer skills and software programs. Computer integration must support the four key components of learning: 1. Active Engagement 2. Participation in Groups 3. Frequent Interaction and Feedback and 4. Connection to Real-World Experiences.
Experience
Way back in high school during our ICT Class, we always find it exciting when we try to learn to use new applications from the computer and also when we make projects. Computers were very helpful back then and up until now.
Reflection
I have realized that the effectiveness of educational technology depends on the match between: the goals of instruction, the characteristics of the learners, the design of the software, the technology implementation decisions made by the teacher.
Action
We teachers have the task to really make computers part of our teaching since integrating computers throughout the curriculum enable the students to develop the skills needed to be successful in the workplace, including locating and accessing information, organizing data, and making persuasive arguments.
Evaluation
By now, it should be clear to us that when technology is integrated throughout the curriculum, students will not only learn technology skills but also content knowledge.
E-Portfolio Entry #7:
Utilizing Computers to Promote an
Anti-Bias Curriculum
By: Claire A. Balcueva | April 30, 2016
Foresight
The Importance of Early Intervention
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The fact that prejudices develop so early makes the impact of the ECC crucial.
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All children need experiences with cultural diversity, gender equity, people of
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differing ages and abilities and diverse family styles.
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Through an anti-bias curriculum, children are empowered to “confront oppression and work together to create a more just society” (Derman-Sparks & A.B.C. Task Force, 1988, p. 5).
How Computers Can Facilitate an Anti-Bias Curriculum
Computers can play an important role in developing and facilitating an anti-bias curriculum when teachers utilize anti-bias software selection, facilitate acceptance, promote gender equity and provide experiences in cultural awareness.
Insight
In Anti-Bias Software Selection, quality software meets the “challenges of the diversity”. When analyzing software, it is clear that six characteristics are important:
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Multiple Languages
- Software needs to be available in multiple languages so that it may reach more children.
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Universal Focus
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Software has a universal focus if it portrays diversity and/or contains those common threads reflective of all cultures and people.
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People of Diverse Cultures
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People depicted in quality software are from diverse cultural backgrounds. Equally important for quality software is how these individuals are portrayed.
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Mixed Gender and Role Equity
- When software includes people, it communicates gender roles to young children, usually without intention of doing so.
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Diverse Ages and Abilities
- Too often software conveys to young children a society of young, able bodied individuals. This is not an accurate picture of the world.
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Diverse Family Styles
- Families come in all different packages today. Quality software reflects this diversity, including one-parent families, extended families, foster families, helping all children accept the diversity of families today.
Hindsight
By providing children a global perspective, anti-bias software enables children to experience the richness of diverse relationships, opportunities and choices.
CERAE – Utilizing Computers to Promote an Anti-Bias Curriculum
Context
Early intervention is the key for preventing prejudice and discrimination all too prevalent in our society. Computers can play a valuable role in facilitating an anti-bias curriculum. Through anti-bias software selection, facilitating acceptance, promoting gender equity and providing experiences in cultural awareness, teachers prevent the development of prejudices and build acceptance and understanding among children.
Experience
It is very rampant in our society that individuals who are peculiar and of unique disposition are the ones usually judged and are the victims of discrimination. I have seen that it is really important that in the early years of life that is while young children are still in their early childhood years, an intervention must already be done to avoid the flourishing of prejudices as they grow older.
Reflection
I have realized the importance of Early Intervention - the fact that prejudices develop so early makes the impact of the ECC crucial. All children need experiences with cultural diversity, gender equity, people of differing ages and abilities and diverse family styles. Through an anti-bias curriculum, children are empowered to “confront oppression and work together to create a more just society”
Action
As teachers, we have the crucial job to take action and really embed in the minds of our young learners the beauty of diversity. Using the appropriate anti-bias software can help us be of help to them to grow as non-discriminatory individuals.
Evaluation
By now, we should have realized that by providing children a global perspective, anti-bias software enables children to experience the richness of diverse relationships, opportunities and choices. This is the core of using an anti-bias curriculum.
E-Portfolio Entry #8:
ASSURE Lesson Plan
by: Claire A. Balcueva | May 3, 2016
The ASSURE Lesson Plan Model
Analyze Learners
The first step in planning is to specifically define your audience. You must know the learners if you are to select the best strategies to meet the objectives you have set. The audience can be analyzed in terms of their general characteristics (grade level, age) and specific entry competencies (prior knowledge, skills, and attitudes about the topic, and learning styles).
State Objectives
The next step in planning is to specifically state the objectives for the lesson or presentation. Objectives must be stated in terms of what the learner (not the teacher or presenter) will do (stated in behavioral terms) as the result of instruction. Your lesson should include 2-3 specific objectives. Objectives typically contain 4 basic parts:
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a simple statement that describes the intended Audience. For example, "The first grade student will . . . " or "The tenth grade English student will . . . "
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a statement of the expected student Behavior that will occur as a result of your instruction. This behavior needs to be observable, so it can be evaluated. For example, action verbs like add, alphabetize, arrange, build, choose, classify, contrast, define, describe, diagram, identify, kick, label, locate, make, multiply, name, produce, pronounce, select, sketch, sort, specify, state, throw, underline, verbalize, and write are very useful. Avoid words like know, appreciate, grasp, or understand. These do not represent observable behavior. Remember that the behavior stated is that of the student, not the teacher.
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a statement of the Conditions under which performance is to be observed. What resources will the student be allowed to use (e.g., a map, a dictionery)? What tools or equipment will the student be allowed to use? Will the student be allowed to use notes or an outline when writing an essay?
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a statement of the Degree of accuracy or proficiency the learner must display in order to move on. The criteria should be based on some real-world requirement, not stated in terms of a score on a multiple choice test. Time and accuracy are frequently meaningful for many objectives. Should an eleventh grade English student be able to write a five paragraph theme within 50 minutes? If a third grade student can complete at least seven of ten single-digit multiplication problems, can the teacher assume he or she has mastered the concept?
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Select Media and Materials
Now you have set the beginning point (the audience's present knowledge, skills, and attitudes) and the ending point (objectives) of your instruction. Now your job is the build an instructional bridge that will connect the two points. You may select available materials, modify existing materials, or design new materials to help accomplish this task. You may select several different types of media to use with the unit. Any of the media/technology discussed in the text will be appropriate.
Utilize Media and Materials
Now you must decide how the materials will be used by the students. Preview the materials and practice the lesson. Next, prepare the room and be sure the necessary equipment and facilities are available and ready for your use before you actually use the lesson.
Require Learner Performance
Learners need to practice what they have learned. Describe how the learners will actively use the materials you have selected. Correct responses should be reinforced. There should be activities included in the lesson or that allow learners to respond and receive feedback before any type of evaluation is administered.
Evaluate and Revise
After instruction, you must evaluate the entire instructional process. Did the learners meet the objectives? Did the media/materials assist the learners in reaching those objectives? Could all learners use the materials properly? If there are discrepancies between what you intended and what actually happened during the lesson, make appropriate revisions before making the lesson again.
Welcome to
CLAIRE'S CORNER
Author: Claire Achacoso Balcueva
