Educational Technology 2 Answer 1-11

Michelle T. Sison

III-BSEd ENGLISH

ACTIVITY 1. Fill the gr!hic orgni"er to s#$$ri"e lerning o#tco$es deri%ed &ro$ Ed#c tionl Technolog' Technolog' 1.

Plan design and assess eectiv e learnin g environ Im mp e lnetm s e nd t an curricul e xperie nu cm es method s and strategi es that use technol ogy to maxim axe student learnin g

Demon strate an underst anding of emergi ng classro om technol ogies

Educ ation al Techn ology Ap ply 1 technol ogy to facilitat e a variety of assess ment and evaluat ion strategi es

Demon strate knowle dge attitude s and skills of didgital age work and learnin g C o ntrib ute meanin gfully to the educati onal professi on

Michelle T. Sison

III-BSEd ENGLISH

Ess' 1. 1. Gi%en the the lc( o& reso#rces reso#rces in in o#r r#rl r#rl res in the the )hili!!ines )hili!!ines** +ht $edi $edi cn still still ,e #sed &or e&&ecti%e lerning in schools h'

Techers nd st#dent re #sing technologies s their !rtner in teching nd lerning. /sing technologies re $#ch esier nd con%enient ,ec#se it lessen the +or( o& the techers nd st#dent. /ntil no+* there re so$e !ro%inces es!ecill' the r#rl res re lc( o& technologicl reso#rces. As +e ll (no+ #sing technologies no+d's re %er' e&&ecti%e &or the st#dents lerning. Ho+e%er this is not  hindrnce &or the techer nd the st#dents in their lerning  ,ec#se e%en i& there re no technologies in%ol%ed in  clssroo$ setting st#dents cn still lern thro#g thro#gh h the #se o& trdit trdition ionl l instr# instr#cti ction onll $teri $terils ls s#ch s#ch s !oster !osters* s* chrts chrts** ill#st ill#strt rtion ions* s*  !ict#res* dr+ings or e%en te0t,oo(s the' cn lso h%e the ne+s!!ers* rticles* o#rnls or  e%en dictionries. St#dents cn go o#tside the clssroo$ nd go &or the ct#l o,ect &or their  to!ic. Since techers i$ to tech the st#dents nd to !ro$ote lerning techers sho#ld not onl' de!end on technologies he2she sho#ld !#t in $ind tht the technolog' is onl'  !rtner o& his2her  teching.

3. Co$!#t Co$!#ter er sho!s re !er%s !er%si%e i%e ro#nd ro#nd schools* schools* ,#t these these re $inl' #sed #sed &or !l'ing !l'ing g$es. itho#t #dging on the !ossi,l' deh#$ni"ing e&&ects o& e0cessi%e co$!#ter  g$e h,its* ho+ cn  lerner ,est #se co$!#ter reso#rces s the' $' ,e %il,le in schools or t ho$e In school +e cn see  lot o& internet c&4 tht $(es the +or( or the ssign$ents o& the st#dents esier. The' cn #se the internet nd s#r& &or $#ch in&or$tion on ll s#,ect* ,#t there re so$e st#dents +ho $(e the technolog'  ,ne* so$e st#dents #sed the co$!#ters &or their   !les#re* &or !l'ing g$es or +orst &or +tching !ornogr!h'. !ornogr!h '. A st#dent st#dent cn ,est #se co$!#ter  co $!#ter  reso#rces tht re %il,le to their schools or ho$e ,' do+nloding the +e,sites tht re necessr' &or their lerning nd it is %er' con%enient i& the st#dent hs  !rinter t ho$e in +hich he2she cn esil' !rint the in&or$tion nd ssign$ents tht he2she needs. I&  lerner hs  co$!#ter t ho$e he2she sho#ld loo( into the co$!#ter s his !rtner in lerning* he sho#ld %l#e the co$!#ter* nd he sho#ld not ,#se it ,ec#se technolog' cn ,e ,oon or ,ne

Michelle T. Sison

III-BSEd ENGLISH

Acti%it' 3-A For$#lte 'o#r o+n !ersonl ntici!tion on +ht 'o# cn lern2chie%e &ro$ this co#rse* gi%en 'o#r e0!erience +ith co$!#ters. List 'o#r ntici!ted e0!ecttions in Mnil !!er &or clss  !rtici!tion. M' !erso !erson nll ntic ntici! i!t tio ion n on +ht +ht I cn cn ler lern n or chi chie%e e%e regr regrdi ding ng this this co#r co#rse se** Ed#ctionl Technolog' 3 re (no+ledge ,o#t other s'ste$ so&t+re tht cn hel! $e do $' school +or( esier so$e+ht s(ill on  ne+ s'ste$ so&t+re* s(ills on  $ore co$!le0 co$!#ter  ts( ts( so$eth so$ething ing li(e li(e ,sic ,sic !rogr !rogr$$i $$ing* ng* e0!eri e0!erience ence  si$#l si$#ltio tion n g$es* g$es* (no+ (no+ the #ses #ses o&  di&&erent instr#ctionl technolog' $terils* !rod#ce instr#ctionl technolog' tht cn #se in teching* o!erte instr#ctionl technolog'* (no+ ho+ to #tili"e instr#ctionl $edi nd the li$ittions o& #sing it.

E0!erience  si$#ltion g$es

S(ill on  ne+ s'ste$ so&t+re S(ill on  ne+ s'ste$ so&t+re

S(ills on  $ore co$!le0 co$!#ter ts( li(e ,sic  !rogr$$ing

6no+ the #ses o& di&&erent instr#ctionl technolog' $terils

6no+ ho+ to #tili"e instr#ctionl $edi nd the li$ittions o& #sing it.

)rod#ce instr#ctionl technolog' tht cn #se in

teching 5!erte instr#ctionl technolog'

Michelle T. Sison

III-BSEd ENGLISH

Ess' 3 1. All college college st#dents st#dents re !resentl !resentl' ' re7#ir re7#ired ed to t(e t(e Co$!#t Co$!#ter er co#rse co#rse incl#d incl#ding ing ord ord )rocessing* S!redsheet )re!rtion* )resenttion Techni7#es* etc. Ho+ do 'o# thin( this +ill hel! !!liction o& s(ills needed in Ed. Tech. 3 6no+ledge on +ord !rocessing* s!redsheet !re!rtion nd !resenttion techni7#es cn hel! hel! colleg collegee st#den st#dentt on  co#rse co#rse Ed#ct Ed#ction ionl l Technol echnolog' og' 3 to esil' esil' co!e #! +ith +ith those those technolog' needed in this co#rse. Ed#ctionl Technolog' 3 re7#ires (no+ledge on di&&erent s'ste$ so&t+re ,ec#se it &oc#ses on the #se o& technolog'. I&  st#dent doesn8t h%e  !rior  (no+ledge on those s'ste$ so&t+re !ro,,l' this +ill c#se  ,#rden to hi$. Ed#ctionl Technolog' is  !ro&essionl ed#ction &or techer the' needed those s(ills to crete their  instr#ctionl $teril es!ecill' !o+er !oint !resenttion ,ec#se it ctches the ttention o& the st#dent in tht +' the' cn esil' instill the (no+ledge* s(ills nd %l#e the'8re s#!!osed to tech. F#rther$ore* those s'ste$ so&t+re hel! the$ to $(e the ed#ctionl !rocess e&&ecti%e nd esil' chie%e the lerning o,ecti%e o& the co#rse. 3. Fro$ those those h%e done internet internet s#r&ing s#r&ing2se 2serc rchin hing2r g2redi eding* ng* +ht do the +e,sites +e,sites o&&er o&&er to the #sers S#r&ing S#r&ing the internet internet +ill gi%e  %riet' o& +e,sites +e,sites to cons#lt cons#lt +ith i& 'o# h%e so$ething so$ething in $ind tht isn8t cler to 'o# nd need clri&iction. First in line +s the Google it8s  +e,sites +here 'o# cn re&er to on n'thing 'o# +nt to s(. It gi%es  ,#l( o& in&or$tion on the things 'o# +nt to (no+. It lso o&&er other +e,sites li(e Fce,oo( tht connects !eo!le e%en in the other !lces or co#ntr'. Yo#T#,e this +here 'o# cn +tch n'thing 'o# +nt to +tch e!isode on the TV tht 'o#8%e $iss ,ec#se 'o# +ere ,#s'*  t#toril ho+ to coo( $el* dessert or  !!eti"er Yo#T#,e !ro%ides it. Yhoo  t+o +' co$$#niction sending &iles or letter &or  so$eone nd l$ost ll cn &ind in the Google. E%en the ,oo( 'o# +nt to red in Google 'o# cn &ind  so&tco!' or s#$$r' o& it. A!!liction tht 'o# +nt to instll in 'o#r gdget 'o# cn &ind it in Google ,ec#se it o&&ers  lot o& +e,sites tht cn 'o#r +or( esier. 9. :o 'o# thin( thin( there re re eno#gh +e,sites +e,sites &or &or ed#ctionl ed#ctionl !#r!oses !#r!oses :o 'o# thin( thin( there re re $n' #sers o& ed#ctionl +e,site /!on $' o,ser%tions e%er' ti$e I s#r& the Internet there re %riet' o& ed#ctionl +e,sites  ,#t others re7#ires  registrtion &ee others gi%es #st  !re%ie+ o& the to!ic nd s's #nloc(. Ther Theree re re lots lots o& ,logs ,logs tht tht o&&e o&&err ns+e ns+err ,#t ,#t it gi%es gi%es n incor incorre rect ct ns+e ns+err or not not !rec !recis isee in&or$tion its onl' gi%es o!inion not &ct. There re $n' #ser o& ed#ctionl +e,sites ,#t onl' &e+ &ind the %eri&ied +e,sites tht cn s#!!l' their needed in&or$tion.

Michelle T. Sison

III-BSE: ENGLISH

Acti%it' 3-B M(e  ldderi"ed digr$ +ith s#$$r' +ords o& the lerning o,ecti%es o& Ed#ctionl Technolog'3

Operate basic instructional technology euipment! "ecome familiar with the organi#ation and administration administration of the  instructional technology program!

Demonstrate the use of instructional technology materials in the class! Identify the various instructional material available! Devise guidelines for the selection of I$! %earn to produce some  instructional technology materials for use in teaching! &xplore the various sources of instructional technology materials! 'nderstand the meaning( rational  and scope of instructional technology techn ology!!

Michelle T. Sison

III-BSE: ENGLISH

Acti%it' 9 In regrds to o#r Ed#ctionl Technolog'* Technolog'* crete  &esi,le IT $ster !ln &or the )S/. ) S/.

Pangas ngasiinan nan )ta )tate 'niversity %ingayen Campus should have a wi* access for the student( instructors( and and Prof Profes esso sors rs to have have an easy easy acce access ss to each each and and ever every y stud studen entt spec specia iall lly y Panga Pangasin sinan an )tate )tate 'nive 'nivers rsity ity was now in onlin online e &nroll &nrollmen mentt and and +egistr egistrati ation! on! )tudents can easily check their student account for their balances and their grades! In the part of the teacher they can easily check their schedules( communicate to their their studen students ts if they they have have impor importan tantt announ announcem cement ents! s! ,oreov ,oreover er everyo everyone ne will will bene*t from that free internet access!

Michelle T. Sison

III-BSE: ENGLISH

Ess' 9 1. Ho+ do )hili )hili!!i !!ine ne schools schools co$!r co$!ree +ith +ith school schoolss in !rogre !rogressi ssi%e %e co#ntries co#ntries in the Asi )ci&ic region

Those !restigio#s #ni%ersities in the )hili!!ines re e7#i!!ed +ith technologies &or ed #ction li(e those in Asi !ci&ic region ,#t in !#,lic schools the' re %er' &r ,ehind co$!red +ith the schools in !rogressi%e co#ntries in the Asi )ci&ic region. In r#rl regions in the )hili!!ines the' re lc( o& technologies nd e7#i!$ent to ,e #sed in the clssroo$. The' re #st #sing 1  !roector &or $n' sections. Clssroo$ re not ir-condition side &ro$ co$!#ter co#rses  ,ec#se the' h%e co$!#ter l,ortor'. The' h%e li$ited internet ccess nd i& the' h%e the' cn8t #se it !ro!erl' ,ec#se the signl is +e(. St#dent doesn8t h%e n o!!ort#nit' to c7#ire co$!#ter s(ills i& the' re not enrolled in co$!#ter co#rse ,ec#se the generl ed#ction onl' o&&ers o&&ers ,sic ,sic co$!#t co$!#ter er s(ills s(ills.. So$e So$e st#dent st#dentss grd#t grd#ted ed High High School School +itho#t +itho#t (no+le (no+ledge dge on Microso&t 5&&ice* the si$!lest MS ord the' cn8t !er&or$. Mni!#lting co$!#ter re ,#rden to the$. In !rogressi%e co#ntries in the Asi )ci&ic ;egion their grde school (no+s ho+ to o!erte co$!#ter. There +ere rell'  g! ,et+i0t )hili!!ine School in !rogressi%e co#ntries in the Asi )ci&ic ;egion. Ho!ing tht this st#dents o& $illennil co#ld co!e #! +ith the d%nce technolog' o& other co#ntr'. c o#ntr'. Techers Techers sho#ld instill the !!ro!rite (no+ledge &or the st#dents to  ,e glo,ll' co$!etiti%e in s!ite tht their schools re not e7#i!!ed +ith technologies. 3. The The $st $ster er !ln o& the the :e!E :e!Ed d is to s#!!l s#!!l' ' co$! co$!#t #ter erss to !#,lic !#,lic ele$ent ele$entr' r' nd high schools t  rtio o& 1 school < 1 co$!#ter. Ho+ de7#te or inde7#te do 'o# &ind this  !ln considering tht the !#,lic schools s'ste$ in the )hili!!ines hs n %erge o& 1*=== st#dents in ech schools. 5ne co$!#ter !er school this is indeed inde7#te. Ass#$ing tht there re 1*=== st#dent in  !#,lic school tht 1 co$!#ter cn8t cco$$odte tht n#$,er o& st#dent. M',e those in #!!er2 #!!er2&ir &irst st sectio section n cn #se tht co$!#te co$!#terr ,#t ho+ ,o#t ,o#t those those in lo+er lo+er sectio section n the' the' +ill +ill e%ent#ll' le&t ,ehind nd tht8s ginst the incl#si%e !!roch to ed#ction. Most !ro,,l' onl' the !rinci!l cn #se tht co$!#ter i& e%er she doesn8t h%e  co$!#ter in her o&&ice. Tht $ster   !ln o& :e!Ed re not hel!&#l t ll. St#dent doesn8t h%e  chnce to $ni!#lte co$!#ter nd the' cn8t c7#ire ,sic co$!#ter s(ills. :e!Ed sho#ld t(e into considertion tht the $illennil st#dents es!ecill' in r#rl res sho#ld h%e  trining or e0!erience in #sing co$!#ter ,ec#se the' cn8t co!e #! in the 31st  cent#r' ed#ction. A (no+ledge in ,sic co$!#ter s(ills +s needed ,' the$. So tht e%er' st#dent +ill en,le to do +ht +estern co#ntr' st#dent cn  !er&or$.

Michelle T. Sison

III-BSED ENGLISH

Activity 4 List at least 5 Traditional and IT Interated Instr!ctional "rocess

Traditional Instruction

IT-Integrated Instruction

Blackboard Chalk Textbook Manila paper Flash cards

Computer Gadgets projector internet software

Essay 4 #. $hat do yo! thin% is the &isdo' o( introd!cin introd!cin e)*ensive e)*ensive technoloy technoloy in schools on Third $orld co!ntries+

Technolog plas a !ital role in e!er schools it makes our school task easier and faster" Introducing expensi!e technolog in schools of Third #orld countries will gi!e a lot of wisdom to e!er student" $tudents will ac%uire a bulk of information& knowledge and skills through the use of technolog" $tudent will be more moti!ated to learn if he'she ha!e seen something new in their educational setting" It will capture the interest of the student to learn more complex task using computer" ( curious and !er much willing to learn student will ha!e an enthusiasm to create a new software if those expensi!e technolog will use in )nhancing Computer skills of the student" ,. $hile Ed!cational Technoloy , is not ao!t teachin co'*!ter s%ills do yo! elieve ade/!ate hands-on co'*!ter s%ills are necessary to *!t technoloy interation into *ractice+

*robabl es& we must take into account those student that doesn+t ha!e idea about basic computer skills" #e should appl the concept of ,ohn ewe learning b doing" $tudent learn l earn best through hands on learning" #hat the ha!e experience will retain to their mind not just temporar temporar but if this experienc experiences es was great great we can sa that those skills the ha!e ac%uired will instill to their mind lifelong" Computer $kills are necessar when ou are appling for a job especiall to us future educator it+s one to the re%uirements that we should ha!e at least . units computer course" (lso for the student to be aligned to the skills of /0 st centur learning outcomes"

Michelle T. Sison

III-BSED ENGLISH

Activity 5 LESS0NS

1eco''ended IT   s!**orted instr!ctions

Learnin 0!tco'es

Science lesson on volcanoes2 (or'ation er!*tion e)tinction

"hotos (ro' the internet etc.

The student will become knowledgeable on how the !olc !olcan anoo form form&& how and and when the !olcanic eruption happen"

History lesson on *hases o( the "hili**ine revol!tion

Internet research on revol!tions in history *artic!larly the 3rench revol!tion.

$tudent will able to state what happen in the histor of the *hilippines particularl during French re!olution"

Enlish (or a**reciation as a loal lan!ae

Enlish 'ovies *!lication etc.

$tuden $tudentt will will appre apprecia ciate te the international 1ang 1angua uage ge and and insp inspir ired ed them to use the second lang langua uage ge in thei theirr dail dail life"

Moral val!es (or interity and e)cellence in "hili**ine li(e

Ho& other co!ntries li%e Sina*ore to* interity ratin

$tudent will possess the moral !alues for integrit and excellence for them to be globall competiti!e so tha that *hi *hilip lippine ine will ill raise its rating and be at the top"

Essay 5 #. $hat do yo! say to ed!cators ed!cators &ho say technoloy in in teachin ta%es ti'e and is e)*ensive+

)ducator )ducator who sas technolog technolog in teachin teachingg takes takes time and is expensi expensi!e !e are educators who are afraid to make inno!ations" The don+t ha!e the guts to face the new trends in education and mabe the are old enough to learn computer skills that+s wh the are keep on saing it takes time and expensi!e" The are educators who who do don+ n+tt want want to lea! lea!e e in thei theirr comf comfor ortt shel shelll the the stic stickk on usin usingg the the old old instructional material" The are educators that are boring& wh did I sa so2 It+s because the can+t cope up in the new trends" (s an )ducator ou should be updated on the things happening in the societ so that the learning process will be more more enjoa enjoable ble and in that that wa wa ou can creat create e a wholi wholisti sticc teachi teachingng-lea learn rning ing process"

Michelle T. Sison

III-BSED ENGLISH

,. o''ent on the o*inion o*inion the ET-s!**orted ET-s!**orted instr!ction instr!ction is di((ic!lt to assess+

(ssessing educational technolog supported instruction was not difficult" ,ust use a !ariet of assessment tool and authentic assessment tool so that educators will easil assess how far the student learn and achie!e" (cti!ities and drills are good assessment tool" . $hat co!ld (!t!re learners learners have as an advantae over over *resent-day *resent-day learners+

Future learners will be more knowledgeable knowledgeable in terms of using technologies notice that at this moment a lot kiddos age 3 below knows how to use technologies how much more when the got older" The are engage in using gadget at their !er  oung age and we the present learners onl engaged during our secondar education" Furthermore the are more e%uipped with the ad!anced technologies than we are using toda" For the coming ears there will be an inno!ations for new technologies that will produce and it could be easier and offers a lot more" Essay 6 #. Do the ne& learnin theories 'ean &e sho!ld s ho!ld sto* 'e'ori7ation and drill activities in class+ $hy+

The new learning theories such as Meaningful 1earning& isco!er 1earning& Generati!e 1earning& 1earning& Constructi!ism etc" opposed the rote learning but not the drill acti!ities" (s far as education is concern ,ohn ewe+s 1earning b doing ha!e a best impact in e!er student and it is more important" (ppling the concept of those new learning theories will promote an effecti!e teaching-learning process" The more interaction happen the more student engaged in educational process" It also also help help them them to be globa globall ll compe competit titi!e i!e"" Th The e self-s self-sea earch rching ing and self-p self-pac aced ed learning are now the new trends for e!er students because the help themsel!es to be more knowledgeable on the tract the are taking" )ducational Technolog is the partner of those new learning theories"

Michelle T. Sison

III-BSE: ENGLISH

Essay 7 1. :oes the ne+ &r$e+or( on higher thin(ing s(ills nd creti%it' $ens tht techers sho#ld no longer $(e e&&orts to hel! st#dents !ss2 e0cel in chie%ing test The ne+ &r$e+or( on higher thin(ing s(ills nd creti%it' doesn8t $en tht techers sho#ldn8t do e&&orts to hel! st#dents e0cel in chie%ing high score in test. It8s #st tht the ne+ &r$e +or( re &oc#s on st#dent* st#dent dri%en or st#dent centered. herein the st#dent re the one doing their o, to lern or lerning ho+ to lern. It is not trditionl +' o& teching +herein st#dent re s!oon &eeding. This ne+ &r$e+or( re lso design to $(e the st#dent co$!etent nd to ,e ,le to co!e #! +ith the ne+ inno%tion inno%tion in lerning lerning tht +s lred' !rctice in other  ASEAN co#ntr' &or the st#dent to not le&t ,ehind. The &st nd chnging societ' lso need  gret gret teche techers rs to &cili &cilitt ttee the st#dent st#dentss +hether +hether the'8re the'8re rell' rell' c7#iri c7#iring ng (no+le (no+ledge dge nd deter$ined i& the st#dents re red' to &ce rel +orld ts(. So s'ing techer +ill still need to e0ert e&&orts to do the instr#ction nd &cilittion on their st#dent. The id o& ed#ctionl technolog' +ill !l'  %itl role in chie%ing  chie%ing test. 3. Cn those co$!le0 thin(ing s(ills ,e lso chie%ed e%en +itho#t #sing ed#ctionl technolog' tool To ,e ,le ,le to chie chie%e %ed d thos thosee co$! co$!le le0 0 thin thin(i (ing ng s(il s(ills ls st#de st#dent nt need needss ed#c ed#cti tion onl l technolog' tool ,ec#se this ser%e s their g#ide in their lerning. Tho#gh st#dents cn lso chie%ed chie%ed co$!le co$!le0 0 thin(i thin(ing ng s(ill s(illss +itho# +itho#tt the id o& ed#cti ed#ctionl onl technol technolog' og' tool tool ,ec#se ,ec#se st#dents8 criticl thin(ing* creti%it' nd re&lecti%e thin(ing re the needs. St#dents !er&or$ rel +ord ts( nd $(e !roects +ith their o+n design. Techers +ill onl' &cilitte in $(ing the  !roect. St#dents +ill ,e in chrged on $(ing decision* orgni"e in&or$tion nd (no+ ho+ to  !c(ge o#tco$es &or !re!rtion. ith this* st#dents s#stined their re&lecti%e thin(ing on the to!ics tht hs  7#lit' to the$.

Michelle T. Sison

III-BSE: ENGLISH

Essay 8 1. Sho#ld the creti%it' o& st#dents ,e !!ro%ed in $ore si$!le !roects Creti%it' o& the st#dents sho#ld !!ro%ed in doing si$!le !roects s long s the r#les o&  the ts( re &ollo+ed nd the gol is $et. e sho#ldn8t #dge the st#dents creti%it' ,' his2her  si$!le !roects ,ec#se s2he still !ln* sse$,le* design nd ,#ild ides in doing tht si$!le  !roects. M',e s2he #st li$it his2her +or( in $(ing it si$!le. F#rther st#dents cn still sho+cse their creti%it' ,' $(ing tht si$!le !roects reli,le nd h%e  ,ig i$!ct to their  li%es. Techers sho#ld !!recite e%er' e&&ort gi%en ,' his st#dents &or the$ to $oti%te to +or( hrd on their !roects. In  gro#! !roect techers sho#ld gi%e credit to those st#dents +ho re coo!erting in doing the !roect thn those +ho did not hel!ing. To do this &irl' the techer  $' s(ed the gro#! to grde ech $e$,ers ,elongs to the gro#! side &ro$ gi%ing the grde s  +hole to the gro#!. Gro#! !roect is one o& ,est cti%it' on de%elo!ing st#dents8 coo!ertion on ho+ the' +or( s  gro#!. It lightens the +or( ,ec#se $ore re +or(ing in one o#t!#t. As  ,elong in the gro#! 'o# sho#ld coo!erte +ith 'o#r 'o# r gro#! to do the ts( &ster. hen the !roect +s in the hnd o& the techer* he2she cn see i& there is  coll,ortion o& ides ,' loo(ing to do o#t!#ts $de ,' his st#dents nd tht is +hen the o#t!#t is ,e#ti&#l nd ttrcti%e. 3. Sho#ld the s!ects o& e0!ense e0!e nse nd ti$e ,e considered in creti%it' !roects E0!ense sho#ldn8t considered in creti%it' !roect to $(e the #dg$ent &ir. Its8 sho#ld  ,e e0cl#ded in the criteri o& rting  certin !roect since not ll st#dents re ,lessed +ith reso#rces. This +ill !ro$ote #stice nd &irness $ong di%erse lerners. So +ht i& his !roect +s e0!ensi%e i& she doesn8t #se her criticl thin(ing in !lnning* sse$,ling* designing nd  ,#ilding ides. heres the ti$e sho#ld ,e considered ,ec#se +e ll (no+ tht e%er' !roect hs its de&inite ti$et,le or ti$e&r$e &or it to ,e cco$!lished. This +ill hel! the st#dents de%elo! the %irt#e o& ,eing ti$e conscio#s. Another !ro,le$ in considering the ti$e +s +ht i&  she &inished her !roect in  short !eriod o& ti$e i& she8s doesn8t doesn8t $de it ,' hersel&. I& +e ssess   !roect +e sho#ld ssess it in its s#,stnce. Also in doing n e%l#tion 'o# sho#ld h%e  stndrd criteri to ,e non!rtisn. 9. In gro#! !roects* other $e$,ers ride on the creti%it' tlent o& one or so$e $e$,er in the gro#! gro#!.. Ho+ cn cn the the tech techer er gi%e gi%e !ro! !ro!er er credi creditt to $ore $ore tle tlent nted ed 2 cret creti% i%ee st#de st#dent ntss in  coo!erti%e !roects The techer sho#ld gi%e  gro#! grde nd lso gi%e indi%id#l grde to gi%e  !ro!er   #sti&iction to the e&&ort o& $ore tlented st#dents. In gi%ing coo!erti%e !roects* grdes sho#ld not ,e gi%en to the gro#! onl' s  +hole. There $#st ,e n indi%id#l grding s'ste$ &or the tlented2creti%e st#dents +ho deser%e !ro!er credit. I&  techer #ses coo!erti%e lerning* he sho#ld l+'s re$e$,er tht there +o#ld ,e &e+ $e$,ers in  gro#! +ho de!end onl' to those res!onsi,le $e$,ers. Hence* n indi%id#l grding s 'ste$ sho#ld ,e !re!red.

Michelle T. Sison

III-BSE: ENGLISH

Essay 9 :isc#ss the &ollo+ing iss#es* s#r& gin in the internet. 1. Intellectual property rights

Intellect#l !ro!ert' rights re the rights gi%en to !ersons o%er the cretions o& their  $inds. The' #s#ll' gi%e the cretor n e0cl#si%e right o%er the #se o& his2her cretion &or  certin !eriod o& ti$e. Intellect#l !ro!ert' rights re c#sto$ril' di%ided into t+o $in res> Copyright and rights related to copyright The rights o& #thors o& literr' nd rtistic +or(s ?s#ch s ,oo(s nd other +ritings* $#sicl co$!ositions* !intings* sc#l!t#re* co$!#ter !rogr$s nd &il$s@ re !rotected ,' co!'right* &or   $ini$#$ !eriod o& = 'ers &ter the deth o& the #thor. Also !rotected thro#gh co!'right nd relted ?so$eti$es re&erred to s neigh,oring@ rights re the rights o& !er&or$ers ?e.g. ctors* sing singer erss nd nd $#si $#sici cin ns@ s@** !rod !rod#ce #cers rs o& !hono !honogr gr$ $ss ?so#n ?so#nd d recor recordi ding ngs@ s@ nd nd ,ro ,rodc dcs sti ting ng orgni orgni"t "tion ions. s. The $in $in socil socil !#r!os !#r!osee o& !rotec !rotectio tion n o& co!'rig co!'right ht nd relte relted d rights rights is to enco#rge nd re+rd creti%e +or(. Industrial property Ind#stril !ro!ert' cn #se&#ll' ,e di%ided into t+o $in res>

1. 5ne re cn ,e chrcteri chrcteri"ed "ed s the !rotection o& distincti distincti%e %e signs* signs* in !rtic#lr !rtic#lr trde$r(s trde$r(s ?+hich disting#ish the goods or ser%ices o& one #ndert(ing &ro$ those o& other #ndert(ings@ nd geogr!hicl indictions ?+hich identi&'  good s originting in  !lce +here  gi%en chrcteristic o& the good is essentill' ttri,#t,le to its geogr!hicl [email protected] !rotection o&  s#ch distincti%e signs i$s to sti$#lte nd ens#re &ir co$!etition nd to !rotect cons#$ers* ,' en,ling the$ to $(e in&or$ed choices ,et+een %rio#s goods nd ser%ices. The !rotection $' lst inde&initel'* !ro%ided the sign in 7#estion contin#es to ,e distincti%e. 3. 5ther t'!es o& ind#stril !ro!ert' re !rotected !ri$ril' to sti$#lte inno%tion* design nd the cretion o& technolog'. In this ctegor' &ll in%entions ?!rotected ,' !tents@* ind#stril designs nd trde secrets. The socil !#r!ose is to !ro%ide !rotection &or the res#lts o& in%est$ent in the de%elo!$ent de%elo!$ent o& ne+ technolog'* technolog'* th#s gi%ing the incenti%e nd $ens to &innce reserch nd de%elo!$ent cti%ities. A &#nctioning intellect#l !ro!ert' regi$e sho#ld lso &cilitte the trns&er o& technolog' in the &or$ o& &oreign direct in%est$ent* oint %ent#res nd licensing 3. )ornogr!h' #sing internet Internet !ornogr!h'8s ccessi,ilit'* &&ord,ilit' nd non'$it' h%e hel!ed the !orn ind#str' rech  +hole ne+ le%el. )eo!le no longer h%e to dri%e to n d#lt store to get !orn* &or  it is redil' %il,le t the clic( o&  $o#se. )orn hs ,een nor$li"ed to the !oint +here $ost $en re not hiding their li(ing o& !orn* ,#t e$,rcing it. So$e +o$en h%e e%en ,eco$e ddicted to %ie+ing !orn on the +e,. As !ornogr!h' is $ore co$$on ,ec#se o& the Internet* it hs t(en  lrger role in o#r li%es. Some have been hurt by it, some have been able to entertain more fantasies because of it and some have even made a fortune from it. Intern Internet et !orn !orn is se0#l se0#ll' l' e0!lici e0!licitt content content $de %il, %il,le le online online in %rio# %rio#ss &or$t &or$tss incl incl#di #ding ng i$ge i$ges* s* %ide %ideo o &ile &iles* s* nd %ide %ideo o g$es g$es nd stre stre$ing $ing %ideo %ideo.. The The legi legiti ti$ $c' c' o&   !ornogr!h' is  contro%ersil iss#e. In the cor!orte +orld* ho+e%er* Internet !orn is #n7#estion,l' !ro,le$tic. According to M. D. McMhon* !#,lisher o& AVN $g"ine*  trde  !#,liction tht trc(s the d#lt %ideo ind#str'* !orn sites recei%e $ore hits d#ring ,#siness ho#rs thn t other ti$es o& the d'. Nielsen re!orted tht 3 o& e$!lo'ees ccess !orn d#ring  ,#siness ho#rs.

E$!l E$!lo' o'ee eess s#r& s#r&in ing g !orn !orn +st +stes es cor! cor!or ort tee reso reso#r #rce cess nd nd lo+e lo+ers rs !rod !rod#c #cti ti%i %it' t'.. F#rther$ore* the ,#siness $' ,e legll' res!onsi,le &or illicit cts on the !rt o& the e$!lo'ee* s#ch s distri,#ting child !ornogr!h' or sending !ornogr!hic content < !erh!s in n e$il $essge +ith  cor!orte signt#re -- to so$eone +ho doesn8t +nt to recei%e it. Bec#se !orn sites re (no+n so#rces o& %ir#ses %ir#ses** s!'+re s!'+re nd  nd d+re d+re** the' lso !ose  sec#rit' ris( to #sers8 co$!#ters nd the cor!orte net+or(. Mn' orgni"tions #se e, $onitoring so&t+re to trc( e$!lo'ees8 online cti%it'. S#ch S#ch so&t+ so&t+re re #s#ll #s#ll' ' $onito $onitors rs e, site site %isit %isits* s* e$il* e$il* IM* cht nd serch serches es in intern internl l !!lictions. It $' lso incl#de  (e' logger *   to trc( +ht e$!lo'ees8 t'!e. E$il i$ge $onitoring !rogr$s cn identi&' nd ,loc( !ornogr!hic i$ges. Monitoring so&t+re t'!icll' iss#es re!orts in the e%ent o& n' ,rech o& n orgni"tion8s cce!t,le #se !olic' ?A/) ? A/)@* @* identi&'ing the e$!lo'ee nd detils o& the cti%it'. 9. )'r$iding sc$ #sing the internet A !'r$id sche$e is  sche$e in +hich  hierrch' is creted ,' !eo!le oining #nder  others +ho oined !re%io#sl'* +here those +ho oin* $(e !'$ents to those ,o%e the$ in the hierrch'* +ith +ith the e0!ecttion o& ,eing ,le to collect !'$ents &ro$ those +ho oin ,elo+. All  !'r$id sche$es rel' on incresing n#$,ers o& #ns#s!ecting in%estors to ,#' into the ,otto$ o&  the chin in ho!es o& t(ing $one' o#t once the' rech the to!. Bec#se e-$il is !rcticll' instntneo#s* relti%el' non'$o#s nd incredi,l' che!* it is n l$ost idel %ehicle &or this t'!e o& sc$. Li(e other sc$s*  !'r$id !'r$id sc$ $' !ro$ise rtes o& ret#rn tht see$ #st too good to ,e tr#e &or little or no e&&ort on 'o#r !rt* or it $' initill' ,e %g#e ,o#t +ht 'o#r  initil initil in%est$ent +ill go to+rd. to+rd. ht h!!ens in  !'r$id !'r$id sche$e is tht e0isting e0isting in%estors re !id  ret#rn ,sed on the !ro$oters8 ,ilit' to rise ne+ &#nds once the &#nd rising sto!s* lter in%estors cnnot ,e re!id nd the !'r$id coll!ses. These sche$es l+'s chet $ost o& the !rtici!nts. Most !eo!le +ho !rtici!te in these !'r$id sche$es lose* ,ec#se sooner or lter* no ne+ !rtici!nts cn ,e recr#ited to (ee! the sche$e going. . G$ing or lotter' in the internet The Internet hs $de +' &or ne+ t'!es o& g$,ling to &or$ online. I$!ro%e$ents in tech technol nolog' og' h%e h%e chng chnged ed ,ett ,ettin ing g h,i h,its ts #st #st s %id %ideo eo lot lotter ter' ' ter ter$i $inls nls** (eno (eno nd  nd scrtch crds chnged the g$,ling ind#str' in the erl' 3=th cent#r'. It llo+ so$e li$ited &or$s o&  g$,ling nd n order to !ro%ide  controlled o#tlet &or !eo!le +hos +illing to g$,le nd it lso !ro%ides  $ethod o& socill' desir,le !#r!oses. E0 $!les o& g$ing re the &ollo+ing> )o(er  •  5nline !o(er  5nline !o(er  t,les  t,les co$$onl' o&&er Te0s hold e$* e$* 5$h 5$h** Se%en-crd st#d* st#d* r"" r""** H5;SE H5;SE nd  nd other g$e t'!es in ,oth to#rn$ent to#rn$ent nd  nd Csh g$e str#ct#res. )l'ers !l' ginst ech other  rther thn the ho#se* +ith the crd roo$ $(ing its $one' thro#gh r(e  r(e nd thro#gh to#rn$ent &ees. Csinos • Ther Theree re re  lrg lrgee n#$, n#$,er er o& online csin csinos os in +hich +hich !eo!l !eo!lee cn cn !l' !l' cs csino ino g$ g$es es s#ch  s#ch s ro#lette ro#lette** ,lc(c( * !chin(o  !chin(o** ,ccrt  ,ccrt nd  nd $n' others. These g$es re !l'ed ginst the ho#se +hich $(es $one' ,ec#se the odds re in its &%or. S!orts ,etting • S!orts ,etting is the cti%it' o& !redicting s!orts s!orts res#lts  res#lts nd !lcing  +ger on the o#tco$e. /s#ll' the +ger is in the &or$ o& $one'. $one '. Bingo • 5nline ,ingo is the g$e g$e o&  o& ,ingo !l'ed on the Internet. Lotteries • Most lotteries re r#n ,' go%ern$ents nd re he%il' !rotected &ro$ co$!etition d#e to their  ,ilit ,ilit' ' to genert genertee lrge lrge t0,l t0,lee csh csh &lo+s. &lo+s. The &irst &irst online online lotter lotteries ies +ere +ere r#n ,' !ri%t !ri%tee indi%id#ls or co$!nies nd licensed to o!erte ,' s$ll co#ntries. Most !ri%te online lotteries h%e sto!!ed trding s go%ern$ents h%e !ssed ne+ l+s gi%ing the$sel%es nd their o+n lotteries greter !rotection. Go%ern$ent-controlled lotteries no+ o&&er their g$es online.

Michelle T. Sison

III-BSE: ENGLISH

Essay 1!" 1. :o 'o# ,elie%e CAI in so$e &#t#re ti$e cn re!lce techer in the clssroo$ Co$!#ter Assisted Instr#ction cn8t re!lce Techer ne%er e%er. ho +ill &cilitte the lerning i& theirs no techer %il,le. Techers re the one +ho $de so&t+re &or the st#dents. The' re the one (no+s the needed in&or$tion o& the lerner. The' re the one +ho #!lod dt to the internet. So its i$!ossi,le to re!lce the techers role in ed#ction. E%en the gret technolog' cn8t re!lce the techer. The techer role in CAI is deli%erer o& in&or$tion nd lerning en%iron$ent controller. heres the co$!#ter cn8t do ,ec#se it doesn8t h%e &eelings it cnt ens#re i& the st#dents h%e e7#i!!ed +ith needed (no+ledge* cn8t decide on  lerning o,ect o,ecti%e i%es* s* !ln !ln the se7#en se7#enti till str#ct str#ct#re #red d cti%i cti%itie tiess to chie%e chie%e o,ect o,ecti%e i%ess nd e%l#t e%l#tee the st#dents chie%e$ent ,' +' o& test. The !er&ect !rtner is * gret techers !l#s gret technolog' is trns&or$tionl. 3. ht !ro,le$ cn ,e enco#ntered i&  school ?s#ch s !oor co#ntries@ cnt &&ord to !ro%ide eno#gh eno#gh co$!#t co$!#ters ers to st#den st#dents ts ill ill CAI +or( +or( t ll +ith  +hole +hole school school #sing  single single co$!#ter Ins# Ins#&& &&ic icie ient nt n#$, n#$,er er o& co$!#t co$!#ter er t schoo schooll cn8t cn8t s#!! s#!!or ortt the the Co$! Co$!#t #ter er Assi Assist sted ed Instr#ctions. I& the school hs onl' one co$!#ter those st#dent +ho re in s!ecil science clss cn #sed tht co$!#ter. Not ll the st#dent cn $(e #se o& it. Also it +s ginst incl#si%e ed#ction i& theres re st#dent +ho +ill le&t ,ehind. E%en to tht single co$!#ter* the CAI cn8t +or( the it +ill ,eco$e #seless nd in tht cse other techer +ill !re&er to #se the trditionl +' o& teching nd $(e #se o& trditionl instr#ctionl $terils in disc#ssion.

Michelle T. Sison

III-BSE: ENGLISH

Essay 1!# 1. Mn' so&t+re $terils %il,le in de%elo!ed co#ntries re not 'et %il,le in de%elo!ing co#ntries. :o 'o# thin( +reness o& the e0istence o& these $terils cn still hel! techer in de%elo!ing co#ntries )ro,,l' 'es* since techers no+ re ttending se$inrs the' cn do!t the +' o&  teching #sing the so&t+re $terils in de%elo!ed co#ntr'. Altho#gh the' cn8t i$itte ll in ll the ed#ctionl !rocess t lest the' re integrting little ,' little the +' o& teching. The' re +re o& those so&t+re $terils ,ec#se there re !ro&essor in de%elo!ing co#ntr' +hose &ield is in co$!#ter 2 so&t+re. The' cn !rod#ce so&t+re $terils nd get the conce!t o& the so&t+re nd $(e #se o& it s their g#ide in creting  so&t+re $terils. 3. St#dents !l' g$es t ho$e nd ner,' school co$!#ter c&es. Ho+ do these g$es di&&er  &ro$ instr#ctionl co$!#ter g$es St#dents do !l' co$!#ter g$es d#ring their &ree ti$e &or entertin$ent* to! online g$es g$es the' the' !l' re Leg#e Leg#e o& Legend Legends* s* :5TA :5TA 3* co#nter co#nter stri(e* stri(e* clsh clsh o& clns* clns* soldier  soldier  si$#ltions s#ch s !oint ,lc(* s!ecil &orce nd cross&ire. Those g$es h%e still little i$!ct in their li%es. I s(ed  g#' +ho l+'s +ent to co$!#ter sho!s +ht re the g$es the' #s#ll'  !l' nd +ht8s the ,ene&it in !l'ing co$!#ter g$es* It gi%es +' in socili"ing ,ec#se 'o# cn $eet di&&erent !eo!le* ,#ilds te$+or( nd enhnce strtegic thin(ing sid he. +e !l'  ,ec#se it is stress reli%er he dded. So indeed it still hel!&#l i& the' #sed it in  !ro!er +' +ith li$ittions. li$ittions. Instr#ctionl Instr#ctionl co$!#ter g$es hel!s the$ de%elo! their criticl thin(ing* re&lecti%e thin(ing* in&erentil thin(ing* creti%e thin(ing nd strtegic thin(ing. It is &r $ore #se&#l ,ec#se it entertins 'o# t the s$e s $e ti$e 'o# re lerning. 9. :isc#ss the &ollo+ing 9.1.:i&&ic#lties o& #sing so&t+re So$e di&&ic#lties in #sing so&t+re +s lc( o& e0!erience in #sing co$!#ter. Also there re other so&t+re tht is criticll' to #se. )ro,le$s in so&t+re re the &ollo+ing #lue Screen of $eath • Mn' !eo!le thin( o& ,l#e s  cl$ing color ho+e%er* +hen it co$es #! on 'o#r co$!#ter  screen +ith  ,#nch o& +hite te0t* it !ro,,l' hs the o!!osite e&&ect. The ,l#e screen o& deth ?ST5) Error@ $' !!er to ,e one o& the scriest co$!#ter !ro,le$s 'o#ll co$e cross. Ho+e%er* ll 'o#r co$!#ter $' need is &or 'o# to re,oot it. This ST5) error !!ers on 'o#r  screen &or  %riet' o& resons> &iling hrd+re* d$ged so&t+re* corr#!t :LL &iles* !ro,le$s +ith dri%ers dri%ers nd $ore. The re$ed' &or  ,l#e screen o& deth de!ends on the originl originl !ro,le$. The screen !ro%ides 'o# +ith codes code s tht cn hel! 'o# identi&' nd n d &i0 'o#r co$!#ter !ro,le$s. %issing $&& 'ile • :'n$ic-Lin( Li,rr' ?:LL@ &iles ho#se in&or$tion &or 'o#r o!erting s'ste$ on ho+ to  !er&or$ certin &#nctions. 5ccsionll'* 5ccsionll'* 'o#r co$!#ter loses :LL &iles or so$ething d$ges the$. hen 'o#r )C cnt red the !rtic#lr :LL &ile* it doesnt (no+ ho+ to res!ond in certin sit#tions. Yo# Yo# $' h%e  $issing or corr#!t :LL &ile i& 'o# recei%e n error $essge e%er' ti$e 'o# !er&or$  certin &#nction* s#ch s s%ing. I& 'o#r co$!#ter !ro,le$s re ste$$ing &ro$ $issing nd d$ged :LL &iles* 'o# cn restore the$ ,' do+nlod ing the$ ,c( onto 'o#r )C. "pplications (hat )on*t Install • I& 'o#re h%ing tro#,le +ith n !!liction not instlling* it $' ,e ,ec#se 'o#r co$!#ter doesnt h%e eno#gh hrd h rd dri%e s!ce. I& this is the cse* 'o# need to &ree #! so$e s!ce. This is one o& the co$!#ter !ro,le$s thts* +ell* lest !ro,le$tic. Yo# Yo# cn &ree #! so$e hrd dri%e

s!ce ,' getting rid o& &iles nd &olders 'o# dont need. These $' ,e te$!orr' &iles* d#!licte &iles or dt &or so&t+re 'o#%e #ninstlled. "pplications +un Sloly • There re se%erl resons so&t+re $ight ,e r#nning t t#rtle s!eed. Yo# Yo# $' h%e h% e co$!#ter  !ro,le$s tht in%ol%e 'o#r o!erting s'ste$ or n !!liction* 'o#r o!erting s'ste$ $ight ,e $issing #!dtes or 'o#r co$!#ter doesnt h%e eno#gh hrd dri%e s!ce. I& 'o# dont h%e eno#gh hrd dri%e s!ce* 'o# cn scn* clen nd o!ti$i"e 'o#r hrd dri%e. "bnormal "pplications #ehavior Co$!#ter !ro,le$s tht in%ol%e !!lictions cting strngel' o&tenti$es le%e 'o# +ondering +ht hs h!!ened. Yo#r !!liction hs ,een +or(ing #st &ine* ,#t no+* see$ingl' +itho#t reson* it is doing something strange! •

9.3.N#$,er o& school co$!#ter %il,le Co$!#ters in the clssroo$ incl#de n' digitl technolog' #sed to enhnce* s#!!le$ent* or re!lce  trditionl ed#ctionl c#rric#l#$. As co$!#ters h%e ,eco$e $ore ccessi,le* ine0!en ine0!ensi% si%e* e* nd !o+er& !o+er&#l* #l* the de$nd de$nd &or this this technol technolog' og' hs incre incresed sed** ledin leding g to $ore $ore &re7#ent #se o& co$!#ter reso#rces +ithin clsses* nd  decrese in the st#dent-to-co$!#ter  rtio +ithin schools. No+d's e%er' school hs to h%e co$!#ters. 9.9.A%il,le 9.9.A%il,le so&t+re $terils In the )hili!!ines there is  collection o& online teching nd lerning $terils re  !ro%ided &or in the Lerning ;eso#rces Mnge$ent nd :e%elo!$ent S'ste$ ?L;M:S@ J n online li,rr' de%elo!ed ,' locl nd interntionl ed#ction !rtners nd e%en creted ,' techers the$sel%es. These lerning $terils $de %il,le online re &ree* nd tied in to the c#rric#l#$ to ens#re rele%nce nd !!ro!riteness. It is  #se&#l s#!!le$ent to o#r contin#ing e&&orts to !ro%ide o#r techers nd st#dents +ith the necessr' lerning reso#rces. F#rther* the +hole s'ste$ lso intends to hr%est $terils de%elo!ed ,' o#r o+n techers +ith the intent o&  recogni"ing 7#lit' $teril nd shre it +ith &ello+ techers nd ed#ctors #nder n o!en shring !lt&or$. 9.. 's 's to integrte the$ into lesson2 c#rric#l#$ Technolog' is #,i7#ito#s* to#ching l$ost e%er' !rt o& o#r li%es* o#r co$$#nities* o#r  ho$es. Yet $ost schools lg &r ,ehind +hen it co$es to integrting technolog' into clssroo$ lerning. Mn' re #st ,eginning to e0!lore the tr#e !otentil tech o&&ers &or teching nd lerning. )ro!erl' #sed* technolog' +ill hel! st#dents c7#ire the s(ills the' need to s#r%i%e in  co$!le0* highl' technologicl (no+ledge-,sed econo$'. Integr Integrti ting ng technol technolog' og' into into clssr clssroo$ oo$ instr instr#cti #ction on $ens $ens $ore $ore thn thn techi teching ng ,sic ,sic co$!#ter co$!#ter s(ills s(ills nd so&t+re so&t+re !rogr$s in  se!rte se!rte co$!#ter co$!#ter clss. clss. E&&ecti%e E&&ecti%e tech integrtio integrtion n $#st h!!en cross the c#rric#l#$ in +'s tht reserch sho+s dee!en nd enhnce the lerning  !rocess. In !rtic#lr* it $#st s#!!ort &o#r (e' co$!onents o& lerning> cti%e engge$ent*  !rtici!tion in gro#!s* &re7#ent interction nd &eed,c(* nd  nd connection con nection to rel-+orld e0!erts. E&&e E&&ect cti% i%ee techn technol olog' og' inte integr grt tio ion n is chi chie%e e%ed d +hen +hen the the #se #se o& tech technol nolog' og' is ro#t ro#tin inee nd nd trns!rent nd +hen technolog' s#!!orts c#rric#lr gols. Mn' !eo!le ,elie%e tht technolog'-en,led !roect lerning is the one !l#s #ltr o&  clssroo$ instr#ction. Lerning thro#gh !roects +hile e7#i!!ed +ith technolog' tools llo+s st#dents to ,e intellect#ll' chllenged +hile !ro%iding the$ +ith  relistic sn!shot o& +ht the $odern o&&ice loo(s li(e. Thro#gh !roects* st#dents c7#ire nd re&ine their nl'sis nd  !ro,le$-sol%ing s(ills s the' +or( indi%id#ll' nd in te$s to &ind* !rocess* nd s'nthesi"e in&or$tion the'%e &o#nd online. .Ho+ &#t#ristic re co$!#ter s t#tor in o#r )hili!!ine Ed#ctionl Scenrio.

Co$!#ter co#ld ,e the t#tor o& the lerners it +ill hel! techer $ini$i"ed their +or(. Also it o&&er  gret d%ntge to the lerner +herein the' cn st#d' e%en the' re t ho$e. The' cn reserch on the lesson the' +nt to lern nd to!ic the' +nt to ,e cler o&&. e cn  !ro,,l' s' tht the co$!#ter no+d's nd to the &#t#re !l's  %itl role in )hili!!ine Ed#ctionl Scenrio. Moreo%er* it o&&ers  lot o& ser%ices tht $(e things done in  short !eriod o& ti$e. Michelle T. Sison

III-BSE: ENGLISH

Essay 11 Techers Techers re told not to #se the co$!#ter s  sit#ting tool i&  !re-school child* &or e0$!le cn ct#ll' !l'-nd-,#ild #sing ct#l logo ,loc(s. Cn 'o# n$e other sit#tion in +hich ct#l*  !h'sicl nd hnds-on cti%ities cn ,e $ore !rod#cti%e thn co$!#ter cti%ities. )l'ing ,s(et,ll in rel +orld is $#ch $ore !rod#cti%e thn !l'ing ,s(et,ll g$e in co$!#ter. Since it is !rt o&  )E s#,ect 'o# cn e0ercise 'o#r ,od' nd $de 'o# $ore strong. :r+ing +s lso !rod#cti%e thn $(ing gr!hics in co$!#ter in here 'o# cn see the rel tlent o& the st#dent +hen it co$es to dr+ing. M(ing !roect e0$!le $(ing $init#re o&  ho#se this is &or st#dent t(ing #! rchitect#re this is $ore !rod#cti%e ,ec#se 'o# cn see the o#t!#t $de ,' the st#dent not #st  co$!#teri"ed ,l#e!rinto& the ho#se. Another cti%it' +s $(ing  rel o,ect !roect +herein st#dent cn #sed their creti%it'* re&lecti%e thin(ing nd in&erentil thin(ing.

Michelle T. Sison

III-BSE: ENGLISH

"C(I-I( 7

/I0/E+ &E-E& (/I2I0 S2I&&S

CO,P%& $.I/0I/1 )0I%%) EVALUATION

INTEGRATIO N

DESIGNING

IMAGING

)'"2 )0I%%) )electing criteria( testing Idea( +evising( 3erifying outcomes

)ummari#ing( Abstracting

Planning( 4ormulating 3isuali#ing( Predicting

ORGANIZIN G

Clasifying( +elating

GENERATIN G

Deducting( Inducting( &laborating

ANALYZING ANALYZING

REMEMERI NG

IN!ORMATI ON GAT"ERING

!O#USING

Identifying idea constructions Associating( +ealting new idea with old

)election( +ecording of data De*ning problem( goal5ob6ective setting( brainstorming

Michelle T. Sison

III-BSE: ENGLISH

"C(I-I( 8

1.

3.

9.

.

. Michelle T. Sison

III-BSE: ENGLISH

"C(I-I( 8

K.

.

.

.

1=. Michelle T. Sison

III-BSE: ENGLISH

"C(I-I( 9 :isc#ss the &ollo+ing ter$s. S#r& in the internet

1. E-$il ?electronic $il or e$il@ E-$ E-$il il ?elec electtroni onic $il@ il@ is the e0ch e0chn nge ge o& co$! co$!#t #ter er--stor stored ed $ess essge gess ,' teleco$$#niction. ?So$e !#,lictions s!ell it e$il +e !re&er the c#rrentl' $ore est,lished s!elling o& e-$il.@ E-$il $essges re #s#ll' encoded in ASCII ASCII te0t.  te0t. Ho+e%er* 'o# cn lso send end nonnon-te te0t 0t &iles iles** s#ch s#ch s gr! gr!hi hicc i$g i$ges es nd nd so#n so#nd d &iles iles** s tt ttch$ ch$en entts sent sent in ,inr' in ,inr' stre$s.  stre$s. E-$il +s one o& the &irst #ses o& the Internet nd is still the $ost !o!#lr  #se. A lrge !ercentge o& the totl tr&&ic o%er the Internet is e-$il. E-$il cn lso ,e e0chnged e0chnged ,et+een ,et+een onlin onlinee ser%i ser%ice ce !ro%i !ro%ider  der #sers #sers nd in net+or(s other thn the Internet* ,oth  !#,lic nd !ri%te. E-$il cn ,e distri,#ted to lists o& !eo!le s +ell s to indi%id#ls. A shred distri,#tion list cn  ,e $nged ,' #sing n e-$il re&lector . So$e $iling lists llo+ 'o# to s#,scri,e ,' sending  re7#est to the $iling list d$inistrtor. A $iling list tht is d$inistered #to$ticll' # to$ticll' is clled  list ser%er  3. E-&innce E-&innce-incl#ding in%esting* ,n(ing* $ortgge lending* nd ins#rnce-+ill gro+ t  d""ling rte in the co$ing 'ers. Its  re&lection o& the s!ectc#lr gro+th o& the Internet. In  #st &i%e 'ers* the orld orld ide e e, , hs gone &ro$ ,eing terr incognit to ,eco$ing  #,i7#ito#s #,i7#ito#s $edi#$ &or trnscting trnscting ,#siness* ,#siness* shring in&or$tion* in&or$tion* nd co$$#nicting co$$#nicting +ith  !eo!le ll o%er the +orld. E-&in E-&innce nce +ill +ill e$!o+e e$!o+err ,oth ,oth cons#$e cons#$ers rs nd ,#sine ,#sinesse sses* s* en,lin en,ling g the$ the$ to red#ce red#ce trns trnscti ction on costs* costs* s!eedi s!eedil' l' !roces !rocesss doc#$en doc#$ents ts online online** nd h%e h%e instn instntn tneo#s eo#s ccess ccess to in&or$tion. For ,#sinesses* online &innce cn dr$ticll' i$!ro%e e&&icienc' nd decrese the costs o& internl internl ,#siness ,#siness &#nctions s#ch s e0!ense re!orting* re!orting* contrct l,or $nge$ent* $nge$ent* nd ti$e-nd-,illing !roced#res. )l#s* ,' !ro%iding !ersonli"ed in&or$tion ,o#t cons#$ers* the Internet lets co$!nies engge in one-to-one $r(eting* llo+ing the$ to tilor the online e0!erience to &it #ni7#e indi%id#l needs. Moreo%er* Congress hs #st !ssed n electronic signt#re nd record-(ee!ing ,ill tht +ill $(e it esier &or ,oth co$!nies nd cons#$ers to do ,#sine ,#siness ss online online.. The ,ill ,ill +ill +ill gi%e gi%e ne+ techno technolog logies ies s#ch s#ch s electr electronic onicll ll' ' trns$ trns$itt itted ed &inger!rint scns nd encr'!tion (e's the legl +eigh t o& in(-on-!!er signt#res. Co$!nies cn no+ sho! &or lons on the e,* lese  ,#ilding* or !#rchse helth ins#rnce ins#rnce &or their e$!lo'ees. e$!lo'ees. )roced#res )roced#res tht #sed to t(e +ee(s-nd tht re7#ired re7#ired see$ingl' see$ingl' endl endles esss !hone !hone cll clls* s* !!er !!er+or +or(* (* nd $n!o $n!o+e +err-c cn n no+ ,e hnd hndle led d in d's d's or ho#rs ho#rs** electronic electronicll' ll'.. In +orld &inncil &inncil $r(ets* $r(ets* trders nd $one' $ngers h%e ccess to c#ttingc#ttingedge dt ,o#t the $r(ets 3 ho#rs  d'* ll o%er the +orld. For cons#$ers* the Internet is ,eco$ing !rt o& dil' li&e. A,o#t . $illion A$ericn ho#seholds +ill ,e online ,' the end o& this 'er* #! &ro$ 13. $illion in 1* ccording to I:C. Tht re!resents n increse o& nerl' 3= !ercent in &i%e 'ers. According to ind#str' e0!erts* tr&&ic on the Internet do#,les e%er' 1== d's

9. Entertin$ent Entertin$ent is n cti%it' designed to gi%e !les#re or rel0tion to n #dience. So +hen it co$es to the de&inition o& Internet Entertin$ent* it is ct#ll' the entertin$ent &ro$ internet.  No+d's* internet hs ,een the $in so#rce o& entertin$ent since those entertin$ents cn esil' ,e do+nloded %i internet. :o+nlod cn ,e de&ined s to recei%e dt &ro$  re$ote or  centrl centrl s'ste$* s'ste$* s#ch s  +e, ser%er* FT) ser%er* ser%er* $il ser%er* ser%er* or other si$ilr s'ste$s. s'ste$s. )eo!le no+ no+d' d'ss re re o&te o&ten n s!en s!end d thei theirr leis leis#r #ree ti$e ti$e +ith +ith inte intern rnet et** do+nl do+nlod odin ing g ?or ?or #!lo #!lod din ing@ g@ entertin$ent s#ch s g$es* $o%ies* $#sic* nd other sort o& entertin$ent tht &it to their  stis&ction. D#st  &e+ t'!es on the (e',ord gi%e the$ +hte%er the Internet is c!,le o&. For instnce* one $in re o& leis#re on the Internet is $#lti!l'er g$ing. This &or$ o& leis#re cretes co$$#nities* ,ringing !eo!le o& ll ges nd origins to eno' the &st-!ced +orld o&  $#lti!l'er g$es.  This hs re%ol#tioni"ed the +' $n' !eo!le interct nd s!end their &ree ti$e on the Internet. Besides* $n' #se the Internet to ccess nd do+nlod $#sic* $o%ies nd other +or(s &or their eno'$ent nd rel0tion ?s disc#ss ,o%e@. As  $tter o& &ct* the orld ide e,* +hich is !rt o& the internet ?or so$eti$es rther to ,e clled @ is o&ten #sed s  gte+' to ccess in&or$tion s#ch s ne+s* +ether nd s!ort re!ort* to !ln nd ,oo( holid's nd to &ind o#t $ore ,o#t their rndo$ ides nd cs#l interests. Another e0$!le tht is ,est to descri,e internet entertin$ent is the rnge o& connection tht it co#ld ,ring to the +orld+ide. )eo!le )eo!le #se cht* cht* $essg $essging ing nd e$il e$il to $(e $(e nd st' st' in to#ch to#ch +ith +ith &riend &riendss +orld+ +orld+ide ide** so$eti$es in the s$e +' s so$e !re%io#sl' hd !en !ls. Socil net+or(ing e, sites li(e OM's!ce8 nd OFce,oo(8. Mn' others li(e the$ lso !#t nd (ee! !eo!le in contct &or their  eno'$ent. . Ad%ertising 5nline d%ertising is  t'!e o& $ss co$$#niction +hich is ,sed on trditionl &or$ o&  d%ertising ,#t de%elo!s its o+n co$$#niction strtegies in correltion +ith the ne+ technicl nd $edi#$ ,sed re7#ire$ents. Brodl'* online d%ertising is ,o#t deli%ering d%ertise$ents to Internet2online #sers %i e, sites* e-$il* d-s#!!orted so&t+re nd Internet-en,led s$rt  !hones. The ,iggest d%ntge d %ntge o%er trditionl d%ertise$ent is it is not li$ited ,' geogr!h' or  ti$e. E0$!les o& online d%ertising incl#de conte0t#l ds on serch engine res#lts !ges*  ,nner ds* ;ich Medi Ads* Socil net+or( d%ertising* interstitil ds* online clssi&ied d%ertising* d%ertising net+or(s nd e-$il $r(eting* incl#ding e-$il s!$. Internet $r(eting* or online $r(eting* re&ers to d%ertising nd $r(eting e&&orts tht #se the e e, , nd e$il e$il to  to dri%e direct sles %i electronic co$$erce* co$$erce* in ddition to sles leds &ro$ e, sites or e$ils. Internet $r(eting nd online d%ertising e&&orts re t'!icll' #sed in con#nc con#ncti tion on +ith +ith trdit trdition ionll t'!es t'!es o& d%ert d%ertisi ising ng s#ch s#ch s rdio* rdio* tele%i tele%isio sion* n* ne+s! ne+s!!er !erss nd $g"ines. . :e%elo!$ent Co$$#niction :e%elo :e%elo!$en !$entt co$$#nic co$$#nicti tion on re&ers re&ers to the #se o& co$$#niction to &cili &cilitt ttee socil de%elo!$ent.. :e%elo!$ent co$$#niction engges st(eholders nd !olic' $(ers* est,lishes de%elo!$ent cond#ci%e en%iron$ents* ssesses ris(s nd o!!ort#nities nd !ro$otes in&or$tion e0chnges to ,ring ,o#t !ositi%e socil chnge %i s#stin,le de%elo!$ent. de%elo!$ent. :e%elo!$ent co$$#niction techni7#es incl#de in&or$tion disse$intion nd ed#ction* ,eh%ior chnge* socil $r(eting* socil socil $o,ili $o,ili"t "tion ion** $edi $edi d%occ' d%occ'** co$$#nic co$$#nicti tion on &or socil socil chnge chnge nd co$$#n co$$#nit' it'  !rtici!tion. :e%elo!$ent co$$#niction hs ,een l,eled the Fi&th Theor' o& the )ress* +ith socil trns&or$tion nd de%elo!$ent* nd the &#l&ill$ent o& ,sic needs s its !ri$r'  !#r!oses. D$is rtic#lted the !hiloso!h' o& de%elo!$ent co$$#niction +hich is nchored on three $in ides* n$el'> !#r!osi%e* !#r!osi%e* %l#e-lden %l#e-lden nd !rg$tic. Nor !rg$tic. Nor C. P#e,rl P#e,rl e0!nded  e0!nded

the de&inition* clling it the rt nd science o& h#$n co$$#niction !!lied to the s!eed' trns&or$tion o&  co#ntr' nd the $ss o& its !eo!le &ro$ !o%ert' to  d'n$ic stte o&  econo$ic gro+th tht $(es !ossi,le greter socil e7#lit' nd the lrger &#l&il$ent o& the h#$n !otentil. Melcote nd Stee%es s+ it s e$nci!tion co$$#niction* i$ed t co$,ting in#stice nd o!!ression.

Michelle T. Sison

III-BSE: ENGLISH

"C(I-I( 1 /sing drill nd !rctice so&t+re st#dents shll #ndergo the e0!erience o& CAI. St#dents $#st shre nd disc#ss their e0!eriences

Co$!#ter-ssisted instr#ction ?CAI@ re&ers to instr#ction or re$edition !resented on  co$!#ter. Mn' ed#ctionl co$!#ter !rogr$s re %il,le online nd &ro$ co$!#ter stores nd te0t,oo( co$!nies. The' enhnce techer instr#ction in se%erl +'s. Co$!#ter !rogr$s re intercti%e nd cn ill#strte  conce!t thro#gh ttrcti%e ni$tion* so#n so#nd* d* nd nd de$o de$ons nstr trt tio ion. n. The' The' llo llo+ + st#de st#dent ntss to !rogr !rogres esss t thei theirr o+n o+n !ce !ce nd nd +or(  +or(  indi%i indi%id#l d#ll' l' or !ro,le !ro,le$ $ sol%e sol%e in  gro#!. gro#!. Co$!#te Co$!#ters rs !ro%id !ro%idee i$$edi i$$edite te &eed,c &eed,c(* (* lettin letting g st#dents (no+ +hether their ns+er is correct. I& the ns+er is not correct* the !rogr$ sho+s st#dents ho+ to correctl' ns+er the 7#estion. Co$!#ters o&&er  di&&erent t'!e o& cti%it' nd  chnge o& !ce &ro$ techer-led tech er-led or gro#! instr#ction. Co$!#ter-ssisted instr#ction i$!ro%es instr#ction &or st#dents +ith dis,ilities ,ec#se st#dents recei%e i$$edite &eed,c( nd do not contin#e to !rctice the +rong s(ills. Co$!#ters c!t#re the st#dents ttention ,ec#se the ! rogr$s re intercti%e nd engge the st#dents s!irit o& co$!etiti%eness to increse their scores. Also* co$!#ter-ssisted instr#ction $o%es t the st#dents !ce nd #s#ll' does not $o%e hed #ntil the' h%e $stered the s(ill. )rogr$s  !ro%ide di&&erentited lessons to chllenge st#dents +ho re t ris(* ris(* %erge* or gi&ted.

Michelle T. Sison

III-BSE: ENGLISH

"C(I-I( 11 Serch the internet ,o#t the intercti%e :ior$s.

ht Is  :ior$ The ter$ dior$ is  Gree( origin +hich $ens to see thro#gh. A three di$ensionl re!resenttion o& e%ents* ides or conce!ts ginst  scenic • Bc(gro#nd. Are !ort,le $ening&#l e0hi,it in ,o0es or cses. • A $init#re scene in 9: tret$ent tht is $ent to re!licte relit' nd c#se st#dents to • thin( creti%el' nd estheticll' A 9-di$ensionl scene creted to ill#strte n cde$ic s#,ect*  !lot o&  stor'* or n • e%ent in histor'. Here re e0$!le s o& dior$ #se in litert#re clss.

Here re the d%ntges o& #sing dior$ in clssroo$ disc#ssion. • • •

• •

Allo+ lerners to e0$ine $odels or $oc(-#!s +hich $' not ,e es' in the rel o,ect. F#nctionl $odel2$oc(-#!s llo+ lerners to hndle nd o!erte. A&ter !resenttion* $odel $odel cn ,e le&t on dis!l' dis!l' &or  !eriod o& ti$es nd llo+s llo+s lerners dis!l' &or  !eriod o& ti$es nd llo+s lerners to inde!endentl' st#d' the ite$ t their  o+n con%enience. Cn !ro%ide lerning e0!eriences tht rel o,ects cnnot !ro%ide. or(ing $odels cn ill#strte ,sic o!ertions o&  rel de%ice nd !ro%ide i$!ortnt detils.