LESSON 9- COMPUTER AS INFORMATION AND COMMUNICATION TECHNOLOGY

THE PERSONAL COMPUTER AS ICT

Until the nineties, it was still possible to distinguish between intructional media and the educational communication media.

Instructional media consist of audio-visual aids that served to enhance and enrich the teaching-learning process. Examples are the blackboard, photo, film and video.

On the other hand, educational communication media comprise the media of communication to audiencs including learners using the print, film, radio, television or satellite means of communication. for example, distance learning were implemented using correspondence, radio, television or the computer satellite system.

Close to the turn of the 21st century, however, such a distinction merged owing to the advent of the microprocessor, also known as the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.

To illustrate, let's examine the program (capabilities) normally installed in an ordinary modern PC:
Microsoft Office- program for composing text, graphics, articles
Powerpoint- lecture presentations
Excel- spreadsheets, graphic sheets
Internet Explorer- Access to internet
Yahoo/google- websites
Adobe Reader- photo composition
MSN- mail/ chat messaging
Windows media player- cd, VCD player
Gamehouse- Video games

REFLECTIONS:
The use of computer as ICTs in education extends beyond equipping classrooms with computers and an Internet connection. There are a wide variety of ICTs currently available to schools and universities that can be implemented to enhance students’ overall learning experiences in numerous ways, one is the computer.

BASIC CONCEPTS ON INTEGRATING TECHNOLOGY IN INSTRUCTION

"Integrating technology with teaching means the use of learning technologiesto introduce, reinforce, supplementand extend skills... the difference between the classrooms of exemplary users of technology and technology users is the way their classes are conducted. In the exemplary classrooms, student use of computers is woven integrally into the patterns of teaching; software is a natural extension of student tools" (Pisapia, 1994)

Following this definition, there is NO INTEGRATIVE PROCESS if for example the teacher makes students play computer games to give them a rest period during classes. Neither is there integration if the teacher merely teaches students computer skills. in the first place, the teachers of general or special subjects are not computer technicians or computer trainors.

If one is looking for external manifestations of technology integration into instruction, here are some:
- There's a change in the way classes are traditionally conducted.
- The quality of instruction is improved to a higher level in such a way that could not have been achieved without educational technology.
- There is planning by the teacher on the process of determining how and when technology fits into the teaching-learning process.
- The teacher sets instructional strategies to address specific instructional issues/ problems.
- In sum, technology occupies a position (is a simple or complex way) in the instructional process.

REFLECTIONS:
 Integrating technology to instruction, for me, is a big jump from the traditional way of instruction. The use of computer and other multimedia equipment is a big help for the teachers but  they should know on how to integrate technolgy to instruction. Technology can hamper the learning process if the teacher itself cannot fully utize technology correctly. Additionally, the use of technology must be related to the topic or discussion, otherwise it will turn out into a big problem.