Ed Tech

How to Get Students to Participate in Class Discussions: A Teacher’s Guide to Sparking Student Voices

2025-06-25T17:20:00.000-07:00

How to Get Students to Participate in Class Discussions: A Teacher’s Guide to Sparking Student Voices

There it is again—another silent classroom.

You pose a question with all the excitement you can muster, your eyes scanning the room for raised hands or eager expressions. But instead, you get the dreaded “crickets.” One student fiddles with a pencil, another looks out the window, and a few pretend to reread their notes. If you’ve ever been here, you’re not alone. Every teacher, no matter how experienced, has faced the challenge of getting students to open up and engage in class discussions.

But here’s the good news: Participation isn’t about being naturally talkative or born confident. It’s about feeling safe, interested, and heard. And there are ways—many ways—to create that space for students.

Let’s dive into some teacher-tested, heart-centered strategies to turn your classroom into a community of conversation.

1. Start with the Why: Create a Safe Environment

Students won't speak if they're afraid to make mistakes or be judged. That’s why participation begins with classroom culture.

🪴 Tip: Start your school year (or any new topic) by letting students know that every idea matters. Celebrate mistakes as learning moments. A simple "That’s an interesting perspective!" or "Thanks for being brave!" goes a long way.

2. Use Student Names Early and Often

Calling students by name makes them feel seen.

🗣️ Tip: “Great point, Janelle,” or “What do you think, Carlos?” shows that their voice is individually valued. It also encourages others to step up when they hear peers getting affirmed.

3. Make It About Them

Relevance is king. Students engage more when they can connect content to their lives.

📌 Tip: Start with questions like:

“How would you feel if this happened today?”
“Have you ever seen something like this on social media or in your neighborhood?”
You’ll be surprised how quickly discussion opens up when the topic touches their world.

4. Use Think-Pair-Share (Before You Go Public)

Some students freeze when asked to answer in front of the whole class. Ease them in.

🤝 Tip: Ask a question, give 30 seconds for thinking or jotting down thoughts, then have them share with a partner first. This way, even the shyest students rehearse before going public.

5. Let Them Lead (Even a Little)

Ownership boosts confidence.

🎓 Tip: Rotate "discussion leader" roles where students ask questions instead of always answering them. Try a “Question of the Day” that a student chooses and facilitates.

6. Use Visuals, Polls, or Sticky Notes

Not everyone processes the same way.

🖼️ Tip: Use visuals (images, charts, or memes) to prompt responses. Try anonymous sticky notes or quick polls to warm up the discussion and then unpack results as a class.

7. Celebrate All Kinds of Participation

Some students contribute quietly. Recognize that too.

📋 Tip: Create a “Participation Menu”:

Asking a question
Responding to a peer
Writing a note
Leading a group
This honors different strengths and reduces pressure to always “speak up.”

8. Break the Ice Often

Silence can stem from unfamiliarity with classmates.

❄️ Tip: Regularly use icebreakers or group reshuffling activities. Students are more willing to talk in a group where they feel a sense of belonging.

9. Be Patient—and Be Quiet Sometimes

Give them time. Really.

⏳ Tip: After you ask a question, count silently to 10. It feels long—but it gives thinkers time. Resist jumping in too fast.

10. Model Vulnerability and Curiosity

You are the model for risk-taking.

🧠 Tip: Say things like, “I’m not totally sure about this either—let’s explore it together.” This helps students feel like participants in learning, not just test-takers.

11. Gamify the Discussion

Make it fun!

🎯 Tip: Use games like “Hot Seat,” “Four Corners,” or even a “Discussion BINGO” card. When learning is playful, students participate without realizing it.

12. Use Tech Wisely

Online tools can boost shy students.

💻 Tip: Platforms like Padlet, Mentimeter, or Google Jamboard allow students to post ideas digitally, offering alternative ways to join in.

13. Make Feedback Part of the Routine

Ask students how they feel about class discussions.

📝 Tip: Simple exit slips like “What helped you speak up today?” or “What kept you quiet?” can guide your adjustments moving forward.

In Closing: It’s Not About Forcing Voices, It’s About Inviting Them

Every classroom is filled with voices waiting to be heard. Some are loud. Some are hesitant. Some are still figuring out what they want to say. As teachers, our job isn’t to demand participation—it’s to invite it with care and purpose.

Remember, participation doesn’t happen overnight. But with patience, creativity, and empathy, even the quietest students will surprise you.

And when they do finally raise their hands—or even just their eyes—you’ll know your effort made all the difference.

Using Manipulatives to Teach Elementary Mathematics

2014-05-15T00:14:00.000-07:00

Using Manipulatives to Teach Elementary Mathematics

INTRODUCTION

According to the Principles and Standards for School Mathematics, “the foundation for children’s mathematical development is established in the early years” (Seefeldt & Wasik, 2006,p. 249). It is important for children to have a variety of materials to manipulate and the opportunity to sort, classify, weigh, stack and explore if they are to construct mathematical knowledge. “In order to have opportunities to learn math, children need firsthand experiences related to math, interaction with other children and adults concerning these experiences and time to reflect on the experiences” (Seefeldt & Wasik, 2006, p. 250). Educational research indicated that the most valuable learning occurs when students actively construct their own mathematicalunderstanding, which is often accomplished through the use of manipulatives.

HISTORY OF MANIPULATIVES

Since ancient times, people of several different civilizations have used physical objects to help them solve everyday math problems. The ancient civilizations of Southwest Asia used counting boards, which were wooden or clay trays covered in a thin layer of sand. The counting board users would draw symbols in the sand to tally inventory or whatever else they may need to count. The ancient Romans created the first abacus based on counting board. The abacus wasmade of beans or stones which moved in grooves in sand or on tables of wood, stone, or metal.“The Chinese abacus, which came into use centuries later, may have been an adaptation of theRoman abacus” (“Research on the” n.d.). The Mayans and the Aztecs both had counting devices that were made of corn kernels strung on string or wires that were stretched across a wooden frame. The Incas also had their own counting tool, which was knotted strings called quipu (“Research on the”, n.d.).“The late 1800s saw the invention of the first true manipulative-maneuverable objects that appeal to several different senses and are specifically designed for teaching mathematical concepts” (“Research on the” n.d.). In 1837, German educator Friedrich Froebel introduced the world’s first kindergarten. “He designed the educational play materials known as Froebel Gifts, or Frobelgaben, which included geometric building blocks and pattern activity blocks” (“Friedrich Froebel”, 2009). Then in the early 1900s, Italian educator Maria Montessori

continued with the idea that manipulatives are important to education. She designed several materials to help elementary students learn the basic ideas of math. “Since the 1900s, manipulatives have come to be considered essential in teaching mathematics at the elementary school level” (“Research on the,” n.d.). In fact, the National Council of Teachers of Mathematics (NCTM) has

recommended the use of manipulatives in teaching mathematical concepts at all grade levels.

MANIPULATIVES DEFINED

Manipulatives can come in a variety of forms and they are often defined as “physical objects that are used as teaching tools to engage students in the hands-on learning of mathematics” (“Using manipulatives,” 2009). Manipulatives can be purchased at a store, brought from home, or teacher and student made. The manipulatives can range from dried beans and bottle caps to Unifix cubes and base-ten blocks. They are used to introduce, practice, or remediate a math concept. “A good manipulative bridges the gap between informal math and Journal of Instructional Pedagogies Using manipulatives to teach, Page 3 formal math. To accomplish this objective, the manipulative must fit the developmental level of the child” (Smith, 2009, p. 20). Kindergarten children should have individual counters, whereasolder students could use colored wooden rods that represent different numbers. The manipulative must fit the mathematical ability of the child or it is useless.

WAYS TO USE MANIPULATIVES

Manipulatives can be used in teaching a wide variety of topics in mathematics, including the objectives of: problem solving, communicating, reasoning,

connections, and estimation. The materials should “foster children’s concepts of numbers and operations, patterns, geometry, measurement, data analysis, problem solving, reasoning, connections, and representations” (Seefeldt & Wasik, 2006, p.93). Teachers could use counters, place-value mats, base-ten blocks, and fraction strips while teaching from the numbers and operations standard. The counters could be used to teach one-on-one correspondence, ordinal numbers, and basic addition and subtraction. The fraction strips could be used to add and subtract fractions or to show equivalent fractions. Pattern blocks, attribute blocks and scales could be used to assist students in the learning basic algebra. Student could use geoboards when trying to identify simple geometric shapes. They could also use geometric solid models when

learning about spatial reasoning. Teachers could use standard and non-standard rulers and measuring cups to represent length or volume in measurement lessons. The students could also use tiles when trying to find the area or perimeter of an object. When it comes to data analysis and probability, students could use spinners to find the probability of landing on a designated area. They could also use number cases or dice to find the probability of rolling a certain

number or combination of numbers (“Using manipulatives”, 2009). The numbers of ways that manipulatives can be used are limitless. In fact, some schools use math manipulatives as a way to get parents involved. Stephen Currie, math specialist for grades Kindergarten through fourth grade at Poughkeespsie Day School in New York, created ‘mathtubs’ to pique math interest for both kids and their parents. Each Friday several students are selected to receive a mathtub,

which are not due back until the next Wednesday. The mathtubs are filled with “math games and puzzles, two or more different kinds of manipulatives such as number cubes or tangrams and math challenges—questions which required no materials but creative brain power” (Currie, 2005, p. 52). Feedback from the parents was both positive and helpful. “In general, the parents appreciated the activities and were please to see their child engaged in mathematical thinking”

(Currie, 2005, p. 53).

USING MANIPULATIVES CORRECTLY

Manipulatives can be extremely helpful young children, but they must be used correctly.

Children must understand the mathematical concept being taught rather than simply moving the

manipulatives around. Smith (2009) stated that there are probably as many wrong ways to teach

with manipulatives as there are to teach without them. The math manipulatives should be

appropriate for the students and chosen to meet the specific goals and objectives of the

mathematical program. “The complexity of the materials provided will increase as children’s

thinking and understanding of mathematical concepts increase” (Seefeldt & Wasik, 2006, p. 93).

It is also important for teachers to allow their students to have free time to play with the

manipulatives. After the students have explored the manipulatives, “the materials cease to be

Journal of Instructional Pedagogies Using manipulatives to teach, Page 4 toys and assume their rightful place in the curriculum” (Smith, 2009, p.17). Carol Seefeldt and Barbara Wasik also think that teachers should provide children with opportunities to work with materials with open-ended objectives that have no specific preset goals. These opportunities allow the children the chance to explore their own questions and generate a variety of answers. “These experiences help children think about their world in alternative ways and help them understand that there are multiple ways to solve problems. Generating multiple solutions to problems in an essential strategy in mathematics” (Seefeldt & Wasik, 2006, p. 250).

RESEARCH AND BENEFITS OF MANIPULATIVES

The use of manipulatives is recommended by because it is supported by both learning theory and educational research in the classroom. “Manipulatives help students learn by allowing them to move from concrete experiences to abstract reasoning” (“Research on the”

n.d.). When students manipulate objects, they are taking the first steps toward understanding

math processes and procedures. “The effective use of manipulatives can help students connect

ideas and integrate their knowledge so that they gain a deep understanding of mathematical

concepts” (“Research on the, “ n.d.). Over the past few decades, researchers have studied the use of manipulatives in several different grade levels and in several different countries. The majority of the studies indicate that mathematics achievement increases when manipulatives are put to good use. Many studies also suggest that manipulatives improve children’s long-term and short-term retention of math. Cain-Caston’s (1996) research indicates that using manipulatives helps improve the environment in math classrooms. When students work with manipulatives and then are given a chance to reflect on their experiences, not only is mathematical learning enhanced, but math anxiety is also greatly reduced. Kenneth Chang (2008) examined the work of research scientist Jennifer Kaminski and he found that children better understand math when they use concrete examples. Puchner, Taylor, O’Donnell, and Fick (2008) conducted a case study which analyzed the use of manipulatives in math lessons developed and taught by four groups of elementary teachers. There four researchers decided to study the way teachers use the manipulatives rather than studying the outcomes of the students. “The study found that in three of four lessons studied manipulative use was turned into an end in and of itself rather than a tool, and that in the fourth lesson manipulative use hindered rather than helped the student learning” (Puchner, Taylor, O’Donnell, & Fick, 2008, n.p.). The researchers believe this occurred because of the “deeply embedded focus in U.S. mathematics teaching on the procedure and the product” (2008, n.p.). In a few of the lessons, the manipulative use became an exercise separated from the solving of the problem. In the second grade lesson, the students simply copied the teacher’s example and never attached meaning to the manipulatives. The teacher’s manipulative use and misuse provided the researchers with a focus for further study. The researchers also realized that “teachers need support making decisions regarding manipulative use, including when and how to use manipulatives to help them and their students think about mathematical ideas more closely” (Puchner, Taylor, O’Donnell, & Fick, 2008, n.p.). Catherine Kelly, a member of the Montana Council of Teachers of Mathematics, stated that “teachers need to know when, why, and how to use manipulatives effectively in the classroom as well as opportunities to observe, first-hand, the impact of allowing learning through exploration with concrete objects” (Kelly, 2006, p.188). Dave Munger, author of Researching Online, reported the results of a study designed to describe the benefits of manipulatives. The sample consisted to two third-grade classes with Journal of Instructional Pedagogies Using manipulatives to teach, Page 5 twenty-six students. A two-week geometry unit from the Silver Burdett textbook was administered in both classes. The experimental group teacher used mathematical manipulatives to teach the concepts presented in the unit, and the control group teacher used only drawings and diagrams to teach the concepts. “Analysis of covariance revealed that the experimental group using mathematical manipulatives scored significantly higher in mathematical achievement on the posttest scores than the control group” (Munger, 2007, n.p.). Additional studies have shown that students who use “manipulatives in specific mathematical subjects are more likely to achieve success than students who don’t have the opportunity to work with manipulatives” (“Research on the,” n.d.). Some children need to use

manipulatives to learn to count, while other students’ understanding of place value increases with the use of manipulatives. Research also indicates that using manipulatives is especially useful for teaching low-achievers, students with learning disabilities, and English language learners.

CONCLUSION

Elementary teachers who use manipulatives to help teach math can positively affect student learning. Students at all levels and of all abilities can benefit from manipulatives. Mathematician, Seymour Papert, believes manipulatives are ‘objects to think with’. “Incorporating manipulatives into mathematics lessons in meaningful ways helps students grasp concepts with greater ease, making teaching most effective” (“Research on the, “ n.d.).

REFERENCES

Cain-Caston, M. (1996). Manipulative queen [Electronic version]. Journal of Instructional

Psychology 23(4), 270-274. Retrieved December 10, 2009 from Ebscohost database.

Chang, K. (2008, April 25). Study suggests math teachers scrap balls and slices. New York

Times. Retrieved December 10, 2009, from

http: //www.nytimes.com/2008/04/25/science/25math.html

Currie, S. (2005). The mathtubs are coming! Teaching PreK-8 35(4), 52-53.

Friedrich Frobel (2009, March 28). In Wikipedia, the free encyclopedia. Retrieved December

9, 2009, from http://en.wikipedia.org/wiki/Friedrich_Fr%C3%B6bel

Kelly, C.A. (2006). Using manipulatives in mathematical problem solving: A performance

Based analysis [Electronic version]. The Montana Mathematics Enthusiast 3(2), 184-

193.

Munger, D. (2007, October 9). Children learn and retain math better using manipulatives

[Msg.1]. Message posted to

http://scienceblogs.com/cognitivedaily/2007/10/children_learn_and_retain_math.php

Puchner, L., Taylor A., O’Donnell, B., & Fick, K. (2008). Teacher learning and mathematics

manipulatives: A collective case study about teacher use of manipulatives in elementary

and middle school mathematics lessons. School Science and Mathematics. Retrieved

December 10, 2009, from:

http://www.accessmylibrary.com/coms2/summary_0286-35888184_ITEM

Research on the benefits of manipulatives (n.d.). Retrieved December 9, 2009, from:

Novelty Applied - Instructional Device Making Output

2013-10-08T02:04:00.000-07:00

In creating visuals, one should consider the following guidelines:

COLOR

Is the material colorful? Pupils are attracted by bright and dark colors. And if so, is the choice of colors life-like and harmonious. Does the color facilitate understanding?

Durability

Can the material stand several uses? Can it be used over and over again.

ECONOMY

Is the material worth its costs? Or can a cheaper material in terms of time spent in preparing it and in terms of the cash value be used?

Easy to Handle

Is the material light and easy to manipulate. Is it easy to put up and then and store for future use.

7.) Novelty

Does the material possess an element of newness? Can it arouse the curiosity and a sense of discovery in the learners?

Considering the aforementioned guidelines. Our class transformed a simple manila paper into a reusable visual aid. These visuals can be used in many different ways depending on the teachers creativity and of the type of activity that they would have in a particular lesson.

Materials: Manila paper, Masking tape or scotch tape, Coloring materials, Colored Paper or art paper, paste or glue, plastic cover and scissors.

With a little imagination, creativity and artistry. A wonderfully made output could be materialized!

Well done! Congratulations Class!

A Comprehensive Guide for Effective Use of iPad in Teaching ~ Educational Technology and Mobile Learning

2013-09-18T17:50:00.003-07:00

A Comprehensive Guide for Effective Use of iPad in Teaching ~ Educational Technology and Mobile Learning

2013-09-18T17:50:00.001-07:00

A Comprehensive Guide for Effective Use of iPad in Teaching ~ Educational Technology and Mobile Learning

Designing Learning Centers

2013-08-24T01:06:00.001-07:00

Here are some of the prelim project outputs of Class 6:15 - 7:15 and 7:15 - 8:15 GH204 for this 1st semester 2013. Groups prepared different displays at rm GH 207, applying their very own resourcefulness and creativity in making different display formats as displays or exhibits for the Learning Center.

Education Then Reporting Activity

2013-07-19T07:26:00.000-07:00

The joys and fun in learning........

learning through games

WE PLAY... WE LEARN....

A LIST OF THE BEST IPAD APPS TEACHER'S NEED

2013-03-18T19:37:00.002-07:00

1- Digital Storytelling Apps for iPad

2- Presentation Apps for iPad

3- iPad Apps to Create eBooks

4- Printing Apps for iPad

5- Science iPad Apps

6- Video Apps for your iPad

7- Educational Music Apps for iPad

8- iPad Apps for Reading Disability

9- Math iPad Apps

10- Note Taking Apps for iPad

11- Whiteboard Apps for iPad

12- Multiple Intelligence Apps for iPad

13- iPad Apps for Blooms Taxonomy

14- Dictionary Apps for iPad

15- Audio Recording Apps for iPad

16- iPad Apps for Kids

17- Google Apps for iPad

18- Wiki Apps for iPad

19- Grading Apps for iPad

20- Screen Sharing Apps for iPad

21- Homework Apps for iPad

22- Mind Mapping and Brainstorming Apps for iPad

23- PDF Apps for iPad

24- Apps to Create Digital Portfolios

25- Textbook and Audio Books Apps for iPad

26- Learning Apps for iPad

27- Photo Collage Apps for iPad

28- iPad Apps for Professional Development

29- Writing Apps for iPad

30- iPad Creativity Apps

31- Reading Apps for iPad

32- iPad Apps for Research

Source:

Educational Technology and Mobile Learning

Date of Download: March 19, 2013

http://www.educatorstechnology.com/search/label/iPad%20research%20apps?&max-results=9

How to Cite Internet Sources in Papers and References ~ Educational Technology and Mobile Learning

2013-03-17T19:04:00.001-07:00

How to Cite Internet Sources in Papers and References ~ Educational Technology and Mobile Learning

Tips Every Teacher should Know about Google Docs in Education ( Great Easy Guide ) ~ Educational Technology and Mobile Learning

2013-01-08T17:59:00.001-08:00

Tips Every Teacher should Know about Google Docs in Education ( Great Easy Guide ) ~ Educational Technology and Mobile Learning

What is Educational Technology

2013-01-08T16:03:00.001-08:00

Just a review about what Educ. Tech. is all about.

Grade 1 - Science. Parts of plants activities and games. roots. leaf. bu...

2012-11-18T02:00:00.001-08:00

This video shows an example of simple yet effective instructional device for grade 1 pupils. For interactive review on the plant parts.

Educ Tech 1 Scrap Book Project

2012-10-18T19:00:00.002-07:00

Designing Instructional devices project output (Semifinals)

2012-09-09T20:06:00.001-07:00

If your ready with your outputs, have it checked tomorrow: September 11, 2012 for tth 6:30 - 8 Class.
for Sat class. on September 15, 2012 or during the TTH class.

Some have submitted....Well done guys! For those who have not. Good Luck. you can do it. Be creative.

A Vision of K-12 Students Today

2012-08-23T17:00:00.001-07:00

ASSIGNMENT: Educ. Tech Class TTH 6:30 - 8:00, and Sat 1 - 4 Class.

View the video clip and answer the questions below.

Answers should be type written with the following format.

Format: Times New Roman, 12", Title in Bold 14", Short Bond Paper.

Date of Submission:

TTH Class GH 201 6:30 - 8:00 - To be submitted on Tuesday Aug. 28, 2012
SAT Class CH 201 1 - 4 pm. - To be submitted on Sat. Sept. 1, 2012

you may also view the video on youtube: http://www.youtube.com/watch?v=_A-ZVCjfWf8

With this type of learners, as teachers what should we do to teach?
What should we incorporate or integrate in our lessons to make the teaching - learning process effective?

THE 33 DIGITAL SKILLS EVERY 21ST CENTURY TEACHER SHOULD HAVE

2012-07-02T03:53:00.002-07:00

http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html

Theories in Educational Technology

2012-06-20T19:15:00.003-07:00

Group 1
- Anchored Instruction

Group 2
- Cognitive Flexibility

Group 3
- Constructivist Theory

Group 4
- Diffusion of Innovation

Group 5
- Distributed Cognition

Group 6
- Dual-Coding Theory

Group 7
- Elaboration Theory

Group 8
- Experiential Learning
- Script Cognition

Group 9
- Multiple Intelligence

Group 10
- Social Constructivism
- Symbol System

Group Reporting:

Tasks/Focus of the Report:

1.) Describe how the learning theories affect media and technology in instruction.

2.) Use Traditional Technology in presenting the report

3.) Incorporate an activity and encourage maximum participation

Note: The following are web addresses that may help your group for the report.

http://www.miamisci.org/ph/lpintro5e.html
http://viking.coe.uh.edu/~ichen/ebook/et-it/ai.htm
http://tip.psychology.org/anchor.htm
http://tip.psychology.org/spiro.html
http://tip.psychology.org/paivio.html
http://edutechwiki.unige.ch/en/Cognitive_flexibility_theory
http://www.kdassem.dk/didaktik/l4-16.htm
http://www.thomasarmstrong.com/multiple_intelligences.php
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
http://tip.psychology.org/salomon.html
http://en.wikipedia.org/wiki/Socially_Distributed_Cognition
http://www.learning-theories.com/distributed-cognition-dcog.html

EDUC. TECH.: Technology a Blessing or a Curse

2012-06-20T19:04:00.001-07:00

EDUC. TECH.: Technology a Blessing or a Curse: Is Technology A Blessing or A Curse? --------COMMENT ON THIS----------

EDUC. TECH.: COURSE OUTLINE EDTECH 1

2012-06-16T20:40:00.001-07:00

EDUC. TECH.: COURSE OUTLINE EDTECH 1: HOLY CROSS OF DAVAO COLLEGE, INC. College of Education Course No. : Educ 22 Course Title: Educational Technology Course Description:...

COURSE OUTLINE EDTECH 1

HOLY CROSS OF DAVAO COLLEGE, INC.
College of Education

Course No. : Educ 22

Course Title: Educational Technology

Course Description:

This course is designed to introduce the basic learning theories and principles as bases for the design, development, implementation and evaluation of instruction using education technology. Students are expected to acquire skills in integrating technology in various content areas. Course activities are focused on the design and development of ICT-based instructional plans.

Institutional Objectives:
HCDC aims to help students develop themselves into well-integrated Christ - like, Filipino Leaders. During there stay in the school, the human relationship; subject, content, classroom, atmosphere, in-campus activities shall have nourished and nurtured their body and soul, mind and heart, will and migration, so that in their words and action they consistently like the teaching and examples of Jesus Christ as well as the best in Filipino socio-cultural and spiritual heritage. Thus, becoming whole persons, they shall be leaders whose service contribute to the improvement of life, especially the less fortunate, both when they humbly hold positions of authority and the responsibility to do the tasks of members in a group of community.

Course Objectives:

At the end of the course students should be able to:

1. Define educational technology and explain its relationship with other terms in the teaching learning situation;

2. Trace the development of educational technology under different era and the corresponding educational technology used;

3. Give the roles and function of educational technology;

4. Prepare and present a multi-media presentation on a specific lesson and grade level/ year level;

5. Give the importance of putting up and maintaining an educational media.

OUTLINE OF THE COURSE:

I. Evaluation of Educational Technology and Its Application

II. History of Educational Technology

III. The need for technology in the Philippines

IV. Scope of Technology Education

V. The synergy of Technology with the basic learning theories, principles and practices

VI. Theories in Educational Technology

VII. Learning through design and technology

VIII. Teaching and learning framework for integrating technology in the curriculum including best practices in maximizing learning through information and communication technology

IX. Design and develop of technology suggested instructional plans

X. Technology in the constructivist learning environment

XI. Technology and student assessment

Course Assessment:

Summative Report = 60%
Portfolio = 30%
Attendance = 10%

Total = 100%

Evaluation Criteria

A. Midterm Grade
- Quizzes, Recitation, Journal, Assignment, Etc. = 50%
- Prelim Examination = 25%
- Midterm Examination = 25%

Total = 100%

B. Final Grade
- Quizzes, Recitation, Journal, Assignment, Etc. = 50%
- Midterm Grade = 25%
- Final Examination = 25%

Total = 100%

Teaching Through Texting In Ilocos | The Manila Bulletin Newspaper Online

2012-02-28T15:01:00.000-08:00

Teaching Through Texting In Ilocos | The Manila Bulletin Newspaper Online

Teaching Through Texting In Ilocos

By INA HERNANDO-MALIPOT

February 25, 2012, 6:40pm

MANILA, Philippines — Beginning this school year, learning mathematics, science, and English will become more fun and exciting for Grades 5 and 6 pupils of all public elementary schools in the coastal town of Pagudpud in Ilocos Norte as the Text2Teach alliance brings to the area an innovative way of teaching via mobile technology.

Globe Head for Corporate Social Responsibility Rob Nazal said Text2Teach is a collaboration among the private and public sectors composed of Globe Telecom, Ayala Foundation Inc., Nokia Corporation, the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH), the Department of Education (DepEd), and local government units.

“It shows how mobile technology can be used in various ways, not only to call, text, and browse the Internet but also to enhance the educational experiences of the students,” Nazal said. “Through the Text2Teach alliance, we, in the private sector together with our public sector counterpart, are able to work hand-in-hand in harnessing this technology to bridge the gap between education and the ever-growing demand for a highly-competent labor force,” he added.

To strengthen the program, Globe also introduced the Globe BridgeCom SIM card as the new communications platform for Text2Teach schools.

Nazal said the Globe BridgeCom SIM cuts regular rates in half, thereby, giving users a chance to enjoy a very low P0.05 per second rate for Globe/TM-to-Globe/TM calls and P0.50 per text.

“It will primarily benefit those on the grassroots level who are financially challenged,” Nazal said.

Nazal said that Pagudpud is the first community launch of Text2Teach in 2012, and likely the last for the third phase of the project, and brings to 57 the total number of Text2Teach schools in Ilocos Norte. Text2Teach also has 28 schools in Ilocos Sur or a total of 85 schools in the two provinces.

“Using the power of mobile technology, almost 2,800 Grades 5 and 6 pupil in 11 public elementary schools in Pagudpud can now watch any of the 389 educational audio and video materials loaded in the N86 8MP phones donated by Nokia and equipped with the Nokia Education Delivery (NED) application,” he added.

The beneficiary schools in Pagudpud include Burayoc Elementary School (ES), Caunayan ES, Dampig ES, Gamaban ES, Luzong ES, Pagudpud Central ES, Pagudpud South Central ES, Pancian ES, Pasaleng ES, Saud ES, and Subec ES.

Nazal said the NED allows teachers to play the educational audios and videos on math, science, and English specifically designed for the project, providing a highly effective visual aid for teachers. It also creates an interactive, student-focused learning environment in the classroom which makes the students eager to go to school.

Globe, on the other hand, provides pre-paid SIM cards, free P150 monthly load allowance for one year to each beneficiary-school to be used for helpdesk concerns, and an additional P1,000 load if there are new or updated materials to be downloaded through the mobile phones using its network.

Students can watch the videos using 29-inch television sets purchased from Kolin Philippines International, Inc. The TV sets, Teachers’ Guides, as well as part of the teacher training costs, were covered by the counterpart funds, provided by the LGU led by Mayor Matilde Sales.

The prototype lesson plans in the guides were created by the DepEd master teachers themselves to meet local education guidelines and standards, and are fully integrated with the basic education curriculum.

Types of Alternative Delivery System

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1. Audio teleconference

A teleconference or teleseminar is the live exchange and mass articulation of Information among several persons and machines remote from one another but linked by a telecommunications system. Terms such as audio conferencing, telephone conferencing and phone conferencing are also sometime used to refer to teleconferencing.

The telecommunications system may support the teleconference by providing one or more of the following: audio, video, and/or data services by one or more means, such as telephone, computer, telegraph, teletypewriter, radio and television.

2. Distance education/learning

Distance Learning Advantages:

Lots of Flexibility. With distance learning courses, students can complete their course work from just about anywhere, provide there’s a computer and internet connection. This allows students to work when and where it is more convenient for them without having to squeeze in schedule classes to an already busy life.
No commuting. Taking a course online can be one way to cut down on costly gas public transportation. Since students can often work from home to complete their class assignments, both time and money are saved in cutting out the trips to and from class.
Numerous choice of schools. Even if you live in a community with few or no colleges distance learning allows you to choose from a wide variety of schools to complete your education. You may find online schools that specialize in your particular field or one that can provide a great general education. Either way, your options for education will be greatly expanded.
Lowered costs. Prices for online courses are generally cheaper than their on-campus counterparts and you won’t have to worry about commuting, moving or getting meal plans on campus, some additional benefits to learning from home.
Learn while working. As distance learning can usually be completed on your own schedule, it is much easier to complete distance learning courses while working than more traditional educational programs. Keeping your job gives you more income, experience and stability while completing your degree giving you less to worry about and more time to focus on your studies.

Distance Learning Disadvantages:

Lack of social interaction. If the classroom environment is what you love most about learning you may want to take a step back and reconsider distance learning. You’ll likely get some interaction on chat rooms, discussion boards and through email, but the experience will be quite different than traditional courses.
Format isn’t ideal for all learners. Not everyone is an ideal candidate for online learning. If you know you have problems with motivation, procrastination and needs lots of individual attention from an instructor you may want to think long and hard before enrolling in an online learning program.
Some employers don’t accept online degrees. While a majority of employers will, there are some who still see a stigma attached to distance learning. Realize that your online degree may not be the ideal tool for some job fields or for future learning.
Requires adaptability to new technologies. If you’ve never been one to love working with technology you will probably get a lot less out of an online course than your more tech-savvy counterparts. Make sure you feel comfortable working with computers and with online programs before you sign up for a class.
Not all courses required to complete the degree may be offered online. It makes sense that more practical majors like nursing aren’t offered entirely inline, after all, part of the degree is learning to work directly with patients. Find out all the requirements of your degree to see what may be completed offline.

3. Broadcast radio

Advantages and Disadvantages of Radio News

The radio these days is more accessible than gas for your car or food for you belly. With thousands of radio and satellite radio stations broadcasting around the clock all one has to do is turn on the car and push the button. The radio ranges form heavy metal to how to sell your metal spoons.

While some enjoy listening to music on the way to and from work, others listen to talk radio or the radio news. It’s important to designate the two because both are very different. Talk radio is opinions and radio news is information coming through the interpretation of the radio personality. Sounds the same huh?

Today talk radio and radio news is the same thing with a different name. So what are the advantages and disadvantages to talk/news radio.

Advantages and Disadvantages of Talk/News Radio

Advantages:

1. Most interactive- the radio allows listeners to call on and talk to a radio personality immediately about a subject they are discussing. This makes the situation more interactive where a variety of listeners can interject their opinion and create a dialogue between the listening community.

2. Up to date and Accessible- radio is free and can be heard from a portable transmitter like a walkman, or in the car. This allows the listener to receive up to date information as events are unfolding from virtually anywhere.

Disadvantages:

1. Bias- Often the news is heard through the voice of someone who is interjecting their opinion into whatever the news may be about. This can subject the information to bias and promote possibly one, and not all sides of the story.

2. Fleeting- With other programming conflicts and obligations, often news on the radio is fleeting, which means information is subject to change with each news update.

With the access of information today it’s important to remember where you are getting ou news from.

4. Audiographic teleconferencing

- (Or “electronic whiteboarding”, “screen sharing”) A form of teleconferencing in real time using both an audio and a data connection. The computer screen is shared by more than one site, and used as an electronic blackboard, overhead projector or still cideo projector. Some systems allow for sharing software also.

5. Online technologies

The Advantages & Disadvantages of The Internet:

The Internet of the World Wide Web is indeed a wonderful and amazing addition in our lives. The Internet can be known as a kind of global meeting place where people from all parts of the world can come together. It is a service available on the computer, through which everything under the sun is now at the fingertips of anyone who has access to the Internet.

To get ‘online’, meaning to connect to the Internet, you need to have:

A computer: Computer equipment is a sizeable investment and thus you should select a computer carefully. Before buying a computer, understand your needs and then choose one accordingly. See that it comes with a warranty and that after sales service is available in case you need it.
Internet Service Provider: This is the software that you will require to get online. You can now choose from a dial-up service or 24-hour broadband services. This is the service that will help you to connect to the Internet and start your surfing experiences.

Advantages of the Internet

The Internet provides opportunities galore, and can be used for a variety of things. Some of the things that you can do via the Internet are:

E-mail: E-mail is an online correspondence system. With e-mail you can send and receive instant electronic messages, which works like writing letters. Your messages are delivered instantly to people anywhere in the world, unlike traditional mail that takes a lot of time.
Access Information: The Internet is a virtual treasure trove of information. Any kind of information on any topic under the sun is available on the Internet. The ‘search engines’ on the Internet can help you to find data on any subject that you need.
Shopping: Along with getting information on the Internet, you can also shop online. There are many online stores and sites that can be used to look for products as well as buy them using credit card. You do not need to leave your house and can do all your shopping from the convenience of your home.
Online Chat: There are many ‘chat rooms’ on the web that can be accessed to meet new people, make new friends, as well as to stay in touch with old friends.
Downloading Software: This is one of the mot happening and fun things to do via the Internet. You can download innumerable, games, music of which are free.

Disadvantage of the Internet

There are certain cons and dangers relating to the use of Internet that can be summarized as:

Personal Information: If you use the Internet, your personal information such as your name, address, etc. Can be accessed by other people. If you use a credit card to ship online, then your credit card information can also be ‘stolen’ which could be akin to giving someone a blank check.
Pornography: This is very serious issue concerning the Internet, especially when it comes to young children. There are thousands of pornographic sites on the Internet that can be easily found and can be a detriment to letting children use the Internet.
Spamming: This refers to sending unsolicited e-mails in bulk, which serve no purpose and unnecessarily clog up the entire system.

What is distance learning (e-learning)? - Definition from Whatis.com

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What is distance learning (e-learning)? - Definition from Whatis.com

What is Webcast? - Definition from Whatis.com

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What is Webcast? - Definition from Whatis.com

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here is the link for you to start making your online quiz.

WIZIQ

good luck and God Bless. Enjoy! and don't wait for the deadlines.

POP - UP PROJECT OUTPUT

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Creativity and resourcefulness applied! Congratulations! Well done!