Lesson 7: Evaluation of Technology Learning

CONTENT

Changes in learning styles demand changes in learning experiences, and changes in learning experiences mandate changes in assessment methods. The concept of change is positively viewed as a steppingstone towards development with no exemption to the broad field of education. 19^th century learners are quite different to that of the 21^st century. It is quite irrational to apply an old assessment method to a new variety or set of learners. Educational developers are comprehensively building up the requisites of technology-assisted education, and they have now classified the various fluencies that are popularly seen in the new-generation learners which were identified in the previous section (solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital ethics).

There is a clear emphasis on the revision of some outdated assessment methods. The act of assessment should considerably meet the abovementioned competencies in order to come up with a valid result of evaluation. There would be no justification of learning outcomes if teachers would stick to the old ways of assessing learning despite of being fully aware of the fast-changing demands of the modern learners. If educators would neglect the adaption of new assessment methods, learning would lose its tract and the learners’ development would become undeterminable.

An effective way of teaching 21^st century learners includes problem-solving. Through this, high-order thinking skills will be cultivated and metacognition will be put to practice. Sited in this section are the 4 D’s (define, design, do, debrief) which can be applied to strategic learning and instruction-development activities.

Define – define the problem. “What is the issue here? What do I need to know?” Keen observation helps one to notice the occurrences of certain problems in the immediate surrounding which will later become the subject of study.

Design – plan out the steps to be followed. Distribution of task assignments should be encouraged, and everyone should know who is good at taking the lead for every proposed charges. The possible outcome should be assumed and weighed “Would this hit the targets? Would this aim the planned objectives?”

Do – it doesn’t just stop on planning out, does it? Plans should be implemented and assignments should be satisfied!

Debrief – after the plans are implemented, determine if the targets have been satisfied. Things that have successfully worked out should be acknowledged and things that haven’t worked out should be identified. What things still need to be improved? When results have been branded, it would be best to pursue revision for further improvement.

In the past, only businessmen and military personnel could enjoy computer services. However, due to the increasing availability of technological tools in the public market, ordinary people can now use computers thus obtaining the privilege to engage in business (for example) without having the official “brand” of a businessman. For another instance, even a high school student can now become a journalist through just feely posting news on-line. Professional roles are now shared with the masses, and this phenomenon is called mass amateurization.

EXPERIENCE

I had my first encounter with Mr. Microsoft PowerPoint when I was in fourth year high school. I was really amazed with how the software works – the transitions, the visual and sound effects – the idea. Our first practical exam with PowerPoint was to create a presentation. Regardless of the topic, our teacher checked how we combined the effects, choose the appropriate font style and size, and put persuasive soundtracks. Through that, our teacher was able to give us with corresponding points. Our teacher’s assessment method is making sense to me now as I ponder – there are really certain competencies which the paper-and-pencil test cannot cover. However, I noticed that our teacher didn’t use a rubric in rating our outputs and I wonder how he did the rating part objectively – or was it really objective? Anyways.

REFLECTION

Flexibility is an important trait of every teacher. Being flexible means to adjust and cope up with the needs of the learners, even if it would bend our traditional ways of dealing things. It is made clear to me now that assessment take in many forms – it should be proportional to the competencies being imposed. At the end of every learning activity, learners should be able to go beyond the act of theorizing – they must be able to apply what they have learned. As a teacher, I can assess the learning development of my learners through the application of appropriate assessment methods – performance-based (for the application of scientific concepts in actual events), project-based (for the application of collaborative learning, analysis and creativity), product-based (in determining students’ degree of understanding on the presented concepts) and many more.

APPLICATION

Having made aware with the fluencies of the new-generation learners, as a future teacher, it is my responsibility to meet the learning needs of my future students. Correspondingly, the determination of these learning needs requires a rigid set of appropriate assessment methods. Through the application of a suitable assessment strategy, I’ll be able to identify the particular strengths and weaknesses of my students. The identification of students’ position in terms of learning will enable me to define the occurring problems, design a plan on how to remediate it, implement the planned remedial activities, and revise methods based on the recognized learning outcome.

Lesson 6: Developing Basic Digital Skills

CONTENT

An effective teacher acknowledges the critical needs of the learners. Basically, every educational institution follows a standardized competency which a good teacher religiously realizes. As the key prime mover of the learning process, it is dogmatically important for a teacher to always see to it that the learners are learning what is intended for them to learn. This can be substantially evaluated through imposing behavioral assessments. Alongside the increasing demands of technology in educational whereabouts, educators should as well establish an increasing attention on the development of students’ essential skills.

There are enumerable specific skills, values, and attitudes a teacher should help the learners obtain. It is in this section that the six essentials to equip students for success is enumerated and summarized into: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital ethics.

Solution fluency – exposures to real-life situations and problem-solving encourage critical-thinking among learners. Their ability to respond, react, and resolve is demarcated from the way they see conditions and how they analyze real events. Such activities allow students to think carefully, look for appropriate methods, and monitor facts thus developing metacognition.

Information fluency – with the availability of ICTs at home and school, storage of information goes beyond just plain texts. The ability to store information of all forms (texts, pictures, audios and videos) is an important skill that every student must be fluent at. This is unquestionably useful to them, especially in fulfilling their future educational pursuits. Information fluency is not only referable to technology as a medium to store information. It also includes the reasonable utilization of various technological tools in receiving and disseminating information. Hence, information fluency is always associated with reflection fluency. One must reflect before accepting or giving-off information.

Collaboration fluency – learners have multiple intelligences. Although they don’t exhibit them in equal degrees, honing these intelligences is always a challenging possibility. Role-playing, brainstorming, and other activities that would allow students to collaborate with their peers are essential for their interpersonal growth. Applying collaborative strategies helps students to develop their ability to communicate with people. Evidently, learners of today are more likely to engage in communication via social media. The on-line virtual world have offered modern learners to express their ideas more comfortably and are able to hear other persons’ viewpoints. A flexible teacher looks at this as an opportunity to engage the learners on virtual collaborative tasks. Today, educational technology developers have devised applications and software that would provide a conducive virtual setting for the teaching-learning process such as Edmodo.

Media fluency – if the learners understand how technological tools work, they are able to work with uniqueness. A mindful teacher helps the learners in attaining media fluency through giving them tasks that would correspondingly require the act of looking for concrete information sources. This could be the television, radio, magazines, or the internet. Media fluency is the ability to use learning tools to the fullness of its usefulness. Part of being media fluent is obtaining critical analysis and evaluation, and the ability to use concrete graphical objects to represent certain concepts.

Creativity fluency – creativity is an intelligence and supposedly, we should not compare one’s creativity to that of the others since it is relative. However, there are “creativities” that are more pleasing to the eyes and are generally acceptable, and this is what an ingenious teacher aims to inculcate in the permanent artistic domain of the learners. Unless the learner has the inclination, we cannot force him/her to make a perfectly proportionate hand-made or digital portrait of Justin Beiber or Zayn Malik. But a teacher can always teach learners the specific guidelines in producing creative outputs. “Does this font style fit my presentation? Which contrast is better to look at? Is my font size readable enough?”

Digital ethics – digital learners are prone to the exposures of negative entities from the net. Yes, information is just one click away, but so as pornography, privacy hacking, cyber bullying and so much more. Although values orientation starts at home, a watchful teacher can reinforce the formation of positive values through presenting the students their total accountability in using the net, informing them ahead the possible harm that a virtual misconduct may bring, and of course, through being an iconic model to them. Learners are being molded to become globally conscious and not globally inconspicuous.

EXPERIENCE

In my educational endeavor, so far, technology has been really helping me a lot. Of course, my first one-in-one encounter with Mr. Computer was like that of the usual – shaking hands and hesitation I would ask, “Am I going to click ‘ok’ or ‘close’?” whenever an unfamiliar notice pops out into the screen. Continuous exposures on computer along with the step-by-step guidance of my teachers helped me develop a close relationship with technology, and as I continued to explore new things, I learned more. The skills that I have acquired are helping me in producing comprehensive and creative outputs. Through being fluently skilful, I can communicate with others and vividly deliver useful information.

REFLECTION

Without conforming to the common conception of the majority about technology which believes that the latter is a bane, I can testify that technology is an amazing tool for effective learning. The application of technological tools, however, still greatly depends on the intentions and values of the input source which is the person in control. It is important that I understand these things so I may be able to impart knowledge to my future colleagues and students in a way that is not contradictory to the ethical values of the social context.

APPLICATION

WOW! Teaching is really an act of nobility. There are many things to take into consideration, and tasks are just multi-disciplinarily overwhelming! The purpose of letting learners learn to manipulate useful technological tools is not only to acquire information more effectively but to be more flexible as well. In my future teaching exertion, I can always have technology as a friend. However, its use should never be overwhelmed, it should be modulated. Appropriateness and the suitability on students’ learning styles are still of a great consideration in selecting teaching strategies. If it is best to include technology in the learning experience, then be it. Students, however, should be made aware of their accountabilities as active users of on-line information media, and must be well-oriented on the must-be-observed limitations of net browsing.

Lesson 5: Preferences of the Technology Generation

CONTENT

Imagine how will it be like to be a student without the computer and the internet… FRUSTRATING! Although not every person in the world are aware of the current revolution being imposed by the ICT particularly in education, there is still a great number of students who rely on the internet as a source of useful information. Whenever a question is in mind, a modern student just simply sit in front the screen, enter the keys, and with just one click in few milliseconds – ting – comprehensive answers are obtained! That’s how technology helpfully assists learning nowadays. If it happens to cross our mind: how did our grandparents survived in their educational endeavors without even obtaining an idea of the existence of helpful technological aids like computers? Life back then must be really very patience-and-industry-demanding. 

To come up with a full understanding on the variations in terms of preferences of the old generation and the new, let’s have a concise elaboration of the latters’ differences:

Single and multi-track activity patterns – the old generation has availed a slow and single-track pattern of activities while the new is actively enjoying the opposite. Using the advanced technological tools that we have today, the possibility of serving two or more masters at the same time is becoming a real practice!

Text vs. visuals – before, if you wish to internalize educational concepts, you should read a lot. Looking for related and promising sources back then was quite time-consuming and effort-exhausting. You might find one, but the visual displays wouldn’t give you sufficient and enriched details. You had to browse through all the mind-blogging texts to come up with an understanding of the desired concept – really arduous! But today, useful information are sorted comprehensively in the internet, and in just one setting of browsing, YouTube will offer you numerous options of conceptual motion pictures!

Linear vs. hypermedia – although it was difficult for students to look for good information sources, they are more logical than the learners of today. Old-generation learners are more focused when it comes to fulfilling specific tasks than today’s digital learners who simply rely on random hyperlinked digital information without deep reflection.

Independent vs. social learners – old-generation learners prefer to learn by themselves and tend to make individualized class involvements. They lean towards working alone, communicate less when it comes to learning, and more likely to engage in self-study. New-generation learners are more sociable. They work more comfortably with peers and are more exposed in discovery learning. Social media help modern students to communicate with their peers even at long distances. Cooperative learning gives way for students to obtain constructive skills which are essential in authentic learning.

Learning to do vs. learning to pass the test – there’s quite a difference when one engage in learning to obtain a skill than just to obtain a good grade. Old-generation learners are more prone to learning-to-pass-the-test cases. Since the provision of real instructional materials are very limited back then, students often stop in the theorizing phase and skip the application phase. Today’s learners have the advantage in partaking engagements to real learning activities which help them in obtaining skill-based competencies thus learning beyond the reason of just “to pass the test.”

Delayed reward vs. instant gratification – rewards for students’ performance are distributed in delayed periods in traditional schools. Medals and certificates of merit are distributed usually once or twice in a year which is totally different from that of the new way of giving rewards. Although award ceremonies are still operational nowadays, students’ performances on a daily basis are now instantly rewarded. For an instance, teacher Jean conducted a short check-up on students’ understanding of cell division. She used a web-directed assessment method which allowed students to pick choices within a short span of time. Right after all the items were completed, the computer automatically made a calculation of the students’ scores and automatically deposited the garnered points in the students’ accounts. Then appeared on the screen are three stars with a corresponding passage, “Great job! You got three stars in the test!”

Rote memory vs. fun learning – the availability of new technological tools trigger learners’ interests on the curricular subject matters. The presence of digital learning media has created an environment for modern students to have fun while learning – providing hands-on-minds-on experiences, exposures to certain events, and sufficient generation of essential information. Today, learning goes far beyond the act of memorizing.

EXPERIENCE

I have to admit that I really hate going to libraries. Such places provide me a perfect atmosphere for a good sleep. I’m a solid digital learner, whenever I have question in mind, if I don’t speak it out or address it to someone who really knows, I just simply browse the net. I’m a new-generation learner and technology really helps me a lot in fulfilling my tasks as a student. Having enrolled in the course subjects like Astronomy, Earth Science, Geology, Meteorology, and Educational Technology, I don’t see any reason why I should neglect the use of technological tools as a companion for learning. I need the internet! Through digital learning, one can learn while having fun.

REFLECTION

Although being a new-generation learner offers me a lot of privileges, it also exposes me to certain risks. Since I have discovered the sufficiency of the internet as an information resource, I have observed that I have not developed the habit of doing things ahead of time – time consciousness. Knowing that the answers are just one click away, I often choose to delay the completion of many of my tasks. Let me give you a concrete example: this. I was working for this blog because this is the only time left for me to have my tasks completed. Technology is a great relief for exaggerated urgency, but when applied uncritically, it would trigger the development of undesirable attitudes. Mindfulness is always a necessity. We must always be conscious that technology is not something that we should be abusing.

APPLICATION

It is observed that majority of the learners today are exposed to digital tools. Education is dynamic (this is an overused line), and part of the change is the transformation of learning styles. As an educator in the future, in appropriate conditions I can make use of technology as an aid for instruction. The degree of learning outcome of my future students would largely rely on how I facilitate the teaching-learning process. Technology is a help, but in times I need to go beyond just the act of presenting the lesson via Microsoft PowerPoint, I have to take the lead. I have to set my students out to the real world and allow them to see things as they are. 

Lesson 4: Bridging the Generation Gap

CONTENT

The manifestation of change is fast experienced by the entire society. Various functional components of the social context have been explicitly adopting to the changes being imposed along with the innovations being encouraged by human creativity. Education, as one of the most valued aspects of society is seen to have been actively engaged in these changes that are particularly fashioned by certain technological advancements.

Education, just like the rest of the world, is dynamic. Adopting to certain changes is admittedly effort-taking and at times, would certainly require a lot of emotional and psychological preparation. Traditional teachers are having a hard time in coping up with the major changes in the educational system, as being demanded by the needs of the current generation (ICT generation) and era (computer era). With this, a generation gap is formed – addressing a challenge to the modern educational arrangement. How would we adopt to this? How would the traditional education administrators respond to the immediate demands of modernization?

Embracing what’s new would mean giving up what’s old. The chalk and board technique (for example) may had become essential for traditional learners but may appear boring to those of the modern classrooms. The learners’ learning styles are becoming more visually demanding. Most of the teachers nowadays use the available ICT’s in school as a resort to aid their instruction more efficiently. But not all teachers have the manipulative skills to run a modern technological tool like computers. And this creates a destructive gap.

What are we going to do with teachers whose teaching preferences only include the traditional-classical way then? Is getting rid of them the best way to bridge the generation gap? Would it be upright to remove teachers from the educational context whose technological skills are not enough to bring up a modern classroom? No, to reject traditional teachers is never a remedy to erase the gap between the old and new generation. It’s unrealistic and insane. The best way to connect two separate islands is to build a bridge. This analogy can be applied in remediating the problem generation gap in the whole system of education.

Traditional teachers should be well-oriented with the breakthroughs of education. This can be done through conducting seminars on how to manipulate new technological tools which can effectively aid them in facilitating learning. They, themselves, should be made to appreciate technology as a part of the evolution of the educational system. Through this, they can work more interestingly; driving students’ learning to its full potential.

EXPERIENCE

The topic was delivered through a plain presentation of few slides. Questions were encouraged so as to create an interactive atmosphere. Ideas on how to bridge the generation gap were adjoined through inquiry to evaluate the learners’ understanding on the report given.

REFLECTION

An effective future teacher must clearly understand that the learners’ demands change over time. I have realized that technology is significantly providing reinforcements in uplifting educational standards. Consequently, learning how to use important technological tools as an aid for instruction should not be taken for granted. I have seen how difficult it is for traditional teachers to adjust with the certain changes brought up by technological innovations. Being born with the consciousness of computer literacy is a big chance for me to broaden my perspectives and religiously learn new skills. Not all were born with the same opportunity that I have. I should use it for this is the reason why it is made. 

APPLICATION 

My future teaching style will abundantly require a lot of technological involvements. I see it as an explicit need for science instruction. As how I perceive it, technology is continuously growing. What’s new and in at the time being will soon become outdated. I have to ride along with the world’s dynamics – this is one of the ways to grow up. I have to practice my interest in using technology for advantageous purposes for I believe that someday, I’ll be needing it – oh – well, I’m even using it at this moment. However, this doesn’t mean spending my whole time facing the monitor. It means going out and seeing how things work, making realizations about the world and applying what are learned. 

Lesson 3: Understanding Technology Learners

CONTENT

The previous sections of this course have made us clearly understand that technology has its pros and cons. One of the most evident advantages brought to us by technology is the easy and quick access to information and communication. The internet even made a way for people to construct a virtual society they now call the social media. These are places in the virtual world where people spend most of their on-line time.

Young people of today are actively engaged in virtual communication. Facebook, Twitter, Yahoo, to name a few – these terms are so popularly used that the English language is learning to embrace it. Now, we can hear people say, “I got a twit!” or “Let’s google it!” The influence of technology can never be stopped, but its undesired effects can always be circumvented. Since modern learners prefer more to engage in learning while involving technological tools, educators can flexibly make use of technology to motivate learning. Some research findings have shown that daily exposures to technology (computers, gadgets, and cellphones) tend to stimulate mental activity, thus creating neural circuits.

A good teacher will never yell at his/her students for preferring to browse the net rather than to read books in the library. Every learner has his/her learning style and preference which a good and constructive teacher should truly consider. The availability of technological tools has even allowed young learners to learn concepts advance to their stage which, I think, is what makes them truly exceptional. Therefore, there are no reasons that are reasonable enough to discourage the use of technology at school.

EXPERIENCE

An interesting interaction took place during the delivery of the topic. Several curious and practical questions were raised to the reporters and the rest of the class were encouraged to share their viewpoints. Varying ideas were richly extracted as students raised contrasting arguments on the application of technology in facilitating learning. It was made clear that technology is both traditional and modern, for technology itself upgrades through time.

REFLECTION

Teaching is not just about making learners learn by giving off knowledge and extrapolating established concepts. A mediocre teacher tries to explain and make his/her students understand what he/she knows, but an exceptional teacher tries to listen and understand his/her students’ points of view. One common mistake of a teacher is that he/she tends to manipulate the learning process when, as a matter of fact, the role of the teacher falls only on facilitating learning. The learners are still the focal point. Seeing myself as a future educator, it would be advantageous to start practicing not just on how to speak well but also on how to listen well. I have realized the “talking” part will not always fall to my part but also to that of the learners. I should see their needs as learners and serve my purpose as a teacher.

APPLICATION

Every subject course in education that I have taken mentioned about learners’ needs. This subject course (Educational Technology 2) talks about the same thing – understanding learners. A classmate of mine once raised an opinion, “We can understand technology learners only when we ourselves experience to learn with technology.” Perceptibly, he agrees with the saying, “Only when you step on someone shoes that you understand what he’s/she’s been through.” If the learners prefer to learn with the use of technology, then we should prefer to teach with technology as well. That makes it fair enough. Only technology teachers have the heart to understand technology learners. So, at the time being, the best thing to do is to practice to become technology teachers. That’s how we apply it. How exciting!

Lesson 2: An Overview of Educational Technology 2

CONTENT

Topics in Educational Technology 2 is not too far from that of Educational Technology 1. However, the former deals with broader but more specific concepts on educational technology – how technology revolution is given importance in education; how technology-based learning is enriched to produce better learning outcomes, and so much more.

Technology offers many options to perform educational administrative tasks more effectively. These include computer software and internet sites that are helpful in planning out activities, interpreting educational data and evaluating learning. Educational Technology 2 explains as well how technology plays an extremely significant role in promoting education to sustain the productivity of the society.

The course also includes discussions on the interconnections of other societal sub-units to education such as government, industry, community groups and technology sectors. It will be understood that the above-mentioned sub-components are importantly involved in the formation of necessary support that strengthens the teaching and learning process alongside with the involvement of Information and Communication Technology.

EXPERIENCE

The topic was delivered through a plain presentation of few slides. Questions were encouraged so as to create an interactive atmosphere. However, the reporter was not sure if she’s delivering the topic right (although the lesson is truly self-explanatory); making the entire report slightly ambiguous.

REFLECTION

I still have a lot of essential things to learn in Educational Technology 2. I admit that I still feel unequipped for an actual exposure, but I believe EdTech2 is one of the things that would help me have my future class with compelling confidence. The internet is not only a vogue tool for socialization, but more of that, it is a helpful companion in understanding useful and essential concepts, and a very good assistant in effectively promoting literacy.

APPLICATION

Teaching is fun but it’s never a joke. Making young minds of different capacities learn is not easy to say (which makes it even harder to do), especially for newly exposed teachers. But technology is making a way for us to get informed about the thing we’ll encounter in the field. It even provides us with necessary information to orient us of the things we’ll be dealing with. So as of the moment, the best thing to do is to concentrate in learning though the course and aim for high outcomes.

Lesson 1: A Review of Educational Technology 1

CONTENT

Education, technically, is the process of receiving and giving systematic instruction, especially at a school or university. It can also be described as a fuel for social mobility - a boat for an upright living, or a torch that gives enlightenment to human thinking. Many have made agree that when learning takes place, there is education. Technology, on overrated term nowadays, is known as the application of scientific knowledge for practical purposes, especially in industry. It can also be referred to as machinery and equipment developed form the application of scientific knowledge. As a branch of knowledge, technology deals with engineering or applied sciences. Generally, technology affects the world's mechanism. 

When education and technology are fused under similar significant goals, it would produce a wide range of advantageous effects. However, certain evidences would as well show that technology, when poorly applied, can be truly devastating. Technology in education is the application of technology in educational administration, management and other educational activities. Perpendicular to this, Educational Technology, a field in education, refers to the application of technological tools in learning. In this sense, technology doesn't assume the role of the teacher in the learning process but instead aids the teacher in facilitating learning more effectively. 

It is also made understood in Educational Technology 1 that students' learning demands are better catered through providing them with direct-purposeful experiences. In Edgar Dale's Code of Experience, learning tools are chronologically arranged according to the degree of significance. It is further discussed that wise and appropriate choice of teaching strategies and technological tools should be satisfied as to produce the most desirable learning output. The internet can be a very good source of information for students (under certain supervision) and a very sufficient help for teachers in realizing their role as the key prime mover in the learning process. 

EXPERIENCE

As what was instructed, the reporters should present the topic as if like they are real teachers. Although we have prior knowledge about the topic, it is still important for the reporters to clearly elaborate the concepts involved so as not to confuse learning. Unluckily, they didn't make that part up to 100%. Moreover (just a brief critique to the reporters of Lesson 1), the reporters were not able to completely gather the attention of their assumed students, causing the latter to do unnecessary things while the lesson was being delivered (although that's not how college students should behave - what a humor!). That was a failure when we consider classroom management. But the activity they conducted in the later part of the lesson gathered my amazement. The idea was new and I am truly willing to use it in my future class. I like how they made a twist in the idea of inquiry as a strategy to assess learning. Because of their lesson, the significant things I've learned from my EdTech1 was made fixed in my knowledge room. Now I can assure that the "PPPF" mnemonic will always be in my memory. Ha ha ha!

REFLECTION

It is us humans who devised technology. Parallel to this is the resounding responsibility we should watch to control and keep technology modulated. The latter is undeniably helpful in completing our educational pursuits, but we need to acknowledge its limits so as not to have it abused. As we walk through the corridor of the college, we see how evident the influence of technology is. Most students of today are taking refuge in the internet every time they are required to synthesize knowledge from smooth to hard. Even this blog is an explicit requirement, so I really have to do it here in the net. Had technology never been added in the educational aspect, education would be unimaginable! As an educator in the near future, I should continue to have an open-mind. Technology should never become my substitute, for I believe that virtual instruction doesn't compare to the influence of a real teacher. 

APPLICATION

Certain conditions would require us whether to use technology or go with the traditional way. Factors such as students' learning style, objectives, subject matter and time should be considered as to come up with a suitable teaching strategy. For an instance, Teacher Alven had a lesson about the Solar System in his Grade 7 class. To provide students with relevant understanding, he projected a clear video clip presenting the real picture of the Solar System in space. He then used clear pictures to support his discussion about the unique features of each planet. After the discussion, he made a simple assessment of students' learning and got a very positive result. In this case, the appropriate technological tools he used had effectively support him as he facilitated the learning process. However, an effective teacher cannot just project the concepts especially when it has to be learned by students through direct-purposeful experiences. In Chemistry, for example, in teaching students the concepts of how chemicals react, it is best to use experimentation. 

"Technology is anything invented after you were born, everything else is just stuff." -Allan Kay