Technology for Teaching and Learning 1

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"Instructional Materials (IMs) may be perceived to be labor-saving devices for teachers. On the contrary, teachers even work harder when they make good use of it"
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Your TTL-1 Professor’s take on it:

"Labor-saving" versus "Work harder" (that's why it's contrary). Imagine, a teacher teaching WITHOUT using any IM - "pure-talk" style, pure abstraction, descriptive words for things, and even analogies for a topic will surely be heard, and in the part of the listeners/ learners they have to make use of their comprehension ability and imaginations (a lot of it... and this is good sometimes) - but surely NOT "labor-saving" for teachers because they have to capitalize more of their very precious vocal chords just to explain/ describe every topic details and oftentimes, may not be too good because, as they say: attention span of learners nowadays are getting shorter (and therefore can be hard to hold).

"Lost in translation" can as well be a possibility. Why? Since it's more of a "talk", perspective/ interpretation of learners can vary - depending on their background or knowledge level (kaherak man po baga ang mga low-gets hehe), but when IM is put to good use, then no learners will be left behind.

With the use of IMs, sensory learning happens and therefore a big possibility of delivering the learning objectives at the shortest amount of time - and therefore teaching becomes "labor-saving" because it’s no longer so tedious for teachers to deliver the lessons since abstraction becomes less and easier for learners to get it more concrete when they make use of different senses when learning. Students just have to “verify” their understanding of the lesson (students should at least dare to ask for clarifications) and teachers will just have to "validate" and check the learning obtained in the class (teachers should motivate students to ask or raise questions as well) – another good definition of what “facilitating learning” is about.

Teacher seems to work VERY hard but actually "NOT THAT MUCH" anymore because their IMs are already "the one working hard for them".

Some examples:

📷 Recorded video (posted in a websites like YouTube OR downloaded and saved in lab workstations) on how to "step-by-step" solve a mathematical problem (mixed-fractions, graphs, etc.) and complicated science topics (human conception to birth, origin of the universe, etc.).

This IM can be repeated thru playback at learner's very own pace, convenient time and venue - while faculty can devote more time to learners by connecting to them (e.g. consultation of students re: subject difficulties, questions, verifications, etc. THRU tutoring, office/personal meeting or even VIRTUAL CHAT)

📷 Imagine teaching geography without maps or globe!

📷 A teacher maximizing the board as a canvass to draw or illustrate what is being conceived as a topic to the class – a clear proof that teachers can as well be fine artists or even become Picassos in their own rights!

📷 A social media page (like this). What do you think?

📷 Have you heard of a teacher that sings or/and uses music to deliver a class lesson? What a talent there is! With this, I want to be a student again…Why? Simply because I want to be in a class where I can learn and at the same time be entertained – another proof that teachers themselves are living IMs!

📷 RIZAL subject is better understood when a Rizal movie/video is shown in a class in the early meetings (with discussion or Q&A for some movie scenes) . Book chapters/readings can be easily grasp by students because they're already have given an overview of Dr. Jose P. Rizal's story.

📷 e-Test/Practice/Review Test as an IM. I, (Yeah, that's my case, Sir Michael!) have to work for a night every time I need to create one e-Test for a lesson/chapter. But when e-test is already in use during a class meeting, this IM “WORKS HARD” for me so to deliver the lesson objectives to the students... and therefore an indeed "labor-saving" in my part (as your teacher) because manual checking of test items, feedback and corrections are already skipped as my "work"... BUT seems "I" WORKED HARD because I was able to give/deliver the class learning needs for a certain lesson. (Students can even repeat the e-test for unlimited number of times for mastery - and not to mention that this IM can even serve the whole campus if they wish so!), and when I heard/read comments like "That e-Review/Practice Test was cool and very helpful as a learning tool!" ....the feeling I get? whoooah...is PRICELESS! ] - AND the thing is, I only worked hard for a night! 🙂

📷 So, IM uses (and benefits) in a classroom (or any learning venue) can be endless...

Let me theorize, IMs simply serve as a “bridge” between the LESSON and the LEARNERS’ UNDERSTANDING – a bridge that indeed boosts teacher’s teaching pedagogy – a bridge that paves the way for the “goods” (message) to reach the learners thus encourage them to focus then learn, because after all, every teacher’s core mission in every class meeting is to deliver a best teaching and learning experience to the diverse (A-K-V) and majority (if not ALL) of learners – and the more beneficiaries that this mission reaches, the better.

And once again, having the right tools (traditional or modern IM) at the right place and time will make every teacher seems to work hard simply because it’s their IMs that will really work hard for ‘em.

So, let me end this blog now with the following quotes for you to ponder on,

“It will be a shame for us teachers of today that if our ancestors can teach well THEN (with lesser EdTech yet), why can’t we (modern-day teachers) NOW?”
-- JMA

“Instruction does much, but encouragement does everything”
--Johann Wolfgang von Goethe
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