LED 71 Language Learning Material Development

ACADEMIC CONCEPT PAPER

“Technological Tools and Social Media Platforms on the Effectiveness of Instructional
Materials Development during the Pandemic”

Introduction
The COVID-19 pandemic is quickly demonstrating why online education should be a
vital part of teaching and learning. It has altered the interaction between teachers and
students in higher education institutions causing alterations in the teaching-learning
process. Universities were forced to carry out their activities with fewer resources as a
result of the pandemic and students study online. Thus, many governments have taken
steps to avert the situation, propagating the infection and ensuring the educational
process’s continuance that is why online learning has been adopted. As a consequence,
more than a billion learners have been affected worldwide. Among this number are over
28 million Filipino learners across academic levels who have to stay at home and comply
with the Philippine government’s quarantine measures (UNESCO, 2020). To respond to
the needs of learners, especially of the 3.5 million tertiary-level students enrolled in
approximately 2,400 HEIs, certain HEIs in the country have implemented proactive
policies for the continuance of education despite the closure. These policies include
modified forms of online learning that aim to facilitate student learning activities. Online
learning might be in terms of synchronous, real-time lectures and time-based outcomes
assessments, or asynchronous, delayed-time activities, like pre-recorded video lectures
and time-independent assessments.
In a study of Nguyen (2018) in Technology-enhanced EFL Syllabus Design and
Materials Development, he suggest that Internet technology helps Crookes and Lehner’s
(1998) ten principles on critical pedagogy in terms of syllabus design and materials
production. Resource retrieval is an essential application of computers in language
teaching and learning. The internet has the most diverse and extensive collection of
information. So far, information obtained over the internet has been regarded as reliable
and current teaching and learning materials. However, due to the nature of the subject
matter, specialist assistance is required if these tools and materials are to reach their full
potential.
Without careful selection and preparations of materials, the WWW is useless;
therefore, careful lesson planning and classroom management as well as training both
learners and teachers are unavoidably required in order to maximize the educational
benefits of using the internet in language learning and teaching. By integrating

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technology into existing curricula, as opposed to using it solely as a crisis-management

tool, teachers can harness online learning as a powerful educational tool. Students’
engagement can be increased, teachers’ lesson plans can be improved, and personalized
learning may be facilitated through the use of digital learning technologies in the
classroom. It also assist students in developing critical 21st century abilities and skills.
Virtual classrooms, video, augmented reality (AR), google forms, and other technology
tools can help teachers collect data on student performance by creating more exclusive
learning settings that stimulate cooperation and inquisitiveness.

Purpose
The general intent of this study is to evaluate the effectiveness of technology tools and
social media platforms in the development of instructional materials during a pandemic
epidemic. To work by examining on the most effective methods for instructors to use
resources effectively and to make teaching easier, more reliable, and more interesting.
This study therefore will unveil to identify and determine the impact of technological
tools and social media platform in education, and to differentiate the difference between
online learning and traditional learning on developing instructional material.
In the course of this paper, we will therefore examine the intrinsic degree to which
generating effective instructional materials during a pandemic outbreak involves use of
technology tools and social media platforms to achieve a teaching-learning stand in this
paper. Conceptual clarification of important terms applied to this topic will be clarified as
well as general consideration.

Project description
This project focuses on the effectiveness of technological tools and social media
platforms in developing instructional materials during the pandemic outbreak. With
regards to this, we aim to identify the technological tools and social media platforms in
education, determine the impact of technological tools and social media platforms on
developing instructional materials, and differentiate the difference between online
learning and traditional learning on developing instructional materials. As what the
sudden change of learning modality implies, we need to be attentive in developing the
instructional materials in this crisis. It is a unique approach since we evaluate how social
media platforms play a big part in integrating such development and brings success to
both learning and teaching process.
When materials are utilized in this course, it should make an impact in learning. A strong
correlation on teaching is defined as one that draws students' interest, engagement, and

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knowledge to the subject matter and encourages them to become more engaged in the
subject. This will increase the likelihood of extracting some of the language from the
resources if the task is completed successfully. It is responsible for ensuring that all
instructional materials are in accordance with the curriculum for the course. This would
guarantee that the content design goals as well as the learning objectives established
during the design phase are fulfilled. The enlistment phase was instituted in order to
guarantee that students were capable of effectively implementing the teaching materials
in their courses after completion.
Active learning may be made more delightful by the availability of this
instructional material, as well as the advancement of technology, because of the effective
flow of information between the student and the instructor throughout the course of the
program. Education and training teachers on how to assess the professional learning
needs of their pupils and themselves is critical. They must also learn to regulate their own
behavior in order to be able to assess and remark on the efficacy of the changes they
make to their practice.
It is essential for students to have a strong knowledge of how to read and evaluate
information in order to be successful in utilizing educational resources, particularly
during this time of epidemic. Using these materials effectively requires that you preview
them before class and then review them with the annotations that have been made to
them. Aside from that, if you have any questions about any concept, the teacher should
always be able to direct you to other sources of information, or you may seek them out
yourself, since there is a need for involvement in the development of instructional
materials. Students who wish to broaden their technical knowledge can benefit greatly
from the TESOL Syllabus Design and Materials Development, which is an outstanding
design resource. Also, it's effective, particularly in today's environment when technology
is ubiquitous, and it's an essential part of everyday life, to say nothing of its use. We can
no longer depend on conventional learning techniques since the generational makeup is
shifting. There is a pressing need to develop and enhance learning in a manner that is
conducive to high-quality learning outcomes. Students will be able to create effective
answers to assessments in no time if a good syllabus is promoted, and they will learn
more quickly if a good syllabus is promoted. Digital learning makes it much simpler for
students to complete their assignments. Thus, students may get more comprehension as
they are able to more easily search for and locate their lectures as a consequence of the
use of technological advancements. More information is available to students through
digital technology, which allows them to learn more about their education. There has
been a significant amount of technology introduced into the classroom to assist students
in learning more quickly and retaining more knowledge.

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Massive technological advances, particularly in the areas of computers and

telecommunications, occurred in the latter half of the twenty-first century, making
instruments accessible to educators to assist them in the teaching and learning process.
They can use these affordances to develop pedagogically informed tasks that assist in the
creation of a learning environment with appropriate levels of complexity, reinforcement,
and connections to prior knowledge, interactivity, conduciveness, creativity, and
positivity, among other characteristics. The use of interactivity has the potential to aid in
the development of such a space. It is, after all, a mandate for the most complete and
helpful presentation of the subject matter possible. It is always anticipated that they
would be given in the most relevant, in-depth illuminating manner to accomplish their
complete outcomes by pursuing a particular path of interest, but this is not always the
case. These systems include worksheets that have been tailored to particular courses and
may be used to assess whether or not students have grasped the content. Intelligent
boards and lesson instructors work together to create materials that are easily accessible,
recyclable, and even suitable for posting at home. Things like visuals, which serve to
demonstrate how a teacher is unable to do anything else, benefit from the addition of
interactivity, video, and animation provided by digital resources. They are, in a very real
sense, a part of a comprehensive toolset that makes up a good teacher's toolbox.

Objectives:
The researchers aims to evaluate the effectiveness of technological tools and social media
platforms in developing instructional materials during the pandemic outbreak.
Specifically, this study aims to:
1. Identify the technological tools and social media platforms in education,
2. Determine the impact of technological tools and social media platforms on
developing instructional materials, and
3. Differentiate the difference between online learning and traditional learning on
developing instructional materials.

Methodology
The researchers will evaluate the College of Education, Language Education Teachers on
the effectiveness of technological tools and social media platforms on developing
instructional materials. The sample will be stratified-random sampling. The survey
strategy will be used for data collection. A structured questionnaire will be constructed

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for the survey and will be distributed to the respondents through google forms and any
technological tools. Participation of the respondents will be treated with utmost
confidentiality. Data will be analyzed, afterwards. The answers sought to elicit the
pedagogical rationale for the research participants’ use of Web technologies in their
courses, their perspectives on the impact of teaching with the Web on their course design
practices, and their views on personal as well as more macro or institution-wide issues
and challenges in online course design.
To solve quality challenges, particularly in technological areas, every material’s
content should fulfill the quality enhancement process, which includes a dedication to
self-improvement and attaining learning certifications. It also addresses the fundamentals
of sustaining learning quality and reaching the desired outcome in order to gain a
comprehensive understanding of the material. Innovative strategies, such as open
licensing, may aid low-resource education systems since there is something in the
curriculum that can be applied to real-life problems. It’s also critical to ensure that there’s
a steady supply of high-quality educational materials. In well-resourced educational
institutions, teachers and students can expect a varied selection of high-quality teaching
resources. Of course, instructional materials should be adjusted to the individual needs of
the target audience, which may differ. In order to promote learning gains, instructional
tools must be adapted to the individual obstacles and conditions experienced by their
users, both students and instructors. Additionally, assessing the quality of instructional
materials is a time-consuming activity that should not be left to individual instructors.
Assessing the quality of instructional materials takes a lot of time and effort. Curriculum
requirements should be met by aligning instructional materials. Furthermore, it should be
more concerned with what children should learn rather than the kind of craft tools or
artefacts they create, since learning happens throughout the process, not only at the end,
but also via creative problem solving and reflection.

Below is the ADDIE MODEL by which we integrated in implementing the development

materials.

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Figure 1. ADDIE Model

The figure above shows the process to make an effective instructional materials in
general. Moreover, this study used the ADDIE Model since it will help the teachers to
easily construct and build their IM. In the first phase, which is the analysis the instruction
problem is identified in which it specifies the learner’s needs, and the goals and
objectives is established since these two are one of the most important content in a
material. This will enlighten the learner’s knowledge with a high-quality teaching
resources in technological areas. Second, the design phase deals with learning objectives,
assessment instruments, exercises, content, subject matter analysis, and lesson planning
and media selection. The design phase should be systematic and specific. This phase is
very important due to the fact that this is where the teacher and the learners interact, share
opinions and ideas, and at the same time feed their brains some learnings. The design
phase will be looking forward to the outcomes that the teacher is hoping to achieve for at
the end of the lesson. Third, the development phase is where instructional designers and
developers create and assemble the content assets that were blueprinted in the design
phase. In this phase, storyboards are created, content is written and graphics are designed.
If E-Learning is involved, programmers work to develop and/or integrate technologies.
Fourth, during the implementation phase, a procedure for training the facilitators and the
learners is developed. The facilitators’ training should cover the course curriculum,
learning outcomes, methods of delivery, and testing procedures. Lastly, the evaluation
phase plays an important role in the beginning and at the end of the process. Evaluation
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objectives reflect much of the discoveries found in the Analysis process. These
discoveries include the objectives and expectations of the learner. Looking at the process,
one must avoid the thought that it is structured in chronological order. Rather, the ADDIE
Model is a continuous circle with overlapping boundaries. Of all of the process phases,
the evaluation phase is the least understood. Levesque, S. (2019, February 25).
Instructional Design ADDIE MODEL. University of Washington.
In relation to the study about the effectiveness of technological tools and social
media in developing instructional materials. ADDIE model could be use as the guide on
how we will develop the materials and focus on it. As abovementioned stated, this will
help with the process and implementation. Thus, to prove its effectiveness and eligibility.
It is very important to assess each step in the parliamentary procedure to make sure that
we attain our goals using the instructional plan and materials to meet the learner needs.
There are two types of evaluation formative evaluation and summative evaluation. First,
formative evaluation is a continuing process that we get along as we are turning on our
instructional materials in each stage of the ADDIE model. There are three basic processes
of formative evaluation, which are one to one, small evaluation group, and test in the
arena. When we measure, we want to choose learners that have similar features to our
real learners and assess the materials.
Through the aforementioned evaluations above, one can make a conclusion upon
the judgement of the study whether it had been an effective tool for the new mode of
learning adaptation or not in terms of its capability to come up or develop a new
instructional materials which can be address the issues in online learning modality..
Benefits (or Anticipated Outcomes)
This concept paper will benefits the higher education faculty and staff, teachers,
instructional materials developers and for the students also. As it will be conducted to
answer timely questions and problems that need in timely answers and solutions
particularly in teaching and learning this pandemic (Covid-19). The results of this study
will give important information for consideration by that, educational sector in the
effectiveness of technological tools and social media platforms on developing
instructional materials.
It will firstly benefit the learners, who are the receiver of knowledge and
information from the teachers, it will assess their learning on the influences from
the technology. It will help them cater and master the use of Power Point, email
exchanges, web based activities, and synchronous and asynchronous
communication (through the use of the reading discussion boards, live chat, and
virtual communities).

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Secondly, the teachers, who are the carrier of knowledge and information to the
students, it will serve as their guide in teaching and providing the best quality of
education. Technology has been widely used in teaching. This study will influence
on how they develop instructional materials despite the pandemic. It will assert the
difference between the online learning and traditional learning that will manifest
how they should implied their instruction according to its effectiveness.
Thirdly, the school administrators, it will provide them empirical basis in
enhancing the teachers’ effectiveness in teaching through seminars, trainings and
others.
Fourthly, the Curriculum Planners and Developers, Officials and staff of CHED, it
will give them an idea on formulating policies that will focused more on the
Technological features that can be used in online learning modality.
Lastly, the future researchers, the results of this study will serve as a guide to other
similar studies in the future. They can apply the concept and effectiveness of
Technological tools and social media platforms in developing instructional
materials.

Support and/or Budget

To achieve the goals of this paper, the need of financial support is essential. The
target financial supporters are as follows,
for the Insurance companies:
Banco del Sur
PagLOAN Fund
Irregular Insurance Company
Government Service Insurance System
for the Educational sectors:
DepEd (Accountabilities of Fund and Budget
Department)
Curriculum Implementation Division.
These organizations agreed to help in any amount in accomplishing the project.
The support and cooperation of this organizations are highly appreciated.

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Contact Information
PHONE HOME
NAME EMAIL ADDRESS
NUMBER ADDRESS
Poblacion,
Armada, Wisty 0927275743
[email protected] Valencia City,
E. 3
Bukidnon
Canarecio, Butong,
0948454699 [email protected]
Djanna Krizza Quezon,
7 h
Klaire R. Bukidnon
Laligan,
Conilas, John 0930492986
[email protected] Valencia City,
Kenneth B. 4
Bukidnon
Surigao City,
Lipion, Shehera 0995010512
[email protected] Surigao del
Jade L. 3
Sur
Halapitan, San
Ramayramay, 0935470392
[email protected] Fernando,
Eden Jade D. 4
Bukidnon
Bagor,
Torres, 0915625951
[email protected] Kadingilan,
Edenlour L. 6
Bukidnon
Researchers’ Contact Details:

Contact Details of TARGET Authorized Funding Requests:

1. INSURANCE COMPANIES

COMPANY NAME EMAIL ADDRESS

Banco del Sur [email protected]
om
PagLOAN Fund [email protected]
Irregular Insurance Company [email protected]
Government Service Insurance [email protected]
System

2. EDUCATION SECTORS

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a. DepEd (Accountabilities of Fund and Budget Department)

b. Curriculum Implementation Division
References
Rajesh, S & Michael, J (2015). Effectiveness of Social Media in Education.
International
Journal of Innovative Research in Advanced Engineering, 10(2). www.ijirae.com

Coman, C. et al., (2020). Online Teaching and Learning in Higher Education

during the
Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(10367).
https://doi.org/10.3390/su122410367.

Nguyen, L. (2008). Technology-enhanced EFL Syllabus Design and Materials

Development. English Language Teaching, 1(2). www.ccsenet.org/journal.html
Harsono, Y. (2007). Developing Learning Materials For Specific Purposes.
Teaching
English as a Foreign Language in Indonesia, 18(2).

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