Technology for teaching

& learning 1

MODULE

3
ICT in Various Content Areas

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 TOPIC 1- 21st Century Literacy Skills

As you journey on this lesson, you are expected to:

Learning Outcome

Evaluate one’s own digital literacy skills and pose strategies for its further
development

Learning Objective

 Distinguish the different 21st century literacy skills

 Reflect on the status of one’s digital literacy skills

Focus Questions:
 What are the 21st century literacy skills?
 How can one apply these skills in the improvement of the teaching and learning
process?

Are you ready for

today’s lesson? This time,
you are tasked to read the

Let’s Discover!
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Developing Basic Digital Skills
As teachers adjust their teaching to effectively match the new digital world of
information and communication technology (ICT), they must be clear on what basic
knowledge, skills and values (or literacies) need to be developed by digital learners.
These basic literacies will not replace the 3 Rs (reading, writing and 'rithmetic), but they
will be complemented by six essential skills to equip students for success in the

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4. Media fluency
Media refer to channels of mass communication (radio, television, magazine,
advertising, graphic arts) or digital sources. There is a need for an analytical mind to
evaluate the message in a chosen media, as well as a creative ability to publish digital
messages. There are paid-for and free-domains, such as blog pages, in which personal
reflection or journal messages can be published without cost.
5. Creativity fluency
Artistic proficiency adds meaning by way of design, art, and story-telling to package a
message. Font, color, patterns, layout are elements to creative fluency. Templates for
PowerPoint presentation and blogs are available for free access in the internet.
6. Digital Ethics
The digital citizen is guided by principles of leadership, global responsibility, environmental
awareness, global citizenship, and personal accountability. Sad to say, the digital world is
not free from those who exploit the digital space or personal selfish commercial and
criminal activities.
Higher thinking skills
Entering the new world of information and communication technology opens the
way for complex and higher cognitive skills. While Bloom's Taxonomy of Thinking Skills
can serve as a general framework of skills, a new era of creativity in the digital world has
led to introducing a kind of framework that requires information processing, idea creation
and real-world problem-solving skills.
The following taxonomy may be proposed:
6. Creating-new product/point of view
5. Evaluating-justify stand or position
4. Analyzing-distinguish different parts
3. Applying-use information in a new way
2. Understanding-explain ideas
1. Remembering-recall information

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Name:________________________________ Major: ______________ (Module 3: Topic 1)

Now that you have read the text above, it is expected that you are ready to answer the following exerc
The above taxonomy is patterned after new scientific knowledge on how the
human brain works. The left hemisphere of the brain works sequentially through a
series of events like talking, reading, and writing. It is logical and good at decoding
along the literal level of meaning. Individual analysis of images, events and ideas is
what the left brain is good at. On the other hand, the right hemisphere of the brain
Application
takes care of synthesis, emotional expression, context within a bigger picture in order
to create meaning. Instead of parts, it sees many things at once-all parts of a geometric
figure, the various elements of a situation, the understanding of meaning. For example,
drawing the literal meaning (direct meaning of the letter or word) is done by the left
brain, while understanding the meaning or theme in a figurative literary piece is done
by the right brain. Thus the "parting of the Red Sea" can be interpreted literally as a
miraculous physical separation of the sea, or as a poetic expression of a provident
escape by the Israelite across the marsh of the Red Sea.
By developing higher thinking skills, the schools today can inculcate the
digital fluencies, while overcoming limitations inherent in digital technology, resulting
in superficial and mediocre learning skills of new learners. In the instructional process,
there is also an instructional shift from lecture-to-tasks to digital tasks-to-learning This
is exemplified by an activity, such as role playing (task) followed by processing of the
activity learning). In this approach, skills are developed and the learning outcome is
achieved by students themselves.
Understandably, the teacher will have to move away from center stage of the
classroom, and allow students the limelight of the teaching-learning process. This is
the same as the shift from teacher-centered to student-centered learning, which is the
new teaching paradigm most appropriate for learning in a digital age.

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 Activity 1
Directions: Identify the basic digital skills referred to in the following statements below.
Write your answer on the space before the number.
1. This refers to teamwork with virtual or real partners in the
online environment .
2. This is guided by principles of leadership, global responsibility,
environmental awareness, global citizenship, and personal
accountability.
3. This is an ability to retrieve information which may include not
only texts, but images, sound and video.
4. This requires whole brain thinking executed when students
define a problem, design the appropriate solution
5. This refers to the ability of the students to publish digital
messages such as in blogs or other paid or free platform.
Activity 2
Directions: Using the checklist below, self-assess your basic digital skills. What is the
current status of your fluency skills? Provide an explanation on the development of each
fluency skill.
Table 1. Checklist on the status of one’s basic digital skills.
Digital Fluency Skills Underdeveloped Developing Developed
1. Solution
Fluency
2. Information
fluency
3. Collaboration
Fluency
4. Media Fluency
5. Creativity
Fluency
6. Digital Ethics

Table 2. Reason on the status of one’s basic digital skills

Digital Fluency Skills Why was it underdeveloped/developing/developed?
1. Solution
Fluency

2. Information
fluency

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3. Collaboration
Fluency

4. Media
Fluency

5. Creativity
Fluency

6. Digital Ethics

TOPIC 2- Instructional Design Models

As you journey on this lesson, you are expected to:

Learning Outcome

Create a self-developed Instructional Design Model (IDM)

Learning Objectives

Compare and contrast the four Instructional Design Models (IDMs)

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Focus Questions:
1. What are the four instructional design models?
2. What are the similarities and differences of these models?
3. What are the limitations posed in using these models?

Are you ready for

today’s lesson? This time,
you are tasked to read the

Let’s Discover!

8
What is Instructional Design?
There are a number of definitions for instructional design with slight variations
between them, but the description boils down to something like this:
Instructional Design: The process by which instruction is improved through
the analysis of learning needs and systematic development of learning experiences.
Instructional designers often use technology and multimedia as tools to enhance
instruction.
According to this definition, instructional designers have two primary functions:

1. To analyze learning needs.

2. To systematically develop improved learning experiences.

There have been a number of instructional design models and processes defined
through the years, but only a few have been widely accepted and implemented by most
instructional design practitioners. Below are four instructional design models that I
have used myself, and that I see cited consistently among my peers.
1. The ADDIE Model
ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. These equate
to a 5-phase process for developing instructional materials.

1. Analyze: The instructional designer clarifies the problem to be addressed with

an instructional intervention, defines the training need and conducts an
extensive audience analysis to determine the instructional environment, pre-
existing knowledge, skills and abilities, opportunities and constraints.
2. Design: The instructional designer writes learning objectives and determines the
instructional strategies that will be utilized to achieve those objectives.
Decisions are made about how the instructional materials will look, feel,
operate, and be delivered to the learner. Storyboards and elearning prototypes
are created.

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3. Develop: Content is assembled and incorporated into the design to produce the
instructional or performance support materials. Deliverable is reviewed for
quality and revised.
4. Implement: The finished course or performance support tool is rolled out to the
intended audience and its impact is monitored.
5. Evaluate: The instructional designer uses various methods to determine
whether the course or performance support tool is delivering the expected
results.

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 Figure 2. Revised Bloom’s Taxonomy

Examples of Bloom’s Taxonomy Power Verbs

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3. Gagne’s Nine Events of Instruction
Robert Gagne’s Nine Events of Instruction is based on the behaviorist approach to
learning. Gagne identified the mental conditions needed for learning in adults. He then
6. Elicit performance. Challenge learner’s activities that recall, utilize, and
created his Nine Events of Instruction to address the conditions of learning. The Nine
evaluate
Events knowledge.
of Instruction are:
Example: Conduct volleyball service practice by pair/team
1. Gain the student’s attention. Emotional buy-in is the first step in laying the
foundation for learning retention. This can betodone by telling a story or asking
4.7.Merrill’s
Provide feedback.
Principles Use
of immediate
Instruction feedback reinforce knowledge
a thought-provoking question.
Example:
ExampleBe : positive, objective and use a first-hand observation of their
David Merrill’s
performance 2002 First Principles of Instruction framework integrates five
 An abrupt stimulus change, such as gesturing or speaking loudly
principles of learning.
8. Assess performance. Test
Starting the lessonlearner
with aknowledge
thought-provoking question or interesting
against established criteria
fact.
1. Task-centered principle: Learning starts with a real-world task or problem
Example:
Providing Conduct performance
an interesting visual testor sound stimulus. Depending on the
the learners can relate to.
audience, multimedia (like PowerPoint slides) can be used to combine
9. Enhance retention and
photographs, transfer
pictures, andto job. Use content retention strategies
sound. to
2. Activation
appropriate principle: Activating
job aids to retain new knowledge. the learner’s existing knowledge base helps
2. Informthem connect previous
studentsAssign
of the theknowledge with the new knowledge.
objectives. Establishes
Example: students to conductexpectations for the
more practice course or
at home andafter
criteria for measuring success or failure.
school; ask them
3.Example
Demonstration to teach another
principle: A course student
mustondemonstrate
how to learn the
the skill
knowledge in
:
multiple ways (for example, both visually and through storytelling)
 At the end of the lesson, the students should be able to construct so that it
leverages different
sentences usingregions ofand
positive the negative
brain, andadjectives
increases knowledge retention.
 At the end of the lesson, the students should be able to serve, spike, and
4. Application
block theprinciple: Learners must apply new information on their own and
ball in playing volleyball
learn from their mistakes.
3. Stimulate recall of prior learning. Leverages existing knowledge as a
5.scaffold to incorporate
Integration new knowledge.
principle: Help to integrate the knowledge into the learner’s
Example: Who among you
world through discussion, reflection, here and/or
alreadypresentation
knows howoftonew playknowledge.
volleyball?
What are the different types volleyball service?

4. Present the content. Use chunking for easy consumption of the content.

Example: Powerpoint Presentation of the different types of volleyball
service/ allow the students to watch an actual game

5. Provide learner guidance. Supplement the content with case studies,

activities, discussion questions and other instructional support materials.
Example: Conduct guided practice in volleyball service

Figure 3. Gagne’s Nine Events of Instruction

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Figure 4. Merrill’s Principles of Instruction

Each of the four instructional design models outlined above have strengths and
Name:________________________________ Major: ______________ (Module 3: Topic 2)

Now that you have read the text above, it is expected that you are ready to answer the following exerc

Application
ACTIVITY 1
Directions: Read and analyze the following statements below. Write the letter of the
correct answer on the space before the number.
1. What does ADDIE stand for?
a) Analysis, Design, Develop, Implementation and Evaluation
b) Analysis, Design, Delivery, Imagine, Evaluate
c) Acquire, Design, Deliver, Implementation, Evaluation
d) Analyze, Deliver, Design, Imagine, Examine

2. In ADDIE Model, creating content is a part of which phase?

a. Design c. Implementation
b. Development d. Analysis

3. What is something you would assess in the analysis phase?

a. Learner characteristics c. Student satisfaction
b. Instructor performance d. Content

4 What is the lowest level of thinking of the updated Bloom's Taxonomy.

a. Understanding c. Knowledge
b. Remembering d. Creating

5. The teacher asks the students to "Tell me the parts of a sentence."  What level
of Bloom's Taxonomy was applied by the teacher?
a) Remembering c. Analyzing
b) Understanding d. Evaluating

6. According to Gagne, what is most important in making effective instructional

materials?
a. organization c. learning theory
b. instructional theory d. events

7. In Gagne’s Nine Events of Instruction, testing the learner’s knowledge against an

established criteria means___________.
a. elicit feedback c. assess performance

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 b. present stimuli d. enhance retention

8. In Step 5 (Gagne's 9 events of instruction), the teacher is to..

a. advise students of strategies to aid them in learning content
b. activate student processing to help them internalize new
skills and knowledge and to confirm correct understanding of these concepts.
c. provide immediate feedback of students’ performance to assess and facilitate
learning
d. test to determine the expected learning outcomes have been achieved

9.The 5 Principles of Instructions are...

a. Problem, Activation, Demonstrate, Application & Design
b. Problem, Activation, Evaluation, Application & Integration
c. Problem, Activation, Demonstrate, Application & Integration
d. None of the above

10. Allowing the students to showcase their knowledge in multiple ways is stated
in which Merrill’s Principle of Learning?
a. Activation c. Application
b. Demonstration d. Integration

Name:________________________________ Major: ______________ (Module 3: Topic 2)

ACTIVITY 2
Directions: Create a self-developed instructional design model based from the
knowledge that you have gained in the lesson above. Use the following guide questions
below in creating your discussion and interpretation of the IDM. (You may use the space
inside the box and add a new sheet if necessary).

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1. What is the IDM all about?
2. What will be the contributions of the model to the improvement of the
teaching and learning process?

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