LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

LEARNING MODULES in EDUC 5

TECHONOLOGY FOR
TEACHING AND
LEARNING 1

Compiled by:

KIER L. ECLE, MAEd

Guest Lecturer

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 1

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 1: EDUCATIONAL TECHNOLOGY: ITS NATURE AND CHARACTERISTICS

Time Frame: 3 hours

Objective:

At the end of this module, the students should be able to:

1. discuss the nature and characteristics of educational technology;

2. construct a graphic organizer showing the definitions of educational technology in
multiple perspective; and
3. create a concept map generalizing the nature and characteristics of educational
technology.

Introduction

Educational Technology is such a complex field of study. For some educational

technologists, they saw how knowledge of educational technology evolved along with the
fast growth and development of technology. Their understanding of this field may no longer
be true today and applicable today as the body of knowledge about educational technology
continues to change depending on one’s professional orientation, practices, and experience.
This module explores the body of literature about how scholars, researchers, and other
practitioners define and express their understanding of educational technology.

Pre-Test

Direction: Briefly but substantially answer the following:

1. Describe today’s learners. Cite specific learning styles these students demonstrate.
Rubric
1pt Answer is incorrect but
there is some correct
support.
2 pts Answer is correct but
no support is provided.
3 pts Answer is correct and
there is some support.
4 pts Answer is correct and
the support is
developed.
5 pts Answer is correct and
the support is fully
developed.

2. What does it mean to teach in the 21st century?

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KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

3. What specific skills teachers must have to address the learning styles of the 21 st
century learners?

Learning Activities

A. Content/Discussion

Definition of Educational Technology

 Educational Technology is a broad field that covers interrelated areas of academic

disciplines.
 It is very nature and characteristics make it difficult for on to come up with a clear and
acceptable definition.
 The latest definition states that “Educational Technology is the study and ethical
practice of facilitating learning and improving performance by creating and managing
ap0propriate technological processes and resources.” (AECT, 2004)
In 1977, the Association for Educational Communications and Technology (AECT6) created
a Task Force on Definition and Terminology with the primary function structure and
directions on the application of technology in Education.

Other Definition of Educational Technology

1. Educational Technology is the implementation knowledge from different disciplines

(communication, psychology, sociology, philosophy, artificial intelligence, computer
science, etc.) plus experiential knowledge from educational practice.
2. It is a complex, integrated process involving people, procedures ideas, devices, and
organization for analyzing problems, and devising implementing, evaluating and
managing solutions to those problems, involved in all aspects of human learning.
2 types of Educational Technology

 Instructional Technology
 Technology in Education
Instructional Technology

According to Seels and Richey in (1994), Instructional Technology is the theory and
practice of design, development, utilization, management, and evaluation of processes and
resources for learning more efficient based on theory.

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KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Technology in Education

The application of technology to any of those processes involved in operating the

institutions which house the educational enterprise. It includes application of technology to
food, health, finance, scheduling, grade reporting and other processes which support
educational with in institutions.

Nature of Educational Technology

 Educational Technology is the application of scientific principles to education.

 It lays stress on the development of methods and techniques for effective
teaching-learning.
 It emphasis the designing of measuring instruments for testing learning outcomes.
 It involves input, process, and output aspect of education.
 Educational Technology is not to be taken as a synonym to audio-visual aids in
education.
 Educational Technology is a comprehensive term and is not to be viewed in terms of
its parts or processes. It includes instructional technology, teaching technology,
programmed learning, micro teaching.

Scope of Educational Technology

 Educational Technology tries to study the phases of teaching, skills of teaching

and learning, and principles of teaching.
 Educational Technology as a discipline strives for the formulation of objectives and
goals of education based on individual and social needs.
 Educational Technology includes planning of curricular and non-curricular inputs
on the basis of goals and objectives of education.
 Educational Technology has its scope for the development of the course content,
curriculum, the development of teaching learning materials.
 Training of teachers, teacher-training program, and development of suitable
strategies and techniques of teaching.
 Selection and use of appropriate audio-visual aids for making the teaching-
learning process more meaningful and realistic.

Characteristics of Educational Technology are as follows:

 It is based on scientific and technological advancements.

 It is more a practical discipline and less a theoretical one.
 It is a fast growing modern discipline.
 It makes use of the research findings of psychology, sociology, engineering,
sciences and social psychology etc., and applies the same to the field of education.
 It brings pupils, teachers and technical means together in an effective way.
 It is the science of techniques and methods. It locates the problems in the field of
education, remedies them and ultimately aims at improving the education system.
It is bound to improve the teacher, the learner and the teaching learning process.
B. Performance Task
1. Video/Virtual Reporting: The assigned reporter on this module will make a
video report to discuss the nature and characteristics of educational technology.
2. Performance Task # 1: Make a graphic organizer showing the definitions of
educational technology in multiple perspective
3. Performance Task # 2: Construct a concept map generalizing the nature and
characteristics of educational technology.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 4

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

Self-Evaluation

In this module, I learned that

Review of Concepts

 Educational Technology is the study and ethical practice of facilitating learning and
improving performance by creating and managing appropriate technological
processes and resources
 Instructional Technology is the theory and practice of design, development,
utilization, management, and evaluation of processes and resources for learning
more efficient based on theory
 Technology in Education includes application of technology to food, health, finance,
scheduling, grade reporting and other processes which support educational with in
institutions.

Post Test

Kindly answer Appendix A for the post-test found in the last section of this module.

Reference

 Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 5

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 2: HISTORICAL DEVELOPMENT OF EDUCATIONAL TECHNOLOGY

Time Frame: 3 hours

Objectives:

At the end of this module, the students should be able to:

1. discuss the historical development of educational technology;

2. trace the significant events in the history of educational technology; and
3. create a concept map generalizing the historical development of educational
technology.

Introduction

In this module, students will enhance their knowledge and understanding about educational
technology by tracing the various stages in its historical growth and development. The
presence of too many technologies today makes today’s people wonder how all these
machines and gadgets came into existence. They have gone a long way in the evolution and
development of technology. If we study about the history of technology in general, we are
likewise thinking about the invention of tools, gadgets and other techniques. These include
methods such as language and stone tools to a more complex engineering and information
technology that began in the 1980’s. In addition, the history of technology tells us about the
development of systemic techniques for making and doing things.

Pre-Test

Direction: Briefly but substantially answer the following:

1. In your own observation, what is the significant historical development of the

technology used in the classroom?
Rubric
1pt Answer is incorrect but
there is some correct
support.
2 pts Answer is correct but
no support is provided.
3 pts Answer is correct and
there is some support.
4 pts Answer is correct and
the support is
developed.
5 pts Answer is correct and
the support is fully
developed.
2. Why do we need to update instructional technologies?

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 6

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Learning Activities

A. Content/Discussion

HISTORICAL DEVELOPMENT OF EDUCATIONAL TECHNOLOGY

Communication plays a vital role in an effective teaching. The sender transmits the
information as a message through a certain channel to the sender. The irking question is
what was/were the channel used to transfer information especially in the field of education?

 Focusing on how modes of educational technology developed and emerged are our
gates in understanding the history of educational technology.

 Oral communication- was the earliest medium for communicating

 30,000 BCE- CAVE DRAWINGS
-the time wherein the ancestors used stones to draw and write on the walls.
 510 B.C.E- PHYTHAGORAS ACADEMY
- The first school was open headed by a philosopher. His contribution to
education really took a big part for the advancement of technology.
 382- MANUSCRIPT TRANSCRIPTION
- People became able to write out their thoughts and send them out to
others during that time.
 1450- GUTTENBERG PRINTING PRESS was created.
- This allowed people to mass produce their thoughts in easier way.
 1600-1800- PUBLIC EDUCATION came about
 12th century A.D- slate board were used particularly in India.
 18th century A.D- slate boards and blackboards were used in school.
 1910-1940- AUDIO VISUAL AGE
 Late 1950- early 1980- U.S army at the end of the world war began using
overhead projectors for trainings.
-Intended for lecture presentation until replaced by electronic projectors.
 Photography- began with the discovery of the principle of camera obscura (dark
-room). It was observed that some substances are visibly altered when -
exposed to light.
 1820- development of photographic process was attributed to Nicephore Niepce and
Louis Daguerre, the former’s associate.
 1839- first successful photographic process transpired.
-birth of practical photography.
 1877- Thomas Edison invented the first mechanical phonograph cylinder sound
-recording machine.
-His invention was taken as positive development in education that
schools started to use them.
 Cros- earliest inventor of sound recording and reproductive.
 Filmstrips- common form of still picture instructional multimedia.
-Discovered through photographic process along with the 32 mm slides.
-Used in teaching elementary and secondary education.
 1920’s- British Broadcasting Corporation (BBC) started educational radio programs
for schools in 1920s.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 7

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

-Made first adult educational radio in 1924

 1940s – 1980s- filmstrips provided an easy and inexpensive alternative to 16mm
educational films which led to programmed instruction slides or film version.

AUDIO RECORDING TECHNOLOGY

Rounded playing recording open reel tapes cassette tapes

Compact Disk (CD)

 1960-1980- INFORMATION AGE
- VHS tape, television and VCR were also invented.
- Late 1970s- telephone emerged but not merely considered as a tool in
education and was quite costly.
 1970- Use of television for education was first recorded and spread worldwide.
 VCR- Betamax Video Cassette Recorder was introduced in U.S way back in
1976.
 VHS- Video Home System was first introduced by japan victor Corporation (JVC)
- Its function is to double the time of recording time beta format.

VIDEO TECHNOLOGY

betamax VHS DVD

 Fiber optic cable- first used to distribute cable TV programming in 1976.

- Increased potential channel capacity and improves picture reception.
- With this, national geographic and history channel became the source of
educational knowledge to the viewing public.
 1990-1991- COMPUTER AGE
-First SMART board interactive whiteboard were invented.
- analytical engine was designed by Charles Babbage and that served as the
basic frameworks of computer’s today.
 1995- DIGITAL AGE
- Start using of Internet for communication
 2000-present- INTERACTIVE AGE
- Here laptops, cell phones, tablets and the likes were developed to
communicate and made learning easier and accessible.

B. Performance Task

1. Video/Virtual Reporting: The assigned reporter on this module will make a

video report to discuss the historical development of educational technology.
2. Performance Task # 3: Make a graphic timeline on the significant events in the
history of educational technology (Format: Arial-11, A4 bond paper, Margin-1
inch, justify text)
3. Performance Task # 4: Construct a concept map generalizing the historical
development of educational technology.

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 8

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Self-Evaluation

In this module, I learned that

Review of Concepts

 Communication plays a vital role in an effective teaching.

 Oral communication- was the earliest medium for communicating.
 British Broadcasting Corporation (BBC) started educational radio programs for
schools in 1920s.
 Thomas Edison invented the first mechanical phonograph cylinder sound recording
machine.
 Photography began with the discovery of the principle of camera obscura.

Post Test

Kindly answer Appendix A for the post-test found in the last section of this module.

Reference

1. Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 9

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 3: THE COMPUTER TECHNOLOGY

Time Frame: 3 hours

Objectives:

At the end of this module, the students should be able to:

1. discuss the concepts in the computer technology;

2. make a tutorial video of any chosen topic based on their field of specialization;
3. construct a concept map generalizing the computer technology.

Introduction:

In the Philippines, parents as well as teachers and students can probably recall the first time
they saw computers in school. Three decades ago, they must have observed the presence
of computers in the computer laboratories. These computers were made available only to
students taking computer-related subjects and only computer teachers have access to these
computers. Later on, computers are seen in administrative offices such as in the registrar’s
office, accounting, general services, and in the library. Initially, many of them probably
thought at that time that computers replaced the manual or electronic typewriters and were
perceived as the latest version or models of typewriters. For others, they believe that one
has to be well versed in typing in order to use a computer. These are just few of many other
perceptions and apprehensions about the computer technology. Today, these computers
finally invaded the classrooms.

Pre-Test

Direction: Briefly but substantially answer the following.

1. Three roles or functions of computer are presented in the upper boxes.

2. Fill up each box below with your personal usage of computer.
3. State briefly the way you use the computer. Rubric
1pt Answer is incorrect
As a Tutor As a Tutor As a Tutor but there is some
correct support.
2 pts Answer is correct but
no support is
provided.
3 pts Answer is correct
and there is some
support.
4 pts Answer is correct
and the support is
developed.
5 pts Answer is correct
and the support is
fully developed.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 10

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Learning Activities

A. Content/Discussion

Educational Role and Functions of a Computer

 Computer as a Tutor

Tutorial programs are designed to guide users in acquiring and understanding a

particular skill. As a tutor, the computer simply dictates what the user should do and
the user in return follows as directed.

 Computer as a Tool

When the computer plays the role of a tool, this involves the use of more general
purpose applications such as word processing programs and database programs
used in preparing reports and in organizing information. A computer simply facilitates
these tasks and helps users work efficiently.

 Computer as a Tutee

The third role or function of a computer is when it serves as a tutee. Users such as
teacher and students design programs that will instruct or dictate the computer what
to do.
Numerous research studies in the last decade have been conducted primarily to
examine how the use of computers can transform teaching and learning. These
scholarly works seem to share common observations on teachers’ perceptions and
apprehensions using computers in the classroom.
According to Thomas and Boysen, the computer is not just another form of media
like a film projector or videotape unit. The true potential of the computer is in
providing a medium through wich the teacher can teach (Thomas & Boysen n.d).
This should call the empirical studies that should look at technology not as simple
delivery medium but as “The learner actively collaborating with the medium to
construct knowledge”’ (Koza, 1991).

 Advantages and Benefits of Computer in Education

 Computers facilitate an efficient storage of information in data management.

 Use of PowerPoint and other presentation software like Flash make lecture
presentation interactive and meaningful.
 Computers can facilitate an audio-visual presentation of information, hence,
learning become realistic.
 Computers provide easy access to knowledge and information via the
internet.
 Homework, take-home tests and other academic requirements may be
submitted in soft copies, and therefore, save paper.
 Computers provide access to online instructional materials, thereby,
simplifying and enhancing delivery of complex and difficult concepts and
ideas.
 Computers provide efficient storage and rendition of information for quick
information processing. (Banate, 2014).

 Disadvantage of Computer in Education

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KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

 Have negatives effect on one’s health

 Affect the social growth and development of many users especially the
young. 24/7 or prolonged access results to social discomfort in face-to-
face interaction.
 Give access to inappropriate pornographic and violent websites.
 Irresponsible use of technology results to cyber bullying which is rampant
today.
 Easy access to information made easy cheating easy, too.
 There is a significant drop in students’ attention in class. Students are more
focused on their mobile technologies.
 Technology dependence led to a decline in students’ spelling and writing
abilities.
B. Performance Task

1. Video/Virtual Reporting: The assigned reporter on this module will make a

video report to discuss the computer technology.
2. Performance Task # 5: Make a tutorial video containing any chosen topic based
on your field of specialization. The video shall not exceed to 5 minutes including
entrance and exit credits. Observe the technical aspects in making video such as
the resolution, clarity, subtitle, etc.
3. Performance Task # 6: Construct a concept map the computer technology.

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

Self-Evaluation

In this module, I learned that

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 12

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Review of Concepts

 As a tutor, the computer simply dictates what the user should do and the user in
return follows as directed.
 When the computer plays the role of a tool, this involves the use of more general
purpose applications such as word processing programs and database programs
used in preparing reports and in organizing information.
 The third role or function of a computer is when it serves as a tutee. Users such as
teacher and students design programs that will instruct or dictate the computer what
to do.

Post Test

Kindly answer Appendix B for the post-test found in the last section of this module.

Reference

1. Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 13

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 4: INSTRUCTIONAL SOFTWARE

Time Frame: 4 hours

Objectives:

At the end of this module, the students should be able to:

1. discuss the different instructional softwares;

2. design learning activity using the appropriate instructional software;
3. construct concept map generalizing the instructional software.

Introduction:

In the previous discussions, several keywords and concepts have been mentioned such as
selection, design, implementation, and evaluation. In principle and practice, educational
technology really encompasses these four major processes that focus on effective learning.
Selecting from among an array of technology-driven instructional resources is crucial in
integrating technology in the delivery of the content. This module introduces the five
categories of instructional software, their specific features, characteristics and applications in
education. Knowledge of instructional software can aid teachers in the selection process.

Pre-Test

Rubric
1pt Answer is incorrect but there is some correct support.
2 pts Answer is correct but no support is provided.
3 pts Answer is correct and there is some support.
4 pts Answer is correct and the support is developed.
5 pts Answer is correct and the support is fully developed.

Direction: Fill out the table below.

Instructional Software Description Examples (include

website)
Tutorials

Simulations

Drill and Practice

Educational Games

Exploratory
Environment Software

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KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Learning Activities

A. Content/Discussion

WHAT IS INSTRUCTIONAL SOFTWARE?

Instructional Software is a computer program designed to assist in the delivery of

instruction. The primary purpose of instructional software is to support teaching and
learning.(Roblyer and Doerin, 2012) However, it is more than just simply supporting and
assisting in the delivery of instruction, the appropriate choice of specific instructional
software is a major consideration.

UNDERSTANDING SYSTEM SOFTWARE, OPERATING SYSTEM and FUNCTION

Two types of Software:

 SYSTEM SOFTWARE
- Is a type of computer program that is designed to run a computer hardware and
application programs and it is the interface between the hardware and user applications.
It consists of the programs that control the operation of the computer and its devices.
Example:
Operating System - manages all the other programs in a computer and one of the most
important software because it allows t different components of the computer, such as its
memory, desk storage device and display output, to function together while allowing the user
to run applications. Computers cannot function without the operating system.

 APPLICATION SOFTWARE
- consist of programs that perform specific task for users, such as word processing
program, email program, or web browser.

FIVE CATEGORIES OFINSTRUCTIONAL SOFTWARE

1. TUTORIAL
A Mode of instruction which involves a teacher and one or two students.

2. SIMULATIONS
Another type of instructional software. It provides a controlled learning environment
that replicates key elements of real world environment.

3. DRILL AND PRACTICE

Instructional software is commonly used to reinforce mastery of specific skills.

4. EDUCATIONAL GAMES
It is very popular among our students mainly because this type of software
challenges and excites them. Instructional activities are la-belled games when they are
designed to emphasize competition and entertainment.

5. EXPLORATORY ENVIRONMENT SOFTWARE

Is designed to provide manageable and responsive computer-based worlds for
learners to explore and manipulate.

ADVANTAGES OF INSTRUCTIONAL SOFTWARE

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KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

 Promotes personalized learning

 Increases students motivation and creativity
 Provides extended learning oppurtunities and and practices
 Addreses different learning style
 Provides virtual and simulated real life learning experiences
 Learners have direct control of their learning
 Develops problem-solving skills
 Encourages active learning
 Fosters meta-cognition skills

B. Performance Task

1. Video/Virtual Reporting: The assigned reporter on this module will make a

video report to discuss the instructional software.
2. Performance Task # 7: Design a learning activity using the appropriate
instructional software. Use the given template below.

Selecting the Appropriate Instructional Software

Title of the Lesson/Topic
Learning Outcomes
Choice of Instructional Software
Describe briefly how this chosen instructional
software may be used in this learning activity
Explain why you have chosen this category of
instructional software for this lesson
3. Performance Task # 8: Construct a concept map generalizing the instructional
software.

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

Self-Evaluation

In this module, I learned that

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 16

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Review of Concepts

 System software is a type of computer program that is designed to run a computer

hardware and application programs and it is the interface between the hardware and
user applications
 Operating system manages all the other programs in a computer and one of the most
important software because it allows t different components of the computer, such as
its memory, desk storage device and display output, to function together while
allowing the user to run applications.
 Application software consists of programs that perform specific task for users, such
as word processing program, email program, or web browser.

Post Test

Kindly answer Appendix B for the post-test found in the last section of this module.

Reference

1. Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 17

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 5: THE INTERNET AND THE WORLD WIDE WEB

Time Frame: 4 hours

Objectives:

At the end of this module, the students should be able to:

1. discuss the internet and the world wide web;

2. conduct a research study on evaluating web sources using the web evaluation
criteria; and
3. construct concept map generalizing the internet and the world wide web.

Introduction:

This module introduces the internet and the World Wide Web, their historical development,
nature and characteristics with emphasis on their instructional value. The internet is said to
be the most fluid, coercive and demanding type of communication medium that has brought
dramatic changes in the way people work and learn. The internet offers a wealth of
information ranging from primary source of material to statistics on just about everything.
One does not need to be an IT savvy to make the internet a viable tool because it offers a
rich set of useful features and functions. The development of the internet and the World
Wide Web has gone a long way in terms of their features, capabilities and applications.

Pre-Test

Direction: Briefly but substantially answer the following.

1. How important is internet in today’s teaching and learning?

Rubric
1pt Answer is incorrect but
there is some correct
support.
2 pts Answer is correct but
no support is provided.
3 pts Answer is correct and
there is some support.
4 pts Answer is correct and
the support is
developed.
5 pts Answer is correct and
the support is fully
developed.
2. What is your personal experience in searching information from the internet and world
wide web?

EDUC 5 – Technology for Teaching and Learning 1 August 2020 Edition 18

KIER L. ECLE, MAEd
 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Learning Activities

A. Content/Discussion

The internet and the World Wide Web

2. Internet - refers to the collection of cables, wires, and networks of netwoks connecting
thousands, millions, billions of other networks.
3. WWW or World Wide Web - a system of information that allows document to be
connected to other documents.
4. Brantner (as cited in nield, 2016) - there are 3.4 billion people online(46.1 percent of
world’s population). Young adults spend an average of 27 hours online every week.
5. Nield (2016) - there are 54,907 google searches, 7,252 tweets, 125,406 youtube video
views and 2,501,018 emails every second.
6. September 2, 1969 - the birth of the internet
7. October 29, 1969 - message was sent from computer to computer in different
locations.
8. Tim Berners-Lee - invented the WWW or World Wide Web in March 1983.
9. 1971 - the first email was sent
10. Mosaic - the first web browser

Historical Development of the Internet and the World Wide Web

PRIMITIVE ERA

 Usenet (1979) - post news to newsgroups

 BBS (Bulletin Board System) - late 70's first site with Login option interaction
 1980 - CompuServe First chat introduced
 1984 - prodigy Communication Corporation pioneered online

MEDIEVAL ERA

 1988 - Introduction to Internet relay Chat File Sharing, Link Sharing and
keeping in touch
 November 1996 - ICQ Multi User Messaging, Multiplayer Games, made
emoticons and abbreviations such as "LOL" and "BRB" became famous.
 1997 - Six Degrees. Glimpse of first social media resembling that of today’s
features the create profile pictures and add friend.
 1999 - Live Journal. First to introduced dynamic content on the blogs and
forums, create groups and interact.

GOLDEN ERA

 2001 - Wikipedia, the online free encyclopedia was launched.

 2002 - Friendster, operated by allowing people to meet new people and
increase their network.
 2003.- Hi5, included photo sharing, user groups, social gaming, and status
update.
 2003 - MySpace, private messaging, public comments posted to user's profile
bulletins sent to friends.
 2004 - Facebook, for Harvard University students use only
 2004 - Orkut, owned by Google, meet old and new friends, rate friends change
themes etc.
 2004 - Flickr, photo sharing platform

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 2005 - Youtube, first orgnized video streaming and video sharing platform.
 2005 - Reddit, entertainment and social networking platform
 2006 - facebook, the best entertainment social media platform with 1.44 billion
active users.
 2006 - Twitter, microblogging platform with a question and answer format
 2007 - tumblr, live streaming and microblogging platform.
 2009 - WhatsApp, iOS, android and windows based application for personal
and groupchats.
 2012 - Snapchat, new platform for chatting by posting pictures.
 2012 - Tinder, a social discovery application for iOS and Android Users.
 2013 - Vine, a multiple platform video sharing social application.
 2014 - Pheed, a social platform with live broadcast.

Basic Web-Related Terms and Concepts

Our general web concepts are concept and tutorial articles covering general subjects
related to the web and web design and development, such as how the web works,
information architecture, typography and web design. Let’s have a short review of these
terms:

Bandwidth – refers to the amount of information your connection to the Internet can carry,
usually measured in bits per second.

ISP – it is short for “Internet Service Provider,” it’s the company that provides you access
to the internet.

URL – Uniform Resource Locator; it is a global address of documents and other resources
on the World Wide Web. The first part of URL—is called protocol identifier and it
indicates what protocol to use. The second part of URL—is called resource name and it
specifies the IP address or the domain name where the resource is located.

Domain Name – it is a name that identifies a computer or computers on the Internet; these
names appear as a part of a website’s URL.

Fold – it is the line past which someone has to scroll to see more content.

Browser – it is the software you use to view web pages such as Google Chrome, Mozilla
Firefox and Internet Explorer

HTML – short for “Hyper Text Mark-up Language,” HTML is a cross-platform language for
creating and formatting web pages.

Hyperlink – it is an electronic connection between one web page to either other web pages
on the same website—internal linking or web pages located on another website—external
linking.

Navigation – it refers to the process by which users access information on the internet.

PDF –short for “Portable Document Format”. The idea behind was to create a file format
that is not dependent on applications, software, hardware of software for proper viewing.

Search Engines – it is a program that searches documents for specified keywords and
returns the list of documents. There are two parts, a spider and an indexer. The spider—is
the program that fetches the documents. The indexer—reads the documents and creates an
index based on the ideas contained in each document.

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Instructional Value of the Internet and the Web

The following are the instructional values and benefits of the internet and the World
Wide Web.

 access to knowledge and information

 access to instructional resources
 extended learning opportunities
 support lifelong learning
 support computer-based Instruction
 support delivery of distance learning programs
 promote, facilitate and support other academic functions
 support social media apps

Websites Evaluation Criteria

As a teacher education, spend longer time surfing in internet to do school work,

homework, and other research activities. Is very constant to us but if we are looking for
specific knowledge or information, these websites can create confusion on our part because
we cannot identify which of these websites provides correct information. Abdullah (1998)
suggests the following checklist derived from the summary of criteria for education.

1. Technical Consideration - the websites feature all capabilities, such as graphics,

animation and the consistency of the pages because some sites require the use of more
advanced browser.

2. Purpose - It should be clearly stated and content should support the purpose. Whether
the purpose is to entertain, persuade and etc.

3. Content - It should be comprehensive and easily to understood by the visitors of the

internet.

4. Authorship and Sponsorship - are relevant information that should be reflected in every
authentic site.

5. Functionality - covers the use of appropriate languages in message and directions

should be clear and easily to understand by the visitors.

6. Design and Aesthetics - one of the criteria that can hold visitors attention. The design
elements and features on the site should be clearly labeled.

Alexander and Tate (1996-1998) cited five criteria for evaluating web resources namely:

Authority, Accuracy, Objectivity, Currency and Coverage

Challenges of Web Resources

 Use of hypertext links

 Use of frames
 Search Engines can retrieve pages out of context
 Marketing-Oriented web pages
 Blending of entertainment, information and advertising
 Software requires may limit access.
 Instability of Web pages
 Susceptibility of Web pages to alteration.

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The development of evaluation techniques for web resources is an on-going process.

The continuous emergence of new technology is outpacing the ability to create standards
and guidelines.

B. Performance Task

1. Video/Virtual Reporting: The assigned reporter on this module will make a

video report to discuss the internet and the world wide web.
2. Performance Task # 9 (Midterm Project): Conduct a research study on
evaluating web sources using the web evaluation criteria. The respondents of the
study shall be your classmates only. Consider the following parts of research
paper (IMRAD/Publishable form):
 Title
 Abstract
 Keywords
 Introduction
 Methods
 Results and Discussion
 Research Questionnaire (to be floated online)
3. Performance Task # 10: Construct a concept map generalizing the internet and
the world wide web.

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

Self-Evaluation

In this module, I learned that

Review of Concepts

 Internet refers to the collection of cables, wires, and networks of networks connecting
thousands, millions, billions of other networks.

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 World Wide Web is a system of information that allows document to be connected to

other documents.
 Bandwidth refers to the amount of information your connection to the Internet can
carry, usually measured in bits per second.
 Browser is the software you use to view web pages such as Google Chrome, Mozilla
Firefox and Internet Explorer
 Navigation refers to the process by which users access information on the internet.

Post Test

Kindly answer Appendix C for the post-test found in the last section of this module.

Reference

1. Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

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 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 6: INTRODUCTION TO WEB-BASED INSTRUCTION

Time Frame: 4 hours

Objectives:

At the end of this module, the students should be able to:

1. discuss the introduction to web-based instruction;

2. design a web page used as an online learning platform; and
3. construct a concept map generalizing the web-based instruction.

Introduction

This module introduces web-based instruction, its brief historical development and the
various categories and teaching approaches. It covers the similarities and differences of
traditional instruction with web-based instruction. The discovery of the world wide web in
1993 gave rise to the development of web-based instruction. When you think of web-based
instruction, you outright create a mental picture of the web as the source or the medium
used to deliver instruction. You can also think of web-based instruction to connote time and
distance in learning.

Pre-Test

In your own words, discuss the following categories of web based instruction.

Rubric
1pt Answer is incorrect but there is some correct support.
2 pts Answer is correct but no support is provided.
3 pts Answer is correct and there is some support.
4 pts Answer is correct and the support is developed.
5 pts Answer is correct and the support is fully developed.

Augmented Learning Blended Learning Online Learning

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Learning Activities

A. Content/Discussion

Web-Based Instruction

 Web-based instruction (WBI) is defined as a “hypermedia based instructional

program which utilizes the attributes and resources of the World Wide Web to create
a meaningful learning environment where learning is fostered and supported (Khan,
1997).
 According to Lebow (1993) and Perkins (1991) Web-Based Instruction is the
applicant of a repertoire of cognitively oriented instructional strategies implemented
within a constructivist and collaborative learning environment utilizing the attributes
and resources of the World Wide Web
 Distance education is one form of web-based instruction that makes use of web
resources. The concept of distance learning, however, is not new in the educational
area. Historically, it started with the use of correspondence, use of audio and video
technology, use of television satellites and finally the internet and the World Wide
Web. As the distance learning continues to evolve so are the factors that define it.

Zvacek (2004) identifies the following components of distance learning:

 Physical distance that separates teachers and learners

 Use of mechanical or electronic means to deliver content
 Interaction between teachers and students
 The influence of a formal educational organization that outlines the roles of the
participants, expectations and expected outcomes.

Categories of Web-Based Instruction

 Augmented – it came from the root word “augment” which means to improve,
expand, to amplify and increase.
 Blended Learning- There are several terminologies associated with blended
learning. You have heard or encountered in your readings, concept such as
distributed learning.
 Online Learning- In online or distance learning category, learning takes
place remotely in asynchronous or in synchronous communication. Online
learning is commonly accepted by adult learners as this instructional method
offers flexibility in time and space.

Benefits of Web-Based Instruction

Several studies were conducted to investigate the educational value and benefits of web-
based instruction or the WBI. Some scholars and researchers cited the following benefits
and advantages of web-based instruction:

 Unparalleled access to instructional resources;

 Improvement in learning outcomes (Fletcher, 2001)
 Offers engaging and interactive learning experiences that are open, flexible and
distributed (Khan, 2001)
 Can be conveniently modified and redistributed, readily access and quickly link to
related sources of knowledge, thus establishing a backbone for “anytime, anywhere”
learning (Fletcher & Dodds, 2001)
 Support management of large class;

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 Allows interaction between faculty and students through email, resource, sharing
and collaborative.
 Offers a learner-driven collaborative learning environment;and
 Cost effective.

Application of Web-Based Instruction in Training and in Industry-Based

Organizations

Web-Based Instruction has long been adapted in training and in other industry-based
organizations. E banking started in early 90’s and the practice became widely accepted.

WEB-Based Application Programs used in Business Industries

1. Prodmode- is a modern full-featured, cloud-based ERP system dedicated to the

apparel and fashion industry. Prodmode offers a better experience, increases
productivity and greatly reduces error.
2. Elastie Solution- another Web-Based Program that features a Digital/Custom
Catalog Builder, Online order entry with live ATS and ERP integration, Ordevisual
Assortment Planning and White Boarding Tools.

B. Performance Task

1. Video/Virtual Reporting: The assigned reporter on this module will make a

video report to discuss the introduction to web-based instruction.
2. Performance Task # 11: Design your own web page using this site wix.com.
Make sure that the content of your web page is connected to our lessons only.
The teacher will provide a sample template of a finished web page.
3. Performance Task # 12: Construct a concept map generalizing the introduction
to web-based instruction.

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

Note: The Performance task will be submitted in the google classroom.

Self-Evaluation

In this module, I learned that

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Review of Concepts

 In online or distance learning category, learning takes place remotely in

asynchronous or in synchronous communication. Online learning is commonly
accepted by adult learners as this instructional method offers flexibility in time and
space.
 There are several terminologies associated with blended learning. You have heard or
encountered in your readings, concept such as distributed learning.
 Augmented came from the root word “augment” which means to improve, expand, to
amplify and increase.
 Web-based instruction (WBI) is defined as a “hypermedia based instructional
program which utilizes the attributes and resources of the World Wide Web to create
a meaningful learning environment where learning is fostered and supported.

Post Test

Kindly answer Appendix C for the post-test found in the last section of this module.

Reference

1. Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

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 LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

MODULE 7: THE PRACTICE OF BLENDED LEARNING

Time Frame: 4 hours

Objectives:

At the end of this module, the students should be able to:

1. discuss the various types of blended learning approach;

2. demonstrate the flipped classroom model of blended learning in a simulated learning
environment; and
3. construct a concept map generalizing the practice of blended learning.

Introduction:

Much has been said and written about blended learning. As an emerging or developing
teaching approach, it has attracted the attention of both the academic and corporate
practitioners in education and in training. While it has started to take its roots in many
educational institutions worldwide, debates continue to question the nobility of this teaching
practice. As future teachers, the call is timely for you to acquire empirical and conceptual
knowledge and understanding about the promise and practice of blended learning. This
module covers blended learning, the various models of blended learning and various forms
of online interactions.

Pre-Test

Direction: Briefly but substantially answer the following questions:

1. Describe the various teaching and management

Rubric
experiences on blended learning. 1pt Answer is incorrect but
there is some correct
support.
2 pts Answer is correct but
no support is provided.
3 pts Answer is correct and
there is some support.
4 pts Answer is correct and
the support is
developed.
5 pts Answer is correct and
the support is fully
developed.

2. Construct three (3) higher cognitive questions on the various blended learning
perspectives.

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Learning Activities

A. Content/Discussion

What is blended learning?

• According to Charles Graham, blended learning is the convergence between face to face
learning environments and computer- mediated instruction. Others describe learning as the
combination of virtual and physical learning environments.

4 Models of Blended Learning:

1. Rotation Model
 Station Rotation
 LAB Rotation Model
 Flipped Classroom
 Individual Rotation
2. Flex Model
3. A La Carte Model
4. Enriched Virtual Model

• According to the Christensen Institute, the “Enriched Virtual Model” is a course or subject
in which students have required face-to-face learning session with the teachers of record
and then are fine to complete their remaining coursework remote from the face-to-face
teacher.

Two types of Online Communication

1. Asynchronous Communication

It is a communication that can be sent any time without the need for sender and receiver to
be time synchronized.

2. Synchronous Communication

Can be defined as real-time communication between two people. The word synchronous
means communicating and doing specific task at the same time.

“Interactions play a crucial role in online learning. Active learning will not take place in
an online environment unless the interaction is deliberately planned and the teacher
encourages it.” - Moore and Kearsley.

Moore (1989) cited and defined three (3) forms of Interactions:

• Learner- to- content Interaction

• Learner- to- learner Interaction

• Teacher- to- learner Interaction

Three Forms of Online Interactions:

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1. Teacher to Student Interaction

• This form of interaction takes place when the online teacher conducts an open.
discussion with the students using chat room, social media technologies and other tools for
online conferences.

• This requires real-time communication and therefore, it is synchronous.

• Chat Room is one of the basic tool where teacher-to-student interaction normally takes
place. And if this tool is to serve delivery of distance learning programs, it should be named
“virtual classroom”.

2. Student to Content Interaction

• It refers to the time the learner spent interacting with course content including
textbooks, PowerPoint presentations, web pages, and discussion forums (Su, Bonk,
Magjuka, Liu, & Lee, 2005).

• The learner-to-content interaction is demonstrated when online students are given the
opportunity to interact with lesson or specific subject matter which may be assigned to them
by their online teacher.

• Brady’s (2004) study of the benefits of interactivity within an educational website

shows that student-content interactivity positively influenced learning outcomes, satisfaction
and student time-on-task.

3. Student to Student Interaction

• The student to student or learner to learner interaction is perhaps the most important
of Moore’s (1989) three forms of online interactions. This type of interaction takes place
between and among online students.

• In a traditional learning environment it requires creativity to prompt and use an online

collaborative learning activities, problem solving, case-based instruction and other learning
tasks provides students the opportunities to interact among others and learn from each
other.

• In an online learning environment, similar learning activities may applied to some

extent, however, they differ on the medium employed to promote and sustain s-to-s
interaction.

Other Forms of Interaction

1. Learner/ Interface Interaction

• According to Hillman, Willis, and Gunawardena (1994) it is the process of manipulating

tools to accomplish a task. It includes access, skills and attitudes of the learner in the course
of his/her interaction or engagement in a technology mediated learning.

2. Vicarious Interaction

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• This form of interaction was introduced by Sutton (2000).

• According to Sutton (2000), it is an interaction that is taking place “when a student

actively processes both sides of a direct interaction between two other students or between
another student and instructor”.

• Vicarious Interaction, therefore, is an act of reflecting, engaging and processing, though

this interaction does not demonstrate active engagement or direct interactions and is just
waiting for an opportunity to interact.

3. Teacher to Content

• This another form of interaction was cited by Friesen and Kuskis (2012).

• This is one of the primarily concern of online teachers. It involves teacher’s skills in
designing course content, selection of appropriate instructional web materials, and the use of
online strategies and approaches.

• The teacher to content interaction is a vital element that immeasurably contributes to

the success of distance education programs.

• This is the greatest challenge for pre-service, in-service and future online teachers have
to face as they prepare to become the 21st century educators.

B. Performance Task

1. Video/Virtual Reporting: The assigned reporter on this module will make a

video report to discuss the practice of blended learning.
2. Performance Task # 13: Demonstrate the flipped classroom model of the
blended learning. Online interaction will be conducted via Zoom app and the
augmented or face-to-face interacted will be conducted during the scheduled
class.
3. Performance Task # 14: Construct a concept map generalizing the practice of
blended learning.

Format: Arial-11, A4 bond paper, Margin-1 inch, justify text, Encoded in MS Word

Self-Evaluation

In this module, I learned that

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Review of Concepts

 Blended learning is the convergence between face to face learning environments and
computer- mediated instruction.
 Enriched Virtual Model is a course or subject in which students have required face-
to-face learning session with the teachers of record and then are fine to complete
their remaining coursework remote from the face-to-face teacher
 Asynchronous Communication is a communication that can be sent any time without
the need for sender and receiver to be time synchronized.
 Synchronous Communication can be defined as real-time communication between
two people.

Post Test

Kindly answer Appendix D for the post-test found in the last section of this module.

Reference

1. Habulan, N.V. (2016). Technology for Teaching and Learning 1. Pedagogical

Foundations of Educational Technology. Lorimar Publishing Inc.

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