LESSON 1

TEACHING AND LEARNING WITH TECHNOLOGY:

An Introduction

TOPICS1in
1. ICT Competency Standards for Philippine Pre-Service Teacher Education
2. Understanding the Basic Concepts in ICT
3. Roles of Technology for Teaching and Learning

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the competency standards of ICT for teaching and learning in
pre-service teacher education;
2. discuss the basic concepts of ICT to provide common understanding for
teachers and learners; and
3. value the use of ICT in the teaching and learning processes.

INTRODUCTION

If there is one thing that changed the world so fast, it is TECHNOLOGY. While there
exist the technology in the past as non-digital technology, the current digital technology
has been a factor that shrunk the world and made it flat. It has provided a new
environment for learning, new ways teachers teach and also the new ways of how
learners learn. In the beginning, it has created a divide between the digital natives and
the digital immigrants. However, as the years go by, such divide has become narrower
and even blurred. This has led to the new educational revolution in teaching and learning
which has been triggered by technology and resulted to better learning outcomes in the
21st century.

TOPIC 1. ICT Competency Standards for Philippine Pre-Service

Teacher Education

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy, Standards

and Guidelines (PSG) for Pre-Service Teacher Education.

The program outcomes for teacher education degrees clearly state that every
future teacher: “demonstrate proficiency in the development and utilization of
Information, Communication and Technology (ICT) resources in promoting quality
teaching-learning process.”

To ensure that the program outcomes related to ICT shall be achieved,

competencies were identified to be developed by every pre-service teacher (CHED-
UNESCO, Bangkok, 2009).
 The ICT Competency Standards is made up of seven domains. Each domain has a
set of competencies. The competencies are expressed in desired learning outcomes.
Becoming proficient in the different competencies will enable you to handle learners of
the 21st century in your future classroom.

These domains and corresponding competencies are found in the Table below:

Table 1: ICT Competency Standards for Pre-Service Teachers

Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of ICT
systems as they apply to teaching-learning.
2.2 Evaluate digital and non-digital learning resources in response to student’s
diverse needs.
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and technology
skills, learning and innovation skills, career skills and effective communication
skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student
collaborative activities
3.3 Model collaborative knowledge construction in face and virtual environments
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology tools
and systems as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support
community of learners
4.3 Demonstrate proficiency in the use of technology tools to support teaching
and learning
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom
environment
5.2 Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in
support of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources
7.2 Show positive attitude towards the use of technology tools
 Likewise, the Department of Education issued Department of Education Order 42,
s. 2017 mandating the use of the Philippine Professional Standard for Teachers (PPST) to
start with the Beginning Teachers who are the fresh graduates from the teacher education
program. The document includes: Show skills in the positive use of ICT to facilitate
teaching and learning and Show skills in the selection, development and use of the variety
of teaching and learning resources including ICT to address learning goals.

These competency standards to learn and master will assure the 21 st century
learners in your class of a more enjoyable, creative, innovative ways in teaching and
learning.
=

ISTE National Educational Technology Standards For Teachers (NETS* T)

An international organization for educational technology called International

Society for Technology in Education (ISTE), established standards for both teachers and
students. These standards were also referred to in the development of the Philippine ICT
Competency Standards which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology

operations and concepts.

Standards 2: Planning and Designing Learning Environment and Experiences

This standard implies that teachers utilize the use of technology to plan and
design effective learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be meaningful that in the implementation of curriculum

plan, they have to include strategies for applying technology to maximize
student learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and

evaluation strategies to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional development

and lifelong learning in support of student learning, increase productivity
and to build community of learners.
Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues surrounding
the use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology
resources and facilitate access to technology resources for all students.
 Likewise, ISTE also developed standards needed for students. These standards will
be used as a guide by teachers to plan technology-based activities in which students
achieve success in learning, communication and life skills.

As pre-service teacher education students now, you will have to master the
knowledge and skills (Learning to Know) for the standards for students. However, since
you will become teachers in the future, you should harness the same knowledge and skills
to become (Learning to Become) future teachers.

A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

1. Technology Operations and Concepts 1. Creativity and Innovation
2. Planning and Designing Learning
2. Communication and Collaboration
Environment and Experiences
3. Teaching, Learning and Curriculum 3. Research and Information Fluency
4. Critical Thinking, Problem-Solving &
4. Assessment and Evaluation
Decision Making
5. Productivity and Professional Practice 5. Digital Citizenship
6. Social, Ethical, Legal and Human Issues 6. Technology Operations and Concepts

TOPIC 2. Understanding the Basic Concepts of ICT

Let us explore various resources to have clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. You
can further find more explanation as you go along with the lesson s or in other references
in the web.

Here are some terms and concepts that you need to know and understand.

1. Technology refers to a mix of process and product used in the application of

knowledge. It includes tools from pencil and paper to the latest electronic gadgets
and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage,
integrate, evaluate, create and communicate information in order to function in a
knowledge society (Guro 21, 2011).

3. Educational Technology refers to the use of technology in teaching and learning.

Educational technology includes both the non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools: hardware, software and connections, etc)

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring both cognitive and technical skills
(https://edweek.org.downloaded 06-03-18).

5. Digital learning is any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. It encompasses the
 application of a wide spectrum of practices which included blended or virtual
learning. It can come as online or off-line which utilizes digital technology.

6. On-line digital tools and apps use an Internet connection to access the information
needed. A common example is Skype. It is a telecommunication application software
product that specializes in providing video chat and voice calls between computers,
tablets, mobile devices via Internet and to regular telephones.

7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,
Prinyaka, 2017) downloaded in edtech review (July 03, 2017).

8. Instructional technology is the theory and practice of design, development,

utilization, management, and evaluation of the processes and resources for learning
(Association for Educational Communications and Technology, Seels, B.B & Richey,
1994).

9. Software refers to program control instructions and accompanying documentation;

stored on disks or tapes when not being used in the computer. By extension, the
term refers to any audiovisual materials (Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use of a variety of media formats in a

given presentation or self-study program (Smaldino, 2005).

11. Internet is a massive network of networks, a networking infrastructure. It connects

millions of computers together globally, forming a network in which any computer
can communicate with any other computer as long as they are connected to the
Internet. It is generally defined as a global network connecting millions of computers
(https://www.webopedia.com)

12. World Wide Web (www) is also called the Web which is a graphical environment on
computer networks that allow you to access, view and maintain documentations
that can include text, data, sound and videos (Smaldino, 2005). It is an information
sharing model that is built on top of Internet.

13. Web access is the ability of the learner to access the Internet at any point during the
lesson in order to take advantage of the array of available education resources.

14. Webquest is an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various
programs, including simple word processing documents that include links to
websites.

15. Productivity tools refer to any type of software associated with computers and
related technologies that can be used as tools for personal, professional or
classroom productivity. Examples: Microsoft Office, Apple works – word processing,
grade and record keeping, web page production, presentation (KFIT – UNESCO,
2016)

16. Technology Tool is an instrument used for doing work. It can be anything that help
you accomplish your goal with the use of technology. These technology tools can be
classified as:
 (a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability
constructor

(b) Design tools. These are used to make models and designs, creating and building.
Included here are Family Tree Maker, GollyGee, and Crazy Machines among
others.

(c) Discussion tools. There are 4 different approaches that utilize discussion and
interaction in the Internet. These are threaded discussion forum, blogging. Live
chat and video teleconferencing, netiquette and safety on the net.

(d) Email tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around
the world. Examples are google mail, Ymail, Yahoo mail and many more.

(e) Handheld devices. Handheld devices have become popular among learners.
These include Personal Digital Assistants, global positioning system, (GPS) and
geographic information system (GIS) in the classroom, Portable electronic
keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers.

17. Webquest is a teacher structured research experience for the students that is
primarily based on use of the World Wide Web and typically takes one or more
instructional periods (Bender & Waller, 2011).

18. Blog is an online journal where posted information from both teachers and students
are arranged . These are three kinds of blogs: blogs used for communication, blogs
used for instruction, and blogs used for both (Ferriter & Garry, 2010)

19. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos or
videos. Wikipedia is one of the most widely recognized of all the wikis (Watters,
2011)

20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during class time.

21. Podcast is a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006)

22. Google Apps is a cloud-based teaching tool which is stored in the Google server and
is available for students both at home and in school. It includes the gmail, a free-
email for all; Google calendar – a tool used for organizational purposes; Google
calendar – a tool used for organizational purposes; Google sites that provide options
for developing blogs and wikis; and Google docs is used for sophisticated word
processing and editing of the document.

23. Vlog is a video blog where each entry is posted as a video instead of the text.

24. Facebook is a popular social networking site used by students and adults worldwide
to present information on themselves and to the world.
 25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

TOPIC 3. Roles of Technology for Teaching and Learning

As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic
(2015), educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the
teacher to teach another person or technology when programmed by the teacher
can be tutor on its own. The teacher will simply switch on or switch off radio
programs, television programs or play DVDs, or CDs that contain educational
programs. These are on-line tutorial educational programs, too.

2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can
never replace a teacher. This is like the handyman, which is just there to be
reached. Liked any other tool, it is being used to facilitate and lighten the work of
the teacher. It will be good if the teacher can also create or develop technology
tools that are needed in the classroom.

3. Technology as a learning tool. While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning. As a learning tool, it makes
learning easy and effective. It can produce learning outcomes that call for
technology-assisted teaching. Even the teachers who are teaching can utilize
similar tools for learning. As a learning tool, it is very interesting that even the
elderly use these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management of
learning. Likewise, it has modernized the teaching-learning environment in schools. Here
are some examples of the myriad of roles that technology can do for teachers and
teaching.

1. Technology provides enormous support to the teacher as the facilitator of

learning. It transforms a passive classroom to an active and interactive one, with
audio-visual aids, charts and models, smart classrooms, e-learning classrooms
which motivate and increase attention level of learners. Many of these can be
searched on the web.

2. Technology has modernized the teaching-learning environment. The teachers

are assisted and supplemented with appropriately structured instructional
materials for daily activities. There are varied available technology-driven
resources which can be utilized for remedial lesson or activities. Likewise, there
are also a lot of technology-driven resources that can be used for enrichment
purposes. You may search for the examples on the web.
 3. Technology improves teaching-learning process and ways of teaching. This will
make the act of teaching more efficient and effective. There are arrays of teaching
methods and strategies that can use technology which are found compatible with
learning styles. The multiple intelligence theory of Howard Gardner tells us that
there is a genius in every child. This implies that there must be varied ways of
teaching as there are many varied ways of learning. All the learning styles can find
support from technology, so that teaching will be more effective and efficient.

4. Technology opens new fields in educational researches. The areas of teaching

testing and evaluation are enhanced by technologies for teaching and learning.
Current educational researchers will no longer find difficulty in interpreting tests,
assessments and other evaluation results. There are available programs that can
analyze and interpret results with speed and accuracy. Reference retrieval is also
hastened because many of the research materials are in digital form. Technology
has also provided access to big data that can be processed for problem solving and
inquiry.

5. Technology adds to the competence of teachers and inculcates scientific

outlook. Through the utilization of theories of learning and intelligence, which are
explained in references uploaded in the net, the teachers are encouraged to
imbibe skills to source these information with speed and accuracy.

6. Technology supports teacher professional development. With the demand of

continuing professional development for teachers, the availability of technology
provides alternative way of attending professional development online. For those
who are involved as providers of continuing professional development like
trainers, facilitators or organizers, they can level up or enhance their delivery
systems with the support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand
that subject matter or content is a means to achieve the learning outcomes. There
are three categories of knowledge according to Egbert (2009): declarative
knowledge, structural knowledge, and procedural knowledge.

a. Declarative knowledge consists of the discrete pieces of information that

answers the questions what. Who, when, and where. It is often learned
through memorization of facts, drills, and practice. It can be learned by
simple mnenomics or conceptual maps. Declarative knowledge is the
fundamental knowledge necessary for students to achieve more complex
higher order thinking such as critical thinking and creativity, inquiry and
production.

b. Structural knowledge consists of facts or pieces of declarative knowledge

put together to attain some form of meaning. An example of declarative
knowledge is “pencil”. The idea that evolved from a pencil is an
understanding that: “it is something used to write.” This is referred to as
structural knowledge. It can be presented by concept maps, categorization
or classification.

c. Procedural knowledge is knowledge in action or the knowledge of how to

do something. It is based on facts but learned through the process of
 procedural knowledge. Examples include how to drive a car, how to use a
cell phone, or how to speak English. Procedural knowledge is indicated by
a performance task or graphical representation of a concept.

2. Technology enhances learner’s communication skills through social interactions.

This is commonly described as the transmittal of information from one person to
another as single individual or groups of individuals. According to Shirley (2003) in
Egbert (2009), there are three basic communication pattern:

a. Point to point two-way or one-to-one like Internet chat, phone conversation

or even face-to-face conversation.

b. One-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.

Social interaction occurs in two ways where the participants ask for
clarification, argue, challenge each other and work towards common
understanding. Social interaction through communication occurs through
technology (directly between two persons via email, a cell phone or other
communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support of
technology like teachers and students interacting about the worksheet printed
from a website. In all the three modalities, communication occurs and technology
is involved.

For this particular role, what are the benefits derived from technology supported
communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction beyond a school day or a school
environment.

b. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face-to-face.

c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication.

d. Help learners solve problems from multiple sources since there is limitless sources
on information that the teacher can direct or refer to the learners.

e. Teaches learners to communicate with politeness, taking turns in sending

information and giving appropriate feedback.

f. Enhances collaboration by using communication strategies with wider community

and individuals in a borderless learning environment.

g. Develops critical thinking, problem solving and creativity throughout the

communication.
 3. Technology upgrades learners’ higher-order thinking skills: critical thinking,
problem solving and creativity

Twenty-first century learning requires the development of higher-order-

thinking skills.

Technology has a great role to play in the development and enhancement

of these skills. Let’s discuss this in the lesson.

Critical thinking is a part of the cluster of higher order thinking skills. It

refers to the ability to interpret, explain, analyze, evaluate, infer and self-regulate
in order to make good decisions. With the use of technology, one will be able to
evaluate the credibility of the source, ask appropriate questions, become open-
minded, defend a position on an issue and draw conclusion with caution. All of
these competencies are covered by Bloom’s Taxonomy of Analysis, Synthesis and
Evaluation.

Teachers play a significant role in supporting learners with technology.

How?

As a role model, teachers should display and practice critical thinking.

Processes, so that the learners can imitate them. Here are some ways that
teachers can do to develop critical thinking.

a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply
repeat the information from the lesson. Although these are necessary
questions like what, who, when and where, these do not develop critical
thinking. Critical thinking questions should ask for clarity, accuracy, precision,
relevance, depth, breadth and logic.

Clarity: Here are some examples: Can you give examples of …..
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much ……
Breadth: What do you think will the other group say about the issue?

b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students

who have higher ability may find the task too easy, thus, getting bored early,
while those who have low ability may find the task too difficult. Thus, there is
a need to have activities that are appropriate for the learners. These can be
determined by interview, observations and other forms to determine the
level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.
2. Introduce new technologies.
 3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature, learners are curious. They ask lots of questions all the time. Why is the
sky blue? Why do I learn geometry? How do people choose what will they become in the
future? Can robots solve the problem of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot
be answered by the teacher. The unanswered questions are avoided or answered
unsatisfactorily. Sometimes teachers shut down the question that curtails the first step in
critical thinking. The internet as a problem solving and research tool can help find answers
to the questions.

Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Edbert, 2009). Flexibly
means able to use many points or view while fluently means able to generate many ideas.
Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but it also involves feelings, beliefs,
knowledge and motivation.

Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute – Find something else to replace to do what it does.

2. Combine – Blend two things that do not usually go together.

3. Adapt – Look for other ways this can be used.

4. Modify/Magnify/Minify – Make a change, enlarge, decrease

5. Put to another use. – Find other uses.

6. Eliminate – Reduce, remove

7. Reverse – Turn upside-down, inside out, front-side back.

All together, the strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
 Further, teachers can do the following to develop and enhance critical thinking,
problem solving and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-
line and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking,
or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s
tasks should be appropriate to the levels of challenge and curiosity is encouraged.
There are several critical thinking tools and technology software that can support
critical thinking skills. Some of these, you will encounter in the succeeding modules:
1. Encourages digital production projects.
2. Popularizes e-learning modalities.
3. Enhances global awareness and citizenships.