MODULE 1: Teaching and Learning with Technology: Introduction

___Overview

If there's one thing that changed the world so fast, that's TECHNOLOGY.
Although Technology as a non-digital technology exists in the past, new digital
technology has been a factor that has reduced the environment and made it flat. It
offered a unique learning environment, new ways for teachers to teach and new ways for
learners to learn. In the beginning, a divide was created between digital natives and
digital migrants. However, as the years go by, this divide has become narrower and
much more blurred. This led to a new educational revolution in teaching and learning,
sparked by Technology, resulting in improved learning outcomes in the 21st century.

LESSON 1: UNDERSTANDING THE BASIC CONCEPTS IN ICT

OBJECTIVES:
Determine and outline the basic ICT concepts.
Reflect the value of ICT in the teacher-learning process

Excite

Which word is familiar to you? Mark with an X. Compare your output with your
classmate.

Tools Cyber Space Google

Blogs WWW Realia
Facebook Skills Media
Twitter Webinar Blended
Assume Century synchronous
Synchronous VBlog Literacy

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 Explore

Let's unpack a few concepts and words relevant to teaching and learning
technology. Here are some terms and concepts that you need to know and understand.

1. Technology refers to a mix of processes and products 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 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 and digital.
4. Digital literacy can find, evaluate, utilize, share and create content 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(edweek.org)

5. Digital learning is any learning that is accompanied by technology or instructional

practice that makes effective use of Technology. It encompasses the application
of a broad spectrum of practices which included blended or virtual learning. It can
come as online or offline, which utilizes digital technology.
6. Online digital tools and apps use an internet connection to access the information
needed. A typical example is Skype. It is a telecommunication application
software product specializing in providing video chat and voice calls between
computers, tablets, mobile devices via the internet, and 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(gGupta,
Prinyaka, 2017) downloaded in edtech review(Jully 3, 2017)
8. Instructional Technology is the theory and practice of design, development,
utilization, management, and evaluation of processes and resources for
learning(Association for Educational Communications and Technology, Seels,
B.B. & Richey, P.C. 1994)
9. Software refers to program control instructions and accompanying
documentation; store on disks or tapes when not being used in the computer. By

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 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 globally, forming a network in which any computer can
communicate with any other computer as long as it is connected to the internet. It
is generally defined as a global network connecting millions of
computers(webopedia.com)
12. Word Wide Web(www) is also called the Web, a graphical environment on
computer networks that allows you to access, view, and maintain documents that
can include text,data, sound, and videos. (Smaldino, 2005). It is a way of
accessing information over the medium of the internet. It is an information-
sharing model that is built on top of the internet.
13. Web access is the ability of the learner to access the internet at any point during
the lesson to take advantage of the array of available educational 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. Ms Office, Apple works – word processing, grade and
record-keeping, weeb page production, presentation)(KFIT – UNESCO 2016)
16. Technology tool is an instrument used for doing work. It can be anything that
helps you accomplish your goal with the use of Technology. These technology
tools can be classified as:
a. Data/calculation tools. (Spreadsheets, Excels, Sketch pads, probability
constructor)
b. Design tools. These are used to make models and design, creating and
building.
c. Discussion Tools. 4 different approaches utilize discussion and interaction on
the internet. These are threaded discussion forums, blogging, Live chat, and
video conferencing, Netiquette and Safety on the Net.
d. Email Tools. Great communication tools for sending messages, photographs,
videos and other files. Allows one to reach out to others in different parts of
the world. (e.g., Gmail, Ymail etc.)

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 e. Handheld devices. These are devices that are popular with learners. These
include Personal Digital Assistants, Global Positioning System ( GPS) and
Classroom Geographic Information System ( GIS), Portable Electronic
Keyboards, Digital Cameras, Mobile Phones, Palm, Handheld Computers.
17. Webquest is a teacher structure research experience for the students that are
primarily based on the use of the World Wide Web and typically takes on or more
instructional periods(Bender & Waller, 2011)
18. Blog is an online journal where the material from both teachers and students is
arranged. There are three types of blogs: the communication blog, the instruction
blog, and both.
19. Wiki, an editable website with limited access, allows students to collaboratively
create and upload written works or digital files, such as digital images or videos.
Wikipedia is one of the most commonly known wikis.
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 an audio or multimedia clip about a single topic, typically in the radio
talk show format. Two primary functions of the podcast are to retrieve information
and to disseminate information.
22. Google Apps is a cloud-based teaching platform stored on the google server and

accessible to students at home and at school. Includes Gmail, google calendar,

google sites, google docs.
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 themselves and the world.
25. VOIP(voice over internet protocol) is a category of hardware and software that
enables people to use the internet as the transmission medium for telephone
calls sending voice data in packets using IP rather than traditional circuit
transmission.

ASSESSMENT

Part I. Search Me More!

Instructions: Choose at least ten (10) ICT Concepts found in the learning module

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 and look for its terms on the internet. Make sure to include your references, have
APA style. Put all your answers in your Formative Notebook.

Part 2. Map Me!

Instruction. In a Small group discussion (in a group of 5): Using concept mapping,
search for additional ten (10) another ICT concepts you can find in the net. Make
use of Google Jamboard or Padlet for your presentation and document the
discussion through a 5-minute video presentation using any accessible video
tools/apps. Upload your video in our google classroom. Below is the rubric to be
used in checking your output.

RUBRIC for Concept Mapping

Criteria Poor Fair Good
(5) (10) (15)
Organization The organization is Organization is fairly Well organization. Logical
disorganized and organized. Many and coherent. All key
confusing. Present keywords and concepts concepts and ideas are
very few concepts. are present and present and are well
Keywords and ideas adequately organized organized
are missing
Content and Show's very little Shows a fair Shows an excellent
Concepts knowledge on the understanding of the understanding of the
topic. Terminologies topic. Few mistakes on topic's concepts and uses
are not followed. terminology and with appropriate terminologies
Concepts are present few misconceptions
and very little detail.
Relationship Connections are not Connections are Connections indicate
among clear and do not reasonably clear and superior organization and
concepts promote clarity. Most convey meaning. Only understanding and
connections are few connections are enhance meaning.
incorrect incorrect Connections are clear and
logical. They connect
concepts to promote
clarity and convey
meaning.

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 LESSON 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE-
SERVICE TEACHER EDUCATION

OBJECTIVES:
 Identify ICT competency standards in teaching for pre-service
teacher education
 Reflect the value of ICT in the teacher-learning process

Excite

What are the competency standards? What are the ICT standards for teaching
and learning in the Philippines pre-service teacher education? Why do we need these
competency standards?

Explore

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

Standards and Guidelines (PSG) for Pre-service Teacher Education

The program outcomes for teacher education degrees clearly state that every
future teacher "demonstrates proficiency in the development and utilization of
information, Communication and Technology (ICT) resources in promoting quality
teacher-learning processes."

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)

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 There are seven domains of ICT Competency Standards. Each domain has a
collection of competencies. The competencies are expressed in desired learning
outcomes. Becoming proficient in the various competencies will help you to manage
21st- century learners in your future classroom.

These Domains and corresponding competencies are found in Table 1:

Table 1: ICT Domains and Competencies
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 concept, principles and theories of
ICT systems as they apply to teacher-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
students' collaborative activities
3.3 Model collaborative knowledge construction in the face to face
and
virtual environments
Domain 4 Technology Tools
4.1 Demonstrate competencies 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 the community of learners
4.3 Demonstrate proficiency in the use of Technology in an inclusive
classroom environment
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 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

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 Likewise, the Department of Education Order 42, s. 2017 mandates the
Philippines 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-
learning resources including ICT to address learning goals.

ISTE National Educational Technology Standards for Students (NETS*S)

From how technology teachers facilitate learners, student learning outcomes
should indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

Standard 2: Communication and Collaboration
Standard 3: Research and Information fluency
Standard 4: Critical Thinking, Problem-solving and Decision Making
Standard 5: Digital Citizenship
Standard 6: Technology operations and Concepts

Necessary reading: https://www.apple.com/education/docs/Apple-ISTE-NETS-

Students.pdf
As pre-service teacher education 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.

ISTE STANDARD for TEACHERS ISTE STANDARDS 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. Assessment and Evaluation 4. Critical Thinking, Problem – solving
&Decision Making

5. Productivity and Professional Practice 5. Digital Citizenship

6. Social, Ethical, Legal and Human Issues 6. Technology Operations and Concepts

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ASSESSMENT

Activity 1. Group Activity: Analyze with ME!

Locate Annex C in CMO 75, S. 2017.” Policies and Guidelines of Bachelor of
Secondary Education. Review the competencies and read the corresponding
performance indicators under each of the seven domains. With your group, analyze the
performance indicators and create at least 2 classroom activities that will help teachers
apply the said competencies.

ICT DOMAIN WHAT TO DO?

(Competencies and
Performance Indiators) 1st Activity 2nd Activity
D1
D2
D3
D4
D5
D6
D7

Activity 2: (Put your answer in the Formative Notebook)

In This lesson, Make a Reflection paper with the following content
I learned that (Knowledge)
I felt that…(Value/Attitude)
I developed (Skill)

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 LESSON 3: ROLES of TECHNOLOGY for TEACHING and LEARNING

OBJECTIVES:
Identify the different roles of ICT in teaching and learning
Create or produce a piece of art (drawing, song, lyrics, poem, etc.) which
explains the roles of ICT in teaching and learning.

According to Stosic (2015), educational Technology has three domains:

1. TECHNOLOGY AS TUTOR. Together with the teacher, Technology can support
the teacher to teach another person or Technology, when programmed by the
teacher, can be a tutor on its own. The teacher will switch on or switch off radio
programs, television programs, or play DVDs or CDs that contain educational
programs. There are online tutorial educational programs, too.
2. TECHNOLOGY AS 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. Like other tools, its purpose is 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 a teaching tool, 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. Teachers 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

Technology plays numerous roles in the job of teachers and has modernized the
teaching-learning environment in schools.

Some roles that Technology can do for teachers and teaching:

1. TECHNOLOGY PROVIDES ENORMOUS SUPPORT TO THE TEACHER AS THE

FACILITATOR OF LEARNING. Transforms a passive classroom into an active and
interactive one, with audiovisual aids, charts and models, smart classrooms, e-
learning classrooms that inspire and enhance learners' attention.
2. TECHNOLOGY HAS MODERNIZED THE TEACHING-LEARNING ENVIRONMENT.
Teachers are assisted and complemented with relevant educational materials for
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 day-

to-day tasks. Various accessible technology-driven tools that can be used for
remedial lessons or events. Technology-driven tools that can be used for enrichment
purposes are also readily available.
3. TECHNOLOGY IMPROVES TEACHING-LEARNING PROCESS AND WAYS OF
TEACHING. Teaching becomes more efficient and effective. Arrays of teaching
methods and strategies that can use Technology are found compatible with learning
styles. Multiple Intelligence tells us every child is a genius. This implies that there
must be varied teaching methods, as there are many various ways of learning.
4. TECHNOLOGY SUPPORTS TEACHER PROFESSIONAL DEVELOPMENT. As
continuing professional development is a demand for teachers, technology
availability provides alternative ways of attending professional development online,
such as webinars.

B. FOR LEARNERS AND LEARNING

1. SUPPORT LEARNERS TO LEARN HOW TO LEARN ON THEIR OWN. Teachers
fully understand that subject matter is a means to achieve learning outcomes. There
are three categories of knowledge, according to Ebgert(2009): declarative, structural
and procedure knowledge.

A. DECLARATIVE KNOWLEDGE - consists of discrete pieces of information that

answer the questions what, who, when, and where.
B. STRUCTURAL KNOWLEDGE - consists of facts or pieces of declarative
knowledge put together to attain some form of meaning.
C. PROCEDURAL KNOWLEDGE - Also known as knowledge in action or the
knowledge of how to do something. It is based on facts but learned through the
process of procedural knowledge.

2. TECHNOLOGY ENHANCES LEARNER'S COMMUNICATION SKILLS THRU

SOCIAL INTERACTIONS. Three Basics Communication Patterns According to
Shirly (2003) in Egbert (2009),
A. Point to point two-way or one-to-one like internet chat, photos conversation or
even face-to-face conversation.
B. One-to-many outbound like a lecture or television. There is no social interaction.
C. Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.

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Benefits of Technology-Supported Communication
A. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a
school environment.
B. Enhances student's freedom to express and exchange ideas freely without the
snooping eyes of the teacher's face to face
C. Enables learners to construct meaning from collective experiences between the
two or more participants in communication.
D. Help learners solve problems from multiple sources since there are limitless
sources of information that the teacher can direct or refer to the learners.
E. Teaches learners to communicate 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

CRITICAL THINKING is part of the cluster of higher-order thinking skills. This

refers to one's ability to interpret, explain, analyze, evaluate, infer, and self-regulate
to make good decisions. Using Technology, one can determine the source's
credibility, ask appropriate questions, open-minded, defend a position on an issue,
and conclude with caution.

CREATIVITY. This is characterized as involving the ability to think flexibly,

fluently, originally, and elaborately (Guildford, 1996 & Torrance, 1974 in Egbert,
2009).

Flexibility – able to use many points of view

Fluently – able to generate many ideas
Originally – able to generate new ideas
Elaborately – able to add details

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ASSESSMENT

Activity 1. (Individual Activity) Create Me!

Instruction: Create or produce a piece of art (drawing, song, lyrics, poem, etc.)
which explains the roles of ICT in teaching and learning. Document it through a 5-
minute video presentation. Submit in the G-Classroom.

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Please take time to answer the Exit Card in a form of a Tweet for this module:

@____________________
__

Important
lessons I’ve
learned in
the
module…

@____________________
__

Something
I did not
understand
…

@____________________
__

Questions I
still have in
mind…

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References
Bilbao, P. P., Dequila, M. B., Rosano, D. A., & Boholano, H. B. (2019). Technology
For Teaching and Learning 1. Quezon City: Lorimar Publisher.

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