MODULE-2

LESSON 1

ACTIVITY
WRITE DOWN THE POLICIES AND SUGGEST WHAT TO DO TO IMPLEMENT THE ICT
EDUCATION POLOICY FIRST AT THE NTIONAL LEVEL (ALL SCHOOLS) AND THEN HOW YOU
IMPLEMENT THE POLICY IN OUR CLASSROOM.

 Enhanced School Governance - Fax and email information to recipients, and distribute
school memos utilizing the word processing programs, start the division's ICT trainings, and
so on. Intel Teach courses on "Getting Started," "Skills for Success," and "Essentials."
Program on World Links for Web-enhanced Learning Activities.
 Infrastructures for ICT - Establish connections with local stakeholders to purchase units and
use the internet link and other tools for technology.
 Creation of information based on or enhanced by technology - Create a web-based or
technology-enhanced class.

INDIVIDUALS PREPARE A PRESENTATION FOR CLASS DISCUSSION

 LESSON 3

CYBERBULLYING A GROWING INTERNET INFESTATION

APPLICATION
MIND MAP

GUIDANCE, EMOTIONS

DISTRIBUTED LEADERSHIP
KNOWLEDGE OF THE
ORGANIZATIONAL AND SOCIO
WEB-PAGES, CULTURAL IN SCHOOL ABOUT
SOCIAL CYBERBULLYING
WEBSITES
RESPOND

STIMULATE CLASSROOM ICT

ACTIVITY GROUP INNOVATION
DISCUSSION

IMPLEMENTING ICT
ENGAGE POLICIES SAFETY PREPARE
ISSUES REGARDING
CYBERBULLYING

EDUCATE

AWARENESS

AWARE THE STUDENTS

THE ADVANTAGES AND
DISADVANTAGES OF
ONLINE WORLD
 LESSON 2

ACTIVITY

IMPLEMENTING POLICY THROUGH

LIASON AND COOPERATION BETWEEN ESTABLISHING A POLICY MONITORING
THE MAIN AND BRACH ORGANIZATION AND EVALUATION SYSTEM
SUSTAINABLE
FINANCING OF ICT IN
EDUCATION

DEVELOP GOOD HEALTH AND SCHOOL ICT

POLICIES BEST CONSUMER-CENTERED POLICY
SAFETY ATTITUDES AND
PRACTICE BY IMPLEMENTATION
PRACTICES
SURFING WORLD
WIDE WEB

CAPACITY OF
IMPLEMENTATION
DEVELOP THEIR SKILLS USING ORGANIZATION SHIFT IN POLICY TO RESPOND TO
HARDWARE AND SOFTWARE SO AS TECHNOLOGICAL AND SOCIETAL
TO MANIPULATE INFORMATION CHANGE

ANALYSIS
WHERE IS THE MOST RESEARCH ON THE IMPACT OF ICT FOCUSING ON?
 THE MOST STUDY WILL CONCENTRATE MORE ON THE EFFECTS OF ICT
EXPOSURE, ICT ACCESSS, AND ICT ATTITUDES ON LEARNERS IN RURAL
LOCATIONS. DATA WILL BE COLLECTED USING QUANTITATIVE AND
QUALITATIVE APPROACHES AND WILL BE ANALYZED USING STATISTICAL
SOFTWARE.
 WHAT POLICIES DO REPORTS ON THE USE OF ICT PRACTICES THAT IMPACTS TEACHING
AND LEARNING IN THE CLASSROOM?
 THERE IS A GENERAL CONSENSUS THAT ICTs CAN AND WILL PROVIDE
INSTRUCTORS AND STUDENTS MORE INFLUENCE. SHIFTING THE PROCESSES
OF TEACHING AND LEARNING FROM BEING HEAVILY TEACHER-DOMINATED
TO BEING STUDENT-CENTERED AND THAT THIS TRANSFORMATION WILL
LEAD TO IMPROVED LEARNING GAINS FOR STUDENTS PROVIDING AND
ALLOWING FOR LEARNING OPPORTUNITIES.

APPLICATION

TRADITIONAL
NEW LEARNING
LEARNING
ENVIRONMENT
ENVIRONMENT

IN THE SPACE BELOW, WRITE A BRIEF EXPLANATION FOR YOUR ANSWER.

 I WOULD SAY THAT MY SCHOOL BELONGS TO TRADITIONAL LEARNING

ENVIRONMENT. TEACHING IN PERSON OR ONE-ON-ONE IS EFFICIENT AND
SHOWS HIGHER LEVELS OF STUDENT AN ENGAGEMENT WITH TEACHERS. THE
TRADITIONAL CLASSROOM SETTING ENCOURAGES STUDENT INTERACTION
AND OFFERS A SUPPORTIVE ENVIRONMENT FOR LEARNING.

CLOSURE

ASSESSMENT

1. A 6. B
2. A 7. B
3. B 8. C
4. B 9. B
5. B 10.C

MODULE–3
 LESSON 1

ACTIVITY

DALE’S CONE EXPERIENCE

DESIGNED FROM THE LOWEST
TO HIGHEST LEVEL OF
LEARNING ACTIVITY AND THEIR
OUTCOMES
ABSTRACT

LEVEL OF UNDERSTANDING ICONIC

ENACTIVE

EXPERIENCE EVALUATING PRACTICE DOING

ANALYSIS

HOW ARE THE EXPERIENCES OF REALITY ORGANIZED IN THE CONE OF EXPERIENCE?

 FROM PHYSICAL, ACTIVE REALITY TO THE LEAST TANGIBLE EXPERIENCE,

REALITY IS ARRANGED IN A CONE OF EXPERIENCE. ADDITIONALLY, THE CONE
OF EXPERIENCES IS ORGANIZED FROM ACTIVITIES REQUIRING THE USE OF
ALL SENSES TO THOSE REQUIRING THE LEAST NUMBER OF SENSES.

WHICH WAY IS FARTHEST AWAY FROM THE REAL WORLD, IN THIS SENSE, MOST
ABSTRACT?

 A VISUAL MODEL, A PICTORIAL DEVICE THAT PRESENTS BAND OF EXPERIENCE

ARRANGED ACCORDING TO THE DEGREE OF ABSTRACTION AND NOT OF
DIFFICULTY. THE FARTHER YOU TO THE BOTTOM OF THE CONE THE MORE
ABSTRACT OF THE EXPERIENCE BUT THE FARTHEST AND THE MOST
ABSTRACT ARE AT THE TOP OF THE CONE WHICH IS THE VERBAL SYMBOLS
THAT REQUIRES THE SENSE TO THIS ACTIVITY.

IS THE BASIS OF ARRANGEMENT OF EXPERIENCES DIFFICULTY OF EXPEREINCE OR

AMOUNT OF ABSTRACTION?
  I BELIEVE THE COMPLEXITY AND LEVEL OF ABSTRACTION ARE USED TO
ORGANIZE THE CONE OF EXPERIENCE.

DOES THE CONE OF EXPERIENCE DESIGN MEAN THAT ALL TEACHING AND LEARNING MUST
MOVE SYSTEMATICALLY FROM BASE TO PINNACLE?
 NO, WE ALTERNATE BETWEEN THE VARIOUS EXPERIENCES ON A REGULAR
BASIS. EXPERIENCE THAT IS BEST SUITABLE FOR THE LEARNERS NEED AND
ABILITY. I BELIEVE THAT THE EXPERIENCES OF EDUCATORS WILL ONLY SERVE
AS A GUIDE FOR WHAT TO DO AND WHAT IS REQUIRED IN THE CLASSROOM.
FOR BOTH THE NEW AND OLD STUDENTS, THERE MUST BE A BALANCE OF
CONCRETE AND ABSTRACT ACTIVITIES EVERYDAY IN THE CLASSROOM.

CAN YOU OVEREMPHASIZE THE AMOUNT OF DIRECT EXPERIENCE THAT IS REQUIRED TO

LEARN A NEW CONCEPT?

 WE ALL HAVE CONCRETE, DIRECT AND ABSTRACT EXPERIENCES IN THE REAL

WORLD REGARDLESS OF OUR AGE. THIS MERELEY DEMONSTRATE THAT
EDUCATORS WILL GIVE THE STUDENTS A VARIETY ACTIVITIES SO THEY WON’T
GET STUCK ON ONE LEVEL ALONE.

HOW CAN YOU, AS A FUTURE TEACHER, CAN USE THE CONE OF EXPERIENCE TO MAXIMIZE
LEARNING?
 I CAN SOON MAKE THE MOST OF MY STUDENTS LEARNING BY MAKING SURE
THEY THOROUGHLY COMPREHEND THE LESSONS AND GIVING THE
APPROPRIATE EXPLANATIONS OF THE SUBJECT’S LESSON. IN ADDITION, I
MAY USE MY OWN EXPERIENCES AS A STUDENT TO BETTER MYSELF AS A
TEACHER.

IDENTIFY THE BANDS OF THE CONE OF LEARNING THAT BELONG TO PASSIVE AND ACTIVE
LEARNING CATEGORIES.

PASSIVE ACTIVE

VERBAL SYMBOLS DRAMATIZED EXPERIENCE

VISUAL SYMBOLS CONTRIVE EXPERIENCE
PHOTO/AUDIO/RECORDINGS DIRECT PURPOSEFUL EXPERIENCE
MOTION PICTURES PRACTICE DOING
DEMONSTRATION
APPLICATION

A. BASED ON THE CONCEPTS PRESENTED ABOVE, DESIGN A LESSON THAT WILL EPLOY
ACTIVITIES THAT CAN BE FOUND ON THE BOTTOM PARTS OF THE CONE
EXPERIENCE, PARTICULARLY PROVING A DIRECT, PURPOSEFUL EXPERIENCE.

 LABORATORY EXPERIMENT, IT IS DONE IN RELATION TO A CERTAIN LEARNING OBJECTIVE. ALSO

PROVING THAT THESE DIRECT EXPERIENCES MUST NOT BE THE PERIOD OR THE END. WE MUST BE
BROUGHT TO A HIGHER PLANE. THE HIGHER PLANE REFERRED TO HERE IS THE LEVEL OF
GENERALIZATION AND ABSTRACTION.

B. REFLECT ON THE FOLOWING QUESTONS.

THINK ABOUT YOUR MOST UNFORGETTABLE LEARNING EXPERIENCE. HOW WAS IT

A RICH EXPERIENCE AS DEFINED BY DALE?

I LEARNED THAT I CREATE MY LIFE THROUGH IDEAN AND DEEDS REALLY SHAPE MY LIVING AND REALIZING THIS FACTS
OPENS THE ROUTE FOR AN ENJOYABLE EXISTENCE. I HAVE THE FREEDOM TO ACCEPT, ALLOW, OR REJECT ANYTHING AS AN
ADULT. I AM CONFIDENT IN MY AUTHORITY AND DO NOT LET OTHER PEOPLE’S FEARS ABOUT IT TO STOP. EVERY TIME I
REACH A LIFE MILESTONE, IT SERVES AS A REMINDER THAT I HAVE TO OVERCOME OBSTACLES AND SUCCEEDED DESPITE
MY WILLPOWER TO LIVE COMPLETELY. MY CAPACITY TO VALUE AND LOVE MY TRUE SELF IS DEFINED BY THE SAME
RESOLVE. ONCE I HAVE A CLEAR UNDERSTANDING OF WHO I AM, I CAN GIVE THAT SELF TO OTHERS AND DEMAND THE
SAME IN RETURN. MOMENTS ARE PROVIDED TO US TO COMPLETELY EXPLORE AND LEARN FROM, WHICH INCREASE THE
VALUE OF LIFE. TIME IS TOO VALUABLE TO WASTE ON A LITTLE THINGS AND IF YOU DON’T MAKE THE MOST OF IT, IT WILL
PASS YOU BY. DAYS ARE TOO SHORT TO LET SOMEONE TAKE AWAY FROM YOU THE PLANS YOU HAVE TO PURSUE YOUR
OWN GOALS AND OBJECTIVES AND EXPERIENCE AHS HELPED ME TO BECOME WHO I AM TODAY.

DALE THOUGHT A RICH EXPERIENCE WOULD BE “EMOTIONALLY SATISFYING” AND

“MOTIVATE LEARNERS TO READ THROUGHOUT THEIR LIVES.” DESCRIBE AN
EXPERIENCE YOU’VE HAD THAT HAS BEEN EMOTIONALLY SATISFYING AND
INSPIRED YOU TO CONTINE LEARNING THROUGHOUT YOUR LIFE.

 IN SPITE OF WORKING WHILE A STUDENT, FINISHING ANOTHER YEAR LEVEL OF MY STUDIES WAS ONE
OF THE MOST EMOTIONALLY SATIFYING EXPERIENCES I’VE HAD. I WAS ABLE TO SWAY AND REMAIN
STILL IN THE EARTH MERELY TO GET FRESH KNOWLEDGE. MAKING GREATER EFFORTS FOR MY
STUDIES IN CERTAINLY PLEASANT AND EVEN JUST REFLECTING ON IT IS REWARDING.
 WHY DOES DALE RECOMMEND THAT TEACHERS MAXIMIZE THEIR TIME BY GIVING
PRACTICAL AND ABSTRACT OPPORTUNITIES TO TEACH?

 DALE RECOMMENDED THAT TEACHERS COMBINE CONCRETE AND ABSTRACT LEARNING EXPERIENCES
IN A BALANCED MANNER INSTEAD. ACCORDING TO EDGAR DALE THAT WHILE GAINING KNOWLEDGE
TROUGH PRACTICE RATHER THAN ABSTRACTION MAY BE PREFERABLE.

HOW DOES THE INSTRUCTIONAL TOOL INCREASE TEXTBOOK INFORMATION?

 THE CHOICE OF INSTRUCTIONAL TOOLS OR RESOURCES THAT SUIT STUDENT’S NEED AND ADHERE TO
THE LIMITATIONS OF THE TEACHING AND LEARNING ENVIRONMENT IS A CRUCIAL COMPONENT OF
EFFECTIVE TEACHING. UNITS OF INSTRUCTION ARE GROUPED IN TEXTBOOK. YOU CAN LEARN ALL THE
STRATEGIES AND LEASSONS NEED TO GO OVER A SUBJECT IN DEPTH FROM A TEXTBOOK WHERE
TEXTBOOK SERIES GIVES YOU A CHRONOLOGICAL BALANCED PRESENTATION OF THE KNOWLEDGE.

LESSON 2

ANALYSIS

DESCRIBE THE CONTENT KNOWLEDGE, PEDAGOGY KNOWLEDGE, TECHNOLOGY

KNOWLEDGE THAT THE TEACHER USED IN DESIGNING THE LESSON?

 THE CLASS WILL ANALYSE THE SIMPLE SENTENCE AND WRITTEN MESSAGES:
MENTIONING CARDINAL AND ORDINAL NUMBERS AND THE SPELLING TO
 WRITE EACH LETTER. STUDENTS BUILD THEIR UNDERSTANDING TRHOUGH
PLAYING GAMES, PRACTICING VERBALLY AND WRITING THE SIMPLE
SENTENCE.

HOW IS THE PEDAGOGICAL CONTENT KNOWLEDGE ELEMENT OF THE LESSON

ARTICULATED?

 DIFFEREENT LEARNING STYLES WILL BE ADDRESSES IN THE LESSONS

THROUGH THE USE OF PC’S WORK AS A TEAM, BINGO WORKSHEET.

HOW IS THE TECHNOLOGICAL CONTENT KNOWLEDGE COMPONENT OF THE LESSON

FORMULATED?

 THIS SUMS UP TEACHHER’S KNOWLEDGE OF HOW MATERIAL AND

TECHNOLOGY CAN AFFECT ONE ANOTHER AS WELL AS WORK AGAINST ONE
A NOTHER. THE TECHNOLOGY HELPS TO EACH AND REINFORCE THE
LLESSONS AND MEET MY COMMON CORE STANDARDS.

BASED ON THE PLAN, HOW IS THE TEACHER DEMONTRATES TECHNOLOGICAL

PEDAGOGICAL KNOWDLEDGE?

 PEDAGOGICAL KNOWLEDGE THE REA WHERE PEDAGOGY AND TECHNOLOGY

INTERACT. WHEN TECHNOLOGY IS USED IN THE CLASSROOM, THE WAY THE
SUBJECT IS TAUGHT FREQUENTLY CHANGES. A STRAIGHTFORWARD
ILLUSTRATION WOULD BE IF A TEACHER DEVIDED THE CLASS INTO PAIRS AND
HAD THEM TAKE TURNS PLAYING WORD MATCHING GAMES AND DRAG-
AND-DROP GAMES USING ORDINAL AND CARDINAL NUMBERS AND
ASSIGNED PAIRS TO DIFFERENT PC’S AND PLAY THE GAME AS A TEAM.

OVERALL, DESCRIBE THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THAT

THE TEACHER POSSESS?

 STUDENTS WILL DEMONTRATE THEIR UNDERSTANDING THROUGH SPELLING

AND WRITTEN EXPRESSION IN NEGLISH CONTEXT. THE COMMON CORE
STANDARDS FOCUS ON THE COMMAND OF THE CONVENTIONS OF
STANDARD ENGLISH GRAMMAR AND USAGE WHEN WRITING, SPEAKING,
AND SPELLING SIMPLE WORDS PHONETICALLY, DRAWING ON KNOWLEDGE
OF SOUND-LETTER RELATIONSHIPS.
HOW AND WHY THIS PARTICULAR COMBINATION OF TECHNOLOGY, PEDAGOGY, THE
CONTENT MOST APPROPRIATE FOR THIS LESSON\UNIT?

 THE LESSONS OFFER THE STUDENTS A CHANCE TO ENGAGE WITH THE CONTENT IN THE CLASSRROM IN
A MEANINGFUL WAY. THE LESSOMS TAKE INTO ACCOUNT THE DIFFERENT LEARNING STYLES AND
MULTIPLE INTELLIGENCES. TO PROMOTE THE STUDENTS UNDERSTANDING AND ENSURE THEIR
SUCCESS THE LESSONS INTEGRATE CONTENT, PEDAGOGY AND TECHNOLOGY. THE STUDY OF READING
SKILLS IS WHERE THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IS MOST EFFECTIVELY
USED. TO EFFECTIVELY CREATE A LEARNING ENVIRONMENT THAT IS MORE ENJOYABLE AND
STIMULATING FOR STUDENTS TO INCREASE THEIR CREATIVITY, INVENTION AND STIMULATION.

APPLICATION
1.

LESSON PLAN
Title: The Alphabet as It Is Said and Written
Subject: Basic Alphabet
Grade Level: Kindergarten
Time Allocation: 3 days meeting (120 minutes)

Lesson Overview:
The lesson fits the kindergarten curriculum for development of the recognition skills,
language skills, and penmanship skills.  The lesson will teach the students to recognize,
pronounce, and write the letters of the alphabet.  Through the use of the video, overhead
projector, and iPad with Wet-Dry-Try app over the next three days the students will develop
their recognition skills, language skills, and penmanship skills.   "Wet-Dry-Try is an iPad app
that surpasses all. It is a slate/chalk activity that provides children a multisensory writing
experience. Children will be able to practice accurate formations with correct start and
directionality, and receive instant verbal feedback on errors and accomplishments"
(Readyteacher.com, n. d.).  The Common Core State Standards measure each student’s
performance and progress.  The purpose is to provide students the knowledge, skills and
abilities they are expected to learn in English Language Arts allow them to be able to be
competitive in a global economy.   `

Basic competencies:
 Demonstrate command of the conventions of Standard English grammar and
usage when writing of speaking.
 Print many upper- and lowercase letters.
 Spell simple words phonetically, drawing on knowledge of sound-letter
relationships

Learning objectives:
1. Students will identify the letters of the alphabet by pointing to each letter and saying
its name and sound. 
2. Students will connect each letter to a sound.
3. Students will illustrate the proper way to write the letters of the alphabet by writing
their name and sight words.

Learning Materials:
 Alphabet Flash Cards
 Alphabet Knowledge Assessment
  Beginning Sound Assessment
 iPad with Wet-Dry-Try App
 Overhead Projector
 Alphabet Bingo
 The Letter Factory Video
 Writing Assessment
 Learning Style & Multiple Intelligence Questionnaire

Learning Strategies:
 Individual task

Learning Activities:

Day 1: The class will use flash cards to practice recognizing the alphabet by sight and
sound.  Next, the class will watch The Letter Factory by Leap Frog to reinforce recognition
and verbal skills.     

 Day 2: Class will play ABC Bingo Students will take turn connected a sound with a
letter.  Using an overhead projector, the students will be shown two letters.  Next, the
teacher will say a letter sound.  The students will copy the letter that connects to the sound
on a piece of paper and at the same time everyone will hold it over their head.  

Day 3: The class will go over guidelines for using iPad properly and safely.  Students will use
an iPad writing program to practice writing their alphabet. They will also use white board to
practice their writing.

References:
Johnson, E. & Jenkins, J. (2009). Formative and summative assessment. Retrieved
August 10, 2014 from http://www.education.com/reference/article/formative-and-summative-
assessment/

Readyteacher.com (n. d.). Pre-K And Kindergarten  Writing App IPad. Retrieved August 17,
2014 from http://readyteacher.com/kindergarten-ipad-app-for-writing/ 

Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education:

San Diego, CA.
2. REFLECT ON THE FOLLOWING QUESTIONS:

HOW CAN TEACHER INCORPORATE TECHNOLOGY INTO THEIR INSTRUCTION?

 ONE METHOD MANY TEACHERS MIGHT START INCORPORATING IN THE CLASSROOM IS BY POSTING HOMEWORK
ASSIGNMENTS ONLINE THROUGH LEARNING SYTEM LIKE BLACKBOARD, BRIGHTSPACE AND MOODLE.
ASSIGNMENTS ARE CONVINIENTLY AVAILABLE WHICH MIGHT IMPROVE STUDENTS’ INVOLVEMENT AND AID IN
THE ORGANIZATION OF THE STUDENTS.

WHAT OTHER MATTERS OR CONCERNS SHOULD TEACHERS LOOK INTO AND CONSIDER
CONCERNING THE USE AND INTEGRATION OF INSTRUCTIONAL MEDIA AND TECHNOLOGY?
 THE MAIN OBJECTIVES OF THE TECHNOLOGY INTEGRATION SPECIALIST IN TO IMPROVE STUDENTS,
TEACHERS AND STAFF MEMBERS TECHNOLOGICAL PROFICIENCY WHILE ENHANCING AND SUPPORTING
TEACHING AND LEARNING. WHEN INCORPORATING TECHNOLOGY AND DIGITAL MEDIA IN TO THE
CLASSRROM, TEACHERS FREQUENTLY FACE THE FOLLOWING DIFFICULTIES AND WORRIES INLCUDING
STUDENTS ABUSING TECHNOLOGY, KNOWLEDGE AND PROFESSIONAL DEVELOPMENT FOR TEACHERS.
PROTECTING STUDENTS’ INTERNET SAFETY.

 THE LESSONS OFFER THE STUDENTS A CHANCE TO ENGAGE WITH THE CONTENT IN THE CLASSRROM IN
A MEANINGFUL WAY. THE LESSOMS TAKE INTO ACCOUNT THE DIFFERENT LEARNING STYLES AND
MULTIPLE INTELLIGENCES. TO PROMOTE THE STUDENTS UNDERSTANDING AND ENSURE THEIR
SUCCESS THE LESSONS INTEGRATE CONTENT, PEDAGOGY AND TECHNOLOGY. THE STUDY OF READING
SKILLS IS WHERE THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IS MOST EFFECTIVELY
USED. TO EFFECTIVELY CREATE A LEARNING ENVIRONMENT THAT IS MORE ENJOYABLE AND
STIMULATING FOR STUDENTS TO INCREASE THEIR CREATIVITY, INVENTION AND STIMULATION.
 LESSON 3
THE ASSURE MODEL

ANALYSIS

WHAT DO YOU UNDERSTAND ABOUT THE ASSURE MODEL?

 I DISCOVERED THAT THE ASSURE MODEL PUTS THE STUDENT AND THE
OVERALL RESULTS OF ACHIEVING LEARNING OBJECTIVES IN THE FOREFRONT.
ADDDTIONALLY, THE LEARNER AND THE OVERALL RESULTS OF COMPLETING
LEARNING OBJECTIVES ARE THE FOCAL POINTS OF THE ASSURE MODEL.

HOW DOES THE TEACHER USE THE ASSURE MODEL TO INTEGRATE TECHNOLOGY INTO THE
INSTRUCTION?
 TEACHERS USED ASSURE MODEL TO DESIGNED AND MEET THE COMMON
CORE STANDARD.

WHAT DO YOU THINK THE IMPACT ON STUDENT LEARNING RESULTED FROM THE ASSURE
BASED INSTRUCTIONAL LESSONS?
 THE ASSURE LEARNING APPROACH WAS USED TO CONSTTRUCT THIS
PARTICULAR SESSION, WHICH CAN HAVE A BENEFICIAL EFFECT ON STUDENTS
LEARNING AND OFFER THEM A NUMBER OF ADVANTAGES.
WHAT ARE YOUR PERCEPTIONS OF IMPLEMENTING THE ISNTRUCTION AND OF STUDENT
LEARNING WITH TECHNOLOGY?
 TECHNOLOGY CAN ASSIST TEACHERS IN ENHANCING STUDENT
PERFORMANCE, A GOAL THAT THEY HAVE. ADMINISTRATORS SHOULD ASSIST
INSTRUCTORS IN AQUIRING THE SKILLS NECESSARY TO IMPROVE STUDENTS
LEARNING THROUGH TECHNOLOGY IN ORDER TO LESSEN THE DIFFICULTIES.
THE USE OF TECHNOLOGY IN THE CLASSRROM SHOULD ALSO FACILITATE
TEACHERS’ TASKS WITHOUT ADDING TO THEIR DAILY WORKLOAD.
TECHNOLOGY OFFERS STUDENT QUIVK ACCESS TO KNOWLEDGE, RAPID,
LEARNING AND ENJOYABLE OPPORTUNITIES TO PUT WHAT THEY HAVE
LEARNED IN TO PRACTICE. IT ALLOWS THEM TO DEEPER INTO CHALLENGING
CONCEPTS AND EXPLORE NEW TOPICS.

MODULE ASSESSMENT

1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6.
7.
8.
9.
10.
MODULE 4

ANALYSIS
IN YOUR OWN WORDS, DEFINE 21ST CENTURY SKILLS

refers to a broad range of knowledge, skills, work habits, and character traits that are crucial
for success in today's world, particularly in collegiate programs and modern careers and
workplaces.