Module 5

Technology in Learning
Lessons

Lesson 1 ICT and Conventional Learning Materials

to Enhance Teaching and Learning

Abstraction:
As teaching and learning becomes very diverse throughout the times, the use of
teaching and learning materials promote and improve learning even more. These materials may
be resources to present and transmit the prescribed educational materials to facilitate the
creation and organization of information among the learners. In utilizing these materials in your
class, you have to remember the common goals in order to consider your learners.
• Learners’ motivation
• Development of creativity
• Retrieval of prior knowledge
• Support learners in understanding, decoding, organizing, and synthesizing
educational knowledge, logical thinking and reasoning, communication, and
interaction
• Contribution to the development of various skills and the acquisition of values of
the learners, as well as adherence towards learners’ desirable knowledge, skills,
and attitudes
The teaching and learning materials are grouped into two – the ICT and conventional
materials. ICT materials utilize technological media in delivering knowledge and engaging
learners throughout the teaching and learning process; while conventional materials are used
by the teachers and the learners for many times already, even before the advent of technological
media.

1
 The list below presents the types of ICT teaching and learning materials.

Educational Networking Web-Based Learning

• This platform allows learners to connect • This service or application is facilitated
to the other learners or teachers through online allowing learniners to work
social networking technologies. together through searching, recieving,
• Facebook and Instagram are very generating, and organizing contents.
common samples. • Wiki sites, blogs, and Podcasts are
some common examples of this.

Mobile Learning Classroom Equipment

• This includes mobile tools or • This stand-alone device is used to
technologies that allows learners to use facilitate different activites in a
for the educational purposes like traditional classroom that helps teachers
instructional support or class activities. and learners in the process.
• Smartphones, personal digital • Projectors and computers are very
assistants, and self-made games are common samples of this.
some samples of this.

Moreover, the different conventional materials for teaching and learning are given on
the next page. The presentation of contents follows the bands of Dale’s Cone of Experience.

Realia Model
• Realia is a thing that is associated from • Model is an imitation of real objectives
the real environment. using synthetic or alternative materials to 2
• You may present a gold coin to let the substitute that thing.
class have a real experience with gold. • You may use globe in order to present an
image of Earth.
Mock up Specimens and Objects
• Mock up is an arrangement of real or • Specimen is an item that is considered to
associated devices to give a representation be a part of the whole, while objects may
of reality that you or the learners can include artifacts that has significance of
manipulate. the topic and are used for displays and
• You may use a mock up of the digestive exhibits.
system and let the class assemble its parts. • You may present a blood specimen or a
preserved snake in the class.

Drawings and Cartoons Diagrams, Charts, Graphs and Maps

• Cartoons have deep messages compared • These four tools are used to organize,
to drawings, but these two are good illustrate, and summarize textual and
tools in expressing symbolism and numerical contents that facilitates efficient
abstract thoughts in learning. understanding of ideas.
• You may utilize a cartoon, through comic • You may present the binomial
strips, to discuss an issue about abortion. nomenclature of living things using
diagrams.

3
 Aside from the teaching and learning tools, you also need to integrate classroom
activities and experiences for your learners. In these activities, you may utilize ICT or
conventional tools to support your instructional goals. Still, the discussion follows the bands of
Dale’s Cone of Experience.

• Games – Games are interesting activities

that facilitates engagement and interest
from your learners. Learners do have
benefits in this activity, which are given
below:
o Learners will be able to practice
and refine knowledge which they
have already acquired.
o Learners can determine the gaps
in their knowledge or skills.
o Learners will be given a summary of contents based on the coverage of the
game.
o Learners will be able to socially interact as they develop the concepts and
principle involved.
• Simulations – These are representations of a real
event in which learners can assume the roles of
those involved in the scenario by learning their
behavior or applying what they have learned.
Conducting fire and earthquake drills are some
samples of this. The following are some
purposes of conducting simulation activities in
the class:
o to work with learners’ changes in
attitudes
o to alter specific behaviors
o to help learners ready themselves in taking new roles in the society
o to guide learners in understanding their role
o to increase learners’ way of applying learning
o to reduce complex problems to manageable situations
o to sensitize learners’ towards other peoples’ lives
• Dramatized experiences range from the following types listed below.
o Plays exhibits life, character, or
culture, or the combination of
both in one presentation. Learners
portray a clear and important
aspects about life. On the other
hand, pageants are communities
dramas based on history as
presented by local actors.

4
 o Pantomime is a presentation that
requires body movements in
conveying a story in which the
audience understands and feel.

o Tableau is a real-time picture-

like presentation of a group of learners
about a certain topic that conveys a
message to the audience.

o Puppet Play is a different activity from

a stage play as learners present ideas
using only a voice and a puppet with
simplicity but just costumes and props
to express an idea of the whole
situation.

o Role Play is a presentation that is

unrehearsed and spontaneous presentation
to a “let’s pretend” situation as participants
are engaged in their roles.

• Demonstrations are guided way of teaching

the learners by showing how a process is
done that the learners can reflect and follow
themselves. In doing this, there are things you
need to prepare as you answer these questions
discussed by Brown.
o What are your objectives?
o How does your class take your
objectives? (In this part, prior knowledge needs to be considered.)
o Is this the best method to achieve your goal?
o Are all the needed materials accessible?
o Are you familiar with the necessary steps of the demonstration?
o Is the time limit being observed?
In conducting the demonstration in your class, you may consider observing the
important points as given by Dale.
o Set a good tone in communicating with your learners.
o As much as possible, make your demonstration simple.
o Focus only to the main ideas.
o Be mindful with your learners’ responses to check if the demonstration is
understood.
o Observe “brakes” in your demonstration by asking questions.

5
 o Do not drag out the demonstration and take time in your discussion.
o Provide summary in every important part and give concluding summary at the
end.
o You may consider giving handouts after the demonstration.
• Gallery Walk is an activity where learners
can display and present their work on a
specific topic just like how an artist
showcases their artworks in an exhibit.
Audience, or the rest of the class, will get
to learn and experience all the contents of
each station through the informative
experience given by the discussant. In this
way, learners can present ideas in a comfortable way and acquire feedback from those
who viewed their output. Moreover, audience will have an open and easy learning
experience with each other. Exhibit, as mentioned, is also a presentation but learners’
presence in order to give explanations are not needed anymore as important points are
already written and attached in their works.
In doing gallery walks and exhibits, you may consider the following things as
listed below.
o Divide the class to a considerable number of members in a group.
o Assign each group a topic or segment that they can work as one.
o Make sure that the members do understand what are expected from them and
their group.
o Allow each group to help each other in facilitating transfer of idea in every
station.
o Maximize the space to allow to facilitate an efficient set-up and movement on
the course of the activity.
o Have an orientation to orient the audience where to go after each station.
o Ask the learners to identify the speaker in each station and prepare the contents
to share.
o Provide a short debriefing after all the groups have visited each station.
• Film and Video Viewing is also a powerful
strategy in communicating inaccessible
information or impactful and historical events
that offer learning and reflection to the
learners. In this method, you have a great role
in filtering a content to be presented to your
learners in order to provide credible, fitted,
and relevant content that extends learning and
enhances critical thinking skills of the
learners.
In conducting the use of film and video viewing, the following basic
procedures may aid you to a successful integration.
o Prepare the class by darken the room but still allows light especially those
learners who may choose to take notes. Also, learners should not seat too near
or too far from the screen.
o Pre-viewing activities like setting goals and expectations, linking the activity
with the contents of the lesson, giving of rules, and contextualizing the film,
may be observed.

6
o Providing guide questions may be considered to direct learners on the point of
the activity.
o Make sure that unnecessary noises will be avoided and the sights and sounds
are clear.
o After viewing, allow the class to share their learnings and reflections. You may
also give your own point.
o Provide a clear summary of the activity.

7
 Lesson 2 Principles in Selecting Instructional
Materials

Abstraction:
An intelligent teacher is a very good step towards making your learners learned, but
this does not guarantee of successfully making them learned. One thing you have to remember
is you can be able to design instructional process in which learners can successfully engage and
construct learning. This can be facilitated when you know how to use your instructional
materials as support to your teaching and learning activities.
To begin with, it is very helpful to orient yourselves how to select instructional
materials before you decide to use this in your class. The following questions may be a helpful
guide to you.

Do the materials provide a Do the materials give Are the materials fitted to
realistic picture of the meaningful information of the learners?
content? the topic? Think of how the learners
Always make sure that the Ensure that the materials receive and interacting with
materials are credible. adhered your objectives. the materials.

Do the materials help the

Are the materials Do the materials have guide
learners develop the 21st
presentable? which you have to follow?
skills?
The materials should be in Understanding th guide
Learners' competence and
good condition and are most likely maximizes its
skills may improve with
presented well. purpose.
effective materials.

Are the materials worth the

time, expense, and effort
involved?
For those that takes much
demands, make sure that it
also optimizes learning.

After observing the guidelines in choosing instructional materials, you may also like to
consider how to use these properly. Hayden Smith and Thomas Nagel provided the acronym
PPPF ensure effective use of instructional materials in the teaching and learning process.

8
PREPARE YOURSELF

•Know your lesson objectives and what to expect from the class.
•Determine why you will use that specific material.
•Plan how will you proceed with those materials and what questions to ask to the learners
about those.
•Strategize how you will evaluate learning with those materials.

PREPARE YOUR LEARNERS

•Set the class expectations and learning goals.

•You may provide guide questions that they can answer during discussion.
•Do not loose their motivation by keeping them on track.

PRESENT THE MATERIAL

•Make sure that the conditions are good for presentation of the material.
•If the materials are mechanical in nature, rehearsal may be done to ensure that it works
well.
•Monitor if the learners can operate, see or interact well with the materials.
•Provide explanations from the materials, and don't let the materials replace you.

FOLLOW UP

•Allow learners to process what the material presents.

•Assess if the learners have learned from the material.
•Encourage feedback from the learners in order to improve the material.

9
 Lesson 3 Technology-Enhanced Learning
Lesson Plans

Abstraction:
A lesson plan is your road map of what your learners have to acquire at the end of the
session and your ways of how you will guide them to effectively learn what is expected from
them. Lesson planning allows you to explore pedagogical aspects in teaching the content. By
this, you can deeply think on how to design the lesson in a way that learners can relate using
activities that learners can engage. Finally, this will also give you a reflection on how you can
improve yourself to provide the best understanding for your learners. The following items
below further discuss the importance of lesson planning.

Planning inreases your

Planning allows you to reflect Planning helps you know your
chances of realizing your
your practices and be able to learners and structure
lesson successfully as you can
improve what needs according to how you know
confidently facilitate the
improvement. them.
discussion.

Planning allows you to master

Planning allows you to own
the content of your teaching
the learning area and make the
and broaden your
most of your learning spaces.
understanding.

In making the lesson plan, the first thing to remember is your learning competency.
You have to identify what learning competency to use for that specific day. Make sure that the
competency you will use is corresponded to the competency to be taught on that day as reflected
on the competency code.
Second, you have to make the learning objectives based on the learning competency. It
is encouraged to craft objectives for each domain of learning – cognitive, psychomotor, and
affective. In crafting your objectives, make sure that it can be attained for that specific lesson
plan.
Third, identify the topic based on the competency you adopted and the learning
materials and references to be used. In this way, you can prepare the things you needed for
lesson prior to your instruction with your learners.
Fourth, plan for your learning procedure. In this process, you have to adopt the lesson
planning format that is used by your institution. Usually, the most common lesson planning
format is the 4A’s which standards for ACTIVITY/IES, ANALYSIS, ABSTRACTION, and
APPLICATION (also known as 5A’s that includes the last part, which is ASSESSMENT) here

10
in the Philippines. The discussion below provides a guide on how these components are
designed.

• Activity: This is the part of the lesson that conditions learners for the instruction. You
have two types of activities in this part.
o Preliminary activities should be done to monitor attendance, do class routines,
and even motivate learners to learn. Motivational activities are activities which
are not related to the class, but may be conducted to break an awkward
atmosphere. Usually, this will take less than 5 minutes of the time Icebreakers
are often done in this.
o Preparatory activities are done to establish prior knowledge from the students.
These activities are essential for the learners to retrieve important information
that will bridge what they have learned before to what they will be learning on
that session. These activities may utilize contents discussed on the previous
sessions or those discussed on the previous grade levels, or can be their own
personal experiences. You may have just one, two, or more activities in this
part as long as it will consume a maximum of 20 minutes of your instructional
time.
Note: You won’t use concepts in this part that are yet to be taught.
• Analysis: This is the part of the lesson that makes sense to the series of activities done.
As a teacher, you will ask a series of questions that will allow learners to think and
highlight those important information that they will be using for the content of the
lesson. This is the part where your questioning techniques matter in order for the
learners to effectively retrieve their prior knowledge and bridge these to the lesson. If
ever your questions will not be properly understood by the learners or will yield out-
of-the-box responses, you may simplify it or use probing questions. This makes your
role as a facilitator, or guide, for learners to construct their own knowledge. Usually,
this part takes 5 minutes of your time.
• Abstraction: This is the part of the lesson where you will present the content of the
lesson based on your references. But for you to relate these contents, you may refer
more often to your activity and analysis part so that they can bridge the new knowledge
to their existing knowledge. Moreover, most, if not all, of the learning objectives are
achieved in this part. By this time, you will provide important information about the
topic. However, you may filter some of those if you want learners to explore more in
the next section. Usually, this will take 5 to 10 minutes of your time.
• Application: This is the part of the lesson that broadens learners’ new knowledge. In
order for this knowledge to make sense, you have to make sure that learners can apply
these knowledge in their own field or can observe in their own setting. You can do this
by exposing them to various examples or designing another activity that they can apply
in on their own reflection or work with classmates as they do mini-tasks about this
knowledge. Usually, this may take 15-20 minutes of your instructional time.
Fifth, design assessment tasks in order to know if your objectives are met. As a teacher,
you are guided by your learning objectives, so knowing if learners have achieved this is an
important testament to tell if you succeed in your instruction or not. Since only a little time is
left in this part, you may design short assessment tasks like quizzes, oral recitation, or
boardwork just to measure learners’ achievement of the objectives.
Sixth, you may consider giving an assignment or agreement to your class. Assignment
as tasks that will require extended practice for your learners about what they have learned in
your session, while agreement is something that learners have to work on for the next session.

11
Agreement is necessary especially for contents that need lots of preparation and prior
knowledge to familiarize with.

Application:
Refer to the sample lesson plan below, along with some discussions on how is was
arranged that way.
CATRIONA GRAY NATIONAL HIGH SCHOOL
Magugpo North, Tagum City, Davao Del Norte
JUNIOR HIGH SCHOOL DEPARTMENT

LESSON PLAN IN GRADE 10 MATHEMATICS

QUARTER 2
October 19, 2018
Learning Competency: Graphs a circle in a coordinate plane.

I. OBJECTIVES
At the end of the lesson, the students are expected to:
• discuss how to graph a circle in a coordinate plane;
• graph a circle in a coordinate plane; and
• demonstrate accuracy in graphing a circle.

II. SUBJECT MATTER

• Topic: Graphs of a Circle
• Materials: ICT media (laptop brought by the teacher, and digital projector), ICT application (Geogebra),
board, chalk
• Reference: Department of Education Mathematics 10 Module

III. PROCEDURE
a.) Preliminary Activities (5 minutes)
i. Classroom Management
ii. Prayer
iii. Checking of Attendance
b.) Preparatory Activities (10 minutes)
i. Review (‘Explorers and Settlers’ Activity)
1. Divide the class in two groups – the right side and the left side. (Note: There are only
20 students in the class.)
2. For the right-side group, give each of the members equations of the circle in general
form. On the left-side group, give each of the members the corresponding center and
radius as answers to the equations of the members in the right-side group. The
equations and answers given are as follows:
85
a. 2𝑥 2 + 2𝑦 2 + 10𝑥 + 16𝑦 + =0 C: (-5/2,-4) and r=1
2
b. 2 2
3𝑥 + 3𝑦 + 18𝑥 − 12𝑦 + 12 = 0 C: (-3,2) and r=3
77
c. 𝑥 2 + 𝑦 2 + 8𝑥 + 7𝑦 + = 0 C: (-4,-7/2) and r=3
4
19
d. 𝑥 2 + 𝑦 2 − 5𝑥 − 10𝑦 − =0 C: (5/2,5) and r=3
4
11
e. 2 2
𝑥 + 𝑦 + 2𝑥 − 9𝑦 − =0 C: (-1,9/2) and r=2√6
4
f. 2 2
4𝑥 + 4𝑦 + 20𝑥 − 16𝑦 + 5 = 0 C: (-5/2,2) and r=3
g. 4𝑥 2 + 4𝑦 2 − 20𝑥 + 16𝑦 + 5 = 0 C: (5/2,-2) and r=3
33
h. 6𝑥 2 + 6𝑦 2 − 18𝑥 + 24𝑦 − = 0 C: (3/2,-2) and r=3
2
7
i. 7𝑥 2 + 7𝑦 2 + 7𝑥 + 56𝑦 + = 0 C: (-1/2,-4) and r=4
4
13
j. 𝑥 2 + 𝑦 2 + 6𝑥 + 11𝑦 + =0 C: (-3,-11/2) and r=6
4

12
 3. For five to seven minutes, let the members of the right-side group solve and
explore the problem until they will find the answers before exploring the chairs
where the members of the left-side group sits.
4. Once the member of the right-side group settles in a right place first, they will
win the game.
c.) Lesson Proper
i. ACTIVITY (10 minutes)
1. This time, show a graph using Geogebra of the circle from one of the exercises given
in the review part.
4𝑥 2 + 4𝑦 2 + 16𝑥 − 24𝑦 − 48 = 0, with a center of (-2,3)
and radius of 5

(this is the output to be projected after inputting in the Geogebra application)

2. On the pair they settled from the review activity, ask each of the pair to make a
connection written in a one-fourth sheet of paper from the graph to the equation
presented for three minutes.
3. After three minutes, call two pairs using “pass the hat” game.
4. Let each pair discuss their connections formulated.
ii. ANALYSIS (5 minutes)
1. What is your basis for your connections?
2. What are the similarities? How did it manifested?
3. What are the important considerations in observing the graph of a circle given its
equation?
iii. ABSTRACTION (5 minutes)
Graphs of a Circle
(1) The graph of the circle with a standard equation of (𝑥 − ℎ)2 +
(𝑦 − 𝑘)2 = 𝑟 2 has a center at (h,k) and a radius of r units; and (2) the graph of a circle
with standard form of 𝑥 2 + 𝑦 2 = 𝑟 2 has a center (0,0) and a radius of r units are given
below.

(1)
(2)
(3)
(4)
(5)

iv. APPLICATION (20 minutes)

1. In the same pair with the same equation, ask them to graph it on their own. (Note: For
pair #15, replace the equation by 3𝑥 2 + 3𝑦 2 − 18𝑥 + 12𝑦 + 12 = 0.)
85
a. 2𝑥 2 + 2𝑦 2 + 10𝑥 + 16𝑦 + =0 C: (-5/2,-4) and r=1
2

13
b. 3𝑥 2 + 3𝑦 2 + 18𝑥 − 12𝑦 + 12 = 0 C: (-3,2) and r=3

77
c. 𝑥 2 + 𝑦 2 + 8𝑥 + 7𝑦 + =0 C: (-4,-7/2) and r=3
4

19
d. 𝑥 2 + 𝑦 2 − 5𝑥 − 10𝑦 − =0 C: (5/2,5) and r=3
4

11
e. 𝑥 2 + 𝑦 2 + 2𝑥 − 9𝑦 − =0 C: (-1,9/2) and r=2√6
4

f. 4𝑥 2 + 4𝑦 2 + 20𝑥 − 16𝑦 + 5 = 0 C: (-5/2,2) and r=3

14
g. 4𝑥 2 + 4𝑦 2 − 20𝑥 + 16𝑦 + 5 = 0 C: (5/2,-2) and r=3

33
h. 6𝑥 2 + 6𝑦 2 − 18𝑥 + 24𝑦 − =0 C: (3/2,-2) and r=3
2

7
i. 7𝑥 2 + 7𝑦 2 + 7𝑥 + 56𝑦 + = 0 C: (-1/2,-4) and r=4
4

13
j. 𝑥 2 + 𝑦 2 + 6𝑥 + 11𝑦 + =0 C: (-3,-11/2) and r=6
4

15
 2. Once they have their graphs, one of them will proceed in front of the paper pile to look
for the corresponding graph printed from Geogebra.
3. For every correct match, everyone is asked to settle down in their seat to give the floor
for the correct pair to discuss their outputs. With this, the lagging pair will be given a
chance to organize their thoughts and be guided.
4. The process will be repeated until all the pairs have correctly find their matched graph.
d.) Assessment (5 minutes)
Graph the following circles.
1. x2+y2–2x–8y–47=0
2. x2+y2+4x–4y–28=0
e.) Assignment
Formulate your equation of circles in general form and graph it. The center should include
fractional coordinates.

Prepared by:

ELLVAN M. CAMPOS, LPT

Mathematics 10 Teacher

Preliminary Components
Based on the content of the plan, the teacher crafted learning objectives based on the
competency and has identified the topic, learning materials, and references to use in planning
the instruction and delivering the content. An ICT learning material was used to supplement
the understanding and delivery of instruction.
Activities
In this lesson, two essential activities are done. The preliminary activity required
learners to review their previous topic about finding the center and radius of the circle given its
equation. Since the lesson is about Graphing Circles, learning to identify the center and radius
of a circle is important since those will be the very basic of its graph. Establishing learners’
knowledge on that part will likely facilitate efficiency in graphing circles.
The activity in the lesson proper, on the other hand, already presented the graph of a
circle, but had not provided concepts or procedures of how it was done. In this way, learners
will think activity based on how they observed from the given situation. Their observations are
important stepping stones of processing information for the next part.
Analysis
Questions are asked in order to know how the learners think. Since the thinking process
is purely personal, your guidance a teacher is important. So at the end of these questions, you
have to lead them the very point of everything that they have done. In this way, they will be
directed.

Abstraction
The teacher presented the content of the lesson. In this way, the learners will get an
accurate information of what is expected from them. Also, they will start to connect everything
from the activities that asked them get the center and radius of a circle and making important
connections of how these concepts work together in order to create a graph of a circle.
Application

16
 After being equipped with the important knowledge of graphing a circle, the teacher
utilized the same items for the same pair to graph their own circle. In this way, learners will get
to practice the knowledge they established from the previous parts of the lesson plan.
Assessment and Assignment
These parts have deepened learners’ knowledge further. Moreover, the teacher was able
to identify if his learners have achieved the learning objectives as well.
Now, have you ever encountered this type of lesson plan format throughout our class?
Of course. The lessons in our modules are structured based on this format. You may
refer to all of our modules for more example of a lesson plan designed in a 4A’s format.

Assessment:

Make your own lesson plan in your own specialization using the 4A’s format. Make
sure to observe all the necessary details in designing your lesson plan.

Learning Competency:
___________________________________________________________________________
___________________________________________________________________________
Learning Competency Code: ____________________
Attach your lesson plan below this.

CONGRATULATIONS!
You have just finished all the lessons in Module 5. This time, you will take the
summative assessment for the second module to test your learning on how technology is used
in learning lessons.

Good luck!

17
 MODULE SUMMARY
assessment.

• As teaching and learning becomes very diverse throughout the times, the use of
teaching and learning materials promote and improve learning even.
• In utilizing these materials in your class, you have to consider your learners first and
foremost.
• The teaching and learning materials are grouped into two – the ICT and conventional
materials.
• ICT materials utilize technological media in delivering knowledge and engaging
learners throughout the teaching and learning process; while conventional materials are
used by the teachers and the learners for many times already, even before the advent of
technological media.
• ICT teaching and learning materials may come as educational networking, web-based
learning, mobile learning, and classroom equipment.
• The different conventional materials for teaching and learning includes realia, model,
mock-up, specimens and objects, drawings and cartoon, and diagrams, charts, graphs,
and maps.
• Aside from the teaching and learning tools, you also need to integrate classroom
activities and experiences for your learners which includes games, simulations,
dramatized experiences, demonstrations, gallery walks and exhibits, and film or video
viewing.
• It is very helpful to orient yourselves how to select instructional materials before you
decide to use this in your class.
• Hayden Smith and Thomas Nagel provided the acronym PPPF ensure effective use of
instructional materials in the teaching and learning process, which stands for prepare
yourself, prepare your learners, present the material, and follow up.
• A lesson plan is your road map of what your learners have to acquire at the end of the
session and your ways of how you will guide them to effectively learn what is expected
from them.
• Lesson planning allows you to explore pedagogical aspects in teaching the content.
• Lesson planning gives you a reflection on how you can improve yourself to provide the
best understanding for your learners.
• Lesson planning has important procedures to follow which range from identifying the
learning competency to be used until providing assessment and assignment tasks for
the learners.
• The most common lesson planning format is the 4A’s which standards for
ACTIVITY/IES, ANALYSIS, ABSTRACTION, and APPLICATION (also known as
5A’s that includes the last part, which is ASSESSMENT) here in the Philippines.

18
 Module 6

Technology in Alternative
Delivery Systems

Lesson 1 The Internet and the World Wide Web

Abstraction:
The word “internet” has been used many times in many occasions, but it has never been
seen or reached. This is because internet is binds to even millions of other networks. It is a
global system of interconnected computer networks that use the Internet protocol suite to link
millions of devices worldwide. An interrelated term that is often interchanged from the term
Internet is the Web, short of World Wide Web or WWW. The Web is a system of Internet
servers that support specially formatted documents in a mark-up language called HTML
(HyperText Markup Language) that supports links to other documents and other files like audio
and video files. The Web may also be defined as an information system that connects
documents to documents through hyperlinks that make it possible to move from one document
to the other. Basically, one may say that internet is like a megamall with stores inside it which
are the websites.
Learning the history of Internet and the Web is also as important as learning its
definitions and differences. Below presents a brief development of these useful media.

1969 - The Internet was

born and a message was 1971 - The first email was 1989 - The World Wide
sent from two computers at sent and Mosaic became Web was invented by Tim
different locations. the first we browser. Berners-Lee.

As a principal tool for interaction of the billions of people in this Information Age, the
World Wide Web paved a way to a speedy access as facilitated by the rise of the social media.
The development of social media was grouped into three eras – the primitive, the medieval, and
the golden era. The following points highlight important developments of these eras.

• The Primitive era (1970’s to 1985) enables the development of news portals and
exchange of messages through chats.
19
 • The Medieval era (1985-2000) paved the way to a more advanced and interactive
development of social media as file sharing, multi-user messaging, multiplayer
games, emoticons, and even the abbreviations “LOL” and “BRB” was popularized.
Moreover, the Live Journal, the first blog- and forum-like site, and the Six Degrees,
which resembles that of today’s Facebook, was first introduced.
• The Golden era (2000-present) facilitates a fast-paced and modernized
advancement of the social media. The following are some important development
in this time.
o 2001 – Wikipedia, a free encyclopedia, was launched.
o 2002 – Friendster operated to allow meeting of new people and increase
the network.
o 2003 – MySpace was used to allow private messaging and public
comments to user’s profile.
o 2004 – Flickr enables sharing of photos, and Facebook was used for
Harvard University students only.
o 2005 – YouTube allowed sharing of videos and video streaming, and
Reddit was used as an entertaining and social networking platform.
o 2006 – Facebook was used online with 1.45 billion users till date, and
Twitter was started to use.
o 2007 – Tumblr realizes livestreaming and microblogging.
o 2009 – WhatsApp was used for personal group chats.
o 2010 – Instagram was first used to post photos.
o 2012 – Snapchat and Tinder widens the social networking platform of
users.
Until now, there are still many inventions humans have made that facilitates an
accessible, strong, and spontaneous exchange of messages from people to people around the
world. These were even used to facilitate information and relevant knowledge in the field of
education. The most essential thing for you to utilize this platform as a learner, is knowing the
basic internet-related terms and concepts that will aid you in operating the complexity of the
internet and the web.

Bandwidth URL
It refers to how many ISP
A short for Uniform Resource
information your connection to A short for Internet Service
Locator, it is the global address
the Internet can cater, that is Provider, it is the company that
of documents and other
measured in bps (bits per gives you internet accessibility.
resources on the Web.
second).

Domain Name Fold

It is determines the computer/s
It draws line past which one will Browser
see more content of the page
on the internet that appears as It is a software used to view web
through scrolling. "Above the
part of the URL. For examples, pages, such as Opera, Mozilla
fold" is what shows up after a
thhe domain name of Firefox, and Google Chrome.
page first loads, further down is
www.bkmedia. is bkmedia.
called "below the fold".

20
 HTML Hyperlink Navigation
It electronically connects one It is the process which users
A short for HyperText Markup
page to the other pages on the access information on the
Language, it is a cross-platform
same website (internal linking), internet. This term is used when
language used to create and
or pages on another website talking about links, icons, and
format web pages.
(external linking). buttons on your site.

PDF
A short for Portable Document Search Engine
Format, it is first develop by It is a program that allows
Adobe that creates file format searching documents for
independent on applications or specified keywords and flashes a
software and hardware for list afterwards.
proper viewing.

Learning the basic of the internet and the World Wide Web is a necessity of modern
living; so as in education. The instructional value of these media has tremendously improved
as innovative approaches started to develop. As a matter of fact, Wikipedia’s legitimacy as an
online learning resource for academic events is immeasurably attributed to the internet and the
World Wide Web. The following are some instructional values and benefits of the internet and
the Web.

• Accessibility to knowledge and information

• Accessibility to instructional resources
• Opportunity for extended learning opportunities
• Support for life-long learning
• Support for computer-based instruction
• Delivery for distance learning programs
• Efficiency of academic functions, like enrolment
• Utilization of social media application in the teaching-learning process
The internet and the Web really had provided advantages for the people involved in the
academe. Researches and homeworks are efficiently facilitated using information gathered
from countless websites. However, some, if not most, of these websites likely provides
inaccurate or outdated information. Thus, as a learner, you have to ensure that what you get
really serves you an authentic, precise, and validated information. Abdullah suggested
checklists in evaluating websites, as shown below.

Technical considerations – It includes features Authorship and sponsorship – It important to

and capabilities of the website, like relevant give relevant information about the site, just
graphics and animations to the subject matter like the group/author who created the site, the
and the stability and consistency of the pages. author of information, and the references used.

Purpose – It is the objective of using the Functionality – It includes the right use of
website. It should be clearly stated in a way language in the content and directions. The
that the purpose is highlighted, and advertising navigation buttons and shapes, and fonts, color,
should not outshine the presentation of content. and background must be consistently observed.

Content – It should be clearly understood, Design – It embodies effective use of elements

updated, and organized that the audience can and features in the site, like animations, sound
follow. Copyright information should also be files, graphics, color contrasts, and transitional
reflected and links for more reading are given. pages. Links to enlarge images must be given.

21
 Upon knowing the overall elements that you observe in selecting a website to be used,
it is also important to know how to find web resources from the website you have chosen. After
all, the main purpose of using these websites is for you to find correct, updated, and relevant
information. Alexander and Tale cited five criteria to evaluate web resources, along with the
guide questions to help you attain each criterion.

Accuracy Authority Objectivity

• Is the information accurate • What are the author’s • Is there a minimum bias in
and reliable? qualifications in writing the the information?
• Is there a validation of content? • To what extent were you
content by the editors? • Is the publisher reputable swayed by the opinion of
enough? the web visitor?

Currency Coverage
• Is the content up to date? • What topics were included
• Is the publication date in the work?
clearly indicated? • Were the topics deep
• If there are, is the date of enough?
the revision stated?

With all the guidelines of choosing appropriate websites and resources you need; it is
understandable if you will encounter challenges along the way. With that, it is important to at
least know how to cope up from these challenges. Refer to the list below.
❖ Use of Hypertext Links. Some hyperlinks may bring you to poor-quality web
pages, so make sure to evaluate these web pages independently from the original
web pages you’ve searched.
❖ Utilization of Frames. As each frame display separate web pages, evaluate each
frame separately as well.
❖ Out-of-context Pages. Always go back to the “home page” of your search engine
to know the source of information.
❖ Marketing-oriented Web Pages. In the web page, contents may include advertising
which you may go unnoticed, so make sure that the advertising and informational
content won’t be misunderstood and are supplied by the same person or
organization.
❖ Blending of Entertainment, Information, and Advertising. Orient yourself with
the pages and your time allotment since the Web has infomercial you can’t control.
❖ Limitation of Access through Software Requirements. Since full access of the
web resources require additional software and may change the appearance of the
web pages, be aware of its limitations.
❖ Instability of Web Pages. Document your source to the fullest extent possible since
some page may disappear without notice.
❖ Susceptibility of Web Pages to Alteration. Verifying information and the
credibility of the website will help you.

22
 Lesson 2 Introduction to Web-based Instruction

Abstraction:
The use of web resources increased a lot after the advent of World Wide Web. With
that, the WBI or the web-based instruction was started to be used in the academe. The web-
based instruction is defined as a hypermedia-based instructional program that utilizes the
resources and features of the World Wide Web to maximize learning by fostering a learning
environment that promotes accurate, authentic, and updated learning. Lebow and Perkins added
this definition by emphasizing the application of the collection of instructional strategies to
promote constructive knowledge and collaboration, still using the features of the Web.
Many instances have urged the use of web-based instruction. As a matter of fact, the
COVID-19 pandemic even maximized the use of WBI in education. This had been one good
thing offered by WBI to the people. Here are some benefits of web-based instruction.
Minimized cost and other
resources

Provided incomparable access Improved learning

of instructional resources outcomes

Offered self-paced Offered engaging, open, and

learning environment flexible learning experiences

Used resource sharing features Facilitated an easily redistributed, quick-

for faculty-student interactions accessed, and fast-linked knowledge

Supported management of
large classes

With the promising benefits of WBI in education, it’s not surprising that web-based
instruction has been used in many ways. With that, this section provides you categories of web-
based instruction, which are usually done in many educational practices.

Augmented Learning Blended Learning Online Learning

From the word In this category, WBI Also called as
“augment” which worked together with distance learning, it
means improve, face-to-face class- caters either synchro-
expand, or amplify, room instruction in nous or asynchronous
WBI is used to extend delivering instruct- communication
physical classroom ional contents of the offering flexibility of
activities to lesson. More of this place and time in
supplement face-to- will be discussed in instructional method. 23
face discussions. the third lesson.
 The last part made a huge impact recently as the COVID-19 pandemic turned education
in the new level. Most of the classroom interactions, and even resources, are channeled through
WBI. With that, teachers, like you, are being prepared on how to implement this method for
future instances. Zvacek provided necessary components of distance learning.

Physical distance separating the you from your learners

Electronic and mechanical use in delivering content

Virtual interaction between you and your learners

Vital roles of participants and learning expectation based on the formal education organization

Application:
As discussed, WBI stretched in any fields of practices. There are some websites which
are utilized in training and industry-based organizations. E-banking, for example, has been
widely accepted until now. These are some web-based applications programs used in business
industries.
Prodmode
Prodmode is used for apparel and fashion industry
with modern, full-featured, and cloud-based ERP system. It
aids in the production processes, inventory management,
merchandising, and sales campaigns by strengthening the mobile accessibility and streamlined
data. With the use of this, productivity is maximized and errors are minimized.
Elastic solution
The Elastic solution pulls the marketing assets of the
business industries and banking making transactions feel
like a business-to-client site. Its features include a Digital/Custom Catalog Builder, Online
Order Entry with live ATS and ERP integration, OrdeVisual Assortment Planning and White
Boarding tools.

24
 Lesson 3 The Practice of Blended Learning

Abstraction:
As discussed in the previous lesson, blended learning is one of the categories of web-
based instruction. A simple notion mention about blended learning is that it is a combination of
web-based instruction to the face-to-face classroom instruction. However, there is more than
this idea. Educational technologists and practitioners emphasized that blended learning allows
the utilization of pedagogical strategies and approaches in the teaching and learning process
with the aid of web-driven instructional resources. The simple combination of information
given by you, the teacher, and the use of web-based resources is not enough to holistically
discuss blended learning, because pedagogical foundation as a vital element can’t be neglected.
As a novel and complex idea, blended learning is understood using the 4 models,
according to Horn and Staker. These four are illustrated on the figure below along with the very
point of blended learning. These four models are thoroughly discussed on the further parts.

pedagogical approaches, strategies,

classroom-based learning online learning
and practices

BLENDED LEARNING

Rotation Model Flex Model A La Carte Enriched-

Model Virtual Model

Station-Rotation Model

Lab-Rotation Model

Flipped-Classroom Model

Individual-Rotation Model

Rotation Model
In this model, learners were asked to rotate on a fixed schedule based on your discretion
as a teacher. This rotation should be done between various learning modalities, and at least one
is online learning. Activities for each station may be small-group of whole-class works, group
projects, individual tutoring, and traditional tasks and assignments. Learning takes mostly in a
brick-and-mortar campus, except for bring-home tasks. There are four sub-models under the
rotation model.
o Station Rotation

25
 In this rotation model, learners rotate within a classroom, or in a group of
classrooms. Learners will rotate in all station, not only those assigned to them. It
adheres in blending approach as learners can actually experience this method
within the class, despite being in a traditional classroom setting. In doing this,
learners are grouped in Collaborative Learning Stations (CLS). After assigning
specific tasks in each CLS, clear and written instruction will be given on how the
activity will go and the direction of the rotation. The assigned teacher will end the
rotation with an open discussion.
o Lab Rotation Model
In this rotation model, learners rotate in a computer laboratory or in a
multimedia room especially for online learning stations. Learners who are
responsible enough may do this model with longer schedules as rotation may take
longer time.
o Flipped Classroom
In this rotation model, learners work for their online learning in a off-site place
for their bring-home tasks, and will attend brick-and-mortar campus for a teacher-
guided, face-to-face activities. Contents are mainly delivered online, which differs
from some model that only utilizes online medium for bring-home tasks.
o Individual Rotation
In this rotation model, learners are given freedom on what rotation to take
based on their availability, so individualized schedules for each learner is expected
to design their own schedule, or be given by the assigned teacher.
Flex Model
In this model, online tasks serve as a mainstream source of learning though learners are
asked to perform offline activities. Flexibility of schedules among learning modalities will be
provided as learning may individualize and customize mobility. The assigned teacher will be
on the site as learners mostly work on a brick-and-mortar campus, except for bring-home tasks.
As they are in the campus, learners are supported with flexible and adaptive activities like group
works, small-group discussion, and individual tutoring. Moreover, the role of the teacher
supplements online learning on a regular basis.
A La Carte Model
In this model, learners take an entirely online class along with other experiences that
the learner is having at a brick-and-mortar campus. The assigned teacher worked online while
learners may choose between working on the brick-and-mortar campus or off-site. It is different
from a full-time online learning because it is not a whole-school experience as learners take
some courses online and others take it from a brick-and-mortar campus.
Enriched-Virtual Model
In this model, learners take part of the course face-to-face with the assigned teacher
and are free to work remotely for the remaining of the coursework. When working remotely,
learners may work online with the minimal guidance of the assigned teacher. It is not the same
with a flipped classroom since learners seldom meet face-to-face with their assigned teacher,
and is different from a fully online course because a face-to-face learning is given as some part
of the course.

26
 Since learners’ pacing is given much attention in the blended learning method, the
online communication may come in two ways, depending on what the learners can attended to
the class. This may be classified as synchronous or asynchronous. The table below provides a
brief discussion on the difference of the two.

Points of Difference Synchronous Asynchronous

Pacing Constant, bit rate for several Depends on the learner
minutes or hours
Time of Conduct Real-time Offline, as long as it will reach the
deadline
Internet Connection Stable and fast Won’t require a fast connection
Type of Chat rooms and Online Discussion forum tools and Learning
Communication conferences Management Systems (LMS)

Aside from the differences of online communication, blended learning also differs
based on the interactions of the learners in distance communication. According to Moore, the
three types of interaction are teacher-to-learner interaction, learner-to-content interaction,
and learner-to-learner interaction.
In a teacher-to-learner interaction, the following are observed:

• The assigned teacher works online using chat room, social media, and other tools
for online conferences, where interaction takes place.
• It requires a synchronous communication that allows guidance and coaching for
the learners, and not the delivery of prescriptive lectures.
• Casual conversation will be done by the teachers and their learners in the chat
room.
• Planning is important so that the concerns of the learners will be catered and be
able to adjust in an online platform.
In a learner-to-content interaction, the following are observed:

• Learners will allot time to read and understand the content given or assigned to
them by their teacher, which may be through a website, electronic books, or
articles.
• Learners will be given a particular web-based instructional materials and activities
such as tutorial tasks, to work with.
• Learners are allowed to access Open Educational Resources (OER) for a
conversational learner-to-content interaction.
In a learner-to-learner interaction, the following are observed:

• Learners are to communicate each other to work their learning.

• Online collaborative activities like problem-solving tasks and case-based
instructions are utilize to facilitate and sustain learner-to-learner interaction.
• Considerations on the location, internet connection, and resources are observed in
designing learners’ interaction.
• Social media and other online platforms may be used, but teachers are expected to
guide learners on the possible consequences of its misuse.
The essentiality of these forms of interaction is unarguable for a blended-learning
approach to teaching. However, there are still other interactions that should be observed in this
way of learning. Friesen and Kuskis listed three of these interactions.
Learner-to-Interface Interaction
27
 This includes how learners utilizes their abilities in interacting and engaging with the
prescribed technology. This may not be entirely separate with the interactions listed by more,
but it just reminds you that learners need knowledge on communication and technical skills in
distance education. As a teacher, you have to make sure that these learners know how to interact
with your medium.
Vicarious Interaction
This encompasses active processing of learners’ observation from the learner-to-
learner and teacher-to-learner interaction. Realistically, not all learners interact with their own
classmates or teachers, but that does mean that they won’t know how to manage learning by
themselves. Although these learners won’t learn, they still wait for an opportunity to interact
with their learners and you, online. As a teacher, you have to be sensitive on how knowledge is
conveyed and how learners felt your need.
Teacher-to-Content Interaction
This includes your knowledge, as a teacher, on the pedagogical repertoire that will gage
you in the course of the distance learning process. This encompasses how you design your
course, how you select appropriate instructional materials, and how you use effective online
learning strategies. As a teacher, you have to make sure that you have stable capabilities in
creating and designing learning plans through web-based program as platforms for your classes.

28
 Lesson 4 Teaching in an Online Learning
Environment

Abstraction:
To successfully implement online teaching, it is necessary that you understand
important things about the learning environment. In the case of online learning, this
environment is virtual and you have to make adjustments on some of your instructional
considerations, such as physical and geographical setting and unstable internet connectivity.
Aside from these, the internet’s flexibility in supporting human and machine interaction for
synchronous and asynchronous modalities, and the technical support for online content in
various format like text and multimedia, may also affect the quality of an online learning
experience.
To have a comprehensive understanding of the teaching and learning process in an
online environment, Garrison, Anderson, and Archer develop the Community of Inquiry
Model. In this model, a holistic and genuine online experience may be attained by having
sufficient levels of “presences”: cognitive presence, social presence, and teaching presence.
These presences are independent elements which overlaps to attain a meaningful online
educational experience. Basically, this model emphasized the collaborative engagement of a
group of individuals, along with the experiences it brings, for a critical discourse and reflection
in order to create meaningful and mutual understand. The figure below illustrates the model,
and further down provides a short discussion of each presence.

29
 • Social presence – It is based on how the learners and you, the teacher, on how to
communicate purposefully and develop trusting relationships within the online
environment that identifies each role in the community. Moreover, establishing
supportive environment where learners can express themselves and share viewpoints
and disagreement is important.
• Cognitive presence – It is based on the extent in which learners have created a meaning
from the given information through reflection and effective discourse. Also, it
emphasizes the role of thinking, reasoning, and other mental activity in the learning
process.
• Teaching presence – It is based on your ability as a teacher to facilitate and guide
cognitive and social presences in constructing an educationally worthwhile learning
expectation. Planning is important as you design and organize learning experience that
allows you a smooth facilitation in the process. In establishing your presence as a
teacher, you have to remember three important roles:
o Design and organize learning experiences
o Devise and implement activities that will encourage any forms of interaction,
and learners’ reflection
o Engage and involve learners in the delivery of your content in any mode of
instruction you prefer

Application:
During this pandemic, the education, especially in the colleges and universities,
experienced an online learning environment. Most of these school utilized a Learning
Management System (LMS) to realize the instructional experiences of the teachers and the
learners. LMS is a course management software that allows the delivery and facilitation of
programs online. This software enables you to organize your course from the making your
resources accessible to the conduct of your examinations.
A lot of LMS are usable online. Some of these include the Moodle and Sakai which
you can use for free. Moreover, school may also choose to subscribe to some LMS for their
classes, and some of these are Web City, Blackboard, Wizlearn, and IVLE. Regardless of these
types, a typical LMS has many features and tools that you can explore as a teacher.
❖ Workspace – This feature allows you to keep documents, create new sites, facilitate a
schedule, store resources, and other instructional tasks. Some type may call this by a
different name.
❖ Announcement Tool – This feature helps you and your learners to be reminded on some
important dates by posting in on the account. Learners will see these announcements
and are asked to regularly check their accounts.
❖ Resources – This feature acts as a storehouse of some resources that you posted which
the class can use like journal articles, PowerPoint lectures, multimedia materials, and
electronic books. Some type may call this Workbin, but serves the same purpose.
❖ Syllabus – This feature allows you to post your course syllabus, or simply asks you to
type in the required information for the learners to know like the course code, course
title and description, course schedule, and course outcomes.
❖ Chat Room – This feature connects you with your learners by allowing you to
communicate with each other real-time. Conversations are retrievable in cases that
some may ask for clarification.

30
 ❖ Discussion Forum – This feature is useful for asynchronous communication since
learners can communicate with other, and you can also reach out with your learners
regarding the content. Some type may call it Discussion Board.
❖ Assessment Tool – This feature enables you to post your prepared quizzes and
examinations, or also allow you to organize and type your own questions there.
❖ Whisper Button – This feature acknowledges privacy since you can communicate to a
specific learner especially if there are concerns which needs to attention, and should be
discussed privately.
As technology progresses, these features are also evolving. Training and workshops
are constantly done in order for teachers, ike you, to be updated with the recent trends especially
for situations where you need to utilize these media, just like what happened during the COVID-
19 pandemic.
Learning some online educational softwares, like the LMS, is just one step of preparing
yourself for online teaching environment. Classroom management is another consideration of
pulling through a successful conduct of this type of modality. Although you are equipped with
a lot of strategies and principles on how to deal with your learners in a classroom setting, an
online setting is much different than what is usually done in the classroom. Especially in a
synchronous session where learners are communicating with you simultaneously, teaching
experience may be chaotic and stressful. With that, it is important to acquire some guidelines
on how synchronous sessions are done in a chat room. You may refer to the list below.
1. You are expected to greet your learners in the Chat Room.
2. In checking attendance, you may consider asking them their last name, location,
and stability of internet connection.
3. Consider the majority, so don’t start unless half of them are not yet present.
4. While waiting, you may have friendly conversion by asking light and friendly
questions.
5. Tell the learners to post only their answers when asked.
6. Whenever a question is raised, ask the class to reflect on their own while waiting
for their turn to respond.
7. Encourage your learners to follow up or sustain the discussion with their own ideas.
8. Do not reprimand learners in a Chat Room, but use the Whisper Button, to avoid
belittling learners publicly.
9. Schedule a meeting before conducting your class. If you have the luxury of time,
you may divide the schedule with 10-12 learnerss per schedule.
10. Humanize interaction by using emoticons and friendly words.
11. Make a word whenever you are to leave or return in the Chat Room to make sure
that everyone is aware of your absence or presence.
12. Prepare higher-order questions to allow learners to think, and not scan with their
notes secretly.
13. Balance your time that it won’t overlap with other schedules.
14. As a general rule, observe pointers on netiquette.
15. Learners should be oriented to be responsible and value-laden in their interactions.

31
 MODULE SUMMARY
assessment.

• Internet is a global system of interconnected computer networks that use the Internet
protocol suite to link millions of devices worldwide.
• The World Wide Web is a system of Internet servers that support specially formatted
documents in a mark-up language called HTML (HyperText Markup Language) that
supports links to other documents and other files like audio and video files.
• The development of social media was grouped into three eras – the primitive, the
medieval, and the golden era.
• Some instructional values and benefits of the internet and the Web include accessibility
to knowledge and information, accessibility to instructional resources, opportunity for
extended learning opportunities, support for life-long learning, support for computer-
based instruction, delivery for distance learning programs, efficiency of academic
functions, like enrolment, and utilization of social media application in the teaching-
learning process.
• Alexander and Tale cited five criteria to evaluate web resources, and these are accuracy,
authority, objectivity, currency, and coverage.
• The web-based instruction is defined as a hypermedia-based instructional program that
utilizes the resources and features of the World Wide Web to maximize learning by
fostering a learning environment that promotes accurate, authentic, and updated
learning.
• The benefits of web-based instruction include minimized cost and other resources,
improved learning outcomes, offered engaging, open and flexible learning experiences,
facilitated an easily redistributed, quick-accessed, and fast-linked knowledge,
supported management of large classes, used resource sharing features for faculty-
student interactions, offered self-paced learning environment, and provided
incomparable access of instructional resources.
• Web-based instruction may be categorized as augmented, blended, and online.
• Blended learning allows the utilization of pedagogical strategies and approaches in the
teaching and learning process with the aid of web-driven instructional resources.
• The blended learning models include Rotation Model, Flex Model, A La Carte Model,
and Enriched-Virtual Model.
• Online communication may be synchronous or asynchronous.
• Interaction may be teacher-to-learner, learner-to-content, and learner-to-learner. Other
forms of interaction may be learner-to-interface, vicarious, and teacher-to-content.
• The Community of Inquiry Model provides a holistic and genuine online experience
may be attained by having sufficient levels of “presences”: cognitive presence, social
presence, and teaching presence which are independent elements that overlaps to attain
a meaningful online educational experience.
• Learning Management System is a course management software that allows the
delivery and facilitation of programs online.

32
 DAVAO DEL NORTE6STATE COLLEGE
Module
Institute of Education
Social,
New Visayas, Panabo City, DavaoEthical,
Del Norte and
Legal
Responsibilities in the Use of
Technology Tools and Resources

Lesson 1 Digital Citizenship

Abstraction:
The word “internet” has been used many times in many occasions, but it has never been
seen or reached. This is because internet is binds to even millions of other networks. It is a
global system of interconnected computer networks that use the Internet protocol suite to link
millions of devices worldwide. An interrelated term that is often interchanged from the term
Internet is he Web, short of World Wide Web or WWW. The Web is a system of Internet servers
that support specially formatted documents in a mark-up language called HTML (HyperText
Markup Language) that supports links to other documents and other files like audio and video
files. The Web may also be defined as an information system that connects documents to
documents through hyperlinks that make it possible to move from one document to the other.
Basically, one may say that internet is like a megamall with stores inside it which are the
websites.

33
 Lesson 2 Digital Safety Rules

Abstraction:
An intelligent teacher is a very good step towards making your learners learned, but
this does not guarantee of successfully making them learned. One thing you have to remember
is you can be able to design instructional process in which learners can successfully engage and
construct learning. This can be facilitated when you know how to use your instructional
materials as support to your teaching and learning activities.

Lesson 3 Intellectual Property Rights for

Educational Setting

Abstraction:
An intelligent teacher is a very good step towards making your learners learned, but
this does not guarantee of successfully making them learned. One thing you have to remember
is you can be able to design instructional process in which learners can successfully engage and
construct learning. This can be facilitated when you know how to use your instructional
materials as support to your teaching and learning activities.

34
 Lesson 4 Cyberbullying

Abstraction:
An intelligent teacher is a very good step towards making your learners learned, but
this does not guarantee of successfully making them learned. One thing you have to remember
is you can be able to design instructional process in which learners can successfully engage and
construct learning. This can be facilitated when you know how to use your instructional
materials as support to your teaching and learning activities.

35
 MODULE SUMMARY
assessment.

• As teaching and learning becomes very diverse throughout the times, the use of
teaching and learning materials promote and improve learning even.
• In utilizing these materials in your class, you have to consider your learners first and
foremost.
• The teaching and learning materials are grouped into two – the ICT and conventional
materials.
• ICT materials utilize technological media in delivering knowledge and engaging
learners throughout the teaching and learning process; while conventional materials are
used by the teachers and the learners for many times already, even before the advent of
technological media.
• ICT teaching and learning materials may come as educational networking, web-based
learning, mobile learning, and classroom equipment.
• The different conventional materials for teaching and learning includes realia, model,
mock-up, specimens and objects, drawings and cartoon, and diagrams, charts, graphs,
and maps.
• Aside from the teaching and learning tools, you also need to integrate classroom
activities and experiences for your learners which includes games, simulations,
dramatized experiences, demonstrations, gallery walks and exhibits, and film or video
viewing.
• It is very helpful to orient yourselves how to select instructional materials before you
decide to use this in your class.
• Hayden Smith and Thomas Nagel provided the acronym PPPF ensure effective use of
instructional materials in the teaching and learning process, which stands for prepare
yourself, prepare your learners, present the material, and follow up.
• A lesson plan is your road map of what your learners have to acquire at the end of the
session and your ways of how you will guide them to effectively learn what is expected
from them.
• Lesson planning allows you to explore pedagogical aspects in teaching the content.
• Lesson planning gives you a reflection on how you can improve yourself to provide the
best understanding for your learners.
• Lesson planning has important procedures to follow which range from identifying the
learning competency to be used until providing assessment and assignment tasks for
the learners.
• The most common lesson planning format is the 4A’s which standards for
ACTIVITY/IES, ANALYSIS, ABSTRACTION, and APPLICATION (also known as
5A’s that includes the last part, which is ASSESSMENT) here in the Philippines.

36