UNIT I – Teaching and Learning with Technology: An Introduction

INTRODUCTION TO EDUCATIONAL TECHNOLOGY AND TECHNOLOGY FOR TEACHING AND

LEARNING
Before proceeding to the lesson, think about this question: Is Technology for Teaching and Learning synonymous to
Educational Technology? Are they the same? Can we use them interchangeably?
If your answer is yes, then you may have to think twice about your answer.
How do you define Educational Technology? Try answering the question based on your schema or your prior knowledge?
If all you can think of when hearing the phrase “Educational Technology” are devices and gadgets, then we may have to
expand your knowledge on how to properly define Educational Technology. Look at these definitions of Educational
Technology given by experts and compare your prior knowledge to them:

Based on the definitions above, we can therefore conclude that Educational Technology is a much larger and broader term.
And, we can obliterate the misconception that Educational Technology revolves around devices, gadgets, and the internet.
Educational technology is the collective use of computer hardware, software, and educational theories and practices to
facilitate learning. It is the use of all human inventions, and discoveries to satisfy our educational needs and desires.
Technology in Education, on the other hand, is the application of technology to any of those processes involved in
operating the institutions which house the educational enterprise. It includes the application of technology to food, health,
finance, scheduling, grade, reporting, and other processes which support education in institutions.
Are the chalkboards and bulletin boards and other traditional learning equipment also included in the term educational
technology?
These two terms, Technology in Education and Educational Technology, are both broader terms than our course,
Technology for Teaching and Learning. Technology for Teaching and Learning focuses on the following terms:
Instructional Technology which is a systematic way of designing, carrying out and evaluating the entire process of teaching
and learning.
Technology integration means using learning technologies to introduce reinforce, supplement and extend skills. It is a part
of instructional technology.
And lastly, Educational Media, which are channels and avenues of communicating with each other and communication
knowledge. Examples of these are the internet, books, magazines, etc.
These are some of the terminologies you should familiarize yourself with whilst studying Technology for Teaching and
Learning.

ADVANTAGES AND DISADAVANTAGES OF TECHNOLOGY IN EDUCATION

It is undeniable that Technology has been a blessing to mankind. Think of all the advantages Technology has brought in the
previous years. Easy access to information, efficient communication, and many more. Here are some of its advantages in
the field of Education:

• Creates a more engaged environment.

• Incorporates different learning styles.
• Improved instructional and assessment materials
• Improves collaboration.
• Prepares children for the future.
• Connects teachers to students.
Can you think of other advantages of Technology in Education?
However, it is also undeniable that all good things have consequences when they are abused or misused. Before stating the
Disadvantages of Technology, try answering the YES or NO questions below, and count how many questions you answered
with “YES”.

• When using the internet do you find that you lose track of time and feel surprised when you realize the time spent
surfing the web?
• Have you been ashamed of or tried to hide how much time you spend on your internet-connected device?
• Have you made repeated efforts to spend less time using your internet-connected device (desktop, smartphone, or
tablet) but found it challenging?
• Do you use the internet to feel better when you are distressed, depressed or anxious?
• Do you have strong urges to use the internet?
• Does your use of the internet result in failures to fulfill major role obligations at work, school, or home?
• Do you continue to use the internet excessively despite having persistent or recurrent work or relationship problems
caused by your internet use?
• Have you given up important social, occupational, or recreational activities because of your internet use?
• Do you continue to use the internet even though it makes you feel sick?
• Do you use the internet for more than 6 hours a day?
If you said yes to more than 5 questions in this test, then there is a possibility that you are a CERTIFIED INTERNET
ADDICT!
Internet Addiction is one of the biggest disadvantages of Technology. Learners nowadays are quite dependent on
Technology and sometimes, they tend to misuse and abuse it.
Here are some other disadvantages of Technology in Education:

• The learner is made to accept as Gospel truth information they get from the Internet.
• The learner surfs the internet for pornography.
• TVs and computers make the learner a mere spectator, not an active participant in the drama of life
• The learner gets glued to his computer for computer-assisted instruction unmindful of the world and so fails to
develop the ability to relate to others.
• We overuse the TV and internet as a strategy to kill time.

Can technology take the place of the teacher in the clasroom?

 ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING
Are students of today interested to use technology in order to learn? Are teachers equipped to use technology to improve
their instruction? Nobody can dispute the impact of technology in our lives in the age of the fourth industrial revolution. It
is imperative that you get ready to incorporate technology into your classrooms as the next generation of educators.
Technology is a catalyst for change as well as a tool. So what are the roles of technology in education?
As teaching and learning go together, let us explore what would be the roles of technology for teachers and teaching and
for learners and learning. According to Stoic (2015), educational technology has three domains:
1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach another person or
technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch on or switch off
radio programs, television programs or play DVDs, or CDs that contain educational programs. There are online tutorial
educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a teacher. This is like
the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and lighten the work of the
teacher. It will be good if the teacher can also create or develop technology tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an effective
tool for learning. As a learning tool, it makes learning easy and effective. It can produce learning outcomes that call for
technology-assisted teaching. Even the teachers who are teaching can utilize similar tools for learning. As a learning tool,
it is very interesting that even the elderly use these tools for learning for life.
A. For Teachers and Teaching
There are numerous roles that technology plays in the job of teachers. As a tool. technology has opened wider avenues in
management of resources and management of learning. Likewise, it has modernized the teaching-learning environment in
schools. Here are some examples of the myriad of roles that technology can do for teachers and teaching.
1. Technology provides enormous support to the teacher as the facilitator of learning. It transforms a passive classroom
to an active and interactive one, with audio-visual aids, charts and models, smart classrooms, e-learning classrooms which
motivate and increase attention level of learners. Many of these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers are assisted and supplemented with
appropriately structured instructional materials for daily, activities. There are varied available technology-driven resources
which can be utilized for remedial lesson or activities. Likewise there are also a lot of technology-driven resources that can
be used for enrichment purposes. You may search for the examples on the web.
3. Technology improves teaching-learning process and ways of teaching. This will make the act of teaching more
efficient and effective. There are arrays of teaching methods and strategies that can use technology which are found
compatible with learning styles. The multiple intelligence theory of Howard Gardner tells us that there is a genius in every
child. This implies that there must be varied ways of teaching as there are many varied ways of learning. All the learning
styles can find su0pport from technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching testing and evaluation are enhanced by
technologies for teaching and learning. Current educational researchers will no longer find difficulty in interpreting tests,
assessment and other evaluation results. There are available programs that can analyze and interpret results with speed and
accuracy. Reference retrieval is also hastened because many of the research materials are in digital form. Technology has
also provided access to big data that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook. Through the utilization of theories
of learning and intelligence, which are explained in references uploaded in the net, the teachers are encouraged to imbibe
skills to source these information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing professional development for
teachers, the availability of technology provides alternative way of attending professional development online. For those
who are involved as providers of continuing professional development like trainers, facilitators or organizers, they can level
up or enhance their delivery systems with the support of technology tools.
B. For Learners and Learning
1. Support learners to learn how to learn on their own. All teachers fully understand that subject matter or content is a
means to achieve the learning outcomes. There are three categories of knowledge according to Egbert (2009): declarative
knowledge, structural knowledge, and procedural knowledge.
a. Declarative knowledge consists of the discrete pieces of information that answers the questions what, who,
when, and where. It is often learned through memorization of facts, drills and practice. It can be learned by simple
mnenomics or conceptual maps. Declarative knowledge is the fundamental knowledge necessary for students to
achieve more complex higher order thinking such as critical thinking and creativity, inquiry and production.
b. Structural knowledge consists of facts or pieces of declarative knowledge put together to attain some form of
meaning. An example of declarative knowledge is "pencil". The idea that evolved from a pencil is an understanding
that: "it is something used to write." This is referred to as structural knowledge. It can be presented by concept
maps, categorization or classification.
C. Procedural knowledge is knowledge in action or the knowledge of how to do something. It is based on facts
but learned through the process of procedural knowledge. Examples include how to drive a car, how to use a cell
phone, or how to speak English. Procedural knowledge is indicated by a performance task or graphical
representation of a concept.
The traditional sources of knowledge are printed books, modules and journals. Other sources are primary sources such as
information taken from research. However, knowledge or content can be learned in many ways.
But how can technology support the learning of declarative, structural or procedural knowledge? To teach content, time is
always an issue of teachers. Oftentimes, we hear teachers say: "Too many things to teach, too little time to do. " Technology
may be the answer, however the challenge is for teachers to use technology to learn the technology first. As a facilitator of
learning, the teacher can guide the students to look for the resources and to utilized them appropriately. There are varied
programs that can be used by students off-line or on-line for students. What should be necessary is that the students are
engaged, the tasks should focus on questions like how, why and which in addition to who, what, when and where.
2. Technology enhances learners' communication skills through social interactions. This is commonly described as the
transmittal of information from one person to another as single individual or groups of individuals. According to Shirly
(2003) in Egbert (2009), there are three basic communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone conversation or even face-to-face conversation.
b. One-to-many 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.
Social interaction occurs in two ways where the participants ask for clarification, argue, challenge each other and work
towards common understanding. Social interaction through communication occurs through technology (directly between
two persons via email, a cell phone or other communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support of technology like teachers and students interacting
about the worksheet printed from a website. In all the three modalities, communication occurs and technology is involved.
For this particular role, what are the benefits derived from technology supported communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited because communication and
social interaction go beyond a school day or a school environment
 b. Enhances students' freedom to express and exchange ideas freely without the snooping eyes of the teacher face
to face
c. Enables learners to construct meaning from joint experiences between the two or more participants in
communication
d. Help learners solve problems from multiple sources since there is limitless sources of information that the teacher
can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending information and giving appropriate
feedback
f. Enhances collaboration by using communication strategies with wider community and individuals in a borderless
learning environment
g. Develops critical thinking, problem solving and creativity throughout the communication
There are several technology tools and software programs that you will learn in the coming modules.
3. Technology upgrades learners' higher-order-thinking skills: thinking, problem solving and creativity critical
thinking skills.
Twenty-first century learning requires the development of higher-order-thinking skills. Technology has a great role to play
in the development and enhancement of these skills.
Critical thinking is part of the cluster of higher order thinking skills. It refers to the ability to interpret, explain, analyze,
evaluate, infer and self- regulate in order to make good decisions. With the use of technology, one will be able to evaluate
the credibility of the source, ask appropriate questions, become open-minded, defend a position on an issue and draw
conclusion with caution. All of these competencies are covered by Bloom's Taxonomy of Analysis, Synthesis and
Evaluation.
Teachers play a significant role in supporting learners with technology. How?
As a role model, teachers should display and practice critical thinking processes, so that the learners can imitate them. Here
are some ways that teachers can do to develop critical thinking.
a. Ask the right questions. Most often teachers ask questions to find out if the students can simply repeat the
information from the lesson. Although these are necessary questions like what, who, when and where, these do
not, develop critical thinking. Critical thinking questions should ask for clarity, accuracy, precision, relevance,
depth, breadth and logic.
Clarity: Here are some examples: Can you give examples of .
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much
Breadth: What do you think will the other group say about the issue?
b. Use critical thinking tasks with appropriate level of challenge.
Teachers should be mindful of the readiness of the students. Students who have higher abilities may find the task
too easy, thus getting bored early, while those who have low abilities may find the task too difficult. Thus, there is
a need to have activities that are appropriate for the learners. These can be determined by interviews, observations
and other forms to determine the level of readiness.
What are some simple ways that teachers should do?
1. Vary the questions asked
2. Introduce new technologies.
3. Modify the learners' grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.
By nature learners are curious. They ask lots of questions all the time. Why is the sky blue? Why do I have to learn geometry?
How do people choose what will they become in the future? Can robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot be answered by the teacher. The
unanswered questions are avoided or answered unsatisfactorily. Sometimes teachers shut down the question that curtails the
first step in critical thinking. The internet as a problem solving and research tool can help find answers to the questions.
Creativity is characterized as involving the ability to think flexibly, fluently, originally, and elaborately (Guildford, 1986
& Torrance, 1974 in Egbert, 2009). Flexibly means able to use many points of view while fluently means able to generate
many ideas. Originally implies being able to generate new ideas and elaborately means able to add details. Creativity is not
merely a set of technical skills, but it also involves feelings, beliefs, knowledge and motivation.
Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To be creative, one can use
any of these strategies.
1. Substitute - Find something else to replace to do what it does.
2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use - Find other uses.
6. Eliminate - Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side back.
All together, the strategies will be labelled as SCAMPER. What should teacher do to support student creativity? Here are
some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
Further, teachers can do the following to develop and enhance critical thinking, problem solving and creativity. As a future
teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-line and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking, or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.
To do these, the teacher should see to it that right questions are asked. student's tasks should be appropriate to the levels of
challenge and curiosity is encouraged.
There are several critical thinking tools and technology software that can support critical thinking skills. Some of these you
will encounter in the succeeding modules:
1. Encourages digital production projects
2. Popularizes -learning modalities
3. Enhances global awareness and citizenship
UNIT II – ICT POLICIES AND ISSUES AND ITS IMPLICATIONS TO TEACHING AND LEARNING

What is ICT Policy?

The Oxford Dictionary has defined “policy” as a course of action adopted and pursued by a government, party, ruler,
statesman. It is any course of action adopted as expedient or advantageous. Its operational definition of policy is a plan of
action to guide decisions and achieve outcomes. Thus, ICT policies are needed to put a roadmap or course of actions to be
pursued and adopted by various governments, organizations, entities involving ICT. These include principles and guidelines
in the use of ICT which cover three main areas: telecommunications (telephone), broadcasting (radio and television) and
Internet.
The DICT Roadmap
In our country, the Department of Information and Communication Technology (DICT) has formulated a roadmap to guide
all agencies in the utilization, regulation, and enhancement of ICT. Each project has corresponding policy statements and
guidelines. The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts of the education sector
in incorporating the use of ICT as well as in determining and gaining access to the infrastructure (hardware, software,
telecommunications facilities and others) which are necessary to use and deploy learning technologies at all levels of
education.
Among the policy-recommended programs that have applications to education teaching-learning are: (DICT Policy
Recommended Programs that have applications to education teaching-learning)
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Development in ICT in
Education. A National Framework Plan for ICTs in Basic Education was developed.
2. Content and application development through the Open Content in Education Initiative (OCEI) which converts DepED
materials into interactive multi-media content, develops applications used in schools, and conducts students and teacher’s
competitions to promote the development of education-related web content.
3. PheDNET, is “walled” garden that hosts educational learning and teaching materials and applications for use by Filipino
students, their parents and teachers. All public high schools will be part of this network with only DepEd approved multi-
media applications, materials and mirrored internet sites accessible from school‘s PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY) providing them with ICT-
enhanced alternative education opportunities.
5. eQuality Program for tertiary education through partnerships with state universities and colleges (SUCs) to improve
quality of IT education and the use of ICT in education in the country, particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open Source technologies.
Particularly the beneficiary agencies organizations, the Cultural Center of the Philippines, National Commission and for
Culture and Arts, State Universities and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and policy and program
recommendations to address ICT skills demand-supply type.
Some Issues on ICT and Internet Policy and Regulation
Global Issues
Access and civil liberties are two sets of issues in ICT policy which are crucial to the modern society. The other concern is
civil liberties which refer to human rights and freedom. These include:
a. freedom of expression
 b. the right to privacy
c. the right to communicate
d. intellectual property rights.
Access to the Use of Internet and ICT

Access means the possibility for everyone to use the internet and other media. In richer countries, basic access to internet is
almost available to all with faster broadband connections. There are still countries where access to internet is still a
challenge.

Infringement to Civil Liberties or Human Rights

Here are specific internet issues on internet policy that have relationship to civil liberties or human rights:

Issue No. 1: Freedom of Expression and Censorship.

• Under international human rights conventions, all people are guaranteed the rights for free expressions.
However with the shift from communicating through letter, newspapers and public meetings to electronic
communications and online networking, a need to look into how these new means modifies the understanding of
freedom of expression and censorship.
• The UN Universal Declaration of Human Rights provides that everyone has the right to freedom of thought,
conscience and religion, likewise the right to freedom of opinion and expression.
• Censorship restricts the transmission of information by blocking it or filtering information.
Issue No. 2: Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy. When someone uses a site and clicks “I agree”
button, it is as if you have turned over private information to any authority that may access it.
There are types of privacy as shown by the following examples:
a.) For most, privacy means “personal privacy: the right of individuals not to have their home, private life or personal life
interfered with.
b.) Privacy of communication refers to the protection form interference with communication over the phone or internet.
Respect for privacy of communications is an essential prerequisite for the maintenance of human relationship via
technological communications media.
c.) Information privacy is related to the use of computers and communications system which are able to hold and process
information about large numbers of people at a high speed. It is important to ensure that information will only be used for
purposes for which it was gathered and will not be disclosed to others without consent of the individuals.
Issue No. 3: Surveillance and Data Retention

• Indirect Surveillance – no direct contact between the agent and the subject for surveillance and but evidence
of activities can be traced.
• Dataveillance –the use of personal information to monitor a person’s activities.
• Data Retention – the storage and use of information from communication systems.
Issue No. 4: E- pollutants from E-waste
Large amount of E-waste is generated by ICT. These are in particular, terminal equipment's for computing, broadcasting,
telephony, and peripherals. Material waste can be destroyed by crushing, toxic material brought by the different equipment
requires utmost management.
Implications to Teaching and Learning
For the Teachers and Teaching
 • Guide the teachers on what they should teach that relate to ICT, and how to teach it. - Technology should never
replace any human teacher.
• There are rules and regulations that govern the use of technology. Caution should be observed to protect individual
privacy.
• All the issues and many more shall be part of the teaching content as each teacher will be encouraged to
use technology in teaching.
For the Learners and Learning

• The learners of the 21st century are even more advanced than some of the teachers. However, learners still need
guidance on how to use, regulate technology use.
• As there are positive and negative effects of technology use, learners should know the difference. Learners should
not only know the benefits of technology use, but they should also know how they can be protected from the hazards
that technology brings to their lives.
• Learners should take advantage of the potential of learning support they can derive such as the development of
higher order thinking skills, the development of learning communities through collaboration, the enhancement of
skills to manage the vast resources as 21st century learners and many more.
UNIT III – THEORIES AND MODELS IN THE USE OF TECHNOLOGY FOR TEACHING AND LEARNING
Dale’s Cone of Experience
Dale’s Cone of Experience is a visual model developed by Edgar Dale.
This is composed of eleven (11) stages starting from concrete
experiences at the bottom of the cone and as it reaches the peak, it
becomes more abstract. According to Dale, the arrangement in the cone
is not based on its difficulty but rather based on abstraction and on the
number of senses involved. The experiences in each stage can be mixed
and are interrelated which fosters more meaningful learning.
According to one of the principles in the selection and use of teaching
strategies, the more senses that are involved in learning, the more and the
better the learning will be but it does not mean that concrete experience
is the only effective experience that educators should use in transferring
knowledge to the learner. Like what was mentioned above, the
experiences in each stage can be mixed and are interrelated thus, a balance must be achieved between concrete and abstract
experiences in order to cater the and address all the needs of the learners in all the domains of development and in order to
help each learner in their holistic development,
ADDIE Model
The ADDIE model is the generic process traditionally used by instructional designers
and training developers. The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a dynamic, flexible guideline for building
effective training and performance support tools.
Analysis Phase
In the analysis phase, instructional problem is clarified, the instructional goals and
objectives are established, and the learning environment and learner’s existing
knowledge and skills are identified
Design Phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson
planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly
method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals.
Specific means each element of the instructional design plan needs to be executed with attention to details.
Development Phase
The development phase is where the developers create and assemble the content assets that were created in the design
phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is
reviewed and revised according to any feedback given.
Implementation Phase
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators’
training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.
Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the
ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items
and providing opportunities for feedback from the users.

ASSURE Model
ASSURE is an instructional design model that
has the goal of producing more effective teaching
and learning. “ASSURE” is an acronym that
stands for the various steps in the model.
Analyze Learners
The first step in the process is that the teacher
should analyze the attributes of her learners.
There should be a focus on those learner characteristics which are associated with the learning outcomes desired.
State Standards and Objectives
After the analysis of the learner attributes, the teacher must state standards and objectives for the learning module. This
statement consists of a specification of what the learners will be able to do as a result of the instruction.
Select Strategies, Technology, Media, and Materials
The second “s” in the acronym stands for select strategies, technology, media, and materials. Given what your learning
objectives are, it’s necessary to pick instructional strategies, technology, and media that will bring about the results that you
want.
Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making a plan as to how you will utilize the technology, media, and materials
that you have selected. As with all of the instructional steps, you must make sure that your plans contribute towards
producing the objectives that you have laid down.
Require Learner Participation
This step actually belongs within earlier steps. It requires that you make plans to how you are going to actively engage your
students in the material that you are teaching. This needs to be figured out both at the class level and the individual level.
Evaluate and Revise
The final step in the ASSURE process is just as crucial as all of the others. In this step, you evaluate the impact of your
teaching on student learning. This includes an evaluation of your teaching strategies and the technology, media, and
materials that you used.

The TPACK Model

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework focuses
on technological knowledge (TK), pedagogical knowledge (PK), and content
knowledge (CK). This offers a productive approach to many of the dilemmas
that teachers face in implementing educational technology (edtech) in their
classrooms.
Content Knowledge (CK) describes teachers’ own knowledge/ mastery of
the subject matter.
Pedagogical Knowledge (PK) describes teachers’ knowledge of the
practices, processes, and methods regarding teaching and learning.
Technological Knowledge (TK) describes teachers’ knowledge of, and
ability to use, various technologies, technological tools, and associated resources.
In conclusion, it is important to for a teacher to know the right blend of these three types of knowledge.

SAMR Model
The SAMR Model is a framework created by Dr. Ruben Puentedura that
categorizes four different degrees of classroom technology integration. The
letters “SAMR” stand for Substitution, Augmentation, Modification, and
Redefinition.
Substitution
At this stage, technology is directly substituted for a more traditional teaching
tool or method. It is a simple, bare-bones, direct replacement.
Augmentation
The technology is again directly substituted for a traditional tool or method, but with significant enhancements to the student
experience.
Modification
In this stage, you are beginning to move from enhancement to transformation using the SAMR Model. Instead of
replacement or enhancement, this is an actual change to the lesson’s design and its learning outcome.
Redefinition
The last stage of the SAMR model represents the pinnacle of how integrated classroom technology can transform a student’s
experience. In this case, you ask yourself if the technology tools allow educators to redefine a traditional learning task in a
way that would not be possible without the tech, creating a novel experience.
Gagne’s Nine Events of Instruction
In 1965, Robert Gagné proposed a series of events that are associated with
and address the mental conditions for learning. Each of the nine events of
instruction is highlighted below.
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by
presenting a stimulus to capture their attention.

2. Inform students of the objectives

Inform students of the objectives or outcomes for the course and individual
lessons to help them understand what they are expected to learn and do.
Provide objectives before instruction begins.
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already know or something they have already
experienced.
4. Present the content
Use strategies to present and cue lesson content to provide more effective instruction. Organize and group content in
meaningful ways, and provide explanations after demonstrations.
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn
how to learn.
6. Elicit performance
Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of
course concepts.
7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in
understanding before it is too late.
8. Assess performance
Test whether the expected learning outcomes have been achieved on previously stated course objectives.
9. Enhance retention and transfer
Help learners retain more information by providing them opportunities to connect course concepts to potential real-world
applications.
UNIT IV – NON-DIGITAL AND DIGITAL TOOLS
Teaching becomes rewarding when learners get the most from instruction as shown in their performance. When an
educational resource is used as part of the lesson delivery technique, this plays a crucial role in keeping students' attention.
It may spice up a class activity when used properly and effectively.
These instructional materials may come in different forms. One of these forms is the conventional or the non-digital tools.
A classroom will always need a chalkboard or a writing board that may come in varied forms and shapes. Bulletin boards,
flip charts, dioramas, puppets, terrarium, and the like, will always find their significance in any classroom. However,
nowadays, especially with the New Normal of Education, lessons can be made more relevant and engaging for learners as
digital tools are integrated.
LESSON 1: Development and Use of Non-Digital or Conventional Materials
The teachers need instructional materials to enhance teaching and learning. Instructional materials are defined as print and
non-print items that are rested to impact information to students in the educational process (Effong & Igiri, 2015). Examples
of instructional materials are drawings, kits, textbooks, posters, magazines, flip chart, newspapers, diorama, pictures,
recording videos and the like.
Instructional materials have several roles in teaching and learning which include the following: (1) they promote meaningful
communication and effective learning; (2) they ensure better retention, thus making learning more permanent; (3) they help
to overcome the limited classroom by making the inaccessible accèssible; (4) they provide a common experience upon
which late learning can be developed; and (5) they encourage participation especially if students are allowed to manipulate
materials used (Brown et al., 2005; Effing & Igiri, 2015).
ACTIVATING YOUR KNOWLEDGE
Watch this video from youtube. This is about the Low-cost and Low-Tech Resources for the classroom.
Video Link: https://www.youtube.com/watch?v=XCKQP7zzYjU
After watching the video clip, answer the following questions:
1. How do you develop simple instructional materials as shown in the video?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Complete the table that follows on the appropriate instructional materials to be used based on a specific topic.

Learning Area:
TOPICS SAMPLE INSTRUCTIONAL MATERIALS

EXPANDING YOUR KNOWLEDGE

Instructional materials are the supplementary materials, which help the teacher to make his/her presentation concrete,
effective, interesting, meaningful, and inspiring. In any teaching and learning process, instructional materials play a vital
role as they provide sensory experiences to the learners. The primary aim of teaching materials is to provide the teachers
the layout of the way for teaching in the classroom.
It is important to understand how to develop instructional materials. Instructional materials refer to any preexisting
materials that are being incorporated, as well as to those that will be specifically developed for the objectives (Haigler,
2014). There are also several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers' capability.
3. The teacher may research off the shelf materials that have been developed by others to determine if their approach
could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy protected
design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.
Instructional materials are a great help in stimulating and facilitating the learning of the learners. According to Wright
(1976:1) as cited in Cakir (2006) many media and many styles of visual presentation are useful to the language learner. All
audio- visual materials have positive contributions to language learning as long as they are used at the right time, in the right
place. In the teaching and learning process, learners use their eyes as well as their ears; but their eyes are basic in learning.

1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build an exciting scene in a small space.
Dioramas are small scenes created of layers of materials, all depicting a similar concept or theme. They usually
display a historical time period, a nature scene, or a fictional situation. In developing diorama, you will: (1) choose
a concept or theme, (2) research the subject, (3) make a rough sketch of your ideal diorama, (4) make a list of the
items you'll need and gather your supplies, and (5) select a container or box.

2. Nature Table
This is a table that contains objects and/or scenes related to the current season, or upcoming festival or a symbol of
an ecosystem. Children love to follow the natural changes that the world offers each month and classroom
decorations reflect these.

3. Writing Board
A writing board can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard). Although there are usually more effective methods of transmitting information, the writing board was
the most commonly used visual aid before the pandemic happened. Ever since the pandemic, educational platforms
exerted efforts in creating a digital version of a writing board.

Suggestions on Using the Writing Board:

 1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that students can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm slide may be
preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing is completed.
8. Allow sufficient time for students to copy the information from the board.

4. Flip Chart
It is a large tablet or pad of paper, usually on a tripod or stand.

Suggestions on Using Flipchart:

1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read.
2. Print in block letters that are large enough to be read easily from the back of the room.
3. Use different colored pens to provide contrast; this makes the pages visually attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets (•) to delineate items on the page.
6. Leave plenty of "white space" and avoid putting too much information on one page. (Crowded and poorly
arranged information is distracting and difficult to read).
7. When pages are prepared in advance, use every other page. If every page is used, colors will show
through and make text difficult to read.
8. Have masking tape available to put pages up around the room during brainstorming and problem -
solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the
information, remove the tape and let the page drop.
10. Face the student, not the flipchart while talking.

5. Zigzag Board
It is a multi-board series of three or four rectangular boards. They are joined together along the sides by hinges so
that they can be easily folded up and carried. Each board can be of a different type, for example, a whiteboard, a
chalkboard, a flannel board and so on. The size of the boards for the zigzag multi-board depends on what you want
to use them for.
6. Wall Display
Displaying items on a classroom wall is a well-known, tried and tested educational method. A wall display is a
collection of many different types of items and materials put up on a wall to make an interesting and informative
display. In a classroom, the display can consist of the students' own work. In development work it can be used to
convey information to the community.
7. Rope and Pole Display Board
This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids such as posters can
be pinned to the rope. This kind of display board is invaluable where there are few solid walls for displaying
information. It has no solid backing and can be made quickly for teaching, training and when working with
communities.

Guidelines when designing conventional instructional materials:

1. Unity - Use only one idea for each visual aid and include a headline.
2. Simplicity - Make ideas and relationships simple and easy to recall. Avoid cluttering a visual with too
many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to 15 seconds.
3. Legibility - Make letters big and readable for all in the audience.
4. Consistency - Use the same type style and art style.
 5. Clarity - Avoid type that is too small to read; avoid all caps.
6. Quality – Make it neat and professional and remember to proofread.
It is necessary to be receptive or open to the possibilities of the use of instructional materials. Instructional materials are of
many kinds: textbooks, audio and video cassettes, handouts, charts, teaching aids of various kinds, which can all be used
for different purposes by the teacher. Classroom instructional materials do not mean only the materials available in the
market.
There is no substitute for hands-on experience in creating instructional materials. The following are suggested steps in
developing instructional materials:
1. Find existing materials that may be adopted or amended to meet your needs.
2. Use tools to create new instructional materials that help plpan and carry out the development process.
3. Implement preproduction activities before materials are created.
4. Schedule the crafting of the story board.
5. When developing content, provide contextualizing elements (collaboration, roleplay, case studies).
Digital Tools that may be Integrated in Instruction
Aside from the non-digital or the traditional tools discussed above, we also have what we call the digital tools. Even before
the pandemic, teachers are already encouraged to use these digital tools to be integrated in learning. It is believed that
through these digital tools, the creation of instructional materials will be more convenient to the teachers and it may also
help in making the class more engaging.
When the pandemic hit the country and the new normal of education was introduced, the use of these digital tools were
emphasized.
In the use of these digital tools, it is important for the teacher to have the right mindset. The teacher must always have a
positive attitude for learning new things. He/she must nurture his/her curiosity, and sustain their passion in learning despite
already being teachers. And it is also a must to persevere as you learn.
Let us explore some of these digital tools.
Learning Management Systems
A learning management system (LMS) is a software application or web-based technology used to plan, implement and
assess a specific learning process.
Factors to Consider when Choosing an LMS

• User Interface
• Usability
• Integrations
• Value for Money
Examples of LMS

Google Classroom
Google Classroom is a suite of online tools that allows teachers to set assignments, have work
submitted by students, to mark, and to return graded papers

Features of Google Classroom

• Provides access from computers, tablets, and smartphones

 • Enables the use of Google Docs to work on assignments, convey YouTube videos, and upload files from
Google Drive; can provide feedback through comments on files
• Tracks and assigns online work connected with blended learning
• Can make virtual classrooms to share instructional materials that can be downloaded or viewed
• Can make virtual assignments to monitor student performance
• Customizable permissions when sharing screens and locking everything down
• Can supplement digital learning through other Google apps, like Calendar, Gmail, Google Docs, Google
Slides, and Google Drive

Facebook Social Learning Group

Facebook being an LMS is still debatable. Some would still not consider this as an LMS since there are
still lots of features lacking as compared to other LMS. However, this is the most accessible to students
here in the Philippines and numerous teachers use this as their LMS.
Facebook introduced a social learning feature for Facebook Groups that allows any group administrator
to format the content into structured units so that groups can author and deliver courses to members.

Moodle
Moodle is a learning platform designed to provide educators, administrators, and learners with a single
robust, secure and integrated system to create personalized learning environments
There are lots of other LMS that are not commonly used in the Philippines. Some because they need paid subscription and
some because the interface are not user-friendly. We have Schoology, Blackboard Learn, Canvas, D2L Brightspace,
Absorb LMS, Learndash, CertCentral, and Edmodo.
Online Meeting Platforms for Synchronous Sessions

.Google Meet

• Up to 100 students allowed per meeting

• Unlimited number of meetings
• Meet for up to one hour
• Live closed captions
• Screen sharing
• Enhanced security and 2-step verification
• Integration with Google Classroom

Zoom

• Zoom offers high-quality HD video conferencing

• Unlimited number of meetings
• Ability to record meetings for future use
• Easy scheduling with a Chrome extension
• Option to create break out rooms for students for projects, discussions, etc.
• Annotation option when the instructor or host shares the screen
• 100 students per meeting
• Meet for up to 40 minutes
• Technical support
Discord

• Jump Into a Call with a Single Click

• Go Live & Share Your Screen
• Play Music While on a Call
• Use Discord Keyboard Shortcuts
MS Teams

• Easy to use
• Up to 300 attendees
• Attendance features
• Digital whiteboard
• Virtual break out rooms
• Screen sharing
• Background blur
• Secure platform for students and teachers
• Easy access to other Microsoft Office apps

Aside from these, we also have Facebook Messenger and Webex by Cisco.
DIGITAL TOOLS FOR CREATING PRESENTATIONS

• Canva
• Powtoon
• Powerpoint
• Oomfo
• Keynote

CLASSROOM MANAGEMENT TOOLS

• Kahoot
• Quizizz
• Mentimeter
• Padlet
• Quizizz
• Random Group Generators
• Random Name Pickers

These are just some of the many digital tools you can use during instruction. All of these are meant to make the preparation
of instructional materials convenient for teachers and to make the class more fun and engaging. However, you should always
be mindful with the use of each digital tool. The misuse and abuse of each tool may lead to consequences.
UNIT V – SOCIAL, ETHICAL, AND LEGAL RESPONSIBILITIES IN THE USE OF TECHNOLOGY TOOLS
AND RESOURCES
Technology has become an integral part of our lives. It has created a great impact that whether we like it or not, we have
become prone to safety issues. Our privacy can be intruded; our social relationships can be affected. But it is not just enough
that we keep ourselves safe, we should also possess the skills on how we can act responsibly so as not to pose harm to
others.
Digital Citizenship vs. Global Citizenship
Since we are considered citizens of community we live in, then as users of the internet we can also call ourselves as citizens
of digital world where we live, learn, and work in an interconnected manner. Digital citizenship is an idea that all persons
using the internet have civic rights and responsibilities. It centers around safe, savvy and ethical use of technology.
A global citizen sees the world as a community in which all people live and prosper together. He/she understands that
his/her actions contribute to the values of the entire planet and he/she is concerned on how he/she participates in and
contributes to the entire world. A digital citizen, on the other hand, adheres to guidelines that govern the ethical and
responsible use of technology and acts responsibly in all relationships and interactions in the digital world.
When we mix these two together, it’s perfect recipe for the Global Digital Citizen. A global digital citizen is a responsible,
ethical citizen leveraging technology to foster community on a global scale through connection and compassion. The Global
Digital Citizen understands that we can govern technology for the benefit of both ourselves and others. It is a citizen that
views the world as an interconnected community.. Additionally, the digital citizen realizes that we simultaneously share
technological and human experiences regardless of culture, status, or political/religious beliefs (Watanabe-Crockett, 2017).
Five Tenets of Global Digital Citizenship
We define the best assets of the Global Digital Citizenship using 5 tenets: Personal Responsibility, Global Citizenship,
Altruistic Service, Environmental Stewardship, and Digital Citizenship (Ribble, 2017). These five tenets are the essence of
what it means to be a great Global Digital Citizen.

Netizenship and Netiquette in Online Communities

What do we mean by Netizen?
A netizen is an active participant in the online community of the Internet. Therefore, netizenship is the act of being an active
participant in the online community.
How about Netiquette?
Netiquette is basically online etiquette. Netiquette represents the importance of proper manners and behavior online. In
general, netiquette is the set of professional and social etiquettes practiced and advocated in electronic communication over
any computer network
Basic Netiquette
1. Protect your reputation.
2. Respect others.
3. Express yourself clearly and use emoticons
4. Remember intellectual property.
5. Check spelling, grammar and punctuation.
6. Pause before you post.
7. Do not share your personal information.
8. Think about who or what you are representing.
Each of us has a significant contribution to the kind of community we have in the virtual world.
Intellectual Property Rights on the Development and Use of Digital Materials
Plagiarism.org reported that a survey of over 63,700 US undergraduate and 9,250 graduate students over the course of three
years (2002-2005) – conducted by Donald McCabe, Rutgers University – revealed the following:
1. 36% of undergraduates admit to “paraphrasing/copying few sentences from Internet source without footnoting it”
2. 24% of graduate students self-report doing the same
3. 38% admit to “paraphrasing/copying few sentences from written sources without footnoting it”
4. 25% of graduate students self-report doing the same
5. 14% of students admit to “fabricating/falsifying a bibliography”
6. 7% of graduate students self-report doing the same
7. 7% self-report copying materials “almost word for word from a written source without citation”
8. 4% of graduate students self-report doing the same
9. 7% self-report “turning in work done by another”
10. 3% of graduate students self-report doing the same
11. 3% report “obtaining paper from term paper mill”
12. 2% of graduate students report doing so

What do the survey data imply?

Intellectual Property Right
Intellectual property protection is important in fostering innovation. Without protection of ideas, individuals will not
be able to enjoy the full benefit of their inventions and they would not be compensated for their creations. This
encourages innovation without the fear that a competitor will steal the idea and/or take the credit for it.
Intellectual property, according to World Intellectual Property Organization (WIPO), refers to creations of the mind
such as inventions; literary and artistic works; designs; and symbols, names and images used in commerce. An intellectual
property right is a right held by a person or by a company to have exclusive rights over these.
Internationally, these intellectual properties are protected by the World Intellectual Property Organization to which
the Philippines is one of the 191 member states. In our country, we have the Intellectual Property Office of the Philippines
(IPOPHIL) which administers and implements state policies in relation to intellectual property. This office was created
through Republic Act 8293. This act defines intellectual property to include copyright and related rights; trademarks and
service marks; geographic indications; industrial designs; patents; layout designs (topographies) of integrated circuits;
and protection of undisclosed information. In the education setting, copyright and related rights are the ones applicable.
Copyright
Copyright refers to the legal right given to the owner of the original work or intellectual property. These “works”
are original intellectual creations in the literary and artistic domain protected from the moment of their creation which
include the following:
1. Books, pamphlets, articles and other writings;
2. Periodicals and newspapers;
3. Lectures, sermons, addresses, dissertations prepared from oral delivery, whether or not reduced in writing or other
material forms;
4. Letters;
5. Dramatic or dramatico-musical compositions; choreographic works or entertainment in dumb shows;
6. Musical compositions, with or without words;
7. Works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art; models or designs for
works of art;
8. Original ornamental designs or models for articles of manufacture, whether or not registrable as an industrial design, and
other works of applied art;
9. Illustrations, maps, plans, sketches, charts, and three-dimensional works relative to geography, typography,
architecture or science;
10. Drawings or plastic works of a scientific or technical character;
11. Photographic works including works produced by a process analogous to photography; lantern slides;
12. Audiovisual works and cinematographic works and works produced by a process analogous to cinematography or
any process for making audio-visual recordings;
13. Pictorial illustrations and advertisements;
14. Computer programs; and 15. Other literary, scholarly, scientific and artistic works.
The internet is a very rich source of these materials and we should be careful in using them. These works are protected by
the sole fact of their creation, irrespective of their form or mode of creation as well as of their content, quality and purpose.
Now that copy and paste are very accessible commands in our computer toolbars, we should try not to violate the copyright
laws otherwise we could be accused of copyright infringement. Copyright infringement is the use of works without
permission where the copyright holder has the exclusive right to reproduce, distribute, display or perform the protected
work, or to make derivative works. Proper citations should be used when including them in our output.
Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther and Russel (2012):
1. Contrary to popular opinion, all material on the internet is copyrighted unless stated otherwise. It is copyrighted even
if it does not display the copyright symbol.
2. An email is an original work, fixed in a tangible medium of expression, that is covered by copyright. Hence it is
recommended that you should not forward any email without permission, in consideration of both copyright and Privacy
Act.
3. Downloading an article from a newspaper’s website, making copies, and distributing them to your students prior
to class discussion on the topic is permissible following the current photocopying guidelines which permits making
multiple copies for classroom use. The exception would be individually bylined, copyrighted articles, or articles from a
source specifically designed for the educational market where such articles cannot be copied legally for class distribution
(adapted from Becker, 2003).
4. You cannot post students’ essays, poems, or other works on the school website unless you have permission of
the students and their parents or guardians.
5. Educators should treat copyrighted materials from the internet the same way they do to print formats. The best guideline
is to always obtain permission. When in doubt, ask.
Copyright Infringement vs. Plagiarism
Another violation on intellectual property is plagiarism. Although plagiarism and copyright infringement are related ideas,
these two are different. Plagiarism, according to plagiarism,org, is not an act of fraud; it involves both stealing someone
else’s work and lying about it afterward. Plagiarism.org further elaborates the following as plagiarism:
1. Turning in someone else’s work as your own
2. Copying words or ideas from someone else without giving credit
3. Failing to put quotation marks in quotations
4. Giving incorrect information about the source of a quotation
5. Changing words but copying the sentence structure of a source without giving credit
6. Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or
not
For images, videos and music, the following are counted as plagiarism:
1. Copying media from other websites to paste them into your own papers or websites.
2. Making a video using footage from other’s videos or using copyrighted music as part of the soundtrack.
3. Performing another person’s copyrighted music (i.e., playing a cover).
4. Composing a piece of music that borrows heavily from another composition.
In other words, plagiarism refers to copying the work of another and claiming it as one’s ideas or without proper attribution
while copyright infringement is copying one’s work without obtaining permission. In this sense, copyright infringement is
a violation of the right of the copyright holder while plagiarism is a violation of the right of the author. We have to note that
not all authors are copyright holders, there are cases when the publisher owns the copyright. In addition, copyright
infringement is a legal violation while plagiarism is an ethical violation.

Source: Bilbao, P. et al. (2019). Technology for Teaching and Learning 1. Lorimar Publishing.