COLEGIO DE SAN SEBASTIAN

COLLEGE DEPARTMENT
Sablayan Occidental Mindoro

MODULE IN
LIVING IN IT ERA
PRELIM PERIOD

Prepared by:
MS JESSICA V. SAMARITA
Instructor
 My Learning Journey in Educational Technology
Beginning with the End in Mind

Learning Outcomes:
1. Establish the significance of technology in the 21st Century education.
2. Demonstrate a sound understanding of the nature of the computer
components and how they interact with each other.
3. Integrate useful instructional software in the teaching-learning process.
4. Establish the benefits of the Internet and the World Wide Web for
effective teaching and learning.

SECTION 1
INTEGRATION OF TECHNOLOGY IN INSTRUCTION
Section Intended Learning Outcome
 Establish the significance of technology in the 21st century instruction.

CHAPTER 1
TEACHERS AND STUDENTS IN THE DIGITAL AGE
Teacher, student, and instruction have been the constant entities of education from
several centuries back until the present time. However, strategies, style and educational tools
and technologies improve in the many generations for better delivery of the lesson and learning
of content. This chapter will enable you to realize the transformation of teaching and learning
from the past years to the present century.
Intended Learning Outcome:
At the end of this chapter, you are expected to:
1. Differentiate the roles of teachers and students in the earlier years and in the 21 st
century of instruction.

Engage
TEACHERS OF THE EARLY GENERATIONS VS TEACHERS
OF THE 21ST CENTURY
 Every journey has its start and end. On how the journey has started and ended many have
significant implication in one’s achievement, but the most important event in every journey is the
liminal space between the start and end – how one has journeyed. Teaching and learning is a
journey in education that we treasure most. It is not only the ‘matter’ or the ‘what to teach’ that is
important, but the ‘manner of delivery’ or the ‘how to teach’ plays a very important role in
today’s teaching and learning environment. Also, it is not only the ‘matter’ or the ‘what was
learned’ that is significant, but the ‘quality or the authenticity of learning’ where students
become life-ready.
In the early years, teachers were regarded as instruments for information dissemination
and communicators of knowledge in which the students obediently receive and believe. Teachers
were always in authority over the students. This was during the period in which teacher-centered
approach was observed in the education system. This approach seems to weaken the aim of
acquiring quality learning for this makes the students passive learners.
The authors of some journals would claim that student-centered approach is proven
worldwide to be an effective method for the students to have quality learning. Besides students
working collaboratively with their peers, they are being developed to be creative and critical
thinkers.
It is believed that teachers today are far different from teachers of yesteryears. Are the
roles of teachers in the yesteryears still effective in the 21 st century? Let us see how different
they are from the past years to this country.
Teachers of Yesteryears Teachers of 21st Century
Disseminate information through lectures. Allow students to solve real-world problems.

Require students to memorize contents form Allow students to construct their own
textbooks. understanding of the subject matter.
Make use of textbooks and workbooks as their Make use of manipulative materials; make use
reference. of multitude of prints and electronic sources.

Give assessments through written Give Performance-based assessments

examinations. (Performance tasks).
Focus of their responsibility and relationship Widen their responsibility and their
with the students as recipients of knowledge. relationship with colleagues, community, and
other stakeholders in acquiring clear and
obtainable standards for the knowledge, skills,
and values that students are expected to
acquire.
Followers of policies prescribed by the school. Participate in the decision-making in schools.

Use lecture as teaching method. Use a variety of teaching methods appropriate

in the student’s learning.
Deliver the same lessons every year. Spend time in researching to update his/her
knowledge of the subject matter.
Too focused on self-achievement. Mentor new teachers.
Target to finish the lesson within the period. Target the learners to be ready in the challenge
of today’s learning.

Autocratic in which teachers are in control of Democratic in which teachers allows students
everything in all events of the classroom. to take responsibility in their learning.

Foster learner autonomy where students also

learn to take responsibility in their learning.
Holder of knowledge/Gatekeeper of Facilitator of learning.
 information.
Technology illiterate. Technology or digital literate.

Further, teachers of the 21st century are believed to be more immersed in the use of
technologies and would get away from being digital immigrant teachers.
Teachers of the 21st century do not merely transfer knowledge to the students. More than
teaching the subject matter, they teach students how to learn to live life. Teachers of the 21st
century are:

channel

Communic
Venture ator
player

collaborat 21st century learner

or Teacher

exempler
futurist

leader

Channel
Teachers serve as channels in connecting the curriculum, software, hardware and
dynamics of teaching in their instruction.
Communicator
This does not only refer to having a good language in communicating knowledge to the
students, but being a teacher who can communicate with their students anytime and anywhere
with the use of the tools and technologies.
Learner
Teacher never ceased in learning new knowledge. When teachers want their students to
learn beyond the usual and learn to face the challenges education, they themselves should be
lifelong learners for them to be able to extend their knowledge and skills to their students.
learning the technologies of today will give the teachers a big help leap in the advances of today
and tomorrow’s teaching and learning.
Futurist
Teachers are futurist not only on what they want their students to achieve at the end of
the lesson, but on how they will deliver the lesson with the use of the emerging tools and other
web technologies that will help the learners understand the lessons better.
Leader
 Teachers are leaders in their own way by teaching their students to the proper and
appropriate use of learning materials including technologies.
Exemplar
Teachers are models when it comes to behavior, language, dealings with colleagues and
students, us of facilities, and others. They are likewise models not only in what they teach but
according to what they practice, even with the use of technologies – social media networks and
blogs by avoiding the use and misuse of technologies in education.
Collaborator
Collaborators not only inside the classroom, but also in space. Teachers therefore, must
pull up their collaborative tools to be able to continue to share and contribute their knowledge to
the learners.
Venture Player
Teachers are venture players in taking chances to apply new knowledge, skills, practices,
and technologies especially if these will level up the student’s understanding and learning.
Students could be more advanced than teachers when it comes to new technologies and
applications. This is where teachers would take the risk in learning these new technologies and
become technology savvies that would contribute much in their teaching and student’s learning.
One of the biggest challenges of teachers in the 21 st century is not only to utilize
technologies to support teaching and learning but to use technology to extend quality and
authentic learning opportunities.
To prepare the students for the demands of the tomorrow’s world, the roles of teachers
must be redefined and teachers themselves must first possess the 21 st century skills and have the
power to influence their students to learn the knowledge and skills of the 21st century.
Can you imagine the relationship of digital immigrant teachers when faced with native
digital students? it might appear that students would be less participative and the class might be
boring if the teachers would remain traditional in their ways of teaching and in the materials they
are using. Therefore, teachers are highly encouraged to make themselves involve with the use of
technologies and keep themselves updated with technologies.
STUDENTS OF THE EARLY GENERATIONS VS STUDENTS OF THE 21 ST CENTURY
In as much as the roles of the teachers change to meet the needs of the students in today’s
education, the students’ roles likewise need to change to become more competent,
knowledgeable in theories and in practice, and competitive in the call of the community and the
world.
Students in the earlier generations are indeed different in today’s generation. Having
technologies at their side make them more advanced in information where they do not need to
have a long distance walk just to access information from the books in the library. Almost all
information and tools that they need are already at the palm of their hands. They only need to
access and use these technologies rightfully and appropriately.
Before, students depend so much from teachers when it comes to learning. They listen
passively to the discussion, they only speak or answer when they are asked, they learn theories
through memorization of text, and many others in which we can tell that is not entirely authentic.
Thanks to technologies especially to the period that it began to enter the field of education.
Let us take a closer look at the differences of the students of yesteryears and the students
of the 21st century.
Students of Yesteryears Students of the 21st Century
 Receiver of facts and information Active creators of knowledge
Learning is based on repetition Interactive knowledge constructor
Textbook users Internet users to access a vast of information
Passive recipients of information Actively engaged in class activities
Competitive learners Collaborative learners
Factual thinkers Reflective, critical and creative thinkers
Unilateral thinkers Divergent thinkers
Inactive process of learning Dynamic process of learning
Dependent learners Self-managing learners
Single taskers Multitaskers
Single sensory input provider Multisensory input provider

Having technologies in the lives of the youth make them much more digi-centric than the
previous generations. Many believes that students today spend more time with their computers
and other gadgets in watching and creating videos, listening to music, playing digital games,
accessing social media networks to chat and read the in’s and out’s in today’s generation. Their
language is even influenced digitally or technologically.
Today’s students can communicate with their classmates even to their teachers, friends,
family and relatives through a variety of resources: computers, laptops, notebooks, smartphones,
and tablets. They can even access information about anything, anytime, anywhere at their
fingertips. Their generation has been called as the digital generation.
The advent of technology in education is truly a blessing for students where they can
access information, make their projects and their other requirements in school faster and easier.
It’s just that, students have to be reminded of being responsible using these technologies
appropriately. They should avoid the misuse and overuse of technologies. Generally, they have
to be techno-smart not techno-addict.
With the existence of technology, there is much that is expected from the students. They
have to get away with being passive learners. They have to:
1. Learn to generate their own ideas and construct their own understanding of the lesson;
2. Create works that are original;
3. Communicate clearly with other students and with their teachers;
4. Collaborate with one another to achieve higher standard of learning; and
5. Innovate learning and their outputs.
INSTRUCTIONS IN THE EARLY GENERATIONS VS INSTRUCTIONS IN THE 21 ST
CENTURY
In the previous lessons, we have learned that in the early generations, teachers make use
of lecture and traditional class discussion in teaching lessons. This appears to be teachers are in
control of information dissemination. That is everything is being fed to the students. Teachers
instruct students and give step-to-step procedure on how to do such task. Students on the other
hand would simply follow the instructions given to them without having the freedom to discover
learning on their own. The students’ hands are tied with what the teachers has to say in the class.
Lecture is an effective mode of instruction but may not be as effective as other
pedagogies which would make teaching and learning more interesting, engaging, and would
absolutely give students quality education and authentic learning. Below are some of the useful
and effective teaching methods and strategies:
 interactive lectures
 case-based learning
 problem-based learning
  inquiry-based learning
 project-based learning
 simulation
 role play
 experimental learning
 laboratory work
 fieldwork
 peer tutoring
 e-learning
 PISER (Peer Instruction and Student Electronic Response)
The traditional educational practices have been effective during the old times, but they
are no longer effective in the 21st century. These traditional educational practices would no
longer provide the 21st century skills needed by the students for them to be at par and productive
with the learning of students globally and for them to be able to live life in the real world to
answer the needs of the society and of the community.
Below are the characteristics of traditional learning environments and new learning
environments. As teachers and students continue to integrate technologies in education, they will
find themselves transitioning from traditional teaching and learning to technologically and
digitally-enriched teaching and learning environment.
Traditional Learning Environment New Learning Environment
Teacher-centered instruction Student-centered learning
Single-sense stimulation Multisensory simulation

Single-path progression Multipath progression

Single medium Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active/exploratory/inquiry-based learning
Factual, knowledge-based learning Critical thinking and informed decision
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real-world context

THE 21ST CENTURY SKILLS

Making education of quality does not focus alone on the cognitive aspect of learning.
Incorporating the non-academic skills is likewise vital in the teaching-learning process. These
skills are described as the ‘transversal skills’ which encompass the 21 st century skills, soft skills,
generic skills and non-cognitive skills – values and attitudes, including collaboration, self-
discipline, resourcefulness and respect for the environment (UNESCO’s Asia Pacific education
Research Institutes Network (ERI-Net), 2013). According to ERI-Net (2013), these are the
competencies required for learners’ holistic development and for learners to become capable of
adapting to change.
 In today’s world, companies and industries are looking for employees who are not just
cognitive achiever but more so who are skilfully competent in making the economy stronger and
better. This would be achievable if schools and teachers will improve their education and
teaching the 21st century skills.
According to Partnership for 21st Century Skills Organization, the following 21 st century
skills are relevant to the student’s professional growth to be effective professionals, citizens, and
leaders of the future.
1. Learning and Innovation Skills: Communication and collaboration, critical thinking
and problem solving, creativity and innovation.
2. Life and Career Skills: Leadership and responsibility, productivity and
accountability, social and cross-cultural skills, initiative and self-direction, flexibility
and adaptability.
3. Information, Media, and Technology Skills: Media literacy; Information literacy;
information and communication technology (ICT) literacy.
The Partnership for 21st Century Skills has suggested six (6) key elements for fostering
21st century learning:
1. Emphasize core subjects. The focus of core subjects is beyond basic competency
(reading, writing, arithmetic); this is more on understanding the core academic
content to a higher level (English, Reading or Language Arts, World Languages, Arts,
Mathematics, Economics, Science, Geography, History, Government and Civics).
2. Emphasize learning skills. Learning skills are not limited to what is being learned in
schools but also learning persistently throughout their lives, most especially in
learning information and communication skills, thinking and problem-solving skills,
and interpersonal and self-directional skills.
3. Use 21st century tools to develop learning skills. Students need to learn and be
proficient in the use of information and communication technology (ICT) tools to
access, relate, manage, evaluate, and construct new knowledge or information; and
likewise with the 21st century tools, the learners should be able to communicate and
participate not only in the classroom but more so in the community and society.
4. Teach and learn in a 21st century context. When students are more engaged in the
lesson and the lessons are more relevant in their daily living, students then will
understand better the lesson and can truly say that they learn.
5. Teach and learn 21st century content. Including in the curriculum and teaching
extensively and significant content areas like in global awareness, financial, economic
and business literacy; and civic literacy would help the students to be more
competitive not only locally but also globally.
6. Use 21st century assessments that measure 21st century skills. Improving and going
beyond the standardized test will give students quality learning. Teachers must give
assessments that would measure students’ creativity and skills that could be applied in
real-life situations.

CHAPTER 2

TECHNOLOGY IN TEACHING AND LEARNING

This chapter introduces the standards that administrators, teachers, and students should
observe in the use and integration of technology in education. This chapter also explains how on
entire of Tech-PACK is connected and interfaced with the other entities. Likewise, it shows how
the Tech-PACK process works in integrating technology in education.
Intended Learning Outcome:
At the end of this chapter, you are expected to:
 Design a plan in assisting teachers in the integration of technology in instruction.

Engage

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)

In every project that we need to accomplish, we specifically design and enumerate
our guidelines, criteria, or specifications which meet our standards and eventually say, “Just like
the way I want it” and it turns out to be perfect for us.
Like in constructing your dream house, you would ask the architect to design you a plan
according to your needs and likes; you would choose the materials that are of quality (wood,
steel, color of paint tiles, etc.); you make sure that the carpenters and workers are making their
job well to meet your standards; and acquiring furniture that will beautify the in-doors of the
house. This, in the end will give you contentment and comfort in living in your own dream
house.
In choosing a catering service for your party, you would select the one that serves
savoury dishes, with clean serving utensils and crew that are alert and respectful. In this way,
you do not only satisfy yourself in terms of the entirety of the party but also your guests.
Another example is children being sent to school by their parents. The parents would see
to it that the school gives quality education that will highly benefit their children. Quality
education encompasses teaching strategies and pedagogies, assessments and the facilities that
support children’s learning. Having standards in teaching and learning help meet the needs and
improvements of children’s knowledge and skills.
Setting standards help us achieve quality output may it be in house, office, and school.
This in turn will give us fulfilment in our activities for our family, friends, staff, heads, people in
the society and the community.
In education, administrators and teachers with the support of the national educational
departments and organizations define their standards that would guide and help the students in
possessing the knowledge and skills that are required of them to make them successful leaners
and professionalism in the future.
The use of technology in education is likewise guided by standards to develop among
learners the skills that they need to possess for the 21 st century for them to be able to serve not
only themselves but the world. This is where the International Society for Technology in
Education (ISTE) comes in. ISTE is a non-profit organization that promotes the use of
technology to support and enhance teaching and learning.
There are three standards that have been developed by ISTE for better connection and
empowerment among administrators, teachers and students:
 Standards for Administrators
 Standards for Teachers
 Standards for Students
To better understand these standards set by ISTE, let us first define the term standard.
 According to Merriam-Webster’s Learner’s Dictionary, “standard is an idea or thing used
as a measure, norm, or model in comparative evaluations.” It can also be defined as a level of
quality, achievement that is considered acceptable or desirable; something that is very good and
that is used to make judgment about the quality of other things; or something established by
authority, custom, or general consent as a model or example.
According to Dictionary.com, “standard is a rule or principle that is used as a basis for
judgment.”
From the freedictionarycom, “standard is a degree or level of requirement, excellence or
attainment.”
In other words, “standards” in incorporating the use of technology in education would
mean something that would serve as a guide to assist the administrators, teachers, and learners in
achieving quality and excellence in teaching and learning.
Below are the following ISTE standards for administrators, teachers and students. For
more information on ISTE standards, visit http://www.iste.org/standards.

ISTE Standards for Administrators

Administrators are the lead supporters of digital and technology-rich teaching and learning
environment. They lead in the transformation of educational system with the affirmation that these
technologies make teaching and learning more engaging, interesting, inspiring, reflecting, and
empowering.
 Visionary leadership. Being visionary leaders, they inspire and engage stakeholders in the
development, communication, and implementation of educational transformation with the
use of digital and technological resources which are aligned with the shared vision.
 Digital age learning culture. Educational administrators lead in creating, promoting, and
upholding digital age educational environment culture. They ensure the effective use of
digital tools and technological resources in meeting the diverse needs of learners and help
them to be more innovative, creative, and efficient in learning.
 Excellence in professional practice. Educational administrators ensure healthy and
professional growth in technology fluency and integration among educators to help
enhance students’ learning. Further, educational administrators keep themselves informed
with the changes and updates in technology that are beneficial in teaching and learning.
  Systematic improvement. Educational administrators also extend leadership in the
improvement of the department, organization, and school through the promotion and
effective use of information and technology resources which make the daily operations
easy and efficient.
 Digital citizenship. Educational administrators ensure, promote, and model ethical use of
information and communication technology following policies and legalities of
technology.

ISTE Standards for Teachers

ISTE standards for teachers state that effective teachers not only support technologies in
education, they design, create implement, promote, and model the use of technologies to enable
them to teach the lessons and its contents with quality.
 Facilitate and inspire student learning and creativity. Teachers inspire students to be
creative and innovative thinkers, to develop students’ inventive skills, and to enhance their
ability in knowledge construction.
 Design and develop digital age learning experiences and assessments. Teachers design
and develop technology-enriched learning experiences, activities, and assessment to enable
students experience authentic and improved learning.
 Model digital age work and learning. Teachers demonstrate and exhibit their knowledge
and proficiency in the use of technologies that would support their teaching and students’
learning.
 Promote and model digital citizenship and responsibility. Teachers promote and model
the appropriate and responsible use of technologies which are parallel with the legal and
ethical use of digital and technological information, tools and systems.
 Engage in professional growth and leadership. Teachers endlessly enhance and improve
their knowledge and skills by participating in seminars, trainings, and workshops on the
effective use of digital and technological information, tools, and resources, to enable them
to contribute to the services that the school and community may need.

ISTE Standards for Students

Acquisition of knowledge is not the only reason why students go to school. Developing
and improving of skills are likewise the goals of the learners. Teachers facilitate students’
cognitive, affective and psychomotor learning to enable the students to be life-ready and world-
ready. With the ISTE Standards, students are more guided in learning both knowledge and skills
that will soon make a big contribution to the community and society.
 Creativity and innovation. Students exhibit constructive learning by generating new
ideas out of the existing knowledge. They create, explore, develop, and innovate products
with the help of technology.
 Communication and collaboration. Students make use of a variety of technological tools
and digital media to effectively converse, interact, disseminate information,
communication, and collaborate with their peers to work on their school projects and other
tasks.
  Research and information fluency. Students utilize digital and technological tools to
search and select for data and information, organize, process, analyze, synthesize, and
evaluate information. Students likewise produce the processed reports with the aid of the
digital and technological tools.
 Critical thinking, problem solving, and decision making. Students use appropriate
digital and technological tools in practicing their creative and critical thinking skills to
identify problems, plan, investigate, collect, process, analyze information in developing
solutions to help in decision making.
 Digital citizenship. Students practice ethical, legal, and responsible use of information,
communication, and technology in learning and production of outputs.
 Technology operations and concepts. Students exhibit awareness and knowledge in the
effective selection and usage of technology which allow them to learn, improve, and
innovate.

THE SIGNIFICANCE OF STANDARDS

Standards are criteria that define what is expected from the administrators, teachers, and
learners.
Administrators How to lead teachers and learners in the effective use of technology
in teaching and learning; how to create a culture of innovation to
achieve excellence in education; how to promote the positive
integration of technology into teaching and learning.
Teachers Content to teach; meeting the requirements of the curriculum; hot to
teach the lessons; how to assess the learners; how to integrate
technologies into teaching.
Learners How learners learn; how learners acquire knowledge and skills; how
well learners perform; how learners create, innovate, collaborate and
communicate with the use of technologies; how to integrate
technologies into learning.

The set standards would be futile if these are not demonstrated by the people involved in
the implementation. The administrators, teachers and learners must be complaint with the
standards to achieve high quality service, teaching, and learning. Moreover, being complaint or
noncompliant is associated with consequences. This is the question of what will be done to those
who have complied and failed to comply with the standards – (complaint) giving of incentives
and positive remarks; and (noncompliant) giving of remedial instructions and delays or limited
opportunities.
It is just enough to remember that having standards like that of the technology standards
of ISTE, provide expectations from the administrators, teachers and learners regarding the
knowledge and skills that each one should acquire while forming competency in technology
integration within the teaching and learning process. Study Figure 2.1. Discuss the relationship
of technology standards with the teaching and learning process.
 Figure 2.1 Standards in the Integration of Technology
in Teaching and Learning

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND

TECHNOLOGY INTEGRATION PLANNING (TIP)
Teaching can be associated with soldiers who go to war. Soldiers are being trained and
they make a lot of preparations. Before going to war, they plan for the tactics and strategies to be
done, they make sure that they are complete with their stockpile of ammunition and protection.
No soldier will go to a war without enough bullets in his pockets. Same with teaching, teachers
are trained on how to teach and manage a class. Before stepping inside the classroom, they have
made their lesson plans on what to teach and how to teach, they make sure that they have all the
materials needed for the lesson. The use of technology is one of the materials that teachers make
use to deliver the lesson successfully to their learners. However, sometimes the use of
technology becomes ineffective because of insufficient knowledge on the true purpose and
proper use of such technology. This is why the Technological Pedagogical Content Knowledge
(TPACK) by Mishra, P. & Koehler, M. and Technology Integration Planning (TIP) by Roblyer,
M.D. & Doering , A.H. came into existence, to guide teachers on how ti integrate technology
into teaching.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (Tech-PACK)

Tech- PACK, previously known

as TPCK, later TPACK, is a framework that integrates technology in education to help
encapsulate the complex interactions among content, pedagogy, and technology. Tech-PACK
provides a picture of the entire process of technology integration that helps identify what is
essential and what is not in any discussions of teacher using technology for teaching subject
According to Mishra & Koehler (2006), the TPACK Framework which is shown in
Figure 2.2, “emphasizes the connections, interactions, affordances, and constraints between and
among content, pedagogy, and technology. In this model, it shows that content ©, pedagogy (P),
and technology (T) are the three main components of teacher’s knowledge. Looking at the model
closely, it shows the interactions between and among the bodies of knowledge: PCK
(pedagogical content knowledge), TCK (technological content knowledge), TPK (technological
pedagogical knowledge), and TPACK (technological pedagogical content knowledge) which are
significant in making teaching and learning with the use of technology a success.
Content Knowledge (CK)
 Teacher’s knowledge about the subject matter.
 Includes concept, theories, ideas, organizational frameworks, evidences and proofs,
established practices and approaches toward developing such knowledge (Shulman,
1986).
 Having no comprehensive knowledge in content may cause erroneous information to
learners, thus may develop misconceptions about the subject matter.
Pedagogical Knowledge (PK)
 Teacher’s deep knowledge about the process and practices or methods of teaching and
learning.
 This includes lesson planning, classroom management skills, understanding how students
learn, and student assessment.
 A teacher with profound pedagogical knowledge facilitates student’s construction of
knowledge and acquisition of skills, and helps students in developing habits of mind and
positive dispositions toward learning.
 Therefore, understanding of cognitive, social, and developmental theories of learning and
how they apply to students in the classroom are requisites of pedagogical knowledge.
Pedagogical Content Knowledge (PCK)
 Covers conditions that promote learning: teaching, learning, curriculum, assessment,
reporting, and pedagogy.
 There is transformation of the subject matter for teaching which happens when teacher
interprets the subject matter.
Technology Knowledge (TK)
 The definition of TK is fluid due to its fast updates and upgrades that happen from time
to time. However, technology applies to all technological tools and resources.
 Understanding of technology which is beyond the definition of computer literacy is a
must in TK. Thus, essential appreciation and mastery of information technology for
information processing, communication, and problem solving are important.
Technological Content Knowledge (TCK)
 TCK is an understanding of the way in which technology and content affect and restrict
one another.
 This overlaps explains that teaching is more than the subject matter they teach; they must
also have a profound knowledge on the way how subject matter can be taught through the
use of particular technologies.
 Teachers nee dot figure out which specific technologies are appropriate in delivering the
subject-matter to have a better understanding and appreciation of the lesson.
 This allows us to determine the suitable of appropriate technology to the content or vice
versa.
Technological Pedagogical Knowledge (TPK)
 TPK is an understanding of how teaching and learning can change when particular
technologies are used in particular methods.
  The focus of this TPK is to have an understanding of the affordances of technology and
how they can influence differently the context and intentions of teaching.
 Teachers have to look beyond the normal functions of technology, they have to be
creative and think of other possible things that these technologies can do to achieve
advancement in the learning and understanding of the students.
Technological Pedagogical Content Knowledge (Tech-PACK)
 Tech-PACK shows interactions among the main components of knowledge-content,
pedagogy, and knowledge.
 Tech-PACK is the basis of effective teaching with technology.
 The relationships among the components of the knowledge are interfaced with one
another to have a stronger content, more effective pedagogy ad efficient technology that
may remedy difficulties in teaching and learning to develop higher comprehension and
better learning.
“Context”
 This is the outer-dotted circle which highlights the understanding that technology,
pedagogy, and content do not exist in a vacuum, but rather, are represented in specific
learning and teaching contexts.
Technology Integration Planning (TIP)
Technology Integration Planning (TIP) is a model created for teachers as a guide that
ensures the efficiency of integration of technology in education. TIP gives teachers a systematic
way to identify and address challenges involved in integrating technology into teaching practices
(Roblyer & Doering, 2013, p.52).
Further, TIP Model shows teachers how to establish a milieu in which technology can
effectually enrich learning.
In the earlier editions of TIP Model, there were five to six phases to enable the teachers
successfully integrate technology in instruction. In the recent edition (6 th), it boils down into
three phases with sub steps in each phase (as shown in figure 2.3).

Phase 1:
Analysis of Learning and Teaching Needs

Step 1: Determine relative advantage

Step 2: Assess Tech-PACK

Phase 2:
Planning and Integration

Step 3: Decide on objectives, assessments

Step 4: Design integration strategies

 Figure 2.3 Phases of Technology Integration Planning (TIP)
Source: Roblyer, M.D. & Doering , A. (2013)

Phase 1: Analysis of Learning and Teaching Needs

Step 1: Determine the relative advantage

Focus: Will a technology-based method offer relative advantage?

Heraclitus once said that nothing is permanent in this world except change. But, some
people resist to change things that they are used to doing because according to them they still
able to deliver well using the old method even if there are new better approaches to achieve the
task. However, change may be acceptable if they would understand the advantages of the new
method over the old one. This is seeing a “relative advantage” as mentioned by Everett Rogers
(Diffusion of Innovation, 1995). Below are the measures to see relative advantage easier:
1. Compatibility – Methods consistent with their cultural values and beliefs and others
adopted in the past. For example, teachers see using technology as compatible with their
views of being an updated teacher.
2. Complexity – Easy enough for them to learn and to carry out on a frequent basis.
Teachers who use technology-based methods feel no fear and find no difficulties in
understanding and learning something new.
3. Triability – Being able to try out a little before making a final decision. Teachers have
the courage to try using and applying technology-based methods than saying no to it
outright.
4. Observability – Seeing others they respect or emulate using the new method
successfully. Observation is one of the many ways to help teachers decide whether
technology-based method will be helpful or not or if it is effective or not.

At this phase, teachers do curriculum review and assessment of teaching methods, them,
they determine problems in instruction and find out which technology may be helpful to remedy
the problem.
Summary of Issues to Address in Step 1
1. Are there any topics or curriculum objectives I have difficulty teaching?
2. Do any of these instructional problem areas have technology-based solution?
3. What is the relative advantage of the technology-based solutions?
4. Is the relative advantage sufficient to justify the effort involved?
Step 2: Assess Tech-PACK
Focus: What is my technological pedagogical content knowledge (tech-PACK)?
 Teachers have to be proficient in content, pedagogy and technology before the day of
instruction comes.
Teachers has to spend time in understanding all the components of knowledge to have
better and successful delivery of the lesson. Being knowledgeable of the content, pedagogy and
technology will make the teacher confident the entire process of teaching and learning. This
Tech-PACK helps to emphasize technology contribution to teaching.
Summary of Issues to Address in Step 2:
1. Do I have the mastery of the subject matter, both the content and its context?
2. Is the pedagogy I am planning to employ appropriate for the subject matter,
my learners, and technology?
3. Is the technology I am planning to use appropriate for the subject matter,
pedagogy and my learners?
4. Have I reviewed my TPACK?

Phase 2: Planning for Integration

Step 3: Decide on objectives, assessments

Focus: How will I know students have learned? Teachers define the skills they
want their students to possess upon learning the lesson and create ways to measure the
authenticity of students’ learning and how successful the activities have been carried out
by them

The problems that have been identified in Phase 1 must be addressed successfully by
defining observable and measurable outcomes. Then, teachers design activities or
performance tasks to measure the outcomes teachers must remember that having more
than the multiple choice activities is better to effectively see authentic learning among
learners.
Summary of Issues to Address in Step 3
1. What kinds of performances do I expect from students to show they learned?
2. What is the best way for me to assess students’ learning progress and products?
3. Do the desired instruments exist or do I have to develop them?

Step 4: Design Integration Strategies

Focus: What teaching strategies and activities will work best? Teachers
decide on pedagogies and study its execution.

In deciding on the instructional course of action, the characteristics of the topic and the
needs of the students are being taken into consideration whenever teachers create an
instructional design for technology integration. With this, teachers make decision on:

1.Instructional approaches – traditional or constructive approach

2.Curriculum approaches – single subject approach or interdisciplinary approach
3.Grouping – from individual to pair or group learning
4.Sequence – must have acquired technology prerequisites skills ti successfully learn
from the resources
Summary of Issues to Address in Step 4
1. Should be instruction be directed, constructivist, or a combination of both?
2. Will the instruction be single subject or interdisciplinary?
3. Should activities be individual, paired, small group, large group, or whole class?
4. What strategies should I use to encourage females and minority students to be
integrally involved with the technologies?
5. What sequence of activities should I teach?
6. Have I build in demonstrations of the skills students will need to use both equipment
and the specific software?
7. Have I allowed students enough time to get used to materials before beginning a
graded activity?
Step 5: Prepare Instructional Environment
Focus: Are essential conditions in place to support teaching and learning? Teachers
establish the educational environment to carry out effectively the plan of using
technology in teaching and learning.

With the support of International Society for Technology in Education (ISTE) the
teachers will be guided in setting the essential standards to unleash at its level best the
potentials of technology tools and methods when used in teaching and learning. Teachers
have to remember that integration of technology in education would only be successful if
there is an adequate hardware, software, and technical support available.
Summary Issues to Address in Step 5
1. What are the technological needs necessary to carry out the activities (e.g. computer,
software, printer, etc.)?
2. Is the supply of computers and copies of software enough to carry out the activities?
3. When and how long will the technology resources be needed?
4. Do I need to set the schedule for occupancy of laboratory or media center?
5. Will projection devices or large screens be needed for demonstrations?
6. Have I checked out the legalities of the uses of technology I want to make?
7. Have I looked into students’ privacy and safety in carrying out the activities?
8. Have I considered the necessary provisions for students with physical disabilities in
carrying out the activities?
9. Am I knowledgeable in troubleshooting if ever problems arise during the activity?
10. Have I set and tested everything that is needed before the students do the activity?
11. Do students already have the knowledge in using the technologies that they will be
using for the activity?
12. Am I ready with the backup plan whenever the planned resources fail to work?
Phase 3: Post Instruction Analysis and Revisions

Step 6: Analyze Results

Focus: What worked well? What could be improved? Teachers have to spend
time reflecting and assessing themselves to determine whether the integration of
technology and if all processes in teaching and learning went on smoothly and have been
successful in the delivery.

Summary Issues to Address in Step 6

1. Was there a change in the behavior of the students upon learning the subject matter?
2. Were the students engaged in the instruction and task given?
3. Did the technological resources work well as expected?
4. Did the students work deeply and thoroughly in the teaching and learning
environment?
5. Is the integration of technology in education, instructions, strategies, activities,
assessments work well in the entire teaching and learning process?
Step 7: Make Revisions
Focus: Should I make the revisions? After analyzing the results, it is important
to determine the necessary areas which need improvement for better execution of
instruction with technology integration the next time around.

Summary Issues to Address in Step 7

1. What pedagogy should I do to make the instruction more interesting and engaging?
2. What technology resources should I use next time for better understanding of the
lesson?

STAGES OF TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING

In every cycle, anything and everything begins with the first stage. Before a butterfly
begins to spreads its wings to fly, it passes through different stages from a tiny egg to a beautiful
insect with wings. A teacher likewise passes through different stages of teaching from novice to
proficient, to highly proficient, to distinguished or expert teacher. A teacher moves on from one
stage to another based on his experiences, achievements, increased knowledge and skills, and
developing characteristics. Same is true when it comes to technology integration, a teacher who
is beginning to learn about technology may experiment on how technology can be integrated in
instruction until he understand fully the appropriate use of technology in instruction.
The following are the different stages of technology integration:
Beginning Stage Developing Stage Proficient Stage Transformative Stage
Teachers still make use Teachers plan, manage, Teachers demonstrate Teachers engage with
of chalkboards, and facilitate student and model effective use students to explore and
textbooks, workbooks, understanding of of a variety of existing determine appropriate
handouts, worksheets technologies and other and emerging uses of existing and
in their instructions and resources best suited to technology-based emerging technology-
activities despite the support specific resources to encourage based resources so that
presence of the selected learning experiences. students to engage in a students may
technologies and other range of learning effectively plan,
resources that support experiences. manage, and evaluate
student learning their learning
experience. experiences.
Teachers research and Teachers facilitate and Teachers model Teachers collaborate
discuss strategies guide students as they creativity and with and involve
students can use to employ strategies to knowledge construction students as lead learners
promote knowledge construct knowledge and enable students to to engage in activities
construction and and promote creative demonstrate creativity to promote creativity
demonstrate creativity. thought; they model and innovation. and innovation and
They monitor safe, safe, ethical, legal and Teachers advocate for explore complex issues.
ethical, legal, and healthy use of and effectively instruct They engages students
healthy use of technology and students in the safe, as active participants in
technology and information resources ethical, legal, and safe, ethical, legal, and
information resources. and help students healthy use of healthy use of
address threats to technology and technology and
security of information resources information resources
technologies, data, and including emerging by encouraging them to
information. policies and practices establish policies and
related to issues such as procedure for its use
security, intellectual and determining
property, and personal methods to address its
rights. misuse.
Teachers us and Teachers adapt or Teachers design and Teachers collaborate
modify the existing create instructional customize instructional with students to identify
learning resources to activities that allow activities in response to and develop
redesign instructional students to collect and students’ learning personalized
and learning activities report information styles, preferences, and instructional activities
for student learning. through variety of abilities, so that that allow students to
products and formats. students develop formulate, evaluate, and
Teachers develop and questions, propose test hypotheses to
conduct formative and solutions, and elicit address complex
summative assessments feedback on their problems that address
to inform teaching and learning. Teachers real-world local and
learning. provide students with global issues with their
various opportunities to teachers, other students,
demonstrate skills and and outside experts and
knowledge to adapt share their information
future teaching and for real-world
learning opportunities. application.

Teachers engage
students in the
development and
analysis of various
opportunities to
demonstrate skills and
knowledge to orient
 future teaching and
learning opportunities
toward areas necessary
for greatest student
success.
Students use Students use Students use Students collaborate
technology tools to technology tools to technology in support and communicate with
research and collect collect information, of collecting and their teachers, other
information. synthesize, and create synthesizing students, and experts to
new information in information, select and use
projects guided by their developing and technology tools that
teachers. They explore demonstrating critical align with learning
issues of individual thinking, and solving preferences, styles, and
interest related to their authentic problems content requirements in
learning. through the creation of order to address real-
projects they propose. world, complex
Students use problems with multiple
technology to plan, answers or solutions.
manage, and reflect on Students routinely
their own learning. monitor, evaluate, and
adjust their own
learning strategies and
thinking.
 CHAPTER 3
DIGITAL TECHNOLOGY AND MEDIA LITERACY
This chapter will enable you to understand digital media and other technologies that
support teaching and learning. Its impact and applications will define the purpose of the digital
tools that help teaching and learning be at par with other institutions in the 21st century.
Intended Learning Outcome:
At the end of this chapter, you are expected to:
 Design technology integration that supports students’ learning.

Engage

SUCCESSFUL LEARNING THROUGH A TIME PLAN

Students learn differently, some are virtual learners, while others are auditory and tactile
learners. No matter what kind of learner you are, you engage yourself in the processes of
learning: planning, implementing, inspecting, and evaluating your learning activities.
During the planning stage, you identify our targets-determine your existing knowledge
about the subject matter, determine the things you still want and need to know about the subject
matter. Determine the requirements-materials, resources, time, environment, learning conditions,
etc. then, you also plan on how you will act on the planned targets. During the implementation
stage, you take the action and engage yourself in the execution of your planned learning goals. In
the inspection stage, you take a look at how you are going through with the implementation. You
reflect on the actions and strategies taken and determine whether they are working effectively or
not. In the evaluation stage, you reflect and determine whether you have met your targets, then
determine if there is a need for you to rework on the strategies for better achievement of the
learning tasks.
The learning processes can be interpreted into four steps called the TIME plan.
Target Implement Monitor Evaluate
 What do I want  What resources  Are my  Have I achieved
to achieve? and tools do I resources and my targets?
 What is my need to meet tools helping  In what stage did
existing my target? me to meet my I do wrong?
knowledge  What actions target?  Do I need to
revise my actions
about the topic? will I take to  Do my actions
and strategies on
 What else do I make my work well in how I
need and learn targets happen? making my implemented the
about the topic?  What strategies targets happen? plan?
will I use to  Are my  What actions and
meet my strategies strategies will I
targets? effective in take to make my
meeting my learning more
targets? effective and
efficient?
This TIME plan can further assist both teachers and students whenever they want to learn
by themselves new hardware and software which can be integrated in teaching and learning.
Target Implement Monitor Evaluate
 Determine the  Determine the  Determine  Determine
hardware and processes and whether your whether the
software you procedures actions are actions taken
want to learn you need to taking you were effective or
 which could take to closer in not.
be of help in accomplish meeting your  Determine if the
teaching and your target. targets. hardware and
learning.  Determine  Determine software can be
 Determine how you will whether the integrated in your
how these you learn the instructional teaching and
hardware and hardware and aids (book, learning.
software can software – online or peer  Determine if
help you in using guide tutorial) are there is
achieving books, online clear and something more
your targets. tutorials or effective in you need to learn
peer tutoring. achieving the which you did
end results of not learn during
your targets. the
implementation
stage.
 Determine
whether you will
take the same
action or think of
different moves
in learning new
hardware and
software
application?

DIGITAL TECHNOLOGY TOOLS THAT SUPPORT LEARNING

You have learned in Educational Technology 1 about the different types of media:
printed media, visual media, audio media, and video media. Can you recall their functions and
benefits in education?
It was also mentioned earlier in this section the relevance and importance of integrating
technology into teaching and learning. Now, we will find out other digitals tools that can support
learning that make students more motivated and engaged.
Understanding Digital Media
The terms multimedia and digital media are being used interchangeably. To put each
terms in its right perspective, let us define each one including other temr related to digital media
briefly.
Media, by definition is the plural of medium. It has developed to mean “facilitating or
linking communication” be it via a radio, phone, Web, TV, or some other instruments. The
purpose medium is to help in conveying a message. When we transmit message using more than
one medium, we refer to its multimedia, whether it is computer-based or not.
Multimedia, therefore, is a combination of two or more media. In computer, the media in
multimedia refer to graphics, audio (sound effect, music, voice-over and the like), text, video,
animation. Multimedia then is a powerful avenue in communicating information and messages to
other people.
Digital Media is defined as those technologies that enable users to make new forms of
communication, interaction, and entertainment in a digital format. Interactivity is an essential
feature of digital media applications in teaching and learning for t enriches educational
experience.
 Digital media software refers to any computer-based presentation or application
software that uses multimedia elements. But, not all digital media software are considered
interactive digital media.
Interactive digital media allows users to interact with the program by means of input
coming from the user through a pointing device (mouse, stylus), keyboard, voice, finger taps,
movements, then digital media performs an action in response.
The Impact of Digital Media Application in Education
It is fact that the learning dynamics in the classrooms have changed due to the presence
and integration of digital media applications. It was mentioned earlier that the interactivity
feature or digital media enriches the teaching and learning process in education. In reference
with the Cone of Experience of Edgar Dale, it indicates that students generally remember 20
percent of what they hear, 30 percent of what they see, and 50 percent of what they hear and see,
70 percent of what they say and write, and 90 percent of what they do. When students are given a
chance to hear, see, and interact with a learning environment, they can remember as much as 80
percent of the information.
Digital media applications are highly effective educational tools when appropriately
integrated into teaching during instruction.
Enumerated below are the reasons why digital media applications are important in
education:
1. It appeals to a variety of learning styles.
2. It ensures success for all students’ learning.
3. It assists teachers in meeting diverse learning styles.
4. It enhances learning process.
5. It engages and motivates learners.
6. It gives learners the chance to explore on the subject matter and other topics related to it.
7. It provides learners the enjoyment to create their own interactive digital media
presentations.
8. It increases self-esteem and confidence among students.
9. It develops critical and creative thinking skills and technological skills of the students
that are required of them in the 21st century.
Teachers can use digital media software both as a productivity tool and as an integration
tool. PowerPoint and Keynote being considered as digital media software can be used by
teachers in presenting their lectures to introduce concepts and theories when used as productivity
tool, teachers are actually demonstrating to the students how to use these digital media software
properly. Therefore, teachers must be careful in doing their presentations. Rules in doing proper
presentations must be observed so that students will be given an idea on how to use these digital
media software when it is their turn to use it.
When digital media software is use an integration tool, teachers can in fact design their
presentation which gives students access to manipulate and interact directly with the software.
Below are some teaching strategies to help teachers in managing their students in the
digital classroom.
1. Effective Computer Scheduling – Avoid giving huge projects, break it instead into
well-defined tasks to enable students to use their computer wisely.
2. Use Project Management Techniques – Inform your students of the date of submission
of the project so the amount of time they need to devote in the project will be clearly
defined.
 3. Storyboarding – require your students to create a visual plan prior to working with
computers.
4. Effective Research Strategies – Have gathering of information and other searching
work be done in advance or as homework to practice quality work time.
5. Utilize Students Experts – Allow assistance from classmates who are experts in the
software.
6. Ensure Student Participation – Assign roles of students in each project so everyone
will participate. Evaluate the participation of each student.
7. Maximize One-to-One Computing – Use other digital technologies besides computers.
8. Help Students – Entertain students who have queries and those who need your expertise.
9. Handle Technical Questions – Allow students to throw their questions to their group
members first before they can ask you.
10. Visible Classroom Rules – Post technology guidelines and policies to a visible place.
Inform them likewise of these guidelines and policies prior to the start of their project.
DIGITAL TOOLS THAT SUPPORT LEARNING
Technology as Tutor
Tutor is defined as “to teach or guide usually individually in a special subject or
for a particular purpose” (Merriam-Webster). When an individual wants to learn a software
or application that is new to him, he can opt to ask help from his peers or read instructional
books. He could also opt to choose technology as his tutor. Technology as a tutor is a
teaching machine that teaches new content to students. Since digital technologies can be
accessed anytime, thus, technology-based tutorials can likewise be done anytime. The
students of this generation are more encouraged and self-directed to learn new applications
due to the embedded tutorials that can take the through a step-by-step procedure in creating
specific tasks.
Technology-based tutorial is a complete lesson on a specific topic offered via
technology, including presentation of information, practice exercises, and feedback
(Cennamo, K., J., & Ertmer, P., 2014). Students engage themselves in web-based lessons to
learn, practice and discover.
There is also this Intelligent Tutoring System (ITS) that provides the students with
detailed, personalized support in learning. ITS is a type of educational software that tracks
students responses, makes inferences about strengths and weaknesses and then tailors
feedback and subsequent instruction to improve performance (Cennamo, K., Ross J. &
Ertmer, P., 2014). A remedial material is likewise provided to students whenever necessary.
Integrated learning software (ILS) and Computer-adapted instructions (CAI) are other names
of intelligent tutoring system.
A good example for technology-based tutorial is the WebQuest which is an
inquiry-oriented lesson format where all information that students need comes from the
internet. WebQuests are teacher-designed lessons that make use of the internet to solve
problems presented by teachers for student inquiry.

Characteristics of Effective Technology-based Tutorials

 Challenges and problems have meaning from students and provide a range of alternative
choices worth discussing.
 Challenges engage learners with the content of the software, not its interface.
 A clear purpose or task is evident to the group and is kept in focus throughout.
 On-screen prompts ask group members to talk together, to reach agreement, and to
provide opinions and reasons.
 Resources for discussion, including information on which decisions can be based, are
provided. Opportunities are included to review decisions in light of new information.
 Students are not prompted to take turns, beat the clock, or establish competitive ways of
working.
 For younger students, audio input or multi-choice answers minimize typing unless the
learners have keyboarding skills.
Technology a Mindtool
Mindtool are technology applications that allow learners to simulate, organize,
manipulative, visualize or reflect on data, information and objects. Also, mindtools are
knowledge building tools that allow learners to think critically about the matter they are
studying.
The semantic-organization tools like databases and concept-mapping tools and
knowledge-building tools like simulations, visualizations tools, hypertext and hypermedia are
some of the examples of mindtools that promote student learning using technology applications.
Media-authoring software, expert system, and modeling tools are other example of technology
mindtools.
Mindtool Purpose Example
Database a type of software that organizes  Access
data for easy and quick retrieval  Spreadsheet
of information
Collaborative Database A special type of database that  Wikipedia
supports a shared process of
knowledge building; it engages
students in a problem-solving
process
Visualization tool Allows the learner to picture, or  ReadWriteThink – helps
represent how various with the creation of
phenomena operate within Venn diagrams
different domains
Concept Map A graphical tool to organize and  Bubble.us
represent knowledge  WiseMapping
 Inspiration and
Kidspiration
applications
 Word processor
Simulation Provides a simplified version of  Oregon Trail
phenomena, environments, or  Sim City
processes that allow students to  Microworld – a type
interact with, or manipulate and simulation software that
observe the effects of those allows learners to
manipulation manipulate, explore, and
experiment with specific
phenomena in an
exploratory learning
environment
 Internet Physics –
enables learners to build
and test mechanical
design models
Hypertext A nonsequential, nonlinear  HTML
method of organizing and  Web development
displaying text software
Hypermedia A hypertext with media
elements (e.g. images, sounds,
 videos, animations, and others)
Digital Storytelling Enables learners to reflect,  iMovie
represent, narrate and  GarageBand
communicate their views, facts  Presentation software
and information. like MS PowerPoint and
Apple’s Keynote

Other Technology Tools that Support Teaching and Learning in the 21st Century
Hardware and Software tools
Electronic Interactive Encourages students to interact with the material projected on
Whiteboards the whiteboard.

With the use of the software supplied with the whiteboard,

teachers can keep notes and annotations in a form of
electronic file which can be distributed to students when
requested. Some electronic whiteboards have the capability of
recording the instruction as digital video files and may be
posted in the internet which can be grabbed by the students
anytime they wish.
Digital Still and Video Digital still and video cameras are helpful in creating printed
Cameras and video recorded documents that are being required of the
students. These tools are no longer too expensive since
cameras are already available on mobile phones.

Students can create video podcasts (known as vodcasts) with

the help of free software like Garage Band or PhotoStory 3.
Web Camera (Webcam) is a small video camera that can capture the events
at a particular location. This can be assessed using the
internet.
WebQuests These are teacher-designed lessons that make use of the
internet to solve problems presented by teachers for student
inquiry.

An inquiry-oriented lesson format in which most or all the

information that learners work with comes from the internet.
Video Podcast (vodcast) Used for the online delivery of on-demand video
content.
Virtual Field Trip A structured online learning experience that virtually brings
the students from one place to another through the internet.
ASSESSMENT (ACTIVITY 1)
1. Which among the standards do you practice at least? Why?

2. What intended actions will you do to meet the said standard/s?