Format for BOOK REPORT: TTL-2

Book Title: Technology for Teaching and Learning 2 (for Language

Education English/Filipino By: Espique & Ayao-ao, 2020)
Technical Aspect:
~Short size bond paper – border (as simple as it is)
~Font style – Bookman Old Style
~Font size – Standard 12
~Spacing – Double Space
Contents/Outline of the Book Report

● Fly leaf (For reference, see next page)

● Critic of the book’s front cover

● Say something about the Author/s

● (Brief Introduction/Preface/Foreword – as much as possible, own

words/ideas – one paragraph will do)
● Summary of each module/lesson (Emphasize specific lessons on each
module)
● Learning Insights

● Critic the Book Content (general)

● Your Conclusion/Recommendations regarding the book contents

A Book Report for
TTL-2
(Technology for Teaching & Learning 2)
(A First Trinal Major Requirement)

Presented by:
CRUZ, KAYE BIANCA
CONCHA, MAICA LOVELLA
DATUMANGUDA, ASNAIRA
MARATAS, GWYNETH MAE
________________________________________________
Complete Name/s (Group)

Presented to:
 DR. GINNA TUGADE. ASTILLERO
Professor – TTL-2
About the Cover

Technology for Teaching and Learning 2 has a light, yet subtle design. It

highlights pieces of innovation and technology, which is relevant to its title. The

color scheme is a mix of blue gradience and a hint of white for balance and

harmony. Upon closer inspection, pixelated parts of the image can be seen. The

multi-colored squares symbolize the publishing house’s color scheme and the

qr codes have yet to be scanned if more information can be obtained from

them. The font style and size are adequate and readable, however, not engaging

and appealing enough. The white, highlighted spots are too bright and should

be toned-down a little bit more.

 About the Authors

Felina Panas-Espique, PhD is the Dean of the School of Education and Liberal

Arts (STELA) in Saint Louis University, Baguio City, Philippines. Espique is

also the current President of the Board of the Philippine Association for

Teachers and Educators (PAFTE) Board 2022 - 2024.

Shirley Ayao-ao, PhD is the current Graduate Programs of School of Advanced

Studies of Saint Louis University. She is also the technology specialist of

School of Education and Liberal Arts (STELA).

Espique and Ayao-ao are both National Trainers for the Intel Teach Philippines

and Wordlinks Philippines. They received and attended intensive training for

the applications of integrating ICT into teaching. Espique actively participates

in the delivery of the educational technology and technology for teaching and

learning courses in the teacher education programs in the country through

Southeast Asian Ministers of Education Organization (SEAMEO), United

Nations Educational, Scientific and Cultural Organization (UNESCO) and

Commission on Higher Education (CHED) projects.

Espique and Ayao-ao’s research papers focused on ICT integration in

education, curriculum development and strategies in teaching which were

presented in various national and international conferences.

Introduction

The vast rise of different technologies in the 21 st century is rampant and

inevitable with that, teachers are forced to change teaching strategies using

technology that utilizes the new gadgets and integrating it to the teaching-

learning process. In this day and age, Science and technology are linked closely

by integrating Science and Technology in Science teaching and learning. As

Science education is being modernized, this will give students the opportunity

and skills they need in the future. With different learners in the curriculum

different pedagogical approaches arise to cater the needs of each student, it is

not enough that the students learn how to write, read, and solve problem

solving activities. This course is designed for future educators to learn the

different digital and non-digital modes of learning and teaching and be able to

use appropriate tools to integrate in the classroom discussion. The book talks
about the application, design, production, and utilization of the different tools

in learning and teaching. Students, in order to be globally competent must

learn the different technology tools. This book aims to do just that with the

vision of the authors of integrating Technology and Science in the teaching and

learning process.

Summary

Module 1: Learning Plans in the Context of the 21st Century

Lesson 1: The K to 12 Curriculum Framework

The K to 12 program promotes global competency by accelerating mutual

recognition of Filipino graduates and professionals in other countries. K stands

for kindergarten and 12 refers to the succeeding 12 years of basic education,

which is why it is called K to 12. The 12 years of basic education comprises 6

years of elementary education, 4 years of junior high school, and 2 years of

senior high school. K to 12 discuss the important features of ICT-pedagogy

integration skills where it will serve as a tool for teaching and learning and

enables the students and teachers to have the opportunity to become

competent, discriminating, creative and productive users of ICT. They are

better able to achieve curriculum outcomes through effective use of ICT. They

develop the knowledge, skills and capacity to select and use ICT to inquire,

develop new understandings, create, and communicate with others in order to

participate effectively in society. Students should have the opportunity to

understand the impact of ICT on society, including potential risks to health

and safety. ICT will attempt to equip teachers and students with an ability to

negotiate a range of devices, tools, application, information and resources. K to

12 curriculum wants examine the learning skills for each year level in context

of the pre-service teachers' areas of specialty whereas the development of these

skills can be done with the aid of technology for teaching and learning and

present activities that will prepare the pre-service teachers to integrate ICT in

the teaching-learning process in the various field of specialization. With

adaptation of the K-12 scheme, students are expected to graduate at an age a

bit older than past graduates which is an advantage, according to DepEd, as

graduates will be considered young adults. Hence, they will be more equipped

to deal with a much higher level of learning as they enter college education.

Module 2: ICT-Pedagogy Integration in Language Learning Plans

ICT integration encompasses an integral part of broader curriculum

reforms which include both infra-structural as well as pedagogical

considerations that are changing not only how learning occurs but what is
learned. Since knowledge has always been advancing and fundamental abilities

have been growing and changing, teaching has always been a challenging

profession. Teachers must use educational technologies to help them in the

teaching-learning process in order to overcome these obstacles. Using

educational technologies in the classroom is based on established principles

and ideologies. Understanding these will aid you in integrating technology

successfully so that your students can exhibit the desired learning outcomes of

your area of expertise. Various educators and researchers provided the

following concepts and principles about integrating Technology in

instruction: These people are Huay Lit Woo, Margaret Lloyd, Qiyun Wang, and

John Pisapia where they emphasizes the technological content that should

matches the specific curriculum outcomes, the target students’ needs and the

learning outcomes, technology choices should be examined, create

opportunities to integrate technology with other various instructional activities.

It also introduces the various digital tools for effective pedagogy in teaching and

learning. Tinio, Morsound, and UNESCO (2020) which present several teaching

tools, including computer hardware, software, and telecommunications

equipment but should be utilized for learning and teaching and to promote a

successful learning and teaching. It also emphasized the plan for some

activities that help the development of digital citizenship and relate this to the

development of the 21st Century skills among the learners which highlight
research and media-literacy skills, establish norms for communication in

collaborative environments and model digital citizenship on social media.

Module 2

Integrating Active Learning Approaches in Language Learning

Lesson 1 Inquiry – Based Learning and Research-Based Learning

Module 2 focuses on the clear distinction between Inquiry-Based and

Research-Based learning and its integration to Technology. Inquiry-Based

Learning is purely focused on the process of allowing the students to create

their own knowledge by integrating learning with real-world situations. This is

done in science by engaging students in investigative and scientifically oriented

problems and seeing how they integrate what they have learned in the real

world with the use of technology. Its distinction between Research-Based

Learning is that learning is done through the unending process of research

made easier with the rise of different technologies integrated in their learning.

Students in a Research-Based approach actively search for answers by using

different materials, text, and resources available in order to alleviate challenges

and combat questions related to the subjects. The Inquiry-Based Learning aims

to develop a students’ skill in inquiring knowledge I their own form and

allowing them to integrate it in a much larger scale with the techniques

connected to the style of teaching and learning. With the Research-Based

learning, it aims to connect the teaching inside the classroom to the techniques

in research methodologies allowing students to develop curiosity,

argumentation skills, and their competencies in analysis.

Module 2

Integrating Active Learning Approaches in Language Learning

Lesson 2 Problem-Based Learning and Project-Based Learning

Lesson 2 in the book focuses on a different approach on Teaching and

Learning. This lesson talks about Problem-Based Learning and Project-Based

learning and their different distinctions from each other. Both approaches give

the students the opportunity to recognize their strengths and work on certain

areas of improvement to be applied to real life scenarios. The book mentioned a

Problem-Based Approach as a student-centered approach where students are

encouraged to solve open-ended questions with the help of peers and solving
problems with groups giving them motivation in learning and promoting peer

problem solving activities. Here, students are presented with applications and

perform analysis before they are able to understand the concept. On another

note, Project-Based learning is also mentioned in the book to be an

instructional approach focused to give students the opportunity to develop

knowledge and skills through performing projects and problems close to what

they would encounter in the real-world setting. Students are able to learn and

create concepts by solving problems and getting feedback not only from their

teacher but also from their peers. This part of the lesson talks about the

collaboration skills of the students as well as their critical thinking skills and

their creativity. This integrates technology in a sense that all approaches are

gradually changing through the course of the 21 st century and that it will be

easier to apply technology by integrating the different approaches in the book

with the new style of teaching and learning.

 Module 3: Using Open-Ended Tools in Facilitating Language Learning

Lesson 1: Productivity Software Applications For Language Teaching and

Learning

Learning open-ended tools and productivity software programs are examples of

ICT technologies that assist teachers and students in creating concrete,

effective, motivating, and meaningful learning experiences together. The usage

of these tools is essential to any teaching-learning process since it meets the

needs of the students in 21st-century classrooms. As a result of living in the

twenty-first century, we have access to a wide range of open-ended

technologies that are used in both teaching and learning. When encoding,

planning, implementing, and enhancing their lesson plans and presentations

to teach language skills while utilizing and integrating different technologies in

instructional design, teachers may not run into problems. Teachers are advised

to use word processing programs, spreadsheets, and presentations to encode,

develop the learning plan, syllabus, compute students' grades, and create

interactive presentations that help them prepare. By creatively applying words

to graphic organizers like different diagrams, teachers can help pupils improve

their analytical abilities.Moreover, various students can actively participate by

cooperating with one another and the teacher with the use of open ended

learning tools. With the aid of the teacher, ICT tools will promote and enhance

the kids' language abilities so they can operate effectively.

Lesson 2:

ICT enables students to grow creatively and acquire new abilities. Technology

encourages the growth of initiative and imagination. Both in terms of form and

substance, it is a useful instrument for creating art. It enhances students'

academic achievement while also significantly enhancing their classroom

experience.This lesson attempts to show students and teachers that ICT

resources may be used for more than only preparing lesson plans and

enhancing presentations. By allowing the students to explore, discover, and

contribute as they complete the assignment, it also supports the teacher's

implementation of the lesson plan.

So that they can read, write, and publish in order to improve their language

abilities. Students can interact, cooperate, and study efficiently with others
using a variety of tools. Students can share their knowledge and learning with

the rest of the world with the use of these applications resources. One of these

websites may allow students to sign up as digital authors, allowing them to

publish their stories or other works online. By doing this, the products will

motivate other students. Several websites also provide the ability to write,

publish, and view the writers' other works. One of the websites for via web

publishing is Diary Project. Other websites include Cyberkids and Global

Show-N-Tell. Also, a variety of websites are accessible and accessible for free.

The learners' language skills in reading, writing, and publishing are enhanced

and improved by using these ICT websites.

Module 4: Producing Learning Resources Using Technology Tools

Instructional Materials have been a part of teaching students the

necessary lessons they need to know and understand for everyday life. This

aids the teacher and gives them confidence in delivering their lessons to the

students. Traditional instructional materials are still in use, however, with the

passing of time and technological advancements available, the innovative

characteristics of ICT-based instructional materials have proven to enhance

retention of knowledge to learners, such as texts, charts, graphics, and many

more. There are no limits when it comes to ICT-based materials.

Lesson 1: Characteristics of Appropriate Instructional Materials in Science

Teaching
 The use of technology is highly important in Science teaching. With

integration of ICT’s, processing data and information will be fairly easy as well.

Science Instructional Materials that are supported by technology tools are not

limited in number. There are instructional charts, which can either be in 2D or

even 4D. These help learners read and understand data well. Such examples

would be from Microsoft Word and Microsoft Excel. We also have posters, in

the from of Spark Post, Canva Poster Maker, etc. Also present are digital

Flashcards, as well as Slides and Pamphlets. ICT tools are numerous, now that

we are in the Digital Age. However, simply using these tools are not enough

when it comes to understanding Science concepts. In order for learners to gain

knowledge, the chosen form of instructional material should be well thought of

and well-designed. The preparation for the ICT tool should be planned very well

to ensure that learners can develop higher order thinking skills and nurture

collaborative learning as well. We have to make sure that the ICT tool that we

use enhances effectiveness, promotes effective learning, develops critical

thinking, accommodates differentiated instruction, motivating, and multi-

sensory. A very important concept when it comes to preparing for instructional

materials would be the Universal Design for Learning. There are several stated

principles formed from this concept: Equitable, Flexibility, Simple and Intuitive,

Perceptible Information, Tolerance for Error, Low Physical Effort, and finally

Size and Approach. However, the Center for Academic and Faculty
Development shortened these principles into a few, with which would be the

following: Provide multiple means of representation, Present information and

content in different ways, Provide Multiple Means of Action and Expression,

Differentiate the ways that students can express what they know, and

Stimulate interest and motivation for learning. In conclusion, ICT tools are not

merely tools, but a means of assisting and developing the necessary skills a

learner needs. Therefore, it should not be just randomly selected, but be

created and chosen to cater each and every learners’ needs.

Learning Insights

(Kaye Bianca Cruz)

I’ve learned that through ICT, teachers and students can broaden and

strengthen their knowledge. With the use of ICT tools both the students and

teacher’s lives will be easier because it enables them to access information and

they can also do their tasks more creatively. Especially in science, technology is

the best way to accomplish the tasks of the students, especially the

experiments. ICT can also facilitate higher-order thinking skills and reasoning.

It also allows the tasks to be carried out accurately where the students can

spend more time thinking about the data that has been generated. Through

ICT the students and teachers can also make collaborative tasks where the

students are guided by the teachers and the students can also share their

knowledge with others. With the help of ICT, it improves the engagements and

also the knowledge retention of the students whereas the ICT provides different

opportunities to the students to make it more fun and enjoyable for the

students and also for the teachers. I suggest that the authors would also
develop some strategies to help the learners and also the teachers to learn how

to use the unfamiliar ICT tools for them to be able to work easily. I also

suggest that the book would also contain steps on how to use certain ICT tools

including simulations for Science for the teachers and students will be able to

conduct a certain experiment through online collaboratively.

(Maica Lovella P. Concha

As we progress in the rise of everything else in the community, we too as

humans must learn how to adopt to those change. The book thought me that,

in education there is more than just the mere use of the traditional paper-

pencil test and the chairs and blackboards. We as future educators must have

the ability to exert extra efforts in the teaching-learning process because it is

ever-changing and we have to adopt to those changes. Furthermore, I see now

how interesting and related technology is with the teaching of science. As

teachers we have the opportunity to lead our classroom to greatness and we

can integrate technology into making our classroom not an ordinary classroom.

An elevated classroom with students and teachers who knows how to adjust to

changes. Knowing that the education system is not linear, teaching the use

and importance of the different ICT tools will create a better understanding for

the students of how they will integrate it in their learning. Technology and ICT

tools nowadays are consistently being part of everyday life. Students use it for
different purposes, as well as teachers. With that vast rise one thing is certain.

We should not be prisoners to new technologies and not purely rely on the

advancements of technology.

(Asnaira Datumanguda)

When we talk about our generation in the 21st century, as we go on in our

daily life especially when we talk about our education we use many different

tools that help us to continue in learning. The teachers and students help each

other to keep learning with the help of our ICT tools by communicating,

preparing for the lesson, helping us, as a student, to make our projects very

fast and create very unique projects, etc. It not only helps us in our skills but

also we gain knowledge that helps our skills to continue to develop. Moreover

with ICT tools we can collaborate with other people that helps to continue to

develop and improve our language skills.

\
(Gwyneth Mae Maratas)

Technology is substantial in Science teaching. It provides great support in

terms of assistive learning for students. In a classroom, students are frequently

overwhelmed with material that they must quickly absorb and make sense of.

This, though, might leave the child feeling overwhelmed and perplexed by

topics. Technology allows learners opportunities to access a plethora of internet

resources, pushing them to conduct research and to become more self-

sufficient. It also makes learning easier by making topics more consumable,

such as through an instructional video. It is critical to recognize that many

learning styles exist, and that standard schooling may not be able to

accommodate them all. Some people do not flourish in classroom

environments, so having access to things like online courses might help them

to obtain degrees that they would not have been able to obtain otherwise.

Students sometimes struggle to stay involved in what they are learning;

consequently, the use of technology is critical in keeping their attention and

allowing them to absorb knowledge more effectively. Technology can aid to

improve their educational experience. As teachers, it is important that we use

these technologies as it becomes more prevalent that Science is in partnership

with innovations and development. This is the tool that we need for teaching, a

highly important material for developing learners.

Conclusion and Recommendation

I conclude today's educational system heavily depends on educational

technologies. An engaging atmosphere that encourages efficient teaching and

learning is created when communication tools are used to exchange and

receive information (Cruz, 2023). Science and technology as two very inverse

factors in teaching and learning are a tool not only for the students but also for

the teachers. Such technologies create a well-diversed and creative classroom

that is inclusive and engaging. (Concha, 2023). Science teaching should always

be dependent on technological tools because it highly aids in assistive learning

and developmental skills of students. This book provides insights on how a

teacher should use and manipulate technology to assist them in teaching

Science concepts to students. I would recommend this book for future

educators as a guide in using ICT-based tools.