MODULE 1

Introduction to
Technology for Teaching
and Learning 1

TECHNOLOGY FOR TEACHING AND LEARNING 1 1

 Introduction

The role of Information and Communication Technology (ICT), in the education system plays a vital
role. It helps to promote knowledge and skill of the learners thereby encouraging and improving
creativity, critical thinking and learning how to learn. Educational activities through ICT are providing
scope to acquire wider knowledge. People are empowered by innovations and are inspired by
revolutionary developments in the 21st Century. However, introducing ICT based teaching in the
Higher Education has helped to shift the focus from teacher to learner and from teaching to self-
learning. It will empower the individuals, the institution, and the university.

The use of ICT in the classroom teaching-learning is very important for it provides opportunities for
teachers and students to operate, store, manipulate, and retrieve information, encourage independent
and active learning, and self-responsibility for learning such as distance learning, motivate teachers’
students. The contemporary advances in technology have been affecting the societies in many
different aspects. There is a growing interest in online classroom settings in Higher education to
provide learning opportunities for the teacher and the learner. If the curriculum is according to real
need or real requirement of the learner, it increases their interest for incremental learning and IT,
because of its verity and being benefited from a great deal of information. It has significant aim to
meet different needs of the learner and develops interest in contents of the curricula. This course
intends to investigate the effect or impact of this phenomenon. By stating the role of ICT in educational
domain and to provide an integrating and blending programs for teacher and learner could increase
the potential of an Individual. The capabilities of an individual in specific fields can be increased.

TECHNOLOGY FOR TEACHING AND LEARNING 1 2

 Lesson 1 - ICT: Concept and

Definition

Intended Learning Outcome

1. Define basic concepts in understanding ICT in Education

Technology
Close your eyes and picture your classroom when you were a 4th year high school student. Now,
make a list of all the technology in that classroom that you can remember.
o A chalkboard
o Textbooks
o An overhead projector
o A computer
o A videocassette player
Now, list the technology you would expect to see if you walked into that classroom today. What would
still be there? What would be new?

Technology, in one form or another, has always been part of the teaching and learning
environment. It’s part of the teacher’s professional toolbox. In other words, it is among the resources
that teachers use to help facilitate student learning.

Technology has changed dramatically over recent decades. The increasing variety and
accessibility of technology has expanded the toolbox and the opportunities teachers have to use
technology. Computer devices are more powerful and come in different forms, from those that sit on
our desks to those that sit in the palm of our hands. The internet connects those devices and connects

TECHNOLOGY FOR TEACHING AND LEARNING 1 3

students to each other in the classroom, through the school and around the world. Technological
devices and networks have changed our schools and classrooms.
There now are computers and interactive whiteboards in schools, and schools are connected to
each other and the world at higher speeds than ever before. Technology in schools has become
mobile, with laptop computers, tablet devices and smartphones now part of the teaching and learning
context.
(https://www.researchgate.net/publication/329505008_Tools_for_learning_Technology_and_teaching
_strategies)

What is Information Technology (IT)?
When the first computers made their entry into schools in the late 1970s, we used to speak
about computers in education. With computers came printers, floppy disk drives, scanners and the first
digital cameras. We began to use the term IT, or Information Technology, to describe computers and
these various peripheral devices. Then the internet arrived together with computer networks, the
World Wide Web, email and search engines. A new term entered the language – ICT.
Information Technology is defined in the Oxford Advanced Dictionary as “the study use of
electronic equipment, especially computers for storing out information”

What is Communication Technology (CT)?
Communication Technology is the process of sending, receiving and exchanging information
through network systems with the help of IT & CT. Any information can be exchanged from anywhere
and anytime without any borders. This information exchange is possible through LAN, expanding and
connecting to other networks globally.

What is ICT

Form a group of three. List words you think related with ICT and create a concept map. Present
your concept map to the class. What did you observe on the activity. Does ICT make the world go
around? Why? How ICT affects our daily life?

TECHNOLOGY FOR TEACHING AND LEARNING 1 4

 Information and Communication Technology (ICT) may be defined as the convergence of
electronics, computing, and telecommunications. It has unleashed a tidal wave of technological
innovation in the collecting, storing, processing, transmission, and presentation of information that has
not only transformed the information technology sector itself into a highly dynamic and expanding
field of activity- creating new markets and generating new investment, income and jobs but also
provided other sectors with more rapid and efficient mechanisms for responding to shifts in demand
patterns and changes in international comparative advantage, through more efficient production
processes and new and improved products and services.
Today, the definition of Information and Communication Technology (ICT) is much broader,
encompassing nearly every type of business. From manufactures, retailers, banks, and publishers to
research firms, medical institutions, law enforcement agencies, government companies and library
everywhere rely on Information and Communication Technology workers to run their daily businesses.
Dictionaries consistently define ICT means: managing a network of computers, creating original web
pages, producing videos digitally, designing computer systems as a consultant, selling products on the
Internet, 3-D artwork, administering a company’s database, coding software, providing technical
support, managing projects, and budgets, writing technical documentation.
ICT is combinations of Information Technology and Communication Technology.

According to the Encyclopedia of Computer Science, “Information Communication Technology
(ICT) is an imprecise term frequently applied to broad areas of activities and technologies associated
with the use of computers and communications”.
According to Mahaptra and Ramesh ICT, as “Information Communication Technology is the
result of the technological convergence of existing single isolated technologies viz, computer
technology, communication technology, information processing, publishing technology etc.”
According to UNESCO “ICT is a scientific, technological and engineering discipline and
management techniques used in handling information and application and association with social,
economical and cultural matters”.
Nwachukwu (2004), Information and communication technologies (ICTs) is the application of
computers and other technologies to the acquisition, organization, storage, retrieval, and

TECHNOLOGY FOR TEACHING AND LEARNING 1 5

dissemination of information. However, in this context, information and communication technology is
the use of electronic devices such as computers, telephones, internet, and satellite system, to store,
retrieve and disseminate information in the form of data, text image and others.
American Library Association (1983) defined information communication technology (ICT) as
the application of computers and other technologies to the acquisition, organization, storage, retrieval,
and dissemination of information. The computers are used to process and store data, while
telecommunication technology provides information communication tools, which make it possible for
users to access databases and link them with other computer networks at different locations.
Rhine (2006) Information and Communication Technologies can be split into three components
namely the technology part; information that the technology helps to deliver; and a communication
process that the technology facilitates and serves as a medium for the information. So, we can define
Information and Communication Technology-ICT as ‘the use and applications of computers,
telecommunications, and micro-electronics in the acquisition, storage, retrieval, transfer and
dissemination of information’. (Kim, P. 2018).
The term ICT, short for Information and Communication Technologies, embraces the many
technologies that enable us to receive information and communicate or exchange information with
others. You see what some of these many technologies (both devices and functions).

TECHNOLOGY FOR TEACHING AND LEARNING 1 6


ICT comprise many technologies for capturing, interpreting, storing, and transmitting information

The very air we breathe literally buzzes with all kinds of information signals. ICT encompass
all the technologies by means of which we can detect these signals, interpret them, and exchange
information with others. The term ICT is plural, referring to a great many technologies. To sum up, ICT
is an all-encompassing term that includes the full gamut of electronic tools by means of which we
gather, record and store information, and by means of which we exchange and distribute information
to others.

TECHNOLOGY FOR TEACHING AND LEARNING 1 7






Activity 1
Imagine a primary school classroom in the year 2050. Describe and explain what
the classroom looks like. Provide support for your classroom. Some things to consider:
• What does the classroom space look like? Consider its shape and size.
• What kind of furniture and resources are in this space?
• Who is involved in teaching? What are they doing?
• How are students learning?
• What kind of technology is being used and how?

TECHNOLOGY FOR TEACHING AND LEARNING 1 8

 Lesson 2 - Roles of ICT in

Teaching and Learning

Roles of ICT in Teaching for Learning

In quite a short period of time, ICT have had a marked effect on schools, on teaching and on
learning. At the institutional level, schools have similar needs to any small business and use the same
kinds of computer software for such tasks as accounting, inventory control, communicating, document
preparation and printing. Schools also use specialist software for tasks like timetabling, electronic
reporting, behavior tracking and student profiling, monitoring attendance and library management.
In a whole number of ways, then, ICT tools are proving indispensable in making school
administration more efficient and responsive to community needs

Changes in Teacher Roles

Knowledge transmitter Learning facilitator, collaborator,

coach, knowledge navigator and
Primary source of information
co-learner teacher giving students
Controls and directs all aspect of more options and responsibilities
learning for their own learning

Table 1.1 Changes in Teacher’s Roles

The table above shows that the use of ICT in instruction brings about changes in teacher roles Changes
in Teacher Roles A shift from to knowledge transmitter; primary source of information teacher
controlling and directing all aspects of learning facilitator, collaborator, coach, knowledge navigator
and co-learner teacher giving students more options and responsibilities for their own learning Source:
Adapted from Resta and Patru (2010). The changing role of teachers is aptly summed up in the quip
that teachers have moved from being “sages on the stage” to becoming “guides on the side”. The

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teacher is no longer the all-knowing authority. The new role can perhaps be likened to that of a team
coach or the conductor of an orchestra who tries to bring out the best performance in all players.

To make the teacher–centered classroom a learner-centered should be more and Teacher Talk
time (TTT) should be less because the method of teaching must become interactive. The role of a
teacher should be changed as mentor, monitor, planner, and facilitator. Teacher gives pair work and
group work activities to make TTT to STT. Here student gets an opportunity brainstorm and share the
knowledge to peers. With the advent of ICT in the classroom the teaching-learning scenario has taken a
paradigm shift. ICT has changed teaching methods where teacher as the facilitator facilitates the
learner to acquire knowledge through technology-based methods. These effective new teaching
methods led to improve learners learning methods. With various research studies it is proved that
integration of ICT in the curriculum led to a significant improvement in the student performance. If the
teacher is not on board with the new tools at their disposal, it is hard for the student to get any
benefit.

Changes in Student Roles

A shift from To
Passive recipient of information Active participation in the learning process
Reproducing knowledge Producing knowledge
Learning as a solitary activity Learning collaboratively with others.

Table 1.1 Changes in Student’s Roles

In the same way that teachers’ roles are changing as a result of the use of ICT, so are the roles
of students changing, as seen in Table 1.2. The use of ICT brings about changes in student roles
Changes in Student Roles A shift from to passive recipient of information reproducing knowledge
learning as a solitary activity active participant in the learning process producing knowledge learning
collaboratively with others Source: Adapted from Resta and Patru (2010). Students in classrooms
where ICT are regularly found are likely to participate in virtual excursions and be active researchers,

TECHNOLOGY FOR TEACHING AND LEARNING 1 10

searching the web for information to complete individual or group projects, communicating via email,
blogs and social networking with students and teachers in other schools, and reaching conclusions on
the basis of evidence gathered.
Appropriate use of ICT can transform the whole teaching-learning processes leading to
paradigm shift in
both content and teaching methodology. ICT has the potential to transcend the barrier and space. ICT
integration in the field of education has impacted hugely in improving the quality of education. It is
widely believed that ICT integration will help us in making education more accessible and affordable.
Increasing role of ICT will make education more democratic that is improving the quality education
services available to even students sitting in far- flung remotest corners of the country.
The new environment of interactive learner-centered approach of ICT has completely meta-
morphosised
the process of education i.e delivery and dissemination. The technological creativity learner will help
generate sharing of knowledge to perform tasks in a better way and to develop their capacity and skills
to keep pace with the rapid changes but the pace of change is so fast that what was avant-garde few
years ago is just a thing of past. We must not allow the ICT related opportunities to slip out of our
hands. We must empower our youth with the latest technology to tap the latest skills and hidden
potential of our youth population. There is considerable hope that technology can expand and improve
education in all levels with special reference to design and content of instructional materials, delivery,
and assessment and feedback. In technology enhanced learning (TEL) teacher’s role will be more
challenging and different from what is presently the traditional classroom teaching. In the new role he
will be more a director/coach or a facilitator because the ET enhances the quality of teaching and
learning by arousing inquiry, curiosity, and exploration. ICT will afford opportunity to the individual for
self-paced learning, which caters to learner’s abilities and aptitude.
The role of computers in Education computers is generally helpful for educational activity which
requires significant interaction for that instructional software should be highly interactive. Interactive
learning environments are called Intelligent Testing System. Because of their interactive capability
computers provide individualized and self-paced learning. SW may be customized to meet the specific
requirements of the individuals depending upon their diverse background and abilities. The use of

TECHNOLOGY FOR TEACHING AND LEARNING 1 11

word Excel, Access, PowerPoint, animation, graphics can be utilized to enhance the learning of content.
Computers are good for reexplaining complex processes. Computer-aided learning is not a
replacement technology but a complementary tool. Computers are useful for teaching, problem
solving and decision-making skills.




Activity 2 Think, Pair, and Share (TPS)

Think about the difference between Teacher-centered classroom and Learner-centered
classroom, discuss with your partner and share with other classmates.

Check your understanding
a. What is Integrating ICT in education system means?
b. Explain the difference between teacher centered and learner centered classroom
c. What kind of environment does ICT enable teaching creates?
d. Think of an example for Web and software resources

TECHNOLOGY FOR TEACHING AND LEARNING 1 12



MODULE 2

ICT Policies and Safety

Issues in Teaching and
Learning

Lesson 1 - ICT National or

International Policies

Intended Learning Outcome

1. Enumerate the national ICT policies affecting classroom practices

2. Describe the implementation ICT policies in teaching-learning
3. Identify ICT policies that are incorporated to the design and implementation of teaching-
learning activities

E-Government Implementation in the Philippines

Electronic Government (e-Government) is the use of information and communications technology (ICT)
and other web-based technologies to enhance access of information and improve delivery, efficiency
and effectiveness of service to the public (ICTO).

An ICT- enabled government allows the citizens easy access to information and services anytime and
anywhere as well as create transparency and accountability in government operations.

In pushing for e-government, the e- Government Management Group of Information Communications

Technology Office (ICTO) formulates, implements and evaluates ICT policies, plans and standards;
develops, implements and monitors the National e- Government Plan; implements the Information
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Systems Strategic Plans of national government agencies; provides ICT services to government
agencies; and develops and implements the ICT human capital and professionalization program for
government

iGov Phil

• Integrated Government Philippine (iGovPhil) is a joint project of DOST-ICTO and DOST-ASTI, the
project aims to set-up a government-shared network that will facilitate deployment and
integration of mission-critical ICT projects especially those that deliver common government
services.

• Initially, the following developed systems will be targeted for integration: e-Serbisyo as the
single sign- on portal, Unified Multi-Purpose ID (UMID), the Public Key Infrastructure (PKI),
eBayad and the Philippine Government Electronic Procurement System (PhilGEPS).

e-LGU projects

• Jumpstarting Electronic Governance in Local Government Unit (eLGU) Project – Intends to

revolutionize local governance by making the LGUs electronically enabled thereby improving the
delivery of public service, promoting transparency in government transactions and increasing public
access to government information services, among others.

Projects

• Electronic Real Property Tax System (eRPTS)

• Electronic Business Permit and Licensing System (eBPLS)
• Electronic Treasury Operations Management System (eTOMS)

• Contact Center ng Bayan (CCB) is a joint initiative to improve service delivery and reduce red tape in
government frontline services. Through a single number, a citizen can gain access to government
services and information, report complaints and ask assistance through various communication
channels.

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PhilippineCommunityeCenter(CeC)Program-The program seeks to establish new CeCs in municipalities
where there are no shared internet access facilities, transform existing school computer laboratories
and Internet cages, where feasible, to become CeCs and enhance and strengthen existing CeCs.

Initiatives

• National Connectivity and Broadband Development Plan. Selected international studies have
correlated broadband penetration to a country’s economic development. Similarly, the right to
access to a fast, reliable, and secure Internet is now recognized by different countries as an
effective driver of equity and participation. ICTO is preparing a plan to ensure that all Filipinos
will reap the benefits of universally accessible broadband, through different policy instruments
and interventions.

• Philippine Digital Strategy (PDS) Implementation Plan. The PDS is the national roadmap for ICT
for the period 2011 to 2016. The ICTO is paving the way for its full adoption and
implementation, in coordination with government entities, private industry, and civil society
stakeholders.

• Cybersecurity and Data Privacy. With the impending passage of the Data Privacy and
Cybercrime Prevention Acts, the ICTO continues to provide technical support in support of their
implementing rules and popular advocacy, towards embedding cybersecurity and data
protection in all areas of its work.

• ICT Procurement Standards. After having developed ICT Procurement Manuals and standard
bidding documents, the ICTO is now advocating their approval by the Government Procurement
Policy Board (GPPB) and their full adoption by all government agencies.

• Digital TV Migration. ICTO is preparing the country’s migration plan to Digital TV, and
developing corresponding policies for its eventual issuance. Digital TV allows up to 6 programs
on a single analogue TV channel and will offer enhanced services to Filipino households.

• ICT Standardization. ICTO assists in the standardization of ICT products and ICT- related
processes together with the Department of Trade and Industry (DTI) – Bureau of Product

TECHNOLOGY FOR TEACHING AND LEARNING 1 15

 Standards (BPS), towards the promulgation and promotion of Philippine National ICT Standards
(PNS).

• Philippine ICT Statistics Portal. The portal will be the gateway to government- approved ICT-
related statistics, regularly compiled and updated to facilitate the analyses and development of
ICT-related policy, and ICTs’ contribution to national competitiveness.

• Department of Science and Technology (DOST) agencies, the Information and Communications
Technology Office (DOST-ICTO) and the Advanced Science and Technology Institute (DOST-ASTI)
is encouraging government institutions to adopt the use of cloud applications over traditional IT
systems, as it unveiled a new online service called GovCloud or Government Cloud, which will
enable government agencies to use secure online applications for their various computing
requirements.

• The GovCloud is essentially a private cloud for the government and will be available for
government agencies and their employees.

• Cloud computing has brought about a significant change in the economics and sustainability of
ICT. By sharing computing resources through a high speed network connection or the Internet,
applications can be allocated resources when needed and as needed, thus, reducing hardware
acquisition and maintenance costs, essentially creating an “economies of scale” for computing.

ICT Projects in the Philippines

Best Mobile App: Department of Science and Technology (DOST) – Nationwide Operational Assessment
of Hazards (NOAH). “DOST’s mobile version of project NOAH enables Filipinos to access to real time
information relevant to weather conditions and disaster preparedness in the palm of their hands
(mobile phone) and new ways of using mobile devices, thereby saving lives and potential economic
loss.”

MOSES

THE PHILIPPINES TO ROLL OUT TABLETS FOR DISASTER MONITORING By Clarice Africa | 16 July 2013

TECHNOLOGY FOR TEACHING AND LEARNING 1 16

“MOSES” (Mobile Operational System for Emergency) aims to support the current operations of
project NOAH (Nationwide Operational Assessment of Hazards).

• “Project Moses tablet is purposely designed to help local Disaster Risk Reduction Management
Council in making decisions concerning the impending disaster, whether to declare suspension
of works or classes in schools or to take evacuation actions in their areas of concern,”

• The eight-inch tablet, which costs about Php 20,000 per unit, comes with dual SIM, TV, and
Radio functionalities packed in a rugged shell and long-life battery that can last up to three
days.

• It can receive real-time weather and flood information from PAGASA and Project NOAH.
Additionally, it allows users to access weather data such as: temperature, moisture, and other
vital information directly accessible from Doppler radar, water level sensors, and water gauges.

E-Government Philippine Health Insurance Corporation (PhilHealth) – Personally Controlled Health

Records (PCHR).

The plans for PhilHealth to release specifications for PCHR to enable a transformation on health data
management is expected to recreate a patient-centric care as well as stimulating a new business sector
on health data stewardship. The PCHR will be owned by the patients and co- managed with their
health providers such as hospitals and clinics

Government Service Insurance System (GSIS)

The GSIS acts as a custodian of the welfare of government workers throughout the Philippines. From
the successful expansion of self-service kiosks nationally, to the effective disbursement of funds in the
wake of Cyclone Pablo, ongoing nationalization efforts with GSIS ICT infrastructure, and transparent
outreach to the technology industry in order to secure optimal solutions and pricing for the agency’s
ICT needs.

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Data Center: Makati City Hall was awarded for functioning as one of the country’s most important
commercial hubs. Makati supports the needs of residents and businesses for a new state-of-the-art
data center with high levels of security and redundancy – whilst at the same time reducing the ongoing
cost of maintaining IT infrastructure.

Department of Education

• The Bureau of Alternative Learning System (BALS) within the Department of education in the
Philippines has launched a smartphone application to support teachers involved in the non-
formal education system in the country. The Bureau handles non-formal education in the
Philippines, creating a system to enable students who are unable to attend formal school to
receive high school diplomas. The alternative education system is supported by 6000 mobile
teachers, who travel all over the country to reach the students where they are.

• The new app launched by BALS in partnership with telecom provider Smart will give these
mobile teachers easy access to teaching material anytime on their smartphones or tablets.
Electronic and mobile access is much easier for these mobile teachers, eliminating the need to
carry multiple textbooks and other material around with them.

• The app doesn’t even require internet access for daily use. It is being offered free of cost to
teachers, and comes pre-loaded on low-cost tablets teachers can use.

• The Department of Education and Smart Communications are further planning to introduce
mobile learning solutions for students as well.

Bureau of Internal Revenue

• BIR started e-registration in May 2011 to curb the practice of registering fake identities. The
new system allows taxpayers to update their information.

• BIR is looking to update its registration database and streamline the procedure for citizens to
get their Taxpayer Identification Number (TIN), a number given to each taxpayer in the
Philippines.

TECHNOLOGY FOR TEACHING AND LEARNING 1 18

 • BIR wants to make the process of applying as well as receiving the TIN electronic, thus saving
citizens’ time, says Henares. In a bid to identity fraud, BIR is also planning to create a database
of biometric identities of all taxpayers by procuring such information from other government
agencies that already have such databases.

• BIR has connected 20 regional offices and 124 district offices to one central database. It is also
planning to use geographic information systems (GIS) to map business areas

Philippines Community eCenter Network (PhilCeCNet)

iPinay Program, the continuing commitment to address the gender ICT gap, by empowering more
women with ICTs. We are also engaging with more local and international partners to provide
opportunities for our CeCs in various areas:

• Health information services & telemedicine

• Employment and Livelihood Opportunities
• Linking with Libraries
• Global connection and Exchange with high school
• Tech Age Girls
• Micro-entrepreneurship & Business skills mentoring
• Community Based on linbe content development

ICT Projects around the Globe

Dubai

APP FOR PRICE COMPARISON LAUNCHED IN DUBAI By Sumedha Jalote | 18 July

The Department of Economic Development (DED), Dubai, has launched a smartphone application for
shoppers to compare the prices of goods and find the cheapest supermarket. The app, called Sallety,
allows users to compare the prices of more than 270 products across the eight major supermarket
chains in the emirate. Users can also view special offers and discounts from the supermarkets, register
complaints with DED. Currently, the app offers information on mostly food items such as cereals,

TECHNOLOGY FOR TEACHING AND LEARNING 1 19

vegetables, and milk products.DED is working to expand the list by including items such as electronics.
DED is also trying to increase the number of shops listed on the app

Israel

MOBILE APP FOR SMALL BUSINESSES LAUNCHED IN ISRAEL By : Sumedha Jalote | 18 July 2013

• The Agency for Small and Medium Enterprises under the Ministry of Economy in Israel, has launched
a smartphone application giving small and medium businesses information about all programmes the
government has in place for their development. The app, available for iOS and Android- based
smartphones, allows owners of small and medium enterprises to view detailed information on
schemes such as business assistance funds, consulting and training programmes, and business loans
and grants that the government offers to businesses. The knowledge and tools will allow business
owners to realize benefits, and access assistance and training for business growth.”

Thailand

The Ministry of Information and Communications Technology launched the pilot trial of its ASEAN
Community e-Classroom project, an initiative under the ASEAN ICT Master plan 2015, which aims
harness the ICT skills of people with disabilities. The ASEAN Community e-Classroom is a virtual
classroom featuring several ICT courses aimed at making sure that people with disabilities – whether
blind, deaf and mobility impaired — is equipped with the necessary ICT skills to be part of a
competitive ASEAN ICT workforce

• Users can simply create an account and choose their desired learning track from the eight course
categories which include the following: Smart ASEAN Citizen, Smart ASEAN for the Youth, Smart ASEAN
for Women, Smart ASEAN aged citizen, Smart ASEAN with physical disabilities,

Smart ASEAN blind, Smart ASEAN deaf, and Learning disabilities guardian

TECHNOLOGY FOR TEACHING AND LEARNING 1 20

THAILAND LAUNCHES E-CORRESPONDENCE MANAGEMENT SYSTEM ON G-CLOUD By Thanya
Kunakornpaiboonsiri | 27 May 2013 |

Electronic Government Agency (EGA), Thailand officially launched an electronic correspondence

management system (e-CMSin a bid to improve the system’s interoperability standard among the
government agencies.

The launch of the e-CMS system for the government — called “e- Saraban as a Service on G-Cloud” or
“e-Saraban”. “CMS system is one of the key missions to help promote, facilitate and organize the work
and communication among different agencies.” “The project is expected to increase the use of ICT in
CMS system such as e- CMS or the exchange of data between the e-CMS of each agencies,” he said.
“The collaboration and single direction will help make the work process faster, reducing the use of
paper as per the government’s ICT for green policy, and fostering the development of G-Cloud.”

• Provincial Waterworks Authority of Thailand (PWA) will launch a new e-service for water users
to access real time water consumption expenses on the Government Cloud. The PWA last week
signed a MOU with the Electronic Government Agency (EGA), a G-Cloud provider, to launch the
PWA’s “Water-user Service Programme”— a web-based service that would allow water users to
access and calculate real-time water consumption expenses.

• “This programme will provide sustainable benefit to the water users as well as they can
continue to benefit from the further e-services that the PWA will leverage in the near future at
the same time, this solution will help the PWA to reduce its service cost”. The PWA will also
leverage shared data of citizen identification information provided by Provincial Administration
Department (PAD) on the G- Cloud centre.

• “The water consumption information will be linked directly with the user database, in which it
would allow the two sets of data to be transferred between them easily,” he explained and
added that: “This flexibility and integration of data would bring a lot of beneficial prospects to
both citizens and public sector.”

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Japan on line campaign

Japan updated its election laws last month to permit political candidates to campaign online, for the
first time in Japan’s history. With the first official campaigning day for the upcoming 21 July
Parliamentary elections yesterday, candidates from many parties are ramping up their online presence
through smartphone apps and social media profiles.

The governing Liberal Democratic Party has launched four smartphone apps recently, with another to
be launched soon. Available for iPhones and Android-based smartphones, one app aggregates
news aboutLDP candidates and allows users to browse profiles of each candidate, with links to their
Facebook and Twitter accounts.

Open University(OU), UK today launched a mobile app—’OU Anywhere’, allowing students to study
for their qualifications regardless of location and distant with the course materials to be made
available on the app.

• Via the OU Anywhere app, students will have the option to download all their course and
module textbooks, videos and other materials they need, allowing them to study while at
home, in the office, or on the move. Moreover, the course’s DVDs will traditionally be posted to
them at the start of their studies.

• Students can use native e-readers to highlight and annotate text using the app, as well as
interacting with tutors and fellow students online through the Virtual Learning Environment
(VLE). The Open University (OU) is the largest academic institution in the UK and is well-known
for its flexible distance learning. Since it began in 1969, the OU has taught more than 1.8 million
students and has more than 250,000 current students, including over 15,000 overseas.

New York

Two pilot programmes were launched in New York City to allow drivers to pay parking meter fees
through a mobile app, and locate available parking spots in real-time through a mobile map.

TECHNOLOGY FOR TEACHING AND LEARNING 1 22

 • The first app, called PayByPhone, allows motorists to pay for metered parking using a credit
card. Online and telephone payments are available for motorists who don’t own smartphones.
The service will even send an email or text message warning motorists when their paid time is
up, allowing them to pay for additional time easily and avoid being fined. Interested drivers in
New York City can sign up for the service on the PayByPhone website, registering their license
plate numbers and credit card information on encrypted servers. The app is available for free
for Android, iOS and BlackBerry smartphones.

• The second pilot project by the New York City Department of Transportation uses sensors
embedded in the roads to generate a map displaying real-time availability of parking spaces.
The map can be viewed online on the DOT website, and will be added to a smartphone app
later this year. “Parking is easier and more convenient when you know where to look for a
space, and when you can pay with a click instead of fumbling for change,” “Innovative
technologies like these can help make one of the basic facts of city life a little easier while
making our streets and commercial districts even more accessible.”

China

CITIZEN GRIEVANCE PORTAL LAUNCHED IN CHINA By Sumedha Jalote | 8 July 2013

The Government of China launched a website to allow citizens to ‘petition’ the government with their
grievances online, instead of in person

• The website, hosted by the State Bureau for Letters and Calls, allows citizens to inform the
government about their problems, including complaints against government departments or
officials. Citizens have so far been required to physically visit Beijing with their petitions.

• The website intends to increase convenience and lower costs for citizens, allowing the
government to connect with them and solve problems. Citizens can also track the status of their
petition online through the website.

TECHNOLOGY FOR TEACHING AND LEARNING 1 23

Cambodia

The Open Institute, an NGO in Cambodia, launched the uses crowdsourcing to show instances of
gender-based violence in the country on a map

• The online mapping tool allows users to view information on gender-based violence on a map
of Cambodia, showing areas with instances of reports of violence, or other information such as
the release of a survey on gender-based violence. Users can also submit their own reports of
violence instances or related information to be added to the mapping tool.

• The Open Institute works to ensure that the benefits of technology in social and economic
advancement are leveraged in Cambodia, focusing on areas such as e-learning and women
empowerment. “

The organisation launched the ‘Ushadidi mapping tool’ to increase public awareness around gender-
based violence and get the people involved in its elimination. “The Ushahidi mapping tool offers both
government officials and key stakeholders the opportunity to track incidences of gender based
violence online in order to increase awareness and work toward immediate intervention and
prevention methods”

India

INFO PORTAL FOR FARMERS TO BE LAUNCHED IN INDIA By Sumedha Jalote | 12 July 2013

• The Ministry of Agriculture launched in India the ‘Kisaan SMS portal’ wherein the ministry will
send information, advisories, and alerts to the cell phones of farmers through SMS. This will
include alerts such as weather forecasts and disease or pest outbreaks, as well as general
information on best practices, such as selecting the right crop variety for higher productivity.

• The advisories will also include results of recent soil tests, selection of fertilisers and the correct
dosage, and information on government programmes that farmers can participate in.

• Receiving this information quickly and directly will help farmers make informed decisions about
different aspects of their profession, such as crop production, animal husbandry, fisheries, and

TECHNOLOGY FOR TEACHING AND LEARNING 1 24

 marketing of products. The ministry aims to reach more than 120 million farmers through this
service.

New Zealand

APP FOR TOURISTS LAUNCHED IN NEW ZEALAND By Sumedha Jalote | 17 July 2013

Tourism New Zealand (TNZ) launched its first smartphone application this month to give travellers
information on the go

• The app, named “Essential New Zealand”, offers free advice to tourists in New Zealand.
“Essential New Zealand aims to make it easier for visitors to connect with tourism experiences
while travelling through the country, regardless of where they are or what they are doing”.

• The app, which works offline for tourists without internet access, offers information on more
than 1150 activities and travel experiences in New Zealand, including a list of the top 10 most
popular activities, details about must-do activities in 26 regions, locations and contact
information for New Zealand’s official visitor information centres, and map locations and
pricing details for different activities.

• Travellers can save their desired activities into ‘Your Trip’, a tool that allows them to plan out
their journey within the app, and share their trips and favourite activities with friends and
family .

Nigerians use phones to detect fake drugs

Customers send text message to drug enforcement agency and get reply confirming medicine's
authenticity.

Mobile phones are being used to detect fake medicine sold in Nigeria. Customers send a text message
to the country’s drug enforcement agency and get a reply conforming the medicine’s authenticity.

TECHNOLOGY FOR TEACHING AND LEARNING 1 25

South Korea

FREE WI-FI TO BE EXTENDED IN SOUTH KOREA By Sumedha Jalote | 19 July 2013

The Ministry of Science, ICT and future Planning in South Korea announced its plans to provide more
wireless internet hotspots across the country

• Currently, 2000 public wireless zones are in operation. The Ministry will increase this number to
12,000 by 2017, beginning soon. Wi-fi infrastructure will be installed at 6000 spots such as
public health centres, community centres, and welfare institutes from now until 2015.

• Remote areas of the country too will be provided with free public wifi. The government is also
planning to open up 4000 locations with private wi-fi provided by mobile carriers, such as public
libraries or museums, to the public.

• People can access wireless internet at the public zones by selecting the wireless network and
logging in through a user authentication system operated by the country’s three mobile
carriers. User authentication will be renewed every one hour to prevent those not using wifi
from blocking other users.

• While the demand and use of wifi on mobile devices is increasing throughout the country, 53
per cent of the available public wifi hotspots are currently located in Seoul

TECHNOLOGY FOR TEACHING AND LEARNING 1 26

 Lesson 2 - Safety Issues in

ICT

Safety Issues in ICT

According to ictinschools.org, E-Safety concerns safeguarding children and young people in the digital
world. It emphasises learning to understand and use new technologies in a positive way. E-Safety is
also less about restriction and more about education about the risks as well as the benefits so we can
feel confident online. It is concerned with supporting children and young people to develop safer
online behaviours, both in and out of school.

If we are not enough equipped with the knowledge and awareness using computers could really be
dangerous. Here are some situation that could result to serious accidents.

1. Trailing Cables - Computer equipment is often connected to lots of cables: power, network, etc. If
these cables are laying on the floor, they can cause people to trip over them. As for a prevention we
must place cables inside cable ducts, or under the carpet / flooring

2. Spilt Drinks or Food - If any liquids are spilt on electrical equipment, such a s a computer, it can result
in damage to the equipment, or an electric shock to the user. To avoid it we should keep drinks and
food away from computers

3. Overloaded Power Sockets - Plugging too many power cables into a socket can result in the socket
being overloaded, overheating, and a fire starting. To eradicate this problem we should never plug too
many cables into a socket. Always make sure there are fire extinguishers nearby

4. Heavy Objects Falling - Many items of computer equipment are very heavy: CRT monitors, laser
printers, etc. Heavy items can cause serious injury if they fall on people. Make sure equipment is
placed on strong tables / shelves so that we could never experience accident. (igcseict.info)

TECHNOLOGY FOR TEACHING AND LEARNING 1 27

Likewise, the security of the school information systems and users will be reviewed regularly. Virus
protection will be updated regularly. Portable media may only be used after an anti-virus scan. It must
have a secure password and be encrypted. Files held on the school’s network will be regularly checked
by the ICT technician. The ICT coordinator and network manager will review system capacity regularly.
The use of user logins and passwords to access the school network and home learning network
(accessed via the school website) will be enforce.

Activity 3
Make any campaign material for Safety Issues in ICT

TECHNOLOGY FOR TEACHING AND LEARNING 1 28

 Lesson 3 - Uses of ICT

Policies in the Teaching and Learning

Environment

ICT and E-Safety Policy

E-Safety Policy

The E-safety Policy is part of the School Development Plan and relates to other policies including those
for ICT, bullying and for child protection.

• Mairead Annely, as Curriculum Manager and Designated Senior Lead Hayley Pink for safe-
guarding, will be responsible for E-safety in the school.

• Our E-safety Policy has been written by the school, building on best practice and government
guidance. It has been agreed by senior management and approved by governors.

• The E-safety Policy and its implementation will be reviewed annually.

Teaching and learning

Why Internet and digital communications are important

• The Internet is an essential element in 21st century life for education, business and social
interaction. The school has a duty to provide students with quality Internet access as part of
their learning experience.

TECHNOLOGY FOR TEACHING AND LEARNING 1 29

 • Internet use is a part of the curriculum and a necessary tool for staff and pupils.

• The school Internet access is provided by E2BN and includes filtering appropriate to the age of
pupils.

• Pupils will be taught what Internet use is acceptable and what is not and given clear objectives
for Internet use.

• Pupils will be educated in the effective use of the Internet.

• Pupils will be shown how to publish and present information appropriately to a wider audience.

• Pupils will be taught how to evaluate Internet content

The school will seek to ensure that the use of Internet derived materials by staff and by pupils complies
with copyright law.

• Pupils should be taught to be critically aware of the materials they read and shown how to
validate information before accepting its accuracy.

• Pupils will be taught how to report unpleasant Internet content e.g. using the CEOP Report
Abuse icon or Hector Protector.

Managing Internet Access

Information system security

• School ICT systems security will be reviewed regularly

• Virus protection will be updated regularly

• Security strategies will be discussed with the Local Authority

E-mail

• Pupils and staff may only use approved e-mail accounts on the school system.

• Pupils must immediately tell a teacher if they receive offensive e-mail.

TECHNOLOGY FOR TEACHING AND LEARNING 1 30

 • Pupils must not reveal personal details of themselves or others in e-mail communication, or
arrange to meet anyone without specific permission.

• Staff to pupil email communication must only take place via a school email address or from
within the learning platform and will be monitored.

• Incoming e-mail should be treated as suspicious and attachments not opened unless the author
is known.

• The school will consider how e-mail from pupils to external bodies is presented and controlled.

Published content and the school web site

• The contact details on the Web site should be the school address, e-mail and telephone
number. Staff or pupils personal information will not be published.

• Aidan McGovern will take overall editorial responsibility and ensure that content is accurate
and appropriate.

Publishing photographs, images and work

• Photographs that include pupils will be selected carefully and will not enable individual pupils
to be clearly identified. The school will look to seek to use group photographs rather than full-
face photos of individual children.

• Pupils’ full names will be avoided on the Web site or learning platform, as appropriate,
including in blogs, forums or wikis, particularly in association with photographs.

• Written permission from parents or carers will be obtained before photographs or images of
pupils are published.

• Written permission from adults will be obtained before their names, photographs or images of
themselves are published.

• Parents should be clearly informed of the school policy on image taking and publishing, both on
school and independent electronic repositories
TECHNOLOGY FOR TEACHING AND LEARNING 1 31

Social networking and personal publishing on the school learning platform

• The school will control access to social networking sites, and consider how to educate pupils in
their safe use e.g. use of passwords.

• All users will be advised never to give out personal details of any kind which may identify them,
anybody else or their location.

• Pupils must not place personal photos on any social network space provided in the school
learning platform without permission.

• Pupils, parents and staff will be advised on the safe use of social network spaces.

• Pupils will be advised to use nicknames and avatars when using social networking sites.

Managing filtering

• The school will work in partnership with Norfolk Children’s Services to ensure systems to
protect pupils are reviewed and improved.

• If staff or pupils come across unsuitable on-line materials, the site must be reported to the
nominated member of staff.

• The school will ensure that regular checks are made to ensure that the filtering methods
selected are appropriate, effective and reasonable.

Managing videoconferencing

• Videoconferencing will use the educational broadband network to ensure quality of service and
security rather than the Internet.

• Pupils should ask permission from the supervising teacher before making or answering a
videoconference call.

• Videoconferencing will be appropriately supervised for the pupils’ age.

TECHNOLOGY FOR TEACHING AND LEARNING 1 32

Managing emerging technologies

• Emerging technologies will be examined for educational benefit and a risk assessment will be
carried out before use in school is allowed.

Other devices

• Mobile phones and associated cameras will not be used during lessons or formal school time
except as part of an educational activity.

• School iPads will be used as tools for learning. The children will agree to using the equipment
appropriately during lessons, and not when unsupervised.

• The sending of abusive, offensive or inappropriate material is forbidden.

• Games machines including the Sony Playstation, Microsoft Xbox and others have Internet
access which may not include filtering. Care will be taken with their use within the school use.

• Staff should not share personal telephone numbers with pupils and parents. (A school phone
will be provided for staff where contact with pupils is required).

Protecting personal data

• Personal data will be recorded, processed, transferred and made available according to the
Data Protection Act 1998.

Policy Decisions

Authorising Internet access

• All staff must read and sign the ‘Staff Code of Conduct for ICT’ before using any school ICT
resource.

• The school will maintain a current record of all staff and pupils who are granted access to
school ICT systems.

• Parents will be asked to sign and return a consent form.

TECHNOLOGY FOR TEACHING AND LEARNING 1 33

 • Pupils must agree to comply with the Responsible Internet Use statement before being granted
Internet access.

• Any person not directly employed by the school will be asked to sign an ‘acceptable use of
school ICT resources’ form before being allowed to access the Internet on the school site.

Assessing risks

• The school will take all reasonable precautions to prevent access to inappropriate material.
However, due to the international scale and linked Internet content, it is not possible to
guarantee that unsuitable material will never appear on a school computer. Neither the school
nor Norfolk Children’s Services can accept liability for the material accessed, or any
consequences of Internet access.

• The school will audit ICT use to establish if the E-safety policy is adequate and that the
implementation of the E-safety policy is appropriate and effective.

Handling E-safety complaints

• Complaints of Internet misuse will be dealt with by a senior member of staff.

• Any complaint about staff misuse must be referred to the head teacher.

• Complaints of a child protection nature must be referred to the Senior Designated Professional
for Safeguarding and dealt with in accordance with school child protection procedures.

• Pupils and parents will be informed of the complaints procedure.

• Pupils and parents will be informed of consequences for pupils misusing the Internet.

Community use of the Internet

• All use of the school Internet connection by community and other organisations shall be in
accordance with the school E-safety policy.

Communications Policy

Introducing the E-safety policy to pupils

TECHNOLOGY FOR TEACHING AND LEARNING 1 34

 • Appropriate elements of the E-safety policy will be shared with pupils.

• E-safety rules will be posted in all networked rooms.

• Pupils will be informed that network and Internet use will be monitored.

• Curriculum opportunities to gain awareness of E-safety issues and how best to deal with them
will be provided for pupils

Staff and the E-safety policy

• All staff will be given the School E-safety Policy and its importance explained.

• Staff should be aware that Internet traffic can be monitored and traced to the individual user.
Discretion and professional conduct is essential.

• Staff who manage filtering systems or monitor ICT use will be supervised by senior
management and have clear procedures for reporting issues.

Enlisting parents’ support

• Parents’ and carers’ attention will be drawn to the School E-safety Policy in newsletters, the
school brochure and on the school web site.

• Parents and carers will from time to time be provided with additional information on E-safety.

• The school will ask all new parents to sign the parent /pupil agreement when they register their
child with the school.

Activity 4

1. What is bridging the digital divide?

2. If you were a government official, what policymaking tool can you draft for bridging the gap?

TECHNOLOGY FOR TEACHING AND LEARNING 1 35



MODULE 3

Theories and Principles in

The Use and Design of

Technology Driven

Learning Lessons

Instructional Design Models

and Theories

An instructional design model provides guidelines to organize appropriate pedagogical scenarios to
achieve instructional goals. Instructional design can be defined as the practice of creating instructional
experiences to help facilitate learning most effectively. Driscoll & Carliner (2005) states that “ design is more
than a process; that process, and resulting product, represent a framework of thinking” .

Instructional design models describe how to conduct the various steps. These steps involve instructional
design process. The models help trainers and educators to guide and plan overall process.

Branch & Kopcha say that “instructional design is intended to be an iterative process of planning
outcomes, selecting effective strategies for teaching and leaning, choosing relevant technologies, identifying
educational media and measuring performance”.

There are numerous instructional design models. These are commonly accepted design models:

§ ADDIE

§ Dick and Carey

§ Assure

§ Backward Design (Understanding By Design)

§ Kemp Design Model

§ The Kirkpatrick Model

§ Gerlach-Ely Model

TECHNOLOGY FOR TEACHING AND LEARNING 1 36

 § TPACK

Characteristics of Instructional Design Models

According to Branch and Merrill (2002), there are several characteristics that should be present in all
instructional design models:

1. Instructional design is learner centered: Learner and his/her performance are the focal point.

2. Instructional design is goal oriented: Well defined goals are essential.

3. Instructional design focusses on real world performance. Help learners perform the behaviors that will
be expected of them in the real world.

4. Instructional design focusses on outcomes that can be measured in a reliable and valid way. Creating
valid and reliable measurement instrument is essential.

5. Instructional design is empirical. Data are the heart of the process.

6. Instructional design typically is a team effort. This process usually involves team work.

The Edgar Dale Cone of

Experience

Overview

In 1946, Edgar Dale developed his theory on Cones of Experience. It is a visual representation of the
types of experiences human beings encounter as they prepare to synthesise the knowledge and convert it to
understanding. Dale mentioned that humans can encounter different types of experiences. Each level of
experience results in a different level of effectiveness as it relies on the process of knowledge. He has divided his
model into three major categories; most abstract to the least abstract, as it travels down from the top to
bottom. According to Dale, the arrangement in the cone is based on abstraction and on the quantity of senses
involved. The experiences in each stage can be mixed and are interrelated that brings up more meaningful
learning.

TECHNOLOGY FOR TEACHING AND LEARNING 1 37

Modes of learning

Edgar Dale introduced the Cone of Experience exhibits headway from direct, first-hand experience to graphic
representation and on to purely abstract, symbolic expression.

The Cone of Experience corresponds with three major modes of learning

Inactive or direct experience involves practising with objects (the student actually ties a knot to learn knot-
tying). This kind of experience involves concrete, immediate action and use of the senses and body.

Iconic experience involves interpreting images and drawings (the student looks at drawings, pictures or films to
learn to tie knots). Such experiences are once removed from the physical realm and limited to two or three
senses.

Symbolic experience involves reading or hearing symbols (the student reads or hears the word “tie” and forms
an image in the mind). Usually, in such experiences, the action is indifferent and the experience is limited to
thoughts and ideas.

Experiences – Categories and Levels

First category human being encounter is that of symbolic learning, this includes verbal and visual symbols. This
level of experience involves; reading, hearing and seeing the information.

These are the most abstract and complex levels where the learner is more passive. Usually, the visual symbolic
level involves charts, maps, graphs, and diagrams for abstract representations. On the contrary, the verbal
symbolic level does not involve visual demonstration or any traces to their meanings. Mostly, the things involved
in this level are words, ideas, principles, formula, and the likes.

The second category focuses on observing, activities such as seeing pictures and hearing recordings known as,
iconic.

Expanding upon the components in further detail, level of television, motion pictures and still pictures
are counted in. This is considered as part of Edtech, as televisions and motion pictures entail the values through
media. Besides, other hands, still pictures, recordings, and radio are visual and auditory devices that can be used
by a learner/group of learners that could enhance and extend the learning experience.

All the remaining levels are part of the third and most concrete category of this model. This is known as
encative or direct experiences as it deals with immediate actions. The exhibits followed by the study/field trips
are the levels that extend the understanding of experiences through trips or visits that are not just restricted to
TECHNOLOGY FOR TEACHING AND LEARNING 1 38

classrooms but dragged in a more complex nature. Actually if looked upon in detail, exhibits are experiences
that are “for your eyes” only. But some exhibits include sensory involvements which could be related to direct
purposeful experiences. In this level, meanings ideas are presented to the learners in a more abstract manner.
This creates a perspective for students to understand the meaning and relevance of things based on the variety
of pictures and presentations

Furthermore, the demonstrations are an important level to understand the visualised explanation of
important ideas, facts, or any process through the use of images, illustrations, film and other types of media in
order to facilitate clear and effective learning. In this level, things are shown exactly based on how they are
done.

Next level is about the dramatised experiences, in this level the experiences are rebuilt for participants
(learners) for their better understandings of particular event or concept. Through this level, learners can be
more familiar with the “as-if” situation in a proper way.

The second last level talks upon the contrived experiences, which is the representation of any
experience which is close to reality. This level is practical enough to make the learning experience more
accessible to the learner. Here it provides more of the concrete experiences, even if not as concrete as direct
experiences, that allows visualisation for fosters as a better understanding of the concept.

Direct Purposeful Experiences are major experiences which serve as the foundation of learning. In this
level, more senses are used in order to shape the knowledge. Also, in this level, the learner learned by doing
things by themselves. Learning takes place through actual hands-on experiences. This level enlightens upon and
proves one of the principles in the selection and usage of teaching strategies, learning will be considered better
if more senses are involved. This level also proves that educational technology is not restricted to the modern
gadgets and software that are commercially available nowadays. This shows that even the simple opportunity
that you give to each child could help them in nurturing.

The Cone of Experience is a visual representation of the impression that learning activities can be placed
in extensive categories based on the amount to which they express the non-abstract referents of real-life
experiences. It has also been understood by many as a dogmatic formulation for selecting instructional means.
Dale’s own explanations are vague enough to allow a wide variation of understandings to rely upon.
Nevertheless, Cone has been considered for many ways to bear witness to the vigour and attractiveness of
Dale’s visual metaphor.

TECHNOLOGY FOR TEACHING AND LEARNING 1 39

 TPACK: Technological

Pedagogical Content Knowledge

Framework

Technology has become an increasingly important part of students’ lives beyond school, and even within
the classroom it can also help increase their understanding of complex concepts or encourage collaboration
among peers. Because of these benefits, current educational practice suggests that teachers implement some
form of technology in their classrooms – but many teachers face difficulties in doing so. Cost, access, and time
often form considerable barriers to classroom implementation, but another obstacle is a lack of knowledge
regarding how technology can best be used to benefit students across diverse subject matter.

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological
knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to
many of the dilemmas that teachers face in implementing educational technology (edtech) in their classrooms.
By differentiating among these three types of knowledge, the TPACK framework outlines how content (what is
being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective
edtech integration. This order is important because the technology being implemented must communicate the
content and support the pedagogy in order to enhance students’ learning experience.

According to the TPACK framework, specific technological tools (hardware, software, applications,
associated information literacy practices, etc.) are best used to instruct and guide students toward a better,
more robust understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus
combined and recombined in various ways within the TPACK framework. Technological pedagogical knowledge
(TPK) describes relationships and interactions between technological tools and specific pedagogical practices,
while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific
learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections

TECHNOLOGY FOR TEACHING AND LEARNING 1 40

among technologies and learning objectives. These triangulated areas then constitute TPACK, which considers
the relationships among all three areas and acknowledges that educators are acting within this complex space.

Mishra and Koehler, researchers from Michigan State University, developed TPACK in the absence of
other sufficient theory to explain or guide effective edtech integration. Since its publication in 2006, TPACK has
become one of the leading theories regarding edtech and edtech integration: research and professional
development activities both draw from it heavily.

However, TPACK has remained such a powerful principle for almost 12 years because the complex
constituents described above allow room for a range of specific educational circumstances. Any effective
implementation of technology in the classroom requires acknowledgment of the dynamic, transactional
relationship among content, pedagogy, and the incoming technology – all within the unique contexts of
different schools, classrooms, and cultures. Factors such as the individual educator, the specific grade level, the
class demographics, and more will mean that every situation will demand a slightly different approach to edtech
integration. No one monolithic combination of content, pedagogy, and edtech will be applicable for every
setting, and TPACK leaves room for researchers and practitioners to adapt its framework to different
circumstances.

This adaptability can be seen in the various intersections and relationships already embodied in the
TPACK acronym.

Content Knowledge (CK) – This describes teachers’ own knowledge of the subject matter. CK may include
knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter; it
may also include the field’s best practices and established approaches to communicating this information to
students. CK will also differ according to discipline and grade level – for example, middle-school science and
history classes require less detail and scope than undergraduate or graduate courses, so their various
instructors’ CK may differ, or the CK that each class imparts to its students will differ.

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices, processes, and methods
regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and
aims of education, and may apply to more specific areas including the understanding of student learning styles,
classroom management skills, lesson planning, and assessments.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies,
technological tools, and associated resources. TK concerns understanding edtech, considering its possibilities for
a specific subject area or classroom, learning to recognize when it will assist or impede learning, and continually
TECHNOLOGY FOR TEACHING AND LEARNING 1 41

learning and adapting to new technology offerings.
Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding foundational areas of
teaching and learning, including curricula development, student assessment, and reporting results. PCK focuses
on promoting learning and on tracing the links among pedagogy and its supportive practices (curriculum,
assessment, etc.), and much like CK, will also differ according to grade level and subject matter. In all cases,
though, PCK seeks to improve teaching practices by creating stronger connections between the content and the
pedagogy used to communicate it.

Technological Content Knowledge (TCK) – This describes teachers’ understanding of how technology and
content can both influence and push against each other. TCK involves understanding how the subject matter can
be communicated via different edtech offerings, and considering which specific edtech tools might be best
suited for specific subject matters or classrooms.

Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of how particular
technologies can change both the teaching and learning experiences by introducing new pedagogical
affordances and constraints. Another aspect of TPK concerns understanding how such tools can be deployed
alongside pedagogy in ways that are appropriate to the discipline and the development of the lesson at hand.

TPACK is the end result of these various combinations and interests, drawing from them – and from the three
larger underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching
using educational technology. In order for teachers to make effective use of the TPACK framework, they should
be open to certain key ideas, including:

1. concepts from the content being taught can be represented using technology,

2. pedagogical techniques can communicate content in different ways using technology,

3. different content concepts require different skill levels from students, and edtech can help address
some of these requirements,

4. students come into the classroom with different backgrounds – including prior educational experience
and exposure to technology – and lessons utilizing edtech should account for this possibility,

5. educational technology can be used in tandem with students’ existing knowledge, helping them either
strengthen prior epistemologies or develop new ones.

TECHNOLOGY FOR TEACHING AND LEARNING 1 42

 Because it considers the different types of knowledge needed and how teachers themselves could cultivate
this knowledge, the TPACK framework thus becomes a productive way to consider how teachers could integrate
educational technology into the classroom. Then too, TPACK can also serve as a measurement of instructor
knowledge, potentially impacting both training and professional development offerings for teachers at all levels
of experience. Finally, the TPACK framework is useful for the ways in which it explicates the types of knowledge
most needed in order to make technology integration successful in the classroom. Teachers need not even be
familiar with the entire TPACK framework as such in order to benefit from it: they simply need to understand
that instructional practices are best shaped by content-driven, pedagogically-sound, and technologically-forward
thinking knowledge.

ASSURE: Instructional

Design 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. The following is a breakdown of each
step.

A – 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. The information
gathered will help you in the decisions that you make with respect to the other steps in the process. When you
determine the character of the learners, it will guide you in choosing specific strategies and resources to aid the
learning process.

The analysis of your learners should include:

§ The general attributes of your learners, such as age, academic abilities, gender, interests, etc.

§ Prior competencies

TECHNOLOGY FOR TEACHING AND LEARNING 1 43

 § Learning styles, such as auditory, visual, and tactile

S – 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.

To be more concrete about things, this statement will focus on what the learner will know or be able to do as a
result of the instruction. An example of this is with medical students. The learners will be able to name at least
two databases and two search techniques that they can use to locate medical evidence for particular cases. The
objectives can be used in assessing the success of the students, perhaps for the grading process. Also, you can
use them to let the learners know what they will accomplish through the class.

The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives. They
are as follows:

§ Audience – For whom is the objective intended?

§ Behavior – What is the behavior or performance to be demonstrated?

§ Conditions – What are the conditions under which the behavior or performance will be observed?

§ Degree – To what degree will the knowledge or skill be mastered?

The objectives statement should be formulated with verbs that pinpoint the learning objective. A useful guide to
the appropriate verbs to use is contained in Bloom’s Taxonomy. Remember that assessment can only be based
on your learners’ behavior. A learner may know some material backwards and forwards but may not be able to
perform well on a test.

S – 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.

First, you should figure out what which delivery method will be best for your instruction. For instance, what
proportion of your instruction will be instructor-centered and what proportion of will be student-centered? The

TECHNOLOGY FOR TEACHING AND LEARNING 1 44

first of these are strategies such as lecture, demonstration or showing a video. The second are strategies such as
group discussion or cooperative group work.

Common sense weighs in on the side of learner-centered strategies. Learning becomes more exciting when
there is more class participation. Ultimately, it’s the learner who must gain mastery over the material, not the
teacher. However, there will be a certain amount of crucial information and technique that the teacher must
give over and demonstrate.

Learning is at its best when the teacher merely leads the student into discovering the correct answer to a
problem themselves. An effective teacher is merely a facilitator to the process of learning.

Once you select your teaching strategy, then it’s time to figure out which technology, media, and materials best
support the method of teaching that you’re using. This ranges from simple tools such as chalk and blackboard to
more sophisticated ones such as power-point presentations. What must be remembered is that the instructor is
the essential ingredient in giving over the material. Fancy tools are useful, but it ultimately boils down to having
someone who knows more than what the textbook contains.

U – 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.

It’s important to follow the “five p’s” process to achieve this:

Preview the Technology, Media, and Materials

This means that it’s important to plan ahead of time just how you’re going to use them. It’s good to do a dry run
of your lesson before you actually teach it. Make sure that the whole lesson will go smoothly and seamlessly.

Prepare the Technology, Media, and Materials

You need to gather together all of the things that you will need to teach your lesson. They must be working
properly. For example, if you are making a power-point presentation, then you’ll need to create the text and
graphics for each screen.

Prepare the Environment

TECHNOLOGY FOR TEACHING AND LEARNING 1 45

There is some minimal preparation required to set up the learning environment. Simple things like making sure
that you have enough desks are important. Also, if you have control over the situation, you should make sure
that there are no sources of noise that will disturb the students.

Prepare the Learners

First, you need to clearly inform the learners as to what the learning objectives are. This will help the learners
create a mental map of what they need to absorb. Next, it’s important to tell the students how they will be
assessed. You need to tell them what their assignments will be, how they will be graded, if there are tests, etc.
Also, you should explain to the students what the benefits of learning the material are.

Provide the Learning Experience

You then actually carry out the lesson. This is where all of your planning takes effect. You should be prepared to
carry out the lesson with every prior step of the process in mind. This will insure your success as a teacher.

R – 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.

The most basic step that you can take is requiring participation of the students in class discussions. A more
sophisticated approach would require that students prepare questions and comments at home to bring into the
class. You might try even allowing individual students to lead classes or discussions in the style of a seminar.

Beyond this, you need to plan exactly how the students will participate in the learning process generally
speaking. How will they learn the information and techniques included in a lesson? This plan needs to be more
specific than just saying that they will listen and absorb the material. Maybe you will encourage a specific kind of
note-taking or other learning strategies.

E – 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 following questions are useful to ask during this evaluation:

TECHNOLOGY FOR TEACHING AND LEARNING 1 46

 § Did your lesson meet the learning objectives that you planned? How will you determine whether the
students reach the objectives? Is your way of assessing the students in line with your learning
objectives?

§ Can this lesson be improved? How? How are you going to assess the weaknesses in your presentation?

§ Was your choice of media and materials a good one? How will you assess the effectiveness of these
tools?

§ Is it possible that other technologies, media, and materials would have done a better job?

The final step in your evaluation should focus on feedback from your students. Was their experience positive
overall? Do they feel that they have reached your objectives and their own personal objectives? How will you
determine whether or not your performance was effective?

The ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to
improve your teaching technique. Any effective teacher knows that the perfection of their technique does not
come overnight, and there is always room for improvement. By following the ASSURE process, you will be sure
to improve your teaching for many years to come.

Activity 5
Make a lesson plan following the ASSURE Model.

TECHNOLOGY FOR TEACHING AND LEARNING 1 47

 ICT In Various Content

Areas

The 21st Century Skills Every Student Needs and Why

Preparing a child for the world that doesn’t yet exist is not an easy task for any teacher. Step back and look at
that picture from a broad perspective. What are the critical 21st century skills every student needs to survive
and succeed in our world? What abilities and traits will serve them in a time that’s changing and developing
so rapidly?

No pupil in the history of education is like today’s modern learner.

This is a complex, energetic, and tech-savvy individual. They want to be challenged and inspired in their learning.
They want to collaborate and work with their peers. They want to incorporate the technology they love into
their classroom experiences as much as they can. In short, they have just as high a set of expectations of their
educators as their educators have of them.

How Are Educators Responding?

The New Zealand Ministry of Education defines five key competencies for living and lifelong learning listed
below:

• Thinking

• Using language, symbols, and text

• Managing self

• Relating to others

• Participating and contributing

TECHNOLOGY FOR TEACHING AND LEARNING 1 48

The International Baccalaureate is a non-profit educational foundation created in 1968. It designs its programs
to develop crucial intellectual, personal, emotional, and social skills. Their IB Learner Profile suggests that
students should be conditioned by their learning to be:

• Inquirers

• Knowledgeable

• Thinkers

• Communicators

• Principled

• Open-minded

• Caring

• Risk-takers

• Balanced

• Reflective

The Common Core Standards Initiative also states primary areas of focus for their development. These are based
on teaching our students the same kinds of 21st century skills. This excerpt is from their website:

The standards were drafted by experts and teachers from across the country and are designed to ensure students
are prepared for today’s entry-level careers, freshman-level college courses, and workforce training programs.
The Common Core focuses on developing the critical-thinking, problem-solving, and analytical skills students will
need to be successful.

Our Big List of Essential 21st Century Skills

We've given hundreds of presentations to educators and administrators in several countries over the years. Each
time we’ve spoken, we have asked them what they feel are the most important 21st-century skills students
need above all others. The answers that we’ve received most often are narrowed down below.

This list comes from our book Literacy is Not Enough (Crockett, Lee et. al.; 2011). You’ll be able to see it
correlates rather well with both New Zealand’s list and the IB Learner Profile. They certainly cover the Common
Core’s bases, too. It’s good to know we’re all on the same page, isn’t it? That’s great news for our students!

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So, according to the folks we’ve asked, the consensus is that students need transparency-level skills in these
areas:

• Problem solving

• Creativity

• Analytic thinking

• Collaboration

• Communication

• Ethics, action, and accountability

This 21st century skills list is purposefully embedded within the Essential Fluencies. In the meantime, let’s talk
more about why these skills are important. We’ll go through each point separately and talk about it in detail.

1. Problem Solving

Students need the ability to solve complex problems in real time.

Why it’s important: In the future, complex problems that we can’t even conceive right now will be everywhere.
As society advances, so will the complexity of its manageable conflicts. The more we focus on students’ ability
to devise effective solutions to real-world problems, the more successful those students will become. This is
what Solution Fluency is all about. It means solving complex problems effectively in real time using unique and
carefully designed solutions.

In addition to this, problem-solvers can work independently from higher supervision. They are initiative takers
and enjoy risk, and they aren’t afraid to get their hands dirty and make mistakes. They also learn from those
mistakes, and habitually debrief their processes to create more efficient and economical solutions.

No pupil in the history of education is like today’s modern learner. This is a complex, energetic, and tech-savvy
individual.

These are the kinds of people who will be successful in a global marketplace like ours. Such an individual is an
asset to any workforce. It’s worth mentioning that in this future we’re talking about, workers who are unable to
think proactively towards solving problems will have a hard time finding employment.

2. Creativity

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Students need to be able to think and work creatively in both digital and nondigital environments to develop
unique and useful solutions.

Why it’s important: Our digital students are in a constant state of stimulation and neural development
with technology use. They are natural producers and consumers, or prosumers, of information. Problem-solving
is a skill that comes naturally to them and this can be advanced profoundly with the proper engagement in their
learning. This comes from doing rewarding projects and meaningful tasks that give them challenges to overcome
in imaginative ways.

Ask any student about what they like to create and you’ll get a myriad of different answers. They are constantly
searching for ways to express themselves and their uniqueness. Through social media, they display this creative
edge and are given constant and instantaneous feedback from their peers. This same level of creative power is
used as they face interesting challenges and figure out how to meet them with ingenuity and vision. This is
why Creativity Fluency is one of the Essential Fluency skills.

Creativity is a vital outlet that inspires students to see who they are and what they can do, and to realize what
they can accomplish.

It is fundamental that this side of any student is allowed to shine forth in their learning.

3. Analytic Thinking

Students need the ability to think analytically, which includes proficiency with comparing, contrasting,
evaluating, synthesizing, and applying without instruction or supervision.

Why it’s important: Analytic thinking means being able to use the higher end of Bloom’s Digital Taxonomy or
higher-order thinking skills (HOTS).

Tasks that require linear thinking and routine cognitive work are being outsourced more and more. So it’s
essential to guide students towards being able to perform analytic thinking. It is crucial to their ability to succeed
in life after the classroom. Analytic thinking is a significant part of what makes up Information Fluency.

Analytical thinkers see data and information in many different dimensions, and from multiple angles. They are
adept at conceptualization, organization and classification, and knowledge synthesis. These types of skills are
invaluable because they allow students to deal practically with problems of a social, mathematical, and scientific
nature. It empowers them to make effective and level-headed decisions in their lives and relationships. It’s easy
to see why critical and analytical thinking skills are important to success beyond school.

TECHNOLOGY FOR TEACHING AND LEARNING 1 51

4. Collaboration

Students must possess the ability to collaborate seamlessly in both physical and virtual spaces, with real and
virtual partners globally.

Why it’s important: Students of the digital age are social by nature. They text, post, update, share, chat, and
constantly co-create in technological environments with each other. When they are unable to do this in school,
they become disengaged and unattached to their learning.

Connection and collaboration with others are essential not only to their learning but their mental and emotional
health.

It is a skill that educators must exercise with them regularly, and understanding Collaboration Fluency will assist
with this.

Problem-solving is a skill that comes naturally to learners and this can be advanced profoundly with the proper
engagement in their learning.

The work forces of the future (and even our present day) are globalizing due to the Internet. It is now the norm
to communicate and market for global demographics instantaneously and effectively. An organization’s business
partners are now halfway across the world, and yet they meet and work with each other every day. The ability
to collaborate and communicate in these situations is essential.

This kind of interaction goes hand-in-hand with the mindset of global awareness that is part of Global Digital
Citizenship. Simply put, better collaborators make better students—and better citizens.

5. COMMUNICATION

Students must be able to communicate not just with text or speech, but in multiple multimedia formats. They
must be able to communicate visually through video and imagery as effectively as they do with text and speech.

Why it’s important: Communication is a broad term that incorporates multi-faceted levels of interaction and
sharing information. Students love to communicate using technology. This is an essential part of Media Fluency.
But it’s more than just being able to effectively use digital media. It’s about personal interactions as well.

We must remind our students that responsible communication practice puts forth their best representation of
who they are as individuals in every relationship and alliance they make in their lives.

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Whether talking face-to-face, blogging, texting, or creating a visual product, their values and beliefs are defined
by how well they communicate with others. Encouraging them to develop and hone every aspect of their
communication skills will serve them well in both their personal and professional lives.

6. Ethics, Action, and Accountability

This includes adaptability, fiscal responsibility, personal accountability, environmental awareness, empathy,
tolerance, and global awareness.

Why it’s important: These are among the many characteristics of the Global Digital Citizen. A well-rounded and
responsible global digital citizen practices personal, global, and online responsibilities geared towards creating a
better world for everyone. This is a selfless, helpful, and caring individual who is respectful of other cultures and
belief systems, and diligent about being at their best with interactions of all sorts, both online and offline.

Teaching our kids about global awareness and Internet safety have become mainstream practices in education.
It’s great to see such skills garnering the attention they deserve. Wabisabi Learning continues to
create resources to help educators all over the world incorporate these practices into their own teaching
strategies.

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