EDUC 85 – Technology for Teaching and Learning 1 It is a basic purpose of the field of

(Week 1; Lesson 1) instructional technology to promote and aid

Unit 1 - Introduction to Technology for Teaching and the application of these known and validated
Learning procedures in the design and delivery of
instruction (Gagne, 2013).
Technology
- Instructional Technology refers to theory and
- Technology refers to a mix of process and practice of design, development, utilization,
product used in the application of knowledge and evaluation of processes and resources for
(Bilbao et al, 2019). learning (Seels & Richey, 1994)
Information & Communication Technology

- ICT refers to technologies that provide access

to information through telecommunications.
This includes the Internet, wireless networks,
cell phones, and other communication
mediums (TechTerms, 2010).

Educational Technology

- Educational Technology to the use of

technology in teaching and learning, it
includes both the non- digital and digital tools Technology Tools
(Bilbao et. Al, 2019)
- Focuses on the broad theory and practice of - Technology tool is an instrument used for
utilizing technology to develop and implement doing work. It can be anything that can help
innovative educational approaches to learning you accomplish your goal with the use of
and student achievement (Lathan, 2021) technology.
- Is a field as wide as education, itself, its - Technology Tools can be classified as:
primary concern is the design,  Data/Calculation tools
implementation, and evaluation of curriculum  Design tools
and learning experiences, and how to improve  Discussion Tools
and learn from them respectively.  Communication Tools
- It is also a combination of instructional,  Devices
learning, developmental, and managerial
Roles of Technology for Teaching & Learning
technologies.
FOR TEACHERS AND TEACHING
Media and Learning
- Technology provides enormous support to the
- Many media sources (feature films, music
teacher as the facilitator of learning.
videos, visualizations, news stories) have very
- Technology has modernized the teaching
high production quality capable of showcasing
learning environment.
complex ideas in a short period of time. This
- Technology improves teaching-learning
helps develop quantitative reasoning.
process & ways of teaching
- Media offers both cognitive and affective
- Technology opens new fields in educational
experiences. It can provoke discussion, an
researches
assessment of one’s values and an assessment
- Technology adds competence of teachers and
of self if the scenes have strong emotional
inculcates scientific outlook
content.
- Technology supports teacher professional
Instructional System and Instructional Technology development

- Instructional technology includes practical FOR LEARNERS AND LEARNING

techniques of instructional delivery that
1. Support learners how to learn on their own
systematically aim for effective learning,
a. Declarative Knowledge consists of the
whether or not they involve the use of media.
discrete pieces of information that
 answers the questions who, what, when,  PhEdNet
and where. It is the fundamental  eSkwela
knowledge necessary for students to  eQuality Program for tertiary education
achieve more complex higher order  Digital Media Arts Program
thinking such as critical thinking and  ICT Skills Strategic Plan
creativity, inquiry and production
b. Structural Knowledge consists of facts or USAID'S ICT4E
pieces of declarative knowledge put “Incorporating relevant information and
together to attain some form of meaning. communication technologies (ICTs) in education
It can be presented by concepts maps, interventions can enhance the training and coaching
categorization, or classification of teachers and instructors; enable teachers and
c. Procedural Knowledge is a knowledge in instructors to be more effective; aid in reaching
action or the knowledge of how to do marginalized and vulnerable children, including
something. children with disabilities; and improve the collection
2. Technology enhances learner's and use of educational data to strengthen systems
communication skills through social and improve policy decision” (USAID EDUCATION
interaction POLICY).
Benefits of technology-supported
communication USAID'S ten basic principles integrating ICT
o Help learners solve problems from 1. Use ICT to support education and
multiple sources. development goals
o Teaches learners to communicate 2. Use ICT to enhance student knowledge and
with politeness, taking turns in skills
sending information and receiving 3. Use ICT to support data-driven decision
feedback. making
3. Technology upgrades learners' higher-order- 4. Include all short- and longer-term costs in
thinking skills: critical thinking, problem budget planning
solving and creativity 5. Explore technology alternatives to find
a. Encourage students to find and use appropriate solutions
information from variety of sources 6. Focus on teacher development, training, and
both online and offline. ongoing support
b. Assist students to compare 7. Explore and coordinate the involvement of
information from different sources. many different stakeholders
c. Allow student to reflect through 8. Develop a supportive policy environment
different delivery modes like writing, 9. Integrate monitoring and evaluation into
speaking or drawing project planning
d. Involve students in creating and 10. “It takes capacity to build capacity” — System
questioning assessment strengthening precedes system
THREE DOMAINS OF EDUCATIONALTECHNOLOGY transformation.

1. Technology as a Tutor ISSUES ON ICT AND INTERNET POLICY AND

2. Technology as a Teaching Tool REGULATIONS
3. Technology as a Learning Tool

Unit 2 - ICT Policies and Safety Issues in Teaching  FREEDOM OF EXPRESSION AND CENSORSHIP
and Learning o Individual rights are given up in order
DICT's ICT4E RA 10844 to have access to electronic networks.
o Defamation actions may be used to
 ICT in Education Masterplan for all levels silence critics
 Content and applications development  PRIVACY AND SECURITY
through the Open Content in Education o Most commercial sites have a privacy
Initiative (OCEI) policy. When someone uses a site and
 iSchool WebBoard clicks "I agree" button, it's as if you
 have turned over private information 3. Misconduct associated with subject logins,
to any authority that may access it, such as using someone else's password .
o It is important to ensure that 4. Leaving a mobile phone turned on during class
information will only be used for period
purposes for which it was gathered 5. Unauthorized taking of pictures or images
and will not be disclosed to others with mobile phone camera still or moving
without consent of the individuals.
UNIT 3 – THEORIES AND PRINCIPLES IN THE USE
 E-POLLUTANTS FROM E-WASTE
AND DESIGN OF TECHNOLOGY DRIVEN
o The accumulated e-waste is due to
LEARNING LESSONS
the rapid turnover of equipment due
to rapid improvement of software. PART 1: TECHNOLOGICAL, PEDAGOGICAL & AND
o Efficient extraction of toxic CONTENT KNOWLEDGE (TPACK)
components requiring the recycling by
both consumers and equipment HOW TPACK STARTED?
vendors are selling must be required. The concept of Pedagogical Content Knowledge
"Tokyo 2020 is making the the gold, silver, and bronze (PCK) was first introduced by Lee Shulman in
medals entirely from 78,985 tons of recycled 1986. Utilizing Shulman’s Pedagogical Content
electronics, including 6.21 million recycled cellphones, Knowledge (PCK) framework to form the basis for
according to the Tokyo 2020 Medal Project." their model, Mishra and Koehler identified three
core components at the heart of good teaching
practices: Content, Pedagogy, & Technology and
the interrelationship among and between them.
DIGITAL TECHNOLOGY RISKS
The domains are represented as:
1. Exposure to inappropriate content, including
on-line pornography, extremism (exposure to • PCK (Pedagogical Content Knowledge)
violence associated with racist language);
2. Lifestyle websites like self-harms and suicide • TCK (Technological Content Knowledge)
sites, and hate sites; • TPK (Technological Pedagogical Knowledge
3. Cyber-bullying in all forms, receiving sexually
explicit images or messages; • Thus the creation of Technological, Pedagogical
4. Privacy issues including disclosure of personal and Content knowledge (TPACK) (Dietrich, 2018).
information; WHAT IS TPACK?
5. Health and well being amount of time spent
on-line, internet gaming and many more; The Technological, Pedagogical and Content
6. Prolonged exposure to on-line technologies, Knowledge (TPACK) is a theoretical model
particularly at an early age; describing the capability of the 21st century
7. Addiction to gambling and gaming; teacher to be able to blend his knowledge and
8. Theft and fraud from activities such as capability in the content of the discipline.
phishing;
Example: Si Bb. Lumagui ay magtuturo ng “Noli
9. Viruses, Trojans, spyware and other malware;
Me Tangere” sa kanyang klase sa ika-siyam na
and maintain online networks via
baitang na naka-angkla sa Problem-Based
10. Social pressure to networking sites
Learning approach. Gagamit sya ng Google for
MISUSE OF ICT Education applications para maisakatuparan ang

In school, some minor misuse made by

learners include the following:

1. Copying information into assignment and

failing to acknowledge the source (plagiarism
and copyright infringement)
2. Downloading materials not relevant to their
studies
pagtuturo ng naturang lesson. EXAMPLE: Si Bb. Lumagui ay marunong gumamit
at magfacilitate ng klase gamit ang online
platforms na Google Classroom Google Jamboard.

PEDAGOGICAL – CONTENT KNOWLEDGE

• This is how much competencies the teachers

have in making the students learn concepts and
skills.

• This includes the knowledge of how to use

techniques that can meaningfully address
different learning styles while supporting content
CONTENT KNOWLEDGE with deeper understanding.
• “WHAT YOU TEACH” EXAMPLE: Gamit ang Problem-Based Learning
• This is composed of facts, concepts, theories or approach, sisimulan ni Bb. Lumagui ang diskusyon
principles in a given discipline. sa pamamagitan ng pagbabangit ng ilang isyung
pangkomunidad ng Pilipinas.
• The teacher understands the content such as
language, arts, math, science, history among TECHNOLOGICAL – CONTENT KNOWLEDGE
others. • This refers to technology being used in a specific
EXAMPLE: Mr. Hernan knows the in and outs of subject – area to enrich and deepen student’s
the topic - “Kahalagahan ng Pag-aaral ng mga understanding of content.
Kontemporaryong Isyu - Mga Suliraning • Teachers and students may gather information
Pangkapaligiran” and collect data and evidence using technology
PEDAGOGICAL KNOWLEDGE tools.

• “How you teach” EXAMPLE: Tuturuan ni Bb. Lumagui ang kanyang

mga mag-aaral na gumamit ng Google Scholar at
• The teachers need to possess the capability to Research Gate upang makatulong sa paghahanap
handle learning through effective method and nila ng mga akda at pananaliksik ukol sa mga
appropriate strategies. problemang pangkomunidad.
• It is the expert’s knowledge in the science of TECHNOLOGICAL – PEDAGOGICAL KNOWLEDGE
teaching from educational and learning theories
to individual differences to strategies and • This refers to knowing how to select, use or
techniques as well as assessment of learning. develop technology to manage student learning.

EXAMPLE: Upang maisakatuparan ang kasanayang • Using the appropriate technology to ensure
pampagkatuto na “F9Pd-IVe-f-58 Batay sa effective instruction
naririnig/ nababasa sa multimedia, nailalahad ang EXAMPLE: Pangungunahan ni Bb. Lumagui ang
mga hinaing ng mga piling tauhan na siya ring diskusyon. Sa pamamagitan ng paggamit ng
hinaing ng mamamayan sa kasalukuyan” gagamit Google Meet & Google Jamboard maibabahagi ng
si Bb. Lumagui ng Problem-Based Approach sa mga magaaral ang kanilang mga nasaliksik
kanyang pagtuturo.
• TPACK will start with content and then
TECHNOLOGICAL KNOWLEDGE pedagogy and then technology.
• This is the teachers’ knowledge on how to • TPACK is about what teachers know, how they
select, use and integrate tools in the teaching and teach, and how technology is used in the delivery
learning context. of the lesson to make it more engaging and
• This also pertains to the quality of content that relevant to the 21st century.
his students may access through appropriate • Sometimes you might get excited about the
applications and sites. technological tool, and design a lesson around it.
Remember, it is NOT about the technology tool • Selecting the appropriate way of delivering the
but it is about the right blend of three knowledge lesson and using the applicable media or
areas. technology can effectively make learners acquire
understanding of the lesson or gain the
competence desired.
PART 2: ASSURE ( ROBERT HEINRICH MICHAEL • The teacher has to decide which strategy,
MOLENDA JAMES D. RUSSELL) materials or technology would be best considering
WHAT IS ASSURE? the learners and the desired learning outcomes.

The ASSURE model is an Instructional Systems 4. UTILIZE METHODS, MEDIA AND MATERIALS
Design (ISD) process that was modified to be used • Planning how to implement these entails a lot of
by teachers in the regular classroom consideration. Bearing in mind the learning
(UbinaBalagtas & Natividad, 2013). outcome of the lesson , the teacher decides which
ASSURE Model is a guide in crafting an part of the instructional flow will a particular
instructional flow that can guide the teacher in material and technology be employed and the
integrating appropriate technology and media manner on how it will be more effective to
into the instructional process. (Bilbao et al. 2019). achieve the learning outcome.

5. REQUIRE LEARNER’S PARTICIPATION

• Student engagement is an important element.

The learners have to be made to understand their
role in taking accountability of their own learning.
Therefore, the teacher has to design sections of
the lesson where the learners are guided to
participate in and perform tasks with minimal or
no supervision at all.

6. EVALUATE STUDENT PERFORMANCE

• Assesing learners performance can take place

across phases of the lesson.

• However, it is emphasized that the basic rule is

that the evaluation should be congruent to the
learning outcome provided in the lesson.

• Some learning outcomes can be sufficiently

1. ANALYZE LEARNERS evaluated using a pen and paper test but there
the learning outcomes that can be assessed by
• With the learner as the center of the
using rubric or having a write-up through the use
instructional process, the initial consideration is to
of a portfolio assessment. The teacher decides
get a clear picture of the learners' learning styles,
which is appropriate for the intention of the
age level interests or preferences, background,
evaluative activity
special needs and cultural diversity.

2. STATE OBJECTIVES

• This is the main instruction guide that will direct

the flow to reach the target. Known as the
learning outcome expected of the lesson, this
statement describes what the learner would be
able to perform as a result of the instruction

3. SELECT METHOD, MEDIA OR MATERIALS