1

Republic of the Philippines

NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

MODULE 1:
Theories and Principles in the Use and Design of

Technology-Driven Lessons

Module Outcomes

1. Identified learning principles and theories that are applied in technology-driven

teaching-learning models.

2. Used the learning principles and theories as basis in the development of the
teaching plans and selection of instructional materials.

Lesson 1: Edgar Dale’s Cone of Experience

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

“The cone is a visual analogy and like all analogies, it does not bear an exact and
detailed relationship to the complex elements it represents.”- Edgar Dale
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences at the bottom of the cone then it becomes more
and more abstract as it reaches the peak of the cone. Also, according to Dale, the
arrangement in the cone is not based on its difficulty but rather based on abstraction
and on the number of senses involved. The experiences in each stage can be mixed
and are interrelated that fosters more meaningful learning.
According to one of the principles in the selection and use of teaching strategies, the
more senses that are involved in learning, the more and the better the learning will
be, but it does not mean that concrete experience is the only effective experience
that educators should use in transferring knowledge to the learner. Like what was
mentioned above, the experiences in each stage can be mixed and are interrelated
thus, a balance must be achieved between concrete and abstract experiences to
cater the and address all the need of the learner in all the domains of development
and to help each learner in their holistic development.
The generalization about the Cone of Experience that was presented above is not
enough. We should try to go deeper in each of the components of the cone since
Educational Technology basically revolves around the Cone of Experience. By going
one-by-one, starting from concrete to abstract, we will understand more the different
components of the cone that will help us in grasping the real meaning of educational
technology.

Direct Purposeful Experiences.

These are firsthand experiences wh ich serve as the foundation of learning.
In this level, more senses are used to build up the knowledge. Also, at this level, the
learner learned by doing things by him/herself. Learning happens through actual
hands-on experiences. This level explains and proves one of the principles in the
selection and use of teaching strategies, the more senses that are involved in
learning, the more and the better the learning will be. This level also proves that
educational technology is not limited 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 learn.

The Contrived Experiences

In this level, representative models and mock-ups of reality are being used to
provide an experience that is as close as reality. This level is very practical, and it
makes learning experience more accessible to the learner. In this stage, it provides

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

more concrete experiences, even if not as concrete as direct experiences, that allows
visualization that fosters better understanding of the concept.

The Dramatized experiences

In this level, learners can participate in a reconstructed experiences that could
give them better understanding of the event or of a concept. Through dramatized
experiences, learners become more familiar with the concept as they emerge
themselves to the “as-if” situation.

The Demonstrations.
It is a visualized explanation of important facts, ideas, or process by pictures,
drawings, film and other types of media to facilitate clear and effective learning. In
this level, things are shown based on how they are done.

The Study Trips

This level extends the learning experience through excursions and visits to the
different places that are not available inside the classroom. At this level, the learning
experience will not be limited to the classroom setting but rather extended to a more
complex environment.

The Exhibits
The level of study trips is followed by exhibits. It is a somewhat a combination
of some of the first levels in the cone. Exhibits are combination of several mockups
and models. Most of the time, exhibits are experiences that is “for your eyes” only but
some exhibits include sensory experiences which could be related to direct
purposeful experiences. In this level, meanings ideas are presented to the learners in
a more abstract manner. This experience allows students to see the meaning and
relevance of things based on the different pictures and representations presented.

The television and motion pictures etc.

The next levels would be the level of television and motion pictures and still
pictures, recordings, and Radio. For television and motion pictures, it implies values
and messages through television and films. On the other hand, still pictures,
recordings and radio are visual and audio devices that can be used by a group of
learners that could enhance and extend learning experience

The Visual symbolic and Verbal symbolic

The last two levels would be the Visual symbolic and Verbal symbolic. These
two levels are the most complex and abstract among all the components of the Cone
of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are
used for abstract representations. On the other hand, the verbal symbolic level does
not involve visual representation or clues to their meanings. Mostly, the things
involved in this level are words, ideas, principles, formulas, and the likes.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8M’s of teaching and each elements
contribute. To ensure effective instruction.

The Eight M’s of Teaching

Milieu – the learning environment
Matter – the content of learning
Method – teaching and learning activities
Material – the sources of learning
Media – communication system
Motivation – arousing and sustaining interest in learning
Mastery – internalization of learning
Measurement – evidence that learning took place

With reference to the 8 M’s of instruction, one element is media, another material.
These two M’s (media, material) are usually the elements of the cone of experience.
Edgar Dale’s Cone of Experience relates well with various instructional media which
form part of the system’s approach to instruction.

What is TPACK?

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

TPACK is a framework that combines the teacher’s three knowledge areas:

Technology knowledge, Content knowledge, and Pedagogical

TPACK identifies three forms of knowledge:

Technological Knowledge: Knowledge about technology, including thinking about
and working with technology, tools, and resources.
Pedagogical Knowledge: Knowledge about pedagogy, including practices or
methods of teaching and learning.
Content Knowledge: Knowledge about the content or subject area to be learned or
taught.
TPACK, or Technological Pedagogical Content Knowledge, is a framework for the
integration of technology in the classroom. The TPACK framework is a helpful guide
to providing students with a high-quality educational experience, when technology is
incorporated in the classroom.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Though its history is difficult to track, TPACK seems to have first been presented in
research written by Punya Mishra and Matthew J. Koehler in 2006, and has since
evolved into the framework teachers use today.
The Technological, Pedagogical and Content Knowledge known as TPACK is a
theoretical model describing the capability of the 21st century teacher.
When technology is used in a specific subject area to enrich and deepen student’s
understanding of content, this is the intersection called TCK or Technological
Content Knowledge.

The ASSURE Model

ASSURE is an instructional design model that has the goal of producing

more effective teaching and learning. “ASSURE” is an acronym that stands
for the various steps in the model. 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:

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

● The general attributes of your learners, such as age, academic

abilities, gender, interests, etc.
● Prior competencies

● 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 because of the
instruction.
To be more concrete about things, this statement will focus on what the
learner will know or be able to do because 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 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

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

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 you're 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 which delivery method will be best for your
instruction. For instance, what proportion of your instruction will be
instructor-centered and what proportion will be student-centered? The 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.
U – Utilize Technology, Media, and Materials
This step in the ASSURE process concerns deciding as to how you will
utilize the technology, media, and materials that you have selected. As with
all the instructional steps, you must make sure that your plans contribute
towards achieving the objectives that you have laid down.
R – Require Learner Participation
This step belongs within earlier steps. It requires that you make plans for
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
them 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. 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

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

The final step in the ASSURE process is just as crucial as all 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:
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 your performance was effective?
In conclusion, the ASSURE process is 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.

LESSON 2
MODELS OF TECHNOLOGY- ENHANCED
INSTRUCTIONAL LESSONS

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

INTRODUCTION
The learning place can also evolve especially when you consider the varied roles
that learners play.
There is also the element of flexibility since learners can tackle assigned tasks at
preferred times or manner of doing them.

ROLES OF LEARNERS
CONTRIBUTORS
Learners can upload materials such as video or audio, post a message,
submit an outcome in a drop box or add documents and eBooks and add a picture or
contribute to a digital world using a ‘popup’.
WHAT IS DROPBOX?
Dropbox is a personal online backup service that is frequently used for file
sharing and collaboration. Users can save files to the folder, add new folders and
drag and drop files among folders just as if they were all local.
CREATORS
Students can collate a digital portfolio commonly known as an eportfolio or create a
virtual poster or an interactive resource. They can produce a digital story, edit the
entries and share.
COMMUNICATORS
Using technology tools, students can chat with peers, post a reply in a blog and
contribute a comment to the let thread flow. Creating a wiki, editing and adding to it
gives the students the chance to communicate their thoughts. Using the chat room or
the web conferencing by Skype creates a new dynamic to what a learning place is.
COLLABORATORS
Capstone projects can be outputs of collaboration. Student's scans participate in
posting ideas in a Forum where there can be an asynchronous discussion. Using
wikis to participate in group work with the aim to accomplish a task or comment on
blogs are a few ways to perform the role of a collaborator in a new idea of a learning
place.

There are many great ideas on how to integrate a technological tool or an

application in teaching the lesson. Identifying the possible role that students need to
be can guide them choose the appropriate way of choosing the right tool.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

One common tool is a mobile device. It is a computing gadget such as a smartphone

that can be handheld and carried along by the user.

BLOGS
It is a webpage that you need to create and where you can write and post your
ideas.
ONLINE JOURNAL
ALLOWS YOU TO SHARE WITH WHAT YOU THINK AND FEEL
IMPROVES WRITING SKILLS
1. Blogging Ideas

● Reflect on Reading. Using blogs, post your reflections on a book that you are
assigned to read.
● Picture Prompt. Post a blog on your reflection based on a picture Students
can be given a word limit in writing a creative piece or an idea.
● Stat! Given limited time, students post their interpretation of statistical data
provided in class. This can be homework assigned to them.
● Dream On! In social studies class, students can post about their dream
destinations by describing the culture, the people and scenic spots. Pictures
can be added to enliven the posts.
2. Web Conferencing Ideas

● Expert Guest Practitioner. Invite somebody who is an expert in a particular

field into a web conference (e.g., Skype)
● Share and compare. Using web conferencing, data from a science
investigation can be shared to other groups or students from other schools.
● Mediated Tutorial. Through web conferencing, learners can set a time for a
tutorial session with an assigned peer.
PADLET
A tool suited for sharing information or content where students and teachers
can collaborate.

● Allow engagements of students

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

● For educational purposes

● Used for business

Padlet - is another tool that can be accessed online and suited for sharing
information or content and can allow engagement of students. Although it can be
used for business but with creativity, it can be appropriate for educational purposes.

DESIGNING A LESSON WITH APPROPRIATE TOOLS

TO ACHIEVE LESSON’S OBJECT

Step 1: identify learning objectives based on a topic or content.

● OBJECTIVES ARE OBSERVABLE

● CONSIDER YOUR SUBJECT MATTER THAT IS INCLUDED IN YOUR
LESSON
Step 2: Determine knowledge and skills.

● ASSESS YOUR STUDENTS

● FIND OUT HOW YOUR STUDENTS LEARN
● EXPOUND YOUR RESOURCES TO OBTAIN YOUR OBJECTIVES

Step 3: Select a tool or an instructional aid to use.

● REASSURE THAT YOU KNOW HOW TO USE YOUR PREFERRED TOOL

● CHECK IF YOUR LESSON’S CONTENT GOES ALONG WITH YOUR TOOL

Step 4: Determine the method of the assessment.

● SET A CRITERIA TO ASSESS THE CHOSEN TECHNOLOGY TOOL

( CONTENT WILL STILL BE THE BEST BASIS)
● CHECK THE CALIBER OF THE INFORMATION AND THE ICT SKILLS OF
YOUR STUDENTS.

A SAMPLE PLAN MAKING USE OF A MOBILE DEVICE

⮚ Performance Outcomes: Learners must be able…

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

● Identify the plot of a given fiction in literature

● Create a script to enact one section of the plot
● Use a mobile device to document a section of the plot and which has to
be uploaded for the class to review
⮚ Prepare Things Needed in Settings Up The Classroom
● A literary material from a book
● Mobile device with a camera
● Internet access

● Teacher needs to ensure that a platform has been setup were learners
can upload their own material
⮚ Plan And Pushed Instructional Flow
● After finishing a particular fiction literature, discuss with learners the
element of a plot
● Divide the class into groups to write a short script to summarize the plot
● Then they will act scene with the use of mobile device to record their
final play
● The recording well then be uploaded to the site
⮚ Provide Plausible Possibilities
● The written script of a scene can be acted out like a radio play using
the audio recording feature like a podcast0 this can be also uploaded in
the class site.
● As a team, they create a different ending or inject a different twist ion
the story. The team can select the best plausible twist.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

MODULE 2:
ICT POLICIES AND ISSUES:

IMPLICATIONS TO TEACHING AND LEARNING

POLICIES AND ISSUES ON INTERNET AND IMPLICATIONS TO TEACHING

Definition of ICT Policy
The Oxford English Dictionary has defined “policy” as a course of action adopted and
pursued by a government, part, ruler, and statesman. It is any course of action
adopted as expedient advantageous. Its operational definition of policy is a plan of
action to guide decisions and achieve outcomes.
Thus, ICT Policies are needed to put a roadmap of course of actions to be pursued
and adopted by various governments, organizations, entities involving ICT. These
include principles and guidelines in the use of ICT which cover three main areas:
Telecommunication (telephone), broadcasting (radio and television), and internet.
THE NEW ICT TECHNOLOGIES

❑ INFORMATIONAL TECHNOLOGY

❑ TELECOMMUNICATION TECHNOLOGIES

❑ NETWORKING TECHNOLOGIES

❑ THE DICT ROADMAP

The Department of Information and Communication Technology (DICT) has

formulated a roadmap to guide all agencies in the utilization, regulation and
enhancement of ICT

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

The ICT for Education (ICT4E) is a program under DICT that supports all the efforts
of the education sector in incorporating the use of ICT as well as in determining and
gaining access to the infrastructure which are necessary to use and deploy learning
technologies at all levels of education. Among the policy recommended programs
that have applications to education teaching learning are:

▪ ICT in Education Master plan for all levels, including a National

Roadmap for faculty Development in ICT in Education. A National
framework Plan for ICTs in basic Education was developed.
▫ Content and application development through the Open Content to
Education Initiative (OCEI) which converts DepEd materials into
interactive multi-media content, develop applications used in schools
and conduct students and teachers completions to promote the
development of education-related web content.
▪ PheDNET is a “walled garden that hosts educational learning and
teaching materials and applications for the use by Filipino students,
their parents and teachers. All public high school will be part of this
network with only DepEd approved multi-media applications, materials
and mirrored internet sites accessible on school’s PCs.
▫ Establish Community elearning Centers called eSKwela for out-of-
school youth (OSY) providing them with ICT enhanced alternative
education opportunities.
▪ eQuality program for tertiary education through partnership with
universities and colleges (SUCs) to improve quality of IT education and
the use of ICT in education in the country, particularly outside of Metro
Manila.
▫ Digital Media Arts program which builds digital media skills for
government using Open-source technologies. Beneficiary agencies
include the Philippine Information Agency and the other government
media organizations, the Cultural Center of the Philippines, National
Commission for Culture and Arts and Other government art agencies,
State Universities and Colleges and local government units.
▪ ICT Skills strategic and which develops an inter-agency approach to
identifying strategic and policy and program recommendation to
address ICT skills demand-supply type.
SOME ISSUES ON ICT AND INTERNET POLICY AND REGULATIONS

✔ Issue no.1: Freedom of Expression and Censorship

✔ Issue no.2: Privacy and Security

✔ Issue no.3: Surveillance and Data Retention

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

✔ Issue no.4: E-pollutants from E-waste

IMPLICATIONS TO TEACHING AND LEARNING

● Guide the teachers on what they should teach that relate to ICT, and how to
teach it. Since ICT development comes so rapid and fast, teachers might be
overwhelmed by its rapid speed. Temperance in its use is a caution that
should be looked at.
● Technology should not replace the human teacher. The tools are support
instructional materials for the teachers which are available for use. The
teacher should learn how to appropriately use them. The human touch of the
teacher is still the vital component in teaching. Teachers should always be
reminded that there are always limitations in the use of different gadgets and
tools.
● These are rules and regulations that govern the use of technology. Caution
should be observed to protect individual privacy. As teachers, you must be
aware that the use of technology jeopardizes your privacy and security.
● All issues and many more shall be part of the teaching content as each
teacher will be encouraged to use technology in teaching.
IMPICATION TO LEARNERS AND LEARNING

● The learners of the 21st Century are even more advanced than some of the
teachers. However, learners still need guidance on how to use and regulate
technology use. As there are positive and negative effects of technology use.
Learners should not only know the benefits, but they should also know how
they can be protected from the hazard that technology brings to their lives.
● Learners should take advantage of the potential of learning support they can
derive such as the development of learning communities through
collaboration, the enhancement of skills to manage the vast resources a 21st
century learners.
● Teachers and learners should also be mindful of the e-waste that is being
thrown away to the land and to the atmosphere.

ICT NATIONAL OR INTERNATIONAL POLICIES THAT ARE APPLICABLE TO

TEACHING AND LEARNING
I. Eight policies are commonly identified in educational technology
policies around the world:

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

1. Vision and Planning

2. ICT Infrastructure
3. Teachers
4. Skills and Competencies
5. Learning Resources
6. EMIS
7. Monitoring and Evaluation
8. Equity, Inclusion, and safety

THEME #1 VISION & PLANNING

A. Having a vision
B. Linking ICT/education policies to other policies
C. Providing a mechanism for funding
D. Authorizing authority to lead or oversee implementation
THEME #2 INFRASTRUCTURE
A. Ensuring adequate power
B. Providing sufficient equipment and networking infrastructure
THEME #3 TEACHERS
A. Providing ICT-related training (technical and pedagogical) for teacher
B. identifying a set of teacher competency standard
C. Supporting teachers in their use of ICT
D. Building awareness among and support for school administrators, as a
support for ICT use by teachers and learners
THEME #4 SKILLS & COMPETENCIES
A. Identifying ICT literacy/digital competency standards, and offering
related training, support, assessment and certification
B. Articulating and supporting ICT-enabled lifelong learning opportunities
THEME #5 LEARNING RESOURCES
A. Supporting the development, dissemination and utilization of digital
learning resources
THEME #6 EMIS
A. Supporting the collection, processing analysis, and dissemination of
education related data to relevant stakeholders.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

THEME #7 MONITORING & EVALUATION, ASSESSMENT, RESEARCH &

INNOVATION
A. Monitoring ICT use in education its impact on teaching and learning
B. Utilizing ICT to support assessment activities
C. Dedicated support for exploring innovative uses of ICT in education
THEME #8 EQUITY, INCLUSION, & SAFETY
A. Prioritizing “pro-equity” provisions and approaches related to the use of
ICTs in education
B. Articulating and supporting efforts to promote ethical practices related
to ICT use in education, including the safety and security of data and
appropriate privacy provisions.
II. NATIONAL POLICIES
Cybercrime Prevention Act of 2012 (RA 10175)
It is intended to prevent cybersex, online child pornography, identity theft and
spamming but it also libels a cybercrime punishable by up to 12 years in jail.
Data Privacy Act of 2012 (RA 10173)
Protects individuals from unauthorized processing of personal information that is (1)
private, not publicity available; and (2) identifiable, where the identity of the individual
is apparent either through direct attribution or when put together with other available
information.
Safe Spaces Act (RA 11313)
To address existing gaps and issues on equality, security, and safety of both women
and men in private and public spaces.
eCommerce Act of the Philippines (RA 8792)
An act providing for the recognition and use of electronic commercial and non-
commercial transactions and documents, penalties for unlawful use thereof.
Executive Order No.810 S.2009
Institutionalizing the Certification Scheme for Digital Signatures and Directing the
Application of Digital Signature in eGovernment Services.

ROLES OF ICT IN TEACHING FOR LEARNING

● ICT enables self-paced learning through various tools such as assignment,

computer etc. because of his teaching and learning enterprise.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

● The use of ICT in education adds value in teaching and learning, by

enhancing the effectiveness of learning, or by adding a dimension to learning
that was not previously available.
● To stimulate interest and motivation in the learning process. O To change the
traditional way of teaching implementing the use of multimedia technologies
such as video, images, animation and visual effects, etc.
● New opportunities for authentic tasks and materials. O To develop and
practice learner's skills. O Teaching-learning interaction between teachers
and students.

SAFETY ISSUES IN ICT

♦ Trailing cables- Trailing and reeling cables are electrical power cables
for mobile apparatus, such as large excavators, draglines, stackers and
reclaimers. The cable allows the mobile apparatus to move without
disconnecting its electric power supply.
♦ Soft drinks and Foods- If any liquids are split on electrical equipment,
such as computer, it can result damage to the equipment, or an electric
shock to the user.
♦ Overloaded Power Sockets- Plugging too many cables into a socket
can result in the socket being overheated and a fire starting.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

MODULE 3:
ONLINE DISTANCE EDUCATION
COMMUNITIES OF LEARNERS

Flexible Learning Environment

Learning nowadays is viewed differently. The present generation of learners has
access to information at their fingertips. That the teacher is no longer seen as
basically the dispenser of knowledge but rather as one who expertly directs the
learners to take their own track in searching for answers to questions raised
inside the classroom.
Online Distance Learning
Online distance learning is not a new concept. Some schools, higher education
institution in the country, and educational agencies such as the Southeast Asian
Ministers of Education Innovations in Educational Technology
(SEAMEOINNOTECH) provide this mode of learning. It allows flexibility in
learning to a certain extent.
Synchronous and Asynchronous
An online chat in real time is a Synchronous session. Course participants meet
in a virtual classroom and discuss a topic in the lesson. Another important
feature is the Asynchronous session. This is when questions or tasks are posted,
and course participants answer the question or post their reply at any time most
convenient to them.
Blended Learning

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Another way of handling flexible learning is by combining modalities of

instructional delivery. Blended learning is a combination of learning activities
wherein a part of the lesson is delivered online while the other part is handled in
the actual physical setting of a classroom.

Kinds of Blended Learning

Model 1: Face-to-Face driver
In the face-to-face model, the teacher delivers the curricula most of the time and
utilizes online learning at certain times with the purpose to augment or provide
an alternative experience.

Model 2: Rotation
In a particular course or subject, students rotate on a fixed schedule between
learning online in a one-to-one, self-paced learning environment and being
inside the classroom with a face-to-face teacher.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Model 3: Flex
This model uses an online platform that delivers most of the course. Support to
learning is provided as needed through on-site support or by an online tutor who
facilitates the tutorial or small group session.

Model 4: Online Lab

The online-lab model uses an online platform in delivering the course but
located in a physical classroom or computer laboratory. Since the lessons are in
modular format and available in the online program, teacher assistants supervise
these classes. However, they may not provide the needed expertise if learners
seek assistance.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Model 5: Self- Blend

The self-blend model is a system provided by the school where students can
choose the courses they would like to have in addition to their typical brick-and-
mortar classroom classes. This model is always remote- a major difference from
the online lab.
Model 6: Online Driver
The online-driver model utilizes a platform and a teacher that delivers all
curricula. Students remotely work on their program most of the time on
networking sites. Through the site, one can contact friends or share resources
and interests. Communication through a chat format can either be one-on-one or
in a group.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

The Benefits of Using Social Networking Sites

Getting connected to family and friends is now just a few clicks away.
Provide information
The Dangers of Using Social Networking Sites
Teachers as well as parents are wary of youngsters using social
networking sites due to many negative publicity and real incidents
connected to wrong use of social networking websites.
Educational Sites and Portals
A lot of information was found on the net. These can be explored and
studied to determine their relevance to the lesson. These are concerned
parties that host educational services through websites and portals.
Educational Technology and Mobile Learning
The administrator of this site allows users to download, print and share
the materials just if proper citation is done and that the materials are
shared free of charge.
What is the right mindset of a teacher in using the digital tool?

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

As you prepare to become a teacher by learning how to utilize these

digital tools, you need to have the right mindset or a way of thinking how
these tools can be effectively integrated in the lesson. A lot of teachers
may find it daunting to use a technological tool in a lesson.
Social Networking Platforms

Facebook

Twitter

LinkedIn

Google

YouTube

Pinterest

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Instagram

Tumblr

MODULE 4:
COLLABORATIVE PROJECTS

Collaborative Projects allow groups of people to work together to create online

content. Also, it is where there are two or more participants with differing inputs
working cooperatively, with the goal of the resulting joint output being greater than if
any partner had completed the project alone.

TWO TYPES OF COLLABORATIVE PROJECTS CAN BE PARTICULARLY

USEFUL FOR UNDERGRADUATE RESEARCH:

● WIKIS ( WIKIPEDIA)

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

● SOCIAL BOOKMARKING

On Wikipedia, anyone can modify the content of articles by adding, removing, or

changing text, images, and links. Wikis allow researchers to share data files, edit
documents, and discuss content.
Social Bookmarking allows users to collect, organize, share, and discover online
resources. Social bookmarking allows users to create profiles and organize and
share their collection of particularly useful web pages.

TYPES OF COLLABORATIVE WORKING

TEAM COLLABORATION
It is a communication and project management that emphasizes teamwork.
Example: Working on task and project
COMMUNITY COLLABORATION
Is the process by which citizens, agencies, organizations and business make
formal to work together.
Example: Partner agencies

NETWORKING COLLABORATION
It is a network consisting of a variety of entities, partnership of anonymous
people.
Example: Organization and people
CLOUD COLLABORATION
Is a type of enterprise collaboration that allows employee to work together on
documents and other data
Example: Dropbox
VIDEO COLLABORATION with the connection
The participants can see, hear and talk to each other in real time no matter
where you are in the world.
Example: ZOOM, messenger
INTERNAL COLLABORATION

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Means collaborative arrangements within a group of companies, or within

various strategic businesses.
Example: team collaboration
EXTERNAL COLLABORATION
Knowledge sharing that occurs outside of an enterprise.
Example: Vendors and suppliers
STRATEGIC COLLABORATION
It is an arrangement between two companies to undertake a mutually
beneficial project.
Example: Spotify and Uber

What Types of Projects Require Collaboration?

Digital services
Improving communication within teams, between teams and with third parties.
Examples of digital services include games, e-books, cloud-based software,
websites, and streaming music.
Information technology
Give end users access to features such as voice, calendar, chat and file sharing, as
well as video meetings, which have become necessary as employees across
industries continue working remotely.
Accounting
Enables accountants and clients to operate, communicate and manage everything at
once, removing the need for sequential operations.
Business consulting
Business consultants serve as professional advisors to help companies achieve their
goals or streamline operations in a particular area of the business, such as sales, IT,
finance, marketing, supply chain management, HR, operations, engineering, and
security.
Engineering and architecture
Most building projects demand that architects and engineers communicate and work
together. This is necessary to: meet the clients’ requirements, comply with relevant
standards, achieve design coherence and then a high performances safe building.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Managed service providers Help accelerate your digital workplace transformation

with service models that are tailored to meet your business needs, enabling you to
create a collaborative work environment so you can focus on your strategic business
priorities.

MODULE 5:
NETIZENSHIP AND NETQUETTE IN ONLINE
COMMUNITIES

Netiquette is a portmanteau of network and etiquette. According to

Encyclopedia Britannica, netiquette is a set of “guidelines for courteous
communication in the online environment.” Netiquette guidelines include rules for
both social interaction and technical activities on the internet.
Some netiquette guidelines:

❖ Protect Your Reputation

Whether in real or in virtual world, you are the same person. Do only what is
appropriate and share information that does not harm a person.

❖ Respect Others

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Respect begets respect. Treat everyone with respect even if you have not seen
him/her in person. Be judicious about what you say on your own and other’s pages.

❖ Express Yourself Clearly and Use Emotions

Communication online is difficult because emotions are not evident during

communications. Miscommunication usually takes place because your facial
expression and your body language cannot be seen, and the tone of your voice
cannot be heard. Thus, emotions are readily available to show your emotions.

❖ Remember the intellectual property

Ideas online are products of intelligence of others. If you need to cite them,
acknowledge the authors. You do not want to steal the properties of others.

❖ Check Spelling, Grammar, and Punctuation

Since your face cannot be seen online, you will be judged according to your posts.
Good writing means good manners. We do not want to waste other people’s time
reading our post which is incomprehensible.

❖ Pause before you post

Take note that whatever you post becomes permanent therefore think twice or thrice
before you click send.

❖ Do not share your personal information

Sharing your personal information online is like going around the street wearing a
shirt printed with your name, birthday, address, name of parents, etc. You definitely
do not want to reveal all this to many people. Besides, providing all these publicly will
make you prone to identity theft.

❖ Think about who or what you are representing

As a son/daughter, you represent your family. As a student, you represent your

school. You do not want your family or school to be put to shame by what you do.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

MODULE 6:
DIGITAL AND CONVENTIONAL LEARNING
MATERIALS TO ENHANCE TEACHING- LEARNING

DIGITAL LEARNING RESOURCES

A digital learning resource is anything which can be stored in a digital format
and used or adapted for teaching and learning.
TYPES OF DIGITAL LEARNING RESOURCES
TEXT - Online articles, websites, e-books and manual.
GRAPHICS - Photos, painting, drawings, cartoons.
AUDIO - Podcast
VIDEO - Online videos on the web or institutionally produced videos.
ANIMATIONS - Animated demos
GAMES – Minecraft

1. GOOGLE DOCS

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Google Docs is an online word processor included as part of the free, web-
based Google Docs Editors suite offered by Google, which also includes
Google Sheets, Google Slides, Google Drawings, Google Forms, Google
Sites and Google Keep.

2. YOUTUBE

YouTube is an American online video sharing and social media platform

headquartered in San Bruno, California. It was launched on February 14,
2005, by Steve Chen, Chad Hurley, and Jawed Karim

3. SURVEY MONKEY

Create surveys online in minutes. Transform feedback into growth for your
business. Create simple to sophisticated surveys online.

4. WORD CLOUDS

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

It is a visual representation of text data, which is often used to depict keyword

metadata on websites, or to visualize free form text.

5. AUDIOS

It is a representation of sound, typically using either a changing level of electrical

voltage for analog signals, or a series of binary numbers for digital signals.

6. VIDEOS

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

It is an electronic medium for the recording, copying, playback, broadcasting,

and display of moving visual media.

7. SLIDE PRESENTATIONS/NARRATED SLIDESHOWS

A slide is a single page of a presentation. Collectively, a group of slides may

be known as a slide deck.

8. STILL IMAGES/ PHOTOGRAPHS, TAKING PICTURES

Is the art, application, and practice of creating durable images by recording

light, either electronically by means of an image sensor, or chemically.

9. COMIC STRIPS

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

It is a sequence of drawings, often cartoons, arranged in interrelated panels to

display brief humor or form a narrative, often serialized, with text in balloons
and captions. A mobile application or app is a computer program or software
application designed to run on a mobile device such as a phone, tablet, or
watch.

MODULE 7:
ICT AND CONVENTIONAL LEARNING MATERIALS
TO ENHANCE LEARNING AND TEACHING

What are Conventional Learning Resources?

Conventional learning materials include textbooks, readings, or a calculator.
The purpose of teaching and learning materials is to make lessons interesting,
learning easy and enable teachers to easily express concepts. Learning
materials can significantly increase learners' achievement by supporting
learning.

CONVENTIONAL LEARNING RESOURCES

CONVENTIONAL LEARNING
Refers to conventional teaching and learning within a brick-and mortar-
classroom facilities.

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

CONVENTIONAL EDUCATION
Uses traditional way of teaching method instructional Materials also known as
teaching/learning materials, are any collection of materials including animate
and inanimate objects and human and non-human resources that a teacher
may use in teaching and learning situations to help achieve desired learning
objectives Including:

1. MANIPULATIVES (Realia and models or mockups)

Realia can incorporate what's already in your classroom, such as a desk,

chair, or poster. Or it can be something you've brought from outside class, like
a collection of colorful brochures, a stuffed animal, tickets, or souvenirs you
got while traveling.

2. PRINTED MATERIALS (Handouts, study guides, flashcards, big books)

It is extremely portable, cost effective, readily available, and comfortable to

use. Students don't need special equipment to use it, and with adequate light,
print materials can be used anywhere at any time. Students can review the
materials at their own speed.

3. CHART, GRAPHS AND POSTERS

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

They enable students to see ideas visually laid out in an organized way. Also,
visual tools can help the students process content and make connections
more easily.

4. WALL DISPLAY

Wall displays help students keep track of what they have learned and help
them make connections and develop coherency between ideas, tasks and
lessons.

Importance of Conventional Learning Materials?

Can significantly increase learners' achievement by supporting learning.
The purpose and importance of teaching and learning materials is to make lessons
interesting, learning easy and enable teachers to easily express concepts.

Guidelines in Designing Conventional Instructional Materials

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Republic of the Philippines
NORTH EASTHERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
LIANGA CAMPUS, Lianga, Surigao Del Sur

Unity- Use only one idea for each visual aid includes a headline.
Simplicity- Make ideas simple and easy to recall
Legibility- Make letters big and readable for all the audience.
Consistency- Use the same type of style and art style.
Clarity- Avoid letters that are too small, avoid all caps.
Quality- Make it neat, professional, and resourceful

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