Santiago City

Tel/Fax: (078)-682-8454 / 305-0957

www.northeasterncollege.edu.ph

COLLEGE OF EDUCATION

Course Code : D146

Course Name : Technology for Teaching and Learning 1
Course Schedule : S 3-6PM
Course Facilitator : Perfecto M. Garcia III

MODULE 1

Basic Concepts in Technology for Teaching and Learning 1

Learning Outcomes:

● Identify the competency standards of ICT for teaching and learning in pre-service
teacher education
● Unpack the basic concept of ICT to provide a common understanding for teachers and
learners
● Value the use of ICT in the teaching and learning processes

Introduction

Technology has become integral to our daily lives, permeating various aspects of society
and revolutionizing how we communicate, work, and live. From smartphones to artificial
intelligence, technology has transformed the world we know.

Moreover, technology has profoundly impacted various sectors, including healthcare,

transportation, entertainment, finance, and education. It has improved medical treatments,
facilitated global trade and travel, revolutionized entertainment platforms, streamlined financial
transactions, and transformed the way we learn and teach.

As technology advances at an unprecedented pace, it is essential to explore its potential

benefits while considering the ethical, social, and environmental implications. By harnessing
technology responsibly, collaboratively, and for the greater good, we can unlock its full
potential to create a more inclusive, sustainable, and prosperous world for generations to
come.

Lesson 1: ICT Competency Standards for Philippine Pre-service Teacher Education

Learning Outcomes:

● Identified the competency standard ICT necessary in teaching for pre-service teacher
education
● Familiarized with the ISTE National Educational Technology Standard for Teachers

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy,

Standards, and Guidelines (PSG) for Pre-Service Teacher Education
 The program outcomes for teacher education degrees clearly state that every future
teacher ‘’ demonstrates proficiency in the development and utilization of Information,
Communication, and Technology (ICT) resources in promoting quality teaching-
learning process.

To ensure that the program outcomes related to ICT shall be achieved, competencies were
identified to be developed by every Pre-Service Teacher (CHED-UNESCO, Bangkok, 2009).

ICT is the use of digital technology, communication tools, and/or networks to access,
manage, integrate, evaluate, create, and communicate information to function in a knowledge
society.

The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to handle learners of the 21 st century
in the future classroom. These domains and corresponding competencies are found in the
table.

Domain 1: Understanding ICT in 1.1. Demonstrate awareness of policies

Education affecting ICT in education
1.2. Comply with ICT policies as they affect
the teaching-learning environment
1.3. Contextualize ICT policies in the learning
environment
Domain 2: Curriculum and Assessment 2.1. Demonstrate understanding of concepts,
principles and theories of ICT systems as
they apply to teaching-learning
2.2. Evaluate digital and non-digital learning
resources in response to student's diverse
needs.
2.3. Develop digital learning resources to
enhance teaching-learning
2.4. Use ICT tools to develop 21st century
skills: information media and technology
skills, learning skills, learning and innovation
skills, career skills and effective
communication skills.
Domain 3: Pedagogy 3.1. Apply relevant technology tools for
classroom activities
3.2. Use ICT knowledge to solve complex
problems and support students collaborative
activities
3.3. Model collaborative knowledge
construction in face-to-face and virtual
environment
You sent
Domain 4: Technology Tools 4.1 Demonstrate competence in the technical
operations of technology tools and systems
as they apply to teaching and learning
4.2 Use technology tools to create new
learning opportunities to support a community
of learners
 4.3 Demonstrate proficiency in the use of
technology tools to support teaching and
learning
Domain 5: Organization and 5.1 Manage technology-assisted instruction
Administration in an inclusive classroom environment
5.2 Exhibit leadership in shared decision-
making using technology tools
You sent

Domain 6: Teacher Professional Learning 6.1. Explore existing and emerging

technology to acquire additional content and
pedagogical knowledge
6.2 Utilize technology tools in creating
communities of practice
6.3 Collaborative with peers, colleagues, and
stakeholders to access information in support
of professional learning
You sent

Domain 7: Teacher Disposition 7.1 Demonstrate social, ethical, and legal

responsibility in the use of technology tools
and resources
7.2 Show a positive attitude toward the use of
technology tools

Likewise, the Department of Education issued Order 42, s. 2017 mandating the use of the
Philippine Professional Standard for Teachers (PPST) to start with the beginning teachers
who are fresh graduates from the Teacher education program. The document includes
showing skills in the positive use of ICT to facilitate teaching and learning and showing skills
in the selection, development, and use of a variety of teaching-learning resources including
ICT to address learning goals.

These competency standards to learn and master will assure the 21st-century learners in your
class of more enjoyable, creative, innovative ways of teaching and learning.

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS’

T)

The program outcomes for teacher education degrees clearly state that every future
teacher: "demonstrate proficiency in the development and utilization of Information,
Communication, and Technology (ICT) resources in promoting quality teaching-learning
process. An international organization for educational technology called the International
Society for Technology in Education (ISTE), established standards for both teachers and
students. These standards were also referred to in the development of the Philippine ICT
Competency standards which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology operations and
concepts.

Standard 2: Planning and Designing Learning Environment and Experiences

This standard implies that teachers utilize the use of technology to plan and design effective
learning environments and experiences.
Standard 3: Teaching. Learning and Curriculum
Teachers should be mindful of the implementation of the curriculum plan. They have to include
strategies for applying technology to maximize student learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies to collect and analyze data, interpret results, and communicate findings to improve
instructional practice and maximize student learning.

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in ongoing professional development and lifelong learning
in support of student learning, increase productivity, and build a community of learners.

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in support of student learning who come from diverse backgrounds, affirm
diversity, promote safe and healthy use of technology resources, and facilitate access to
technology resources for all students.

Likewise, ISTE also developed standards needed for students. These standards will be used
as a guide by teachers to plan technology-based activities in which students achieve success
in learning, communication, and life skills.

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS (NETS'

S)

From how technology teachers facilitate learners, outcomes of student learning should
indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology from existing Knowledge.

Standard 2: Communication and Collaboration

This standard requires students to use digital media and environments to communicate and
work collaboratively to support individual learning and contribute to the learning of others. This
includes the use of a variety of media and formats for global awareness with learners from
other cultures.

Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate, and use information and plan
strategies for inquiry. This standard expects the student to locate, organize, analyze, evaluate,
synthesize, and ethically use information from a variety of sources and media.

Standard 4: Critical Thinking. Problem-Solving and Decision Making

This standard expects the students to use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital
tools.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a digital citizen who
demonstrates ethical and legal behavior, exemplified by the practice of safe, legal, and
responsible use of information. Further, the student exhibits a positive attitude toward the
support of technology for collaboration, learning, and productivity as a digital citizen.

Standard 6: Technology Operations and Concepts

A sound understanding of technology concepts, systems, and operations is a standard that

students should comply with. They too, are expected to further transfer current knowledge to
learning of new technologies.

As pre-service teacher education students now. You will have to master the knowledge and
skills (Learning to Know) for the standards for students. However since you will become
teachers in the future, you should harness the same knowledge and skills to become (Learning
to Become) future teachers.

A. ISTE STANDARD FOR TEACHERS B. ISTE STANDARD FOR STUDENTS

1. Technology Operations and 1. Creativity and Innovation

Concepts
2. Planning and Designing Learning 2. Communication and Collaboration
Environment and Experiences
3. Teaching, Learning and Curriculum 3. Research and Information Fluency
4. Assessment and Evaluation 4. Critical Thinking, Problem-Solving and
Decision Making
5. Productivity and Professional 5. Digital Citizenship
Practice
6. Social, Ethical, Legal and Human 6. Technology Operations and Concepts
Issues

Educational Technology refers to the use of technology in teaching and learning. It includes
both digital and non-digital tools.

Lesson 2: Understanding the Basic Concepts in ICT

Learning Objective:

● Students will be able to Define ICT components

● Learners will describe basic data management principles, such as data types and
storage.
● Understand digital security: Students will grasp fundamental digital security concepts,
like password protection and online privacy.

1. Technology refers to methods, processes, and devices used for practical purposes.
It includes instruments from pencil and paper to modern electronic gadgets and tools for
practical tasks.

2. Information and Communication Technology and Literacy or ICT Literacy is the use
of digital technology, communication tools, and networks to access, manage, integrate,
evaluate, create, and communicate information (Guro 21, 2011).
3. Educational Technology refers to the utilization of technology in teaching and learning,
which includes both non-digital (flip charts, pictures, models, realia, etc.). And digital
(electronic tools: hardware, software, and connections, etc.).

4. Digital Literacy refers to the ability to discover, assess, utilize, share, and
Generate content with the use of information technologies and the internet
(Cornell University).

5. Digital Learning is an instructional practice that utilizes technology to reinforce students’

learning experience. It covers the use of a broad spectrum of processes that comprises
blended or virtual learning. It can come online or offline, which utilizes digital technology.

6. Online Digital Tools and Apps use an Internet connection to access the information
needed, like Skype. It is a telecommunication application software product that focuses on
providing video chat and video calls between computers, tablets, and mobile devices via the
Internet and regular telephones.

7. Off-line Digital Tools and Apps can still be used even if there is no internet access. Among
these are Canary Learning, Pocket, Evertone, iBooks, and KA LITE (Gupta, Priyanka, 2017).

8. Instructional Technology refers to the theory and practice of design, Development,

utilization, management, and evaluation of the processes and resources for learning
(Association for Educational Communications and Technology, Seels, B.B. &Richey, P.C.
1994).

9. Software refers to program control instructions and accompanying documentation stored

on disks or tapes when not being used in the computer. By extension, the term refers to audio-
visual materials (Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given

presentation or self-study program (Smaldino, 2005).

11. The Internet is a massive network of networks, a networking infrastructure. It connects

millions of computers globally, forming a network in which any computer can communicate
with any other computer as long as they are connected to the internet. It is generally defined
as a global network connecting millions of computers (http://www.webopedia.com).

12. The World Wide Web (www) is also called the Web, which is a graphical environment on
computer networks that allows you to access, view, and maintain documentation that can
include text, data, sound, and videos (Smaldino, 2005). It is a way of accessing information
over the medium of the internet. It is an information-sharing model that is built on top of the
Internet.

13. Web Access is the ability of the learner to access the Internet at any point during
The lesson is to take advantage of the array of available educational resources.
14. Web quest is an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various programs,
including simple word-processing documents that include links to websites.

15. Productivity Tools refers to any type of software associated with computers and related
technologies that can be used as tools for personal, professional, or classroom
productivity

Examples: Microsoft Office, Apple Works – word processing, grade and

record-keeping, web page production, presentation) (KFIT-Unesco 2016).
16. A Technology Tool is an instrument used for doing work. It can be anything that helps
you accomplish your goal with the use of technology. These technology tools can be classified
as:

a. Data/Calculation Tools.
Examples: spreadsheets, Excels, Sketchpads, probability constructor

b. Design Tools. These are used to make models and design, create, and build. Included
here are Family Tree Maker, Golly Gee, and Crazy
Machines, among others.

c. Discussion Tools. Four different approaches utilize discussion and interaction on the
Internet. These are threaded discussion forums, Blogging, Live chat, Video Teleconferencing,
Netiquette, and Safety on the Net.

d. Email Tools. Emails are great communication tools for sending messages, photographs,
videos, and other files. It allows you to reach out to others around the world.
Examples are Google Mail, Yahoo Mail, and many more.

e. Handheld Devices. Handheld devices have become popular among learners. These
include Personal Digital Assistants, global positioning systems, (GPS) and Geographic
Information systems (GIS) in the classroom, Portable electronic keyboards, Digital cameras,
Mobile phones, Palm, and Handheld computers.

17. Webquest is a teacher-structured research experience for students that is primarily based
on the use of the World Wide Web and typically takes one or more instructional periods
(Bender & Waller, 2011).

18. A blog is an online journal where posted information from both teachers and students is
arranged. There are three kinds of blogs: blogs used for communication, blogs used for
instruction, and blogs used for both (Ferreter & Garry, 2010).

19. Wiki, an editable website usually with limited access, allows students to collaboratively
create and post written work or digital files, such as digital photos or videos. Wikipedia is
one of the most widely recognized of all the wikis
(Watters, 2011).

20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required
to use the web resources as homework or out-of-class activity as initial instruction of the
lesson, which will be discussed during class time.

21. A podcast is a video or audio multi-media clip about a single topic typically in the format
of the radio talk show. The two essential functions of a podcast are to retrieve information to
disseminate information (Eash, 2006)

22. Google Apps is a cloud-based teaching tool that is stored in the Google server and is
available for students both at home and in school. It includes Gmail, a free mail for all; Google
Calendar – a tool used for organizational purposes; Google sites that provide options for
developing blogs and wikis; and Google Docs are used for sophisticated word processing and
editing for the document.

23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults worldwide to
present information about themselves and the world.

25. VOIP (voice over Internet protocol) is a category of hardware and software that enables
people to use the Internet as a transmission medium for telephone calls by sending voice data
in packets using IP rather than traditional circuit transmission.

26. Facebook Messenger is a FREE mobile messaging app used for instant messaging,
sharing photos, videos, audio recordings, and group chats. The app, which is free to download,
can be used to communicate with your friends on Facebook and with your phone contacts.

Lesson 3: Roles of ICT in Teaching and Learning

Learning Objectives:

● Identify the roles of ICT in Teaching and Learning

● Discuss what the importance of technology in teaching and learning is
● Give knowledgeable examples of the roles of ICT in learning

The new ICT enables self-paced learning through various tools such as assignments,
computers, etc. As a result of this the teaching-learning enterprise has become more
productive and meaningful. ICT helps facilitate the transaction between producers and users
by keeping the students updated and enhancing the teacher’s capacity and ability fostering a
live contact between the teacher and the student through e-mail, chat sessions, etc.

This promotes active learning, sharing of ideas, and discussion and also provides immediate
feedback. This activates paced learning and allows effective mapping of learning pathways.

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor.
Technology can support teachers, tutors, and other Professionals to help students
learn better.

2. Technology as a teaching tool.

Technology can be used as an instrument in teaching.

3. Technology as a learning tool.

Technology makes learning easier and more effective. Use these tools for learning for
life.

Appropriate use of ICT can transform the whole teaching-learning process leading to a
paradigm shift in both content and teaching methodology. ICT has the potential to transcend
barriers 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. The increasing role of ICT will make education
more democratic, improving the quality of education services available to even students sitting
in far-flung remotest corners of the country.

A. For Teachers and Teaching

1. Provides essential support to teachers.

2. Modernizes the teaching-learning environment.
3. Enhances teaching-learning methods and strategies in teaching.
4. Opens opportunities for educational research.
5. Improves the capability of teachers and inculcates scientific attitude.
6. Serves as an avenue for teacher professional development.
7. Encourages scientific attitude.

B. For Learners and Learning

1. Supports learners in learning how to learn on their own.

All teachers fully understand that subject matter or content is a means to achieve the learning
outcomes.
There are three categories of knowledge according to Egbert (2009): declarative knowledge,
structural knowledge, and procedural knowledge.

● Declarative knowledge consists of the discrete pieces of information that answer the
questions of what, who, when, and where. It is often learned through memorization of
facts, drills, and practice. It can be learned by simple mnemonics or conceptual maps.
Declarative knowledge is the fundamental knowledge necessary for students to
achieve more complex higher-order thinking such as critical thinking and creativity,
inquiry, and production.
● Structural knowledge consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative knowledge is
"pencil". The idea that evolved from a pencil is an understanding that: "it is something
used to write." This is referred to as structural knowledge. It can be presented by
concept, maps, categorization, or classification.
● Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how to
speak English. Procedural knowledge is indicated by a performance task or
graphical representation of a concept

2. Develop the communication skills of learners through social interactions.

3. Augments learners’ higher-order-thinking skills: critical thinking, problem-solving,

and creativity.

References:

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH: Lorimar
Publishing Inc. • Anderson, J (2019) ICT Transforming Education A Regional Guide.
UNESCO, Bangkok Asia and the Pacific Regional Bureau of Education

Bilbao, P., Dequilla, M.A.C., Rosana, D., & Boholano, H. (2019). Technology for Teaching and
Learning 1. Lorimar Publishing, Inc., Cubao, Quezon City