Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

MINISTRY OF BASIC, HIGHER AND TECHNICAL EDUCATION
UPI AGRICULTURAL SCHOOL
Nuro, Upi, Maguindanao

Educ 213 – Technology for Teaching and Learning

First Semester 2023 – 2024

Bachelor in Elementary Education II

MODARIZA AKMAD IBRAHIM

Instructor
Module 1: Teaching and Learning with technology: An Introduction

Introduction
 Technology is one thing that changed the world so fast. Although, there exists a technology in the past as
non – digital technology, the current digital technology has been a factor that shrunk the world and made it flat. It
has provided a new environment for learning, new ways teacher teach and also new ways how learners learn. In the
beginning, it has created a divide between the digital natives and digital immigrants. However as the years go by,
such division has become narrower and even blurred. This led to the new educational revolution in teaching and
learning which has been triggered by technology and resulted to better learning outcomes in the 21 st century.

Intended Learning Outcomes: At the end of this module, the students must be able to:

1. Identify the competency standards of ICT for teaching and learning in pre – service teacher education
2. Explain the basic concepts of ICT to provide common understanding.
3. Value the use of ICT in the teaching and learning processes.

1.1. ICT Competency Standards for Philippine Pre – Service Teacher Education

What are competency standards?

Competency Standards are the expected professional abilities and skills a teacher should develop through
their initial training and as they continue to grow and develop in their professional service and practice, such as
participation in induction and on – going in – service education and training. (Teacher Competency Standards
Framework)

What are the ICT standards for teaching and learning in Philippine pre – service teacher education?

ICT Competency Standards (CHED- UNESCO) as provided in the 2017, Policy, Standards and Guidelines (PSG)
for Pre – service Teacher Education.

The program outcomes for 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,”

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)

There are seven domains of ICT Competency Standards. 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 21st century in the future classroom.

The seven domains and corresponding competencies are found in the Table below:

Table 1: ICT Competency Standards for Pre – service Teachers

Domain1: Understanding the ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education.
1.2 Comply with ICT policies as they affect teaching and learning.
1.3 Contextualize ICT policies to 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 and learning.
2.4 Use ICT tools to develop 21st century skills: information media and technology 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 in construction in the face to face and virtual environments.
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 community of learners.
4.3 Demonstrate proficiency in the use of technology tools to support teaching and learning
Domain 5: Organization and Administration
5.1 Manage technology – assisted instructions in an inclusive classroom environment.
5.2 Exhibit leadership in shared decision – making using technology tools.
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 Collaborate with peers, colleagues and stakeholders to access information in support of professional learning.
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical and legal responsibility in the use of technology tools and resources.
7.2 Show positive attitude towards the use of technology tools.

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

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

International Society for Technology in Education (ISTE)

An international organization for educational technology established standards for both teachers and students.

A. ISTE National Educational Technology Standards For Teachers (NETS*T)

These standards were also referred to in the development of the Philippines 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 that in the implementation of the curriculum plan, they have to include
strategies for applying technology to maximize students learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies 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 on – going professional development and lifelong learning in support
of student learning, increase productivity and to build 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 came from diverse background, affirm diversity, promote safe and
healthy use of technology resources and facilitate access to technology resources for all students.

B. ISTE National Educational Technology Standards For Students (NETS*S)

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.

From how technology teachers facilitate learners, outcomes of students 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, develop
innovative products and process 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
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 students to locate, organize, analyze, evaluate synthesize and ethically use
information from a variety 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 demonstrate
ethical and legal behavior, exemplified by the practice of safe, legal and responsible use of information. Further, the
students exhibits positive attitude towards the support of technology for collaboration, learning and productivity as a
digital citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a standard that students should
comply with. They too, are expected to further transfer current knowledge to learning of new technologies.

As a 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 Concepts 1. Creativity and Innovation
2. Planning and Designing Learning Environment and 2. Communication and Collaboration
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 Practice 5. Digital Citizenship
6. Social, Ethical, Legal and Human Issues 6. Technology Operations and Concepts

A. SELF – ASSESSMENT: Answer the following:

A. With the use of Table 1, can you identify the domain to which each give course learning outcome belong?
Course Learning Outcome Competency
Domain
1. Explain ICT policies and safety issues as they impact on the teaching – learning process.
2. Integrate media and technology in various content areas.
3. Apply learning theories and principles in the design and development of lessons through
appropriate media and technologies for teaching learning.
4. Formulate teaching – learning experiences and assessment tasks using appropriate and
innovative technologies.
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and
resources.

B. Locate Annex C in CMO 74 or 75, s. 2017. Review the Competencies and read the corresponding Performance
Indicators under each of the 7 Domains. Identify one Performance indicator for each cluster that you consider as
most important and you are excited to do. Identify also one Performance Indicator that you consider least important
and that you are not excited to do. Place your answer on the matrix below.

ICT Domain Performance Indicator Most Important for Me Performance Indicator Least Important for Me
to Do to Do
1
2
3
4
5
6
7

1.2. Understanding the Basic Concepts in ICT

“I think we need to be careful not to get too specific (i.e. technology = computers) while at the same time not getting
so broad that our definition of technology includes everything from pencil and paper to lasers and computers. I’d
like to see us define technology in a manner that looks at electronic tools we use to enhance teaching and learning.”
Sally, grade teacher from Joy Egbert (2009).
Which word are you familiar with? Mark the word with an X. How many have you identified?

Here are some terms and concepts that you need to know and understand.
1. Technology refers to a mix of process and product used in the application of knowledge. It includes tools
from pencil and paper to the latest electronic gadgets and tools for practical tasks.

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

3. Educational Technology refers to the use of technology in teaching and learning. It includes both the non –
digital (flip charts, pictures, models, realias, etc) and digital (electronic tools: hardware, software and
connections, etc).

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information
technologies and the Internet (Cornell University). According to America Library Association (2018),
digital literacy is the ability to use information and communication, requiring both cognitive and technical
skills.

5. Digital learning is any type of learning that is accompanied by technology or by instructional practice that
makes effective use of technology. It encompasses the application of a wide spectrum of practices which
included blended or virtual learning. It can come as online or off – line which utilizes digital technology.

6. On – line digital tools and apps use an internet connection to access the information needed. A common
example is Skype. It is a telecommunication application software product that specializes in providing
video chat and voice calls between computers, tablets, mobile devices via Internet and to 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, KA LITE.

8. Instructional Technology is the theory and practice of design, development, utilization, management, and
evaluation of the processes and resources for learning.

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 any audiovisual materials.

10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation or self
– study program.

11. Internet is a massive network of networks, a networking infrastructure. It connects millions of computers
together 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.

12. 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 documentations that can include text, data, sound and videos.
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 in order to take
advantage of the array of available educational resources.

14. Webquest 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: Microsoftt Office, Apple works – word processing, grade and record keeping, web page production,
presentation

16. 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 designs, creating and building. Included
here are Family Tree Maker, GollyGee, and Crazy Machines among other.
c. Discussion tools. There are 4 different approaches that utilize discussion and interaction
in the Internet. These are threaded discussion forum, Blogging, Live chat and 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, Ymail, Yahoo mail and many more.
e. Handheld devices. Handheld devices have become popular among learners. These
include Personal Digital Assistants, global positioning system (GPS), and geographic
information system (GIS) in the classroom, Portable electronic keyboards, digital
cameras, Mobiles phones, Palm, Handheld computers.

17. Webquest is a teacher structured research experience for the students that is primarily based on the use of
the World Wide Web and typically takes one or more instructional periods.

18. Blog is an online journal where posted information from both teachers and students are arranged. There are
three kinds of blogs: blogs used for communication, blogs used for instructions and blogs used for both.

19. Wiki, an edible 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.
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. Podcast is video or audio multi – media clip about a single topic typically in the format of the radio talk
show. The two basic functions of podcast are to retrieve information and to disseminate information.

22. Google Apps is a cloud – based teaching tool which is stored in the Google server and is available for
students both at home and in school. It includes the 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 is used for sophisticated word processing and editing of 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
on themselves and to the world.

25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the
Internet as transmission medium for telephone calls by sending voice data in packets using IP rather than
traditional circuit transmission.
B. SELF – ASSESMENT
 1. These are only few of the man terms found in our word cloud. Explore in the web or reference
book how other terms are defined and understood. You can also go over the Module and discover
that there are many terms that we have not included in the list.

2. Make a glossary of terms of at least 5 ICT – related terms with each having a conceptual or
operational definition. Cite the source of your definition.

1.3. Roles of ICT in Teaching for Learning

Are students of today interested to use technology in order to learn? Do teachers have the skills to use
technology to enhance their teaching? With the 4 th Industrial Revolution, nobody can deny the influence of
technology in our lives. As future teachers of the 21 st century, it is high time that you prepare yourselves to integrate
technology in your classrooms. Using technology is a tool and catalyst for change. What then are the roles of
technology for teaching and learning?

As teaching and learning go together, let us explore what would be the roles of technology for teachers and
teaching and for learners and learning.

3 domains of technology (Stosic, 2015)

1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach another person or
technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch on or switch
off radio programs, television programs or play DVDs, or CDs that contain educational programs. There are on –
line tutorial educational programs, too.

2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a teacher. This is
like the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and lighten the
work of the teacher. It will be good if the teacher can also create or develop technology tools that are needed in the
classroom.

3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an
effective tool for learning. As a learning tool, it makes learning easy and effective. It can produce learning outcomes
that call for technology – assisted teaching. Even the teachers who are teaching can utilize similar tools for learning.
As a learning tool, it is very interesting that even the elderly use these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As a tool, technology has opened
wider avenues in management of resources and management of learning. Likewise, it has modernized the teaching –
learning environment in schools.

Here are some examples of the myriad of roles that technology can do for teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator of learning. It transforms a passive
classroom to an active and interactive one, with audio – visual aids, charts and models, smart classroom, e – learning
classrooms which motivate and increase attention level of learners. Many these can be searched on the web.

2. Technology has modernized the teaching – learning environment. The teachers are assisted and
supplemented with appropriately structured instructional materials for daily activities. There are varied available
technology – driven resources which can be utilized for remedial lesson or activities. Likewise there are also a lot of
technology – driven resources that can be used for enrichment purposes. You may search for the examples on the
web.
3. Technology improves teaching – learning process and ways of teaching. This will make the act of teaching
more efficient and effective. There are arrays of teaching methods and strategies that can use technology which are
found compatible with learning styles. The multiple intelligence theory of Howard Gardner tells us that there is a
genius in every child. This implies that there must be varied ways of teaching as there are many ways of learning.
All the teaching styles can find support from technology, so that teaching will be more effective and efficient.

4. Technology opens new fields in educational researches. The areas of teaching testing and evaluation are
enhanced by technologies for teaching and learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment and other evaluation results. There are available programs that ca analyze and interpret
results with speed and accuracy. Reference retrieval is also hastened because many of the research materials are in
digital form. Technology has also provided access to big data that can be processed for problem solving and inquiry.

5. Technology adds to the competence of teachers and inculcates scientific outlook. Through the utilization of
theories of learning and intelligence, which are explained in references uploaded in the net, the teachers are
encouraged to imbibe skills to source these information with speed and accuracy.

6. Technology supports teacher professional development. With the demand of continuing professional
development for teachers, the availability of technology provides alternative way of attending professional
development online. For those who are involved as providers of continuing professional development like trainers,
facilitators or organizers, they can level up or enhance their delivery systems with the support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that subject matter or
content is a means to achieve the learning outcomes.

3 categories of knowledge (Egbert, 2009)

a) Declarative knowledge consists of the discrete pieces of information that answers the questions 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.

b) 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.
c) 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 cellphone, or how to speak English. Procedural knowledge is indicated by a performance task or
graphical representation of a concept.

The traditional sources of knowledge are printed books, modules and journals. Other sources are primary
sources such as information taken from research. However, knowledge or content can be learned in many ways.

But how can technology support the learning declarative, structural or procedural knowledge? To teach
content, time is always an issue of teachers. Oftentimes, we hear teachers say: “Too many things to teach, too little
time to do.” Technology may be the answer; however the challenge is for teachers to use technology to learn the
technology first. s a facilitator of learning, the teacher can guide the students to look for the resources and to utilize
them appropriately. There are varied programs that can be used by students off – line or on – line for students. What
should be necessary is that the students are engaged, the tasks should focus on questions like how, why and which in
addition to who, what, when and where.

2. Technology enhances learners’ communication skills through social interactions. This is commonly
described as the transmittal of information from person to another as a single individual or groups of individuals.
3 basic communication pattern (Shirley, 2003)
 a) Point to point two – way or one- to – one like Internet chat, phone conversation or even face – to – face
conversation.

b) One – to – many outbound like a lecture, or television. There is no social interaction.

c) Many – to – many like group discussion buzz session, heads together. This kind of interaction provides
opportunities for social interaction.

Social interaction occurs in two ways where the participants ask for clarification, argue, challenge each
other and work towards common understanding. Social interaction through communication occurs through
technology (directly between two persons via email, a cell phone or other communication technology). It can also
occur around technology like students discussing about a problem posed by a software program or with support of
technology like teachers and students interacting about the worksheet printed from website. In all the three
modalities, communication occurs and technology is involved.

For this particular role, what are the benefits derived from technology – supported communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited because communication
and social interaction go beyond a school day or a school environment.

b. Enhances students’ freedom to express and exchange ideas freely without the snooping eyes of the teacher
face to face

c. Enables learners to construct meaning from joint experiences between the two or more participants in
communication

d. Helps learners solve problems from multiple sources since there is limitless sources of information that the
teacher can direct or refer to the learners

e. Teaches learners to communicate with politeness, taking turns in sending information and giving
appropriate feedback

f. Enhances collaboration by using communication strategies with wider community and individuals in a
borderless learning environment

g. Develops critical thinking, problem solving and creativity throughout the communication

There are several technology tools and software programs that you will learn in the coming modules.

3. Technology up-grade learners’ higher – order – thinking skills: critical thinking, problem solving and
creativity
Twenty – first century learning requires the development of higher – order – thinking skills. Technology
has a great role to play in the development and enhancement of these skills. Let’s discuss this in the lesson.

Critical thinking is part of the cluster of higher order thinking skills. It refers to the ability to interpret,
explain, analyze, evaluate, infer and self – regulate in order to make good decisions. With the use of technology, one
will be able to evaluate the credibility of the source, ask appropriate questions, become open – minded, defend a
position on an issue and draw conclusion with caution. All of these competencies are covered by Blooms Taxonomy
of Analysis, Synthesis and Evaluation.

Teachers play a significant role in supporting learners with technology. How?

As a role model, teachers should display and practice critical thinking processes, so that learners can
imitate them.

Here are some ways that teachers can do to develop critical thinking.
 a) Ask the right questions.
Most often teachers ask questions to find out if the students can simply repeat the information from the
lesson. Although these are necessary questions like what, who, when, and where, these do not develop
critical thinking. Critical thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and logic.

Clarity: Here are some examples: Can you give examples of…
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much…
Breadth: What do you think will the other group say about the issue?

b) Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students who have higher ability may find the
task too easy, thus getting bored early, while those who have low ability may find the tsk too difficult.
Thus, there is a need to have activities that are appropriate for the learners. These can be determined by
interview, observations and other forms to determine the level of readiness.

What are some ways that teachers should do?

1. Vary the questions asked.

2. Introduce new technology.
3. Modify the learner’s grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature learners are curious. They ask lots of questions all the time. Why is the sky blue? Why do I have
to learn geometry? How do people choose what will they become in the future? Can robots solve the problems of
climate change? How?

These questions will lead to critical thinking, but some of these questions cannot be answered by the
teacher. The unanswered questions are avoided or answered unsatisfactorily. Sometimes teachers shut down the
question that curtails the first step in critical thinking. The internet as a problem solving and research tool can help
find answers to the questions.

Creativity is characterized as involving the ability to think flexibly, fluently, originally and elaborately.
Flexibly means able to use many points of view while fluently means able to generate many ideas. Originally
implies being able to generate new ideas and elaborately means able to add details. Creativity is not merely a set of
technical skills, but it also involves feelings, beliefs, knowledge and motivation.

Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To be
creative, one can use any of these strategies.
1. Substitute – Find something else to replace to do what is does.
2. Combine – Blend two things that do not usually go together.
3. Adapt – Look for other ways which can be used.
4. Modify/ Magnify/ Minify – Make a change, enlarge, decrease.
5. Put to another use – Find other uses.
6. Eliminate – Reduce and remove
7. Reverse – Turn upside – down, inside out, front – side back.

All together, the strategies will be labelled as SCAMPER.

What the teacher should do to support student creativity? Here are some suggestions:
1. Provide an enrichment environment.
2. Teach creative thinking environment.
3. Allow learners to show what they can do.
 4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking, problem solving, and
creativity. As a future teacher, try these suggestions.

1. Encourage students to find and use information from variety of sources both on – line and off – line.
2. Assist students to compare information from different sources.
3. Allow students to reflect through different delivery mods like writing, speaking or drawing.
4. Use real experiences and materials to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, students’ tasks should be appropriate
to the levels of challenge and curiosity is encouraged.

There are several critical thinking tools and technology software that can support critical thinking skills.
Some of these you will encounter in the succeeding modules:
1. Encourage digital production projects.
2. Popularizes e – learning modalities.
3. Enhances global awareness and citizenship

C. SELF –ASSESSMENT. Answer the following questions in your own words.

On your own…

1. Experience as a Learner
Write a paragraph about your personal experience on how technology has influenced your life as a learner
from elementary, high school and college.

How Technology Influenced My Life as a Learner?

2: Expectation as a Future Teacher

Write a paragraph on how you are going to use technology when you will become a teacher.

How will I use Technology When I Become a Teacher?