Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSED COURSE NO. PROF ED 7

SPECIALIZATION A-E COURSE TITLE Technology for Teaching and Learning 1
YEAR LEVEL 3 TIME FRAME 10 Hrs WK NO. 5-6 IM NO. 3

I. CHAPTER TITLE
Chapter 3: Non-digital and Digital Skills and Tools in Delivering Technology-
Enhanced Lessons

II. LESSON TITLE

Lesson 1: Development and Use of Non-Digital or Conventional Materials
Lesson 2: Select and Use ICT Tools for Teaching and Learning
Lesson 3: Creating ePortfolio as a Technology Tool
Lesson 4: Technology Collaborative Tools in the Digital World
Lesson 5: Digital Literacy Skills in the 21st Century

III. LESSON OVERVIEW

Teaching becomes rewarding when learners get the most from instruction as manifested
in their performance. An important element in engaging learners is when the strategy used in
delivering the lesson uses an instructional material. When properly and appropriately used, it can
spice up a classroom activity.
These instructional materials may come in varied forms. One group refers to the
conventional and non-digital tools. A classroom will always need a chalkboard or a writing board
that may come in varied forms and shapes. Bulletin boards, flip charts, dioramas, puppets,
terrarium, and the like, will always find their significance -in any classroom. However, nowadays,
lessons can be made more relevant and engaging for learners as digital tools are integrated. This
Module presents both non-digital and digital tools. Explore the possibilities of learning about these
tools and how to effectively integrate them in instruction.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students are expected to:

a. describe the procedures for developing conventional instructional materials

(Lesson 1);
b. develop instructional material based on a given topic and strategy (Lesson 1);
c. describe the factors to consider in revising media selections and delivery systems
for given instruction (Lesson 1);
d. select and use an appropriate digital tool in teaching (Lesson 2);
e. provide alternative ways in incorporating the digital tool in a lesson (Lesson 2);
f. explore the use of platform such as google site and Microsoft (Lesson 3);
g. construct an e-portfolio to document learning (Lesson 3);
h. identify and explore collaborative tools or applications that can be used for a
collaborative work (Lesson 4);
i. build a platformer an online account that can be used for collaborative work
(Lesson 4);
j. identify and describe the elements of digital literacies (Lesson 5); and
k. conducted a self-evaluation on level of digital literacy skill (Lesson 5)

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educational purposes only and not for commercial distribution,”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

V. LESSON CONTENT

Lesson 1: Policies and Issues on Internet and Implications to Teaching and Learning

The teachers need instructional materials to enhance teaching and learning.

Instructional materials are defined as print and non-print items that are rested to impact
information to students in the educational process (Effong & Igiri, 2015). Examples of
instructional materials are drawings, kits, textbooks, posters, magazines, flip chart,
newspapers, diorama, pictures, recording videos and the like.

Instructional materials have several roles in teaching and learning which include
the following: (1) they promote meaningful communication and effective learning; (2) they
ensure better retention, thus making learning more permanent; (3) they help to overcome
the limited classroom by making the inaccessible accessible; (4) they provide a common
experience upon which late learning can be developed; and (5) they encourage
participation especially if students are allowed to manipulate materials used (Brown et al.,
2005; Effong & Igiri, 2015).

Instructional materials are the supplementary materials, which help the teacher to
make his/her presentation concrete, effective, interesting, meaningful and inspiring. In any
teaching and learning process, instructional materials play a vital role as they provide
sensory experiences to the learners. The primary aim of teaching materials is to provide
the teachers the layout of the way for teaching in the classroom.

It is important to understand how to develop instructional materials. Instructional

materials refer to any preexisting materials that are being incorporated as well as to those
that will be specifically developed for the objectives (Haigler, 2014), There are also several
factors to consider in developing instructional materials:

1. Develop a story board and working outline based on the subject goals and
objectives.
2. Identify existing institutional resources including materials and teachers' capability.
3. The teacher may research off the shelf materials that have been developed by
others to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on
anyone's copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are a great help in stimulating and facilitating the learning
of the learners. According to Wright (1976:1) as cited in Cakir (2006) many media and
many styles of visual presentation are useful to the language learner. All audio-visual
materials have positive contributions to language learning as long as they are used at the
right time, in the right place. In the teaching and learning process, learners use their eyes
as well as their ears; but their eyes are basic in learning.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution,”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build an
exciting scene in a small space. Dioramas are small scenes created of layers of materials,
all depicting a similar concept or theme. They usually display a historical time period, a
nature scene, or a fictional situation. In developing diorama, you will: (1) choose a concept
or theme, (2) research the subject, (3) make a rough sketch of your ideal diorama, (4)
make a list of the items you'll need and gather your supplies, and (5) select a Container or
box.

https://www.thesprucecrafts.com/thmb/gMB 1

2. Nature Table
This is a table that contains objects and/or scenes related to the current season,
or upcoming festival or a symbol of an ecosystem. Children love to follow the natural
changes that the world offers each month and classroom decorations reflect these.

https://i.pinimg.com/originals/40/c7/54/ 1

3. Writing Board
A writing board can display information written with chalk (chalkboard blackboard)
or special pens (whiteboard). Although there are usually more effective methods of
transmitting information, the writing board is still the most commonly used visual aid.
Suggestions on' Using the Writing Board:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that students
can see the information clearly.
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educational purposes only and not for commercial distribution,”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead transparency
or 35 mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing
is completed.
8. Allow sufficient time for students to copy the information from the board.

https://www.xldisplays.co.uk/cdn-cgi/ima 1

4. Flip Chart
It is a large tablet or pad of paper, usually on a tripod or stand. Suggestions on
Using Flipchart:
1. Use wide-tipped pens or markers; markers with
narrow tips produce printing that is difficult to
read.
2. Print in block letters that are large enough to be
read easily from the back of the room.
3. Use different colored pens to provide contrast;
this makes the pages visually attractive and
easier to read.
4. Use headings, boxes, cartoons and borders to
improve the appearance of the page.
5. Use bullets (e) to delineate items on the page.
6. Leave plenty of "white space" and avoid putting
too much information on one page. (Crowded and
poorly arranged information is distracting and
difficult to read).
7. When pages are prepared in advance, use every
other page. If every page is used, colors will show https://media.istockphoto.com/vectors/fl 1
through and make text difficult to read.
8. Have masking tape available to put pages up around the room during
brainstorming and problem - solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it.
When ready to reveal the information, remove the tape and let the page drop.
10. Face the Student, not the flipchart while talking.

5. Zigzag Board
It is a series of three or four rectangular boards. They are joined together along the
sides by hinges so that they can be easily folded up and carried. Each board can be of a
different type, for example, a whiteboard, a chalkboard, a flannel board and so on. The
size of the boards for the zigzag multi-board depends on what you want to use them for.
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

https://images.ctfassets.net/f1fikihmjtr 1

6. Wall Display
Displaying items on a classroom wall is a well-known, tried and tested educational
method. A wall display is a collection of many different types of items and materials put up
on a wall to make an interesting and informative display. In a classroom, the display can
consist of the students' own work. In development work it can be used to convey
information to the community.

https://www.responsiveclassroom.org/wp-c 1

7. Rope and Pole Display Board

This board consists of two parallel, horizontal poles tied loosely together with rope.
Visual aids such as posters can be pinned to the rope. This kind of display board is
invaluable where there are few solid walls for displaying information. It has no solid
backing and can be made quickly for teaching, training and when working with
communities.

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educational purposes only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 5 of 39
 Republic of the Philippines
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

https://images-na.ssl-images-amazon.com/ 1

Guidelines when designing conventional instructional materials:

1. Unity- Use only one idea for each visual aid and include a headline.
2. Simplicity- Make ideas and relationships simple and easy to recall. Avoid cluttering
a visual with too many words, numbers, or graphics. The audience should be able
to grasp the concept in 10 to 15 seconds.
3. Legibility- Make letters big and readable for all in the audience.
4. Consistency- Use the same type style and art style.
5. Clarity- Avoid type that is too small to read; avoid all caps.
6. Quality- Make it neat and professional, and remember to proofread.

It is necessary to be receptive or open to the possibilities of the use of instructional

materials. Instructional materials are of many kinds: textbooks, audio and video cassettes,
handouts, charts, teaching aids of various kinds which can all be used for different
purposes by the teacher. Classroom instructional materials do not mean only the materials
available in the market.

There is no substitute for hands-on experience in creating instructional materials.

The following are suggested steps in developing instructional materials: (1) find existing
materials that may be adopted or amended to meet your needs; (2) Use tools to create
new instructional materials that help plan and carry out the development process; (3)
implement preproduction activities before materials are created; (4) schedule the crafting
of the story board; and (5) when developing content, provide contextualizing elements
(collaboration, role play, case studies).

Instructional materials comprise a wide variety of items, handouts, slides, moving

pictures, posters, models, objects, and many others. All of these materials are meant to
enhance the teaching and learning process.

Lesson 2: Select and Use of ICT Tools for Teaching and Learning

The current systems employ technologies by integrating ICT tools and

applications in education and in instruction. ICT stands for Information and
Communications Technology. This refers to various tools and devices or gadgets used in
communicating, disseminating, creating, storing and managing information. It is important
that learners understand how to use these tools in helping them learn.

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educational purposes only and not for commercial distribution,”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

A great part of learning is working on

information and using it to create something that "Technology will never
can be useful and edifying for humanity. Since replace great teachers,
the intention of education is to make learners
but technology in the
become useful and productive citizens, the use
of ICT tools can provide a lot of possibilities on
hands of great teachers
how learners can do something with what they is transformational."
know. Teachers can therefore employ ICT tools George Couros
in their ways of engaging learners by communicating, disseminating, and managing
information. This direction of integrating ICT tools will reveal the usefulness of employing
ICT Tools in a wider range of the teaching and learning process,

It is not necessarily the presence of advanced technology or the use of ICT tools
that can ensure the success in engaging learners, but it still remains that the effective use
of ICT tools depends on how the teacher will use them. There is a variety of ICT tools from
which to choose. When employed appropriately, the potentials of their uses can have
bearing on the lesson and the learners’ engagement in the process of learning. In
instruction the ICT tools can be used in the presentation of the lesson, demonstrating a
point or presenting a concept. There are tools that can be used in providing practice or
provide the chance to apply the skills taught. Even when working as a team or a group,
tools can be employed to facilitate the accomplishment of the task during the class or even
after beyond the face-to-face session.

These ICT tools, gadgets or equipment interface with your ways of living. You use
them to communicate, you think using them, or you create something with them. Others
know where your present location is or who your friends are. Technology works like a
passage that allows the world to see you or permits you to get to see others as well.

If you will employ digital tools and gadgets such as mobile phone, iPad or tablet,
or the usual multimedia projector in teaching, how will you use them? In what ways will
you use blogs or wiki space in your lesson? Can Facebook be useful in instruction?

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

Figure 1. ICT in Education

Looking at the figure above, ICT integration in education allows ease of processing
of information, effective accessibility to resources, easy sharing of resources, expression
of creativity and effective collaboration. All these are easily done using the gadget you
have in your pockets or backpacks.

Let me walk you through the selection and use of a digital tool and how you can
integrate it in your lesson.

A. Using Mobile Phone and the QR Code

Since ICT integration allows ease of processing of information, here's an example
of how we can read information at a quicker speed and in an interesting manner.

Have you seen a symbol like this one below? This is now popularly used in different
products, reading materials, and even in museums. This is a QR code.

What is a QR Code
Are you familiar with a QR Code?

Familiarize yourself with a QR Code. It is a code that was created by a Japanese

corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical world
with the electronic world, QR stands for 'Quick Response.' It allows the readers to decode
the information at a high rate of speed. This is popular in Japan and it is also used by
companies as they attach their QR code in their products. It usually gives a URL linking
you to a website or immediately provides the salient information about the product.
You can easily read QR codes through a QB code scanner. Here's all you need to do:
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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

1. Have a mobile phone with a camera;

2. Using the mobile phone, download from Playstore or App Store the QR Code
Reader/Scanner application. Choose an appropriate QR code reader for your
operating system whether IOS or Android. Once installed in your gadget, you can
use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to
you.

More interesting than reading QR codes is creating your own QR codes. How will you
make your own QR Code?

Step 1. Be online.
Step 2: Search for a QR Code generator How to make a
and ensure that you read the
information about the application. QR Code
This is important to ensure your
safety in the internet. There are tons of QR
code generators out there, but a few of the
most popular include Kaywa, GOQR.me,
Visualead, and QR Stuff. There are many FREE applications online and
therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Code Generator; you can
now encode the text or the information that you want.
Step 4: Run and save it as a jpeg file. Now, you have successfully created your
own code which you can download.
Step 5: Test the QR code using your QR Code reader or scanner.

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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

Take a look at the table on ten interesting ways to integrate QR Codes in your
teaching. Were you able to think of something similar?

Ten Interesting Ways to Integrate QR Codes in Your Teaching

Create Interactive and Engaging Scavenger Hunts
Content
Create an interactive classroom
You can enrich the content you teach activity such as the Scavenger's
in a class by using QR Codes that link to Hunt by using QR Codes that
other readings and resources. You can provide directions or instructions
link to a pdf, a video production, a resulting in better learner
website, a document, or an audio file engagement.
among others.

Share Resources Enhance Classroom Library

Learners can use QR Codes to share Create QR Codes of students'

educational resources with each other brief write-ups about why they enjoy
(e.g. lecture notes, web content, how-to- their book and put them right in or
do videos. on the books in the class library.
Students can use these QR Codes
to find out more about the books.

Use in Classroom Activities Gather Students Feedback

The QR Code can be used in giving You can create surveys, polls,
instructions in class and pin them up and forms using google form and
inside the classroom instead of providing share them with students as QR
them with thick copies of printed materials Codes which can be easily
giving instruction on how to do an activity. scanned and accessed.

Provide Help with Homework Research Project

A detailed instruction can be made Make students create QR

into a QR Code which students scan at Codes linking other resources and
home and use the information to help web content to their research
them comply with their assignments. work.

Communicate with Parents or Partners Provide Easy Access to Online

Content
You can share information to parents
on school events or activities in school. Create QR Codes with URLs for
You can also put it in a webpage for students to gain easy access to
parents to get information or include it in online resources. Sometimes
newsletters, permission slips, etc. You when a long URL is given,
can have them printed as magnets and learners may copy a broken URL
parents can get the information. version hence, resources become
However, be sure to orient the parents inaccessible
on how to use QR Codes.

B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to these is made
easier through the internet. You are faced with one major question on how to best interpret
it all and put it into one cohesive information that is quick and clear to read.
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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

In the teaching and learning context, you may be faced with a challenging topic
given a short amount of time. How can you capture and deliver that information simply
and effectively while making it engaging and informative as well? Infographics are an
immediate answer to this situation. The infographic is another interesting tool to use in
instruction.

Source: 1https://www.customermagnetism.com/what-is-an-infographic/

An infographic is a visual representation or an image such as a diagram, chart or

picture representing Information or data. It is eye- catching and makes use of a clear
layout, attractive colors and hues, and caricatures that provide a cohesive presentation of
the information.

If it is used to market products in the increasing visual world, then infographics can
also be employed in marketing information and ideas in the teaching and learning process.

One tool that can be used in creating infographics- is Canva (http://www.canva.

com). It has several infographics template for education. You can try out the free design
elements and produce one just like a professional infographic designer. You can start
exploring this site and familiarize yourself with its features. As a gentle reminder, please
take time to read the instructions and navigate around the features to get optimal use of
it.

There are many ways for which infographics can be used. Using infographics:

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1. To present survey data

Presenting statistical data such as from
surveys can be overwhelming, Infographics can
be highly useful. Data are much easier to
decode. They can be made easier and quicker
to understand if they are presented in
infographics. An example is given below.
Source:https://venngage-wordpress.s3.amazonaw
s.com/uploads/2018/03/
survey-infographic-1.png

2. To simplify a complex concept

Simplifying a complex idea is the core purpose of using an infographic. This
is a very effective educational tool as a way of summarizing key points or providing
an overview of a lesson.

3. To explain how something functions

Using infographics, you
can show the intricacy of how
something complex works. It
can reveal the mechanics
behind how an object works.
Designers can create
infographics by showing the
mechanics behind intricate
objects, processes„ concepts.

Below is an example of
an infographic created by Jing
Zhang (2018) that shows how
the phone works while
incorporating a surreal element
that appeals to the imagination of the reader. Each component of the phone is
accurately revealed. Source: https://dribbble.com/shots/1075558-How-your-iPhone-is-made

4. To compare
Presenting information by highlighting similarities and differences through
a visual parallel in an infographic can turn out more effective than sometimes
expressing it in words. It is easier to draw comparisons with the same information
neatly organized.

Assess the given the infographic of a superhero - Batman - from the time it
was conceived in 1939 to 2013.

Source: 2https://i.pinimg.com/originals/8b/dc/ea/8bdcea0f0d11e1cb8ea11189e887825f.jpg
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5. To present interesting facts

When information or facts are presented all in words, the use of
infographics can bring life. If done well, the infographics can transform the
information into visual image that can attract and engage readers.

If there is a written text, the information may not stand out compared to
when it is presented in this format. Information written in snippets becomes
understandable and more appealing to the eye.

You may view the video blog of Sara McGuire on The Top 9 Types of
Infographic Templates and When to Use Them (https://venngage.com/blog/9-
types-ofinfographic-template/).

C. Ipad/Tablet and the Online Bulletin Board

Creativity and collaboration are fun! A dull and boring bulletin board can be made
interesting when done online. Posts when done with themed backgrounds, stylish fonts
and varied colors become attractive to the learners. An online bulletin board is a way of
presenting ideas with a twist and interest with no cost at all. Here's how:
Step 1: Search for https://padlet.com/
Step 2: Sign up or log-in using any of your social media account.
Step 3: If you want to make your own, click MAKE A PADLET.
a. You can choose Start with a Blank or Pick a Template.
b. Start making posts by clicking the + sign.
c. Make your posts as creative as you can by clicking Modify and selecting
your choice of color, font, theme, etc.
d. You can now share your Padlet or online bulletin board to your friends.
Click Share and allow others to have access to it or you Can share through
the social media account where others can view it.
Step 4: If you want to join someone's bulletin board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend's/classmate's padlet by clicking the + sign.

Below is an example:

Source: https://s18670.pcdn.co/wp-content/uploads/Untitled-design-3-6.png

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Lesson 3: Select and Use of ICT Tools for Teaching and Learning

In 21st century instruction where independent learning is encouraged; the

documentation of a personal learning journey is a must. Such documentation can help the
teacher monitor the process and assess the product of learning. Doing this requires proper
organization through a portfolio.
Look at you room. How organized is it? Is everything kept in the right location? Can
you easily locate what you are looking for? Does it have boxes to keep your things? A
cluttered room reflects a disorganized owner. Learning is likened to it. If ideas are
organized in a good location, learning surely easier and meaningful. Portfolios are one
good means of keeping things in order. In a semester work, a learning portfolio is a
collection of student work that exhibits students' effort, progress, achievements and
competencies gained during the course.
Portfolios may come in many forms. It can look like an album or scrapbook or even
a filer where the documents and evidences are kept. However, nowadays, it is possible to
have online portfolios by creating sites. This is also called the ePortfolio or digital portfolio.
This can be used as a digital archive that can contain the same materials as a physical
portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, PowerPoint presentations, photographs and
other ICT materials. The ePortfolio can be private or can be published and shared publicly
to stakeholders like parents and friends,

1. Student ePortfolios can evaluate students’ academic progress. They can inform
the teacher to adapt and use instructional strategies when pieces of evidence
indicate that they are either learning or not. In other words, the construction of the
ePortf01ios should start from the beginning and should be an ongoing process.
They should not be reviewed only at the end of the term but navigated around and
provided feedback to let the students know how they are doing.
2. Monitoring students' progress can be highlighted in a portfolio. It may not only
contain finished products but also several versions on how the students improved
their work based on the feedback provided by mentors. Moreover, portfolios can
actually determine whether the students have transferred what they have learned
in new projects or other domains.
3. Portfolios document students' learning growth. They actually encourage the
students' sense of accountability for their own learning process. This may lead
them to see that the learning process is theirs and not anybody else's. This can
make learners reflect from where they have begun to how far they have developed.
When they make decisions on what or what not to include, they get engaged in the
process of creating their own voice in their portfolio.

Creating an Online Portfolio Using a Site

There are many sites that can be used in creating an ePortfolio. One of which is
the google site. If you have a google account, you can start using the available
applications. You can also try weebly, or wix, among others.

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Here is a sample of the google site used by a student in creating her ePortfolio.

Source 1https://i.ytimg.com/vi/sex-IpjcupM/maxresdefault.jpg

Steps in constructing an ePortfolio

1. Enter your Gmail account and look for sites. If it is the first time that you have done
this, you need to read the directions.
2. You scroll down and read further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a site
that you can use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts, links,
multimedia outputs, images or jpeg files that you want to upload in the pages of
the ePortfolio.
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Another site that can be used in creating an ePortfolio is in office.com where

Microsoft OneNote and Sway can be seen.

Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can follow
a chronological order based on the activities that you go through or you can have a
thematic arrangement. Whatever you choose, it will be a display of your organizational
skills.
1. Home Page
The first section is the Home or your cover page. This is the first thing that
your readers will see. So, you need to introduce yourself and the objectives of your
ePortfolio. Usually, there are templates available and each provides sections. You
can add personal touches such as images or a change of color themes.
2. Pages
The pages that you can add depend on how you would like to organize
your ePortfolio. What is important is that you need to construct your ePortfolio at
the start of the class. In that way, you can have a fresh start as you try to be
conscious in documenting the' activities and learning that goes with each session.

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When adding pages, click the icon and decide whether it will be parallel to
your Home Page or it will be under it. Just remember that when you have a
template, there are particular ways that the pages have been arranged. So, if you
are starting, it would not be detrimental if you conform

Reflections
A major element in a portfolio whether it is online or not, is the writing of the
reflection. It is thinking-aloud, a way of documenting what they are thinking. How students
are processing the input and the application of what they have learned into an activity or
a project needs to be captured. With the pencil and-paper test, the chance to get a piece
of their insights or realizations may be nil unless the teacher requires them to do so.
However, with the portfolio, they can show the process of their work. This can be easily
monitored.

Sometimes it is difficult to write a reflection and a structure can be helpful. There

are many models that can be used as a guide in writing reflections. One is the Gibb's
reflective cycle model (1988).

Source: https://www.crowe-associates.co.uk/wp-content/uploads/2015/06/gibbs_reflective_cycle.png

Gibb’s Reflective Cycle Model (1988)

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Gibb’s reflective cycle has six stages.

1. Description. This initial phase in writing a reflection is very simple since you just
need to describe the activity or the experience to the reader. You can write a little
about the background on what you are reflecting about by including relevant and
to-the-point details.
2. Feelings. Learners are involved in learning and an activity or perhaps a lesson
can trigger certain feelings. So, at this point, you can consider and think about how
you feel at that time when you were doing the activity or having the experience.
You need to discuss your emotions honestly about the experience but not to forget
that this is part of an academic discourse.
3. Evaluation. When evaluating, discuss how well you think the activity went.
Recall how you reacted to the task or situation and how others reacted. Was the
experience a pleasant one or otherwise? This is also a possible part where you
can perhaps incorporate related readings of other author's principles or theories.
4. Analysis. This part of the write up includes your analysis of what worked well and
what have facilitated it or what may have hindered it. You can also discuss related
literature that may have brought about your experience.
5. Conclusion. Now, you can write what you have learned from the experience or
what you could have done. If your experience is a good one, you can probably
discuss how it can be ensured or how you will further enhance a positive outcome.
On the other hand, if the experience is frustrating eliciting other negative feelings,
perhaps you can discuss how those can be avoided in happening as this leads to
the next step Action Plan.
6. Action Plan. At the end of your reflection, you write what action you need to take
so that you will improve the next time such as consult an expert for some advice
or read a book that will provide answers to your queries. You make plans on how
you can address what went wrong so that you can take the right step to succeed
in achieving the task. If you did well and feel good about it, then you can plan out
how you can further enhance a good work.

When showing examples of your work, you can upload word file, excel data,
pictures, jpeg or pdf files, PowerPoint presentations among others but, a brief description
explains the reason why the file in uploaded has to be written. This will guide the readers
as you also reflect on how relevant or significant the material is to you.
What is great about writing a reflection is it allows you to embrace your own
learning and start taking accountability of it. After all, you owe it to yourself and no matter
what the teacher does inside the classroom, as a learner you can make the decision
whether you want to learn or not. With an ePortfolio, you try to capture your personal
journey of learning.

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control
who can see your work. The icon for sharing the site can be managed by entering the
email address of the person with whom you share it.

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Assessing an ePortfolio using a Rubric

Evaluating an e-Portfolio using a rubric is a consistent application of learning
expectations, learning outcomes or standards. It should tell the students the link between
learning or what will be taught and the assessment or what will be evaluated. Rubrics are
simple and easy to understand. The items in the rubric should be mutually exclusive.
Students can see connections between learning (what will be taught) and
assessment (what will be evaluated) by making the feedback they receive from teachers
clearer, more detailed, and more useful in terms of identifying and communicating what
students have learned or what they may still need to learn.

Category Inadequate (1) Apprentice (2) Competent (3) Exemplary (4) Score
Selection of Most work samples Few work samples are Most work samples are All work samples are
Work are not related to the related to the related to the objectives of clearly and directly
Samples objectives of the objectives of the the ePortfolio. related to the
ePortfolio. ePortfolip. objectives of the
ePortfolio.
Use of No use of audio/ The use of audio/ The use of audio/ visual/ The use of audio/
Multimedia video, or graphics. visual/ graphics/ graphics/ photographs is visual/ graphics/
The photos and audio photographs is included and appropriate. photographs is
or video are distracting Included, but used integrated seamlessly
from the content of the randomly and without into work samples
portfolio. purpose
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Reflection Reflections are A few reflections Most of the reflections All reflections clearly
missing, and those describe why work describe why work describe why work
that are there do not samples in the portfolio samples in the portfolio samples in the portfolio
describe why the work demonstrate demonstrate achievement demonstrate
samples demonstrate achievement. Most do and growth. Some achievement and
achievement. not include student’s reflections also include growth. Reflections
ability to critique their student's ability to critique also include student's
own work and provide their own work and provide ability to critique their
suggestions for suggestions for own work and provide
enhancement. enhancement. suggestions for
enhancement.
Creativity Layout is simple. The layout lacks The layout serves its The layout serves its
and Pages/links are purpose and style. purpose and shows some purpose and shows
Purpose missing creativity. creativity. The layout/
design is reflective of
organized thinking.
Ease of Few links work. Little The site is missing The site has most required The site has all
Navigating effort reflected in required pages or tabs pages or tabs and shows required pages or tabs,
quality and and is poorly logical organization and is well-organized,
organization. organized. labeling labeled and is easy to
navigate.
Text The ePortfolio is The ePortfolio is often The ePortfolio is generally The ePortfolio is easy
Elements difficult to read due to difficult to read due to easy to read. Fonts and to read. Fonts and type
inappropriate use of inappropriate use of type size vary size vary appropriately
fonts, type size for fonts, type size for appropriately for headings for headings,
headings, subhead- headings, subheadings and subheadings and text. subheadings and text
ings and text and font and text and font Color of background, fonts, allowing for ease of
styles. Color of styles. and links generally scanning.
background, fonts, Color of background, enhance the readability of Color of background,
and links decrease the fonts, the text in most of the fonts, and links
readability of the text, and links allow for ePortfolio. enhance the readability
are distracting and and aesthetic quality
used inconsistently readability of the text in throughout.
throughout the most of the ePortfolio.
ePortfolio.
Writing There are more than 6 There are 4 or more There are few errors in There are no errors in
Conventions errors in grammar, errors in grammar, grammar, mechanics grammar and
mechanics requiring mechanics requiring requiring minor editing and mechanics.
major editing and editing and revision. revision.
revision
TOTAL:

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Lesson 4: Technology Collaborative Tools in the Digital World

The learners of this generation are a new kind of breed and it is important that
teachers understand how to deal with them. They seem to thrive in collaborative learning.
They like to connect to the social networking sites. Creating and producing something are
what they prefer to do rather than become consumers of information inside the classroom.
They like to be mobile either physically or virtually as they traverse from point to point or
site to site. Apparently, they seem to be investing a huge amount of their time in a digital
social environment although they can be more self-directed in choosing what they want to
learn, how they want to learn and when they

Technology as a Collaborative Tool

One way to engage students is to give them a challenge and a chance to work
together. An example is when you give them an issue to discuss which they can continue
talking about even if they are outside of the class. Students may continue the discussion
and share information or come up with an agreement by texting, emailing, chatting, or
using the online document. Once they have agreed, they can move to the next step of
presenting their Agreements or resolutions to the whole class.
Normally .in a regular classroom, teachers may have discouraged students from
conversing with classmates during individual work, but sometimes there are positive things
that can come out of it as students talk about the task assigned to them or as they work
themselves of a complicated task.
There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are Skype, wikis, blog, google form, web
conferencing, Realtimeboard, among others. You need to explore each application to be
familiar with the features.

1. Skype is a software application allowing you to do a videoconferencing for free.

All you need is to create an account and can be used for a video meeting.
2. Wiki is a software that allows you to create a page or a selection of pages designed
to allow you to post or write, edit, or upload a link quickly. This is good when
students need to work together to complete a task even if they are not physically
together. A task such as writing a paper together, planning a presentation or
surveying ideas from team members can be managed by a wikispace that
efficiently allows one to document the contribution of each member in the team.
Work can be extended virtually and asynchronously.
3. Blogging In blogging, it is journaling your ideas to which others can react allowing
a thread of discussion to take place and which can be used online. It is the
abbreviation of weblog. It would help if you provide direction when using a weblog.
a. Use weblog with a clear instructional objective. It is an opportunity to
explore the skill of communicating ideas. Like in a writing class, you can
guide students on how to design the whole blog or upload materials and
support students in developing critical communication.
b. Guidance on what and how to post will be needed. Teach the students that
the blogging is for educational purposes and is different from a personal
blog. Proper or formal language variety should be used. A writing prompt
would help to guide your students' posts.
c. With easy access to information, a major obligation is to teach the students
to use multiple source and to cite them appropriately.
d. Writing about your ideas is a personal act but it is important that you are
taught to make blogs personal without revealing too much of personal
information such as contact information and too personal pictures. When
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writing blogs, you write your reflections but safeguarding yourself is also an
important consideration.
e. It may help if you can look for very good examples of blogs. There are
online and print publications that review blogs and you can use the
information to guide you toward getting good models.
4. Google Group/ Google Form and Microsoft Teams/ Microsoft Forms are
applications that can be used in a collaborative documentation of ideas
contributed by members of the team. Having a google account/ Microsoft account
will come very handy and you can easily have access to a variety of applications.

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Lesson 5: Digital Literacy Skills in the 21st Century

The 21st Century has included other aspects of the 21st context. These literacies
include (1) Cyber Literacy or Digital Literacy, (2) Media Literacy, (3) Arts and Creativity
Literacy, (4) Financial Literacy, (6) Multicultural Literacy or Global Understanding.
This lesson will focus on digital skills and digital literacy as a response to the 21 st
Century developments. The millennial students are generally tech-savvy, digital natives.
They practically know how to go about a tablet, an iPad, smartphones or laptops better
than anyone else. This suggests their digital skills.
However, are all students’ digital literates?
Thinking on how to use the digital tools, accessing information, and exhibiting ways
of working in a globally competitive contexts, together with skills in living in the 21 st Century
refer to the digital literacies.
Do you feel confident when you search for information in the internet? Do you
easily locate relevant resources? Do you think you are capable of optimizing the use of
the online tools such as Facebook or google when studying or doing school work? How
do you manage your digital identity?
The skills you need to be able to perform well in the situations are known as
'digital literacy.' In the 21st century, you need to be equipped with these skills to be abreast
with the demands in the workplace.

What are digital literacies?

Digital literacies are the individual's capabilities to be able to effectively and
responsibly function and perform in a digital society. The term 'digital literacy' was coined
by Paul Gilster in 1997 and it came from the discussion of the concepts on
a. visual literacy when images and non-verbal symbols try to capture
the knowledge;
b. technological literacy requiring one to be able to use technology in
addressing a need;
c. computer literacy, which in the 1980s started to become a
household item manipulated to achieve one's target; and
d. information literacy which refers to the finding, evaluating, using and
sharing of information.
In the teaching and learning context, digital literacy is an important competence.
In school, it has become a buzzword which refers to the ability to access, process,
understand, utilize, create media content using information technologies and the internet
(Hsieh, 2012). Study the varied digital literacies discussed below.

The Digital Literacies

1. Media Literacy — is one’s ability to critically read information or content and
utilize multimedia in creatively producing communications.
2. Information Literacy — is locating information from the web and interpreting while
evaluating its validity in order that it can be shared.
3. ICT Literacy — is knowing how to select and use digital devices, applications or
services to accomplish tasks requiring the use of the internet.
4. Communications and Collaboration — are one's capabilities in being able to
participate in the digital networks in the teaching and learning context.
5. Identity Management — is being able to understand how to ensure safety and
security in managing online identity and foster a positive digital reputation.
6. Learning Skills -- are ways of knowing how to study and learn in a technology
enriched environment; this is knowing how to utilize technology in addressing the
need to learn efficiently.

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7. Digital Scholarship --- is being able to link and participate in professional and
research practices.
One important component of digital literacy is having an in-depth understanding of
concepts requiring essential core skills. These core skills are known as the Cs of the 21st
Century Skills.

The Four Cs of the 21st Century Skills

The four C's of the 21st Century Skills refer to
critical thinking, creativity, communication, and
collaboration. To perform well in this century, you need
to develop and enhance these skills namely creativity,
critical thinking, communication and collaboration. All
these 21st century skills are essentials for students to
do well in school and succeed in the workplace.

1. Critical thinking is learning how to solve

problems. It teaches students not to accept
immediately claims without seeking the truth. It
is the ability to differentiate facts from opinions
and not only just learn set of facts or figures but
also discover these for the sake of knowing
what ought to be.
2. Creativity requires students to think out of the
box and to take pride in what is uniquely theirs.
It means that they will be able to- look at a
problem from multiple perspectives-including
can propose multiple possibilities and
alternatives to address a problem and they
need to take calculated risks. Creativity
encourages students to think beyond the
expectations of conventions. However, creativity may not ensure success all the
time, but it may lead to another direction that can actually be a better way of figuring
out how to solve the problem those that others may not see.
3. Communication makes students express their ideas in the clearest and organized
manner. Through varied modes - face-to-face, technologically mediated or a
blended medium, they need to know how to efficiently and clearly convey ideas
4. Collaboration happens When students know how to work well with others to
accomplish a given task or solve a problem at hand. This is a 21 st essential. When
students are made to work with others in a pair or in a team, they are given the
chance to practice how to relate with others. They may be working with classmates
they do not really prefer to work with but with guidance, you can teach them to tap
on the capabilities of each member of the team and collaboratively achieve the
goal. Eventually when they leave school, they will definitely see the need to know
how to collaborate with others in order for them to accomplish a job, and you have
prepared them for it. In other words, collaboration teaches students that groups
can create something bigger and better than you can on your own.
In addition to the 4C's, there are Citizenship and Character. Citizenship is
known as netizenship in the virtual world. This is making the person consider how
one behaves accordingly by observing the norms and rules that are in accordance
with what are sociably and virtually acceptable. As a result, one is projecting a
reputable digital identity which is his or her character.

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills are required in the wired world. These skills vary from texts
to images to multimedia. Future teachers who will be handling students considered as
tech savvy should equip themselves with competencies and fluencies needed to handle
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the fast-emerging tools and applications that should be able to handle even artificial
intelligences.
Lynch (2017), identified eight digital literacy skills needed to become digitally
literate. These are:
1. Coding. Coding is a universal language. Basic understanding of HTML, CSS
and the like will create a shared understanding of what can be done with the web
pages.
2. Collaboration. The use of Google Docs among others allows student to begin
experimenting with effective online collaboration.
3. Cloud software. This is essential part of document management. The cloud is
used to store everything from photos to research projects, to term papers and even
music.
4. Word Processing Software. Google, Microsoft Online Drop Box are available for
storage arid management solutions.
5. Screencasting. A screencast is a video recording using the computer screen, and
usually includes an audio. On the other hand, when you take a picture on the
screen of your computer, it is called a Printscreen. Both can be used in explaining
topics as well as providing a visual support to clarify what you are thinking. While
the printscreen is a picture, the screencasting is a video screen capture which is a
great way to share ideas and is easy to use for novice video creator.
6. Personal Archiving. Students should be taught the concepts of meta data,
tagging, keywords and categories to make them aware how are they represented
online.
7. Information evaluation. Critical thinking to weed out fake news is a crucial 21st
century skill. The use of tools and skills needed to process information are very
much needed.
8. Use of social media. Social media serves different purposes depending on the
user, the technology and the need. For example, students should realize that
Twitter can be useful for staying current on the latest news in the field.
Digital literacy has been defined in many ways that is understandable by both
digital natives and digital immigrants. Teachers and students should not only be proficient
in how to use (digital skills) but they need to see the information and media

Here are examples of how Digital Skills or Proficiency support Digital Literacy.
Digital skills Digital Literacy
1. Sending an email or text 1. Evaluate the appropriate digital channel for online
communication with peers, teachers and parents.
2, Using Microsoft Office/ 1. Identify the benefits and drawbacks of each digital
Google tool.
2. Evaluate critically which tool is most effective for
the project at hand.
3. Tweeting, Posting to 1. Navigate the social media safely to protect oneself.
Facebook, Uploading a Video to 2. Identify hate propaganda and fake news.
YouTube, or posting a photo to
Instagram
4. Researching from the 1. Evaluate the information online.
worldwide web. a. Is the site legitimate?
b. Is the. author an expert?
c. Is the information current or dated?
d. Is the idea neutral or biased?

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VI. LEARNING ACTIVITIES

M3: Activity 3-Infographics (File Name: your course and year, surname, Activity 3)
A. Create an infographic of the results of the survey on the use of ICT in Activity 1 of
Module 1. The title of your infographic must be “Survey on the Use of ICT in the TL
Process”. Be sure that the data correspond to your survey results. (See sample below.)
Title Here

B. Think of a topic or a part of any lesson based on your field of specialization and create
an infographic as your instructional material in teaching. Write a brief explanation (2-3
sentences) about it.

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VII. ASSIGNMENT

M3: Assignment 3 (File Name: your course and year, surname, Assignment 3)
Task 1. Digital Literacy Skills Inventory

Take the Digital Literacy Skills Self-Inventory and find out how confident you are when
working online by putting a tick mark [ / ] in the corresponding column.

Digital Literacy Skills — Finding, Using, Creating Information and Not Somewhat Very
Understanding Digital Practices Confident Confident Confident
Selecting the right tool when you need to locate, use or present
information
Presenting your digital identity online
Identifying and communicating with an expert online
Using online tools and sites to search or share information online
Recognizing owner of ideas and information found online through
citations
Distinguishing the search engines to get information
Knowing the information that can be searched in the web
Using the right key words to search for related online materials
Using social networking sites as a source of information
Scanning or skimming a page of a site or a blog among others to get
the relevant information quickly
Signing up in pertinent sites having experts and authorities in the
discipline to be updated with information they can provide

Using materials in a variety of online media (i.e., videos, podcast, sites,

among others)
Assessing the credibility of an online resource
Citing correct reference to other person 's work found online
Using bookmarking to organize and legally share files
Posting comments to online fora, blogs or Vblogs, or web pages while
observing netiquette
Writing and posting online views or ideas suited to the target readership
or audiences
Collaborating with others online in creating and sharing documents or
presentations
Using multimedia to capture the information or message (i.e., recording
and editing a digital story, video or a podcast)
Communicating with others through online modality (e.g., Skype,
forums, blogs, social networking sites, etc.)

What have you realized after taking the Digital Literacy Skills Self-Inventory?
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“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 27 of 39
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

Task 2. Non-digital Instructional Materials

A. Discuss the importance of the following in the teaching-learning process.
1. Flipchart- __________________________________________________________

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2. Wall display- ____________________________________________________

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3. Chalk board- ___________________________________________________

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Diorama- ____________________________________________________

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Nature table- ____________________________________________________

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B. Non-digital instructional materials are still relevant in 21 st century teaching and

learning. Agree or Disagree? Explain

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 28 of 39
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED7-1STSEM-2020-2021

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VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)

Quiz

IX. REFERENCES

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH: Lorimar
Publishing, Inc.
Egbert, J. (2009).Supporting learning with technology essentials of classroom practice. Pearson
Lucido, P & Corvuz B. (2012) Educational technology 2, Quezon City, Lorimar Publishing
Low-Cost and Low-Tech Resources for the classroom in
https://www.youtube.com/watch?v=XCKQP7zzYjU
http://www.canva.com
http://educatorstechnology.com/2012/06/33-digitalskills-ever-21stcentury.html
https://youtu.be/c0xa98cy-Rw
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The contents provided in this module are from the references presented above. The professor does not claim the
information in this module as his own. This is prepared for instructional purposes only.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 29 of 39