Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: SECENGLED22-2ndSem-2023-2024

College of Teacher Education

Bayombong Campus

EGREE PROGRAM BSED COURSE NO. SEC ENGL ED 22

SPECIALIZATION English COURSE TITLE Technology in Secondary Language Education
YEAR LEVEL 3 TIME FRAME 6 hrs. (lec) WK NO. 1-3 IM 1
9 hrs. (lab) NO.

I. CHAPTER I: Using ICT in the Developing 21st Century Skill/ICT in the 21st Century Skills

II. LESSON TITLE

Lesson 1: Review on TPACK and other Instructional Materials Models
Lesson 2: 21st Century Communication Skills
Lesson 3: Learning Activities to develop critical thinking and problem-solving
Lesson 4: Promoting Digital Citizenship

III. LESSON OVERVIEW:

This module introduces the important features of the Enhanced K+12 Basic Education Curriculum
Framework which creates a functional basic education system that will produce productive and
responsible citizens who are equipped with 21st century skills that would be useful in their life-long
learning and employment. Moreover, it presents the teachers and the learners of the 21st century and
identify the skills they are expected to possess.
Further, this module discusses the Digital Citizenship, also commonly referred to as Digital
Wellness or Digital Ethics, a concept where students, teachers, parents and leaders learn the appropriate
and responsible way to utilize technology in our society especially in classroom. Preparing our students
on a technology rich world and helping them understand the norms on how the technology should be
used. The major focus is on how one should act when they are online especially in distance learning.
Through these topics, students are expected to establish strong understanding on the K to 12
Framework and the use of ICT in the developing 21st century skill/ICT in the 21st Century skills.

IV. DESIRED LEARNING OUTCOMES

At the end of this module, you should be able to:

a. identify various features of TPACK in the integration of technology in teaching;
b. enumerate learners and teachers 21st century skills;
c. identify ways to develop the 21st century skills;
d. distinguish the difference between learners in a case class and video class approach;
e. apply the 21st century skills to improve teaching and learning ;
f. enumerate ways of developing critical thinking skills and problem-solving that engage
learners;
g. analyze the difference between digital natives and digital immigrant; and
h. develop an understanding of the concepts of what Digital Citizenship and the Core Rules
of Netiquette.

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 MODULE 1 Technology in Secondary Language Education

V. LESSON CONTENT

The term ‘education for the 21st Century’ recognizes that we are living through a period of rapid change
in an increasingly globalized environment, to which education systems need to adapt, not just through a
one-off reform, but continuously.
- HUGH DELANEY, Chief of Education UNICEF Thailand

Lesson 1: REVIEW ON TPACK AND OTHER INSTRUCTIONAL MATERIALS MODELS

WHAT IS TPACK?
• stands for Technological Pedagogical Content Knowledge. It is a theory that was developed to
explain the set of knowledge that teachers need to teach their students a SUBJECT, TEACH
EFFECTIVELY, AND USE TECHNOLOGY.

How the Concept Came About:

• The seminal piece on the TPACK model was written in 2006 by Punya Mishra and Matthew J.
Koehler in “Technological Pedagogical Content Knowledge: A Framework for Teacher
Knowledge.”

• They explain that their theory comes after five years of studying teachers at all different grade
levels with design experiments to see how their classrooms operated.

• They based their initial idea on Lee S. Shulman’s 1986 work “Those Who Understand: Knowledge
Growth in Teaching.”

• First, Shulman discusses the usual idea of knowledge in teaching which is that teachers have a
set of content knowledge – specific knowledge about the subject they are teaching – and a set of
pedagogical knowledge – knowledge about how to teach including specific teaching methods.

• Shulman counters this and says that effective teachers overlap these two knowledge sets, making
a set of knowledge about how to effectively teach their subject matter. He calls this pedagogical
content knowledge or PCK.

• Twenty years later, Mishra and Koehler saw that the biggest change happening in education is
the use of technology in the classroom. They noticed that technological knowledge was treated
as a set of knowledge outside of and unconnected to PCK.

• After five years of research, Mishra and Koehler created a new framework, TPACK, which adds
• technology to pedagogical content knowledge and emphasizes the connections, interactions, and
constraints that teachers work with in all three of these knowledge areas.

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 MODULE 1 Technology in Secondary Language Education

The Evolution of the TPACK Model

TPACK gives us three knowledge areas to consider: Technology, Pedagogy, and Content
Knowledge.
• Arranging these three categories into a Venn diagram helps us to see the four areas that are
created in Mishra and Koehler’s framework.

The three components of TPACK:

1. Technological Knowledge. The technological knowledge helps teachers use and combine
technology with teaching. As a teacher technological knowledge is about knowledge and
understanding of tools that you can use to teach. Eg apps games devices. Technological
knowledge is about how teachers use technology.

2. Pedagogical Knowledge. Refers to the art and practice of teaching. Utilizing the knowledge and
putting into the practice of transmitting the knowledge in an interesting way for the students to
learn. Pedagogy not only refers to the accuracy of knowledge but the effectiveness of the teaching
on the student’s learning. Teacher may know everything but does not know how to teach.

3. Content Knowledge. Content knowledge is the teacher’s knowledge about the subject matter to
be learnt or taught. This knowledge would include knowledge of concepts, ideas, theories and
frameworks. -(Koehler & Mishra, 2009).

Technological Content Knowledge (TCK)

• TCK is how the technology influences the content. The second overlap created. For an example,
teachers used to teach penmanship and cursive to their students. But many school districts have
eliminated cursive handwriting from the curriculum. Without entering into the debate on the merits
of cursive, it is clear that technology has impacted the content knowledge that we teach students.

Technological Pedagogical Knowledge (TPK)

• The third overlap is Technological Pedagogical Knowledge. TPK highlights the area where
technology and pedagogy influence each other.
• Incorporating technology into the classroom often causes a change in how the material is taught.
• A simple example might be when a teacher uses an instructional video clip for a topic that they
used to model on the board.

Technological Pedagogical Content Knowledge (TPCK)

• The center of our Venn diagram, which is Technological Pedagogical Content Knowledge. This
area acknowledges that all three of these sets of knowledge are influencing each other, that each
is important, and that to have an effective learning environment, we need to consider all three.

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reproduced for educational purposes only and not for commercial distribution.”
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 MODULE 1 Technology in Secondary Language Education

• Mishra and Koehler paraphrase Marks’ comment about PCK to apply the idea to TPACK, “TPACK
represents a class of knowledge that is central to teachers’ work with technology. This knowledge
would not typically be held by technologically proficient subject matter experts, or by technologists
who know little of the subject or of pedagogy, or by teachers who know little of that subject or
about technology.”

• In addition to these new knowledge overlap areas, Mishra and Koehler are quick to point out that
all of this knowledge lies in specific contexts. You as the teacher form part of the context, while
your students and the environment also contribute to the context.

• With each situation, the context changes slightly and your set of knowledge shifts with it to create
the learning environment.

How Does It Impact Teaching and Learning with Technology?

• Currently, technology is treated as if it is separate from teaching and learning. We have
Professional Development workshops where we are instructed in the use of some particular
software or app, and how to fit it into our classroom is not discussed.

• Mishra and Koehler point to this as a current negative impact. They claim that the lack of
awareness of TPACK keeps technology separated and leads to four problems with using
technology in the classroom.

• First, there are such rapid changes in technology that it is extremely difficult to keep up with all
the latest advancements and apps.

• Second problem is that software is DESIGNED FOR BUSINESS, NOT FOR EDUCATION. This
often means that students are learning how to use the program and not learning the content of
the class.

• Third problem with keeping technology separate is the situational nature of the classroom. A
teacher can adjust a lesson to make sure it meets the needs of the specific group of students,
BUT THE INSTRUCTIONAL VIDEO CANNOT.

• It’s the same video every time it is played. Finally Mishra and Koehler say that keeping technology
separate places an emphasis on “what” not “how.” From the teacher’s perspective the lesson
becomes about what technology are we going to use today, what does it say, what skills does it
require, instead of how can I teach my students.

How Can TPACK Be Used in the Classroom?

• Keeping technology as a separate knowledge set causes problems, but when we understand the
framework of TPACK, we can integrate technology into the content and pedagogy of our
classrooms.

• The integration will help our students learn more effectively. Mishra and Koehler suggest that
TPACK should guide curriculum development and teacher education.

• To apply TPACK to our classrooms now, Judith B. Harris and Mark J. Hofer worked with
colleagues from universities around the United States to create Activity Types. Their article,
“‘Grounded’ Technology Integration: Instructional Planning Using Curriculum-Based Activity
Type Taxonomies,” explains how TPACK should change the way we plan our daily lessons.

• They describe a planning process where we first choose the learning outcomes that we will be
working on that day or during that class session. The learning outcomes are the content. The
second step they propose is choosing an activity type. The activity type is the pedagogy or how
are the students going to learn the content. Finally, we can choose technologies that will support
the activity type and aid the students in learning.

• Harris, Hofer, and their colleagues show us with example after example of how our instructional
planning should include each part of the TPACK framework and allow us to create and develop
the overlapping knowledge to make the best learning environment for our students.

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reproduced for educational purposes only and not for commercial distribution.”
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 MODULE 1 Technology in Secondary Language Education

• The simplest idea at play in TPACK is that a person who is a world-renowned expert in a subject
might not be a great teacher because they lack the pedagogical knowledge to make the subject
accessible and understandable. To be a great teacher, we have to combine our knowledge of the
subject with our knowledge of how to teach. With the increasing focus on technology, we need to
also learn how to combine technology with our content and pedagogy to create an effective
learning environment.

The importance of TPACK:

• TPACK is an essential part of the education system today as it incorporates the growing demand
on the use of technology in the classroom as well as continuing the focus on the content and how
we teach it. Therefore it sets up education for the future as well as setting up the students for their
future.

Impacts of TPACK:
• Impact on the Teacher: It is important for the teacher to be completely up to date and
knowledgeable with the curriculum and the components of TPCK to effectively incorporate it into
their lessons.

• Impacts on the Students: Students of the millennium work better through technology and quite
often find the content and direct teaching quite stale. Therefore by adding the technology
component to the already existing PCK model the students become more engaged in their
learning.

Lesson 2: 21ST CENTURY COMMUNICATION SKILLS

K to 12 classifications of the 21st Century Skills

1. Effective Communication Skills
2. Information, Media, and Technology Skills
3. Learning and Innovation Skills (for Higher
Education and Middle Level Skills Development)
4. Life and Career Skills (for Entrepreneurship and
Employment)

The figure shows the 21 Century Communication st

Overall, the K to 12 program is a necessity given the
Skills Framework
need to:
• Enhance the curriculum to improve mastery of basic competencies,
• Ensure seamlessness of primary, secondary, and post-secondary education,
• Improve teaching and learning outcomes using enhanced pedagogies – such as spiral
progression in Science and Math – and the rationalization of the medium of instruction in our
schools, especially for Kindergarten and the early primary levels, and
• Expand job opportunities for both graduates and school leavers alike by reducing the mismatch
between acquired skills and available jobs and provide a stronger foundation for post-secondary
education and the world of work.
We want to produce holistically developed graduates with 21st century skills. We want to nurture
lifelong learners who are better prepared for the rigorous of post-secondary education and the world of
work.

HOLISTICALLY DEVELOPED FILIPINO WITH 21 ST CENTURY SKILLS

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 MODULE 1 Technology in Secondary Language Education

1. Learning and Innovation Skills:

 Creativity and innovation
 Critical thinking and problem solving
 Communication and collaboration

2. Info, Media, Tech skills:

 Access and evaluate information
 Use and manage information
 Analyze media
 Create media products
 Apply technology effectively

3. Life and Career Skills:

 Flexibility and adaptability
 Initiative and self-direction
 Social and cross-cultural skills
 Productivity and Accountability The figure shows K to 12 Curriculum Exits
 Leadership and responsibility ramework

21ST CENTURY LEARNER Commented [MR1]: “Success in the 21st century

requires knowing how to learn. Students today will likely
Knowledge Network for Innovations in Learning by Palfrey and Gasser have several careers in their lifetime. They must develop
and Teaching (KNILT) strong critical thinking and interpersonal communication
skills in order to be successful in an increasingly fluid,
interconnected, and complex world. Technology allows
for 24/7 access to information, constant social interaction,
and easily created and shared digital content. The illiterate
of the 21st Century will not be those who cannot read and
write but those who cannot learn, unlearn and relearn.

To cater the needs of the 21st century learners, teachers should equip themselves with 21st
Century skills.

CHARACTERISTICS OF A 21ST CENTURY LEARNER Commented [MR2]: “Success in the 21st century
requires knowing how to learn. Students today will likely
1. Critical Thinking and Problem Solving have several careers in their lifetime. They must develop
strong critical thinking and interpersonal communication
 Reason Effectively skills in order to be successful in an increasingly fluid,
 Use Systems Thinking interconnected, and complex world. Technology allows
 Make Judgments and Decisions and solve problems for 24/7 access to information, constant social interaction,
and easily created and shared digital content. The illiterate
of the 21st Century will not be those who cannot read and
2. Creativity and Innovation write but those who cannot learn, unlearn and relearn.
 Think Creatively
 Work Creatively with Others
 Implement Innovations

3. Communication and Collaboration

 Communicate Clearly
 Collaborate with Others

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 MODULE 1 Technology in Secondary Language Education

4. Information, Communications and Technology Literacy

 Use digital technologies (e.g., computers, PDAs, media players, GPS, etc.),
communication/networking tools, and social networks appropriately to access, manage,
integrate, evaluate, and create information to successfully function in a knowledge
economy.
 Apply a fundamental understanding of the ethical/legal issues surrounding the access
and use of information technologies.
 Apply Technology as a tool to research, organize, evaluate, and communicate
information.

LEARNERS IN A CASE CLASS AND VIDEO CLASS Commented [MR3]: Educating for the unknown for
CASE CLASS VIDEO CLASS what might come, for nimble ways of thinking about it…
1. Students copied in formation from a given 1. Students answered a problem question and -David Perkins
table. gathered information to answer the problem.
2. Students read the information they copied. 2. Students reported their findings to a mixed
group.
3. Students worked alone. 3. Students worked in teams.
4. Students sketched a picture based on a 4. Students made a presentation using different
reference. media.

In video class…
VIDEO CLASS 21ST CENTURY SKILLS Commented [MR4]: We wont know what children
1. Students answered a problem question and 1. CRITICAL THINKING AND would know 10 years from now, so inquiry is the process
gathered information to answer the problem. PROBLEMSOLVING children learn how to learn and apply those skills in the
learning of everything for the future…- Kelly Holm
2. Students reported their findings to a mixed 2. COMMUNICATION
group.
3. Students worked in teams. 3. COLLABORATION
4. Students made a presentation using different 4. CREATIVITY
media.

Our students/pupils today…

In instruction…
21st CENTURY SKILLS INSTRUCTION
CRITICAL THINKING AND PROBLEM- Teacher poses a problem and asks students to solve it
SOLVING or research for answers.
COMMUNICATION Teacher raises an issue or topic and students express
their ideas with varied media.
COLLABORATION Teacher provides a task and students work in teams.
CREATIVITY Teacher presents a challenge and students design a
solution or an innovation.

CHARACTERISTICS OF A 21ST CENTURY TEACHER

1. The Adaptor- 21st Century Educators are able to adapt: Commented [A5]: When it all goes wrong in the middle
• the curriculum and the requirements to teach to the curriculum in imaginative ways; of a class, when the technologies fail, the show must go
on.

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reproduced for educational purposes only and not for commercial distribution.”
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 MODULE 1 Technology in Secondary Language Education

• software and hardware designed for a business model into tools utilizable by a variety of age
groups and abilities to a dynamic teaching experience; and
• teaching style to be inclusive of different modes of learning.

2. The Communicator - The 21st Century teacher, as a communicator, must be fluent in tools and
technologies that enable communication and collaboration anywhere, anytime. They do not only
know how to do communication, they also know how to facilitate, stimulate, control, moderate,
and manage communication.

3. The Learner- The 21st Century teacher, as a learner, must Commented [MR6]: •Teachers want their students to
• be lifelong learners; learn beyond the usual and learn to face challenges of
education, they themselves should be a lifelong learner for
• continue to absorb experiences and knowledge; them to be able to extend their knowledge and skills to
• endeavor to stay current; and their students.
• change and learn as the horizons and landscape changes.

4. The Visionary- The 21st Century teacher, as a visionary, must have rich imagination to:
• see the potential in, grasp, and manipulate the emerging tools and web technologies;
• look at others’ ideas and envisage how they would use these in their class;
• looks across the disciplines and through the curricula and make links that reinforce and value
learning in other areas; and
• make other fields as leverage to reinforce their own teaching and the learning of their students.

5. The Leader- The 21st Century teacher, as a leader: Commented [MR7]: •Teachers are leaders in their own
• leads by example by championing processes and modeling skills—walks the talk; way by leading their students to the proper and appropriate
use of the learning materials including technologies
• is an advocator, early adopter—a maverick; and
• set clear goals and objectives crucial to the success of a project.

6. The model- The 21st Century teacher, as a model, should model: Commented [MR8]: •Teachers are models when it
• the behaviors that they expect from their students—tolerance, acceptance, a wider view than comes to behavior, language, dealings with colleagues and
students, use to facilitates and others. They are likewise
just their curricula areas, global awareness, and reflection; models not only in what they teach but according to what
• reflective practice by monitoring and evaluating their teaching via blogs, twitter and other they practice, even with the use of technologies.
medium where educators can look both inwards and outwards;
• the 21st Century teacher is an adaptor. Harnessed as we are to an assessment focused
education model the 21st Century Educator must be able to adapt the curriculum and the
requirements to teach to the curriculum in imaginative ways;
• they must also be able to adapt software and hardware designed for a business model into tools
utilizable by a variety of age groups and abilities;
• they must also be able to adapt to a dynamic teaching experience. When it all goes wrong in
the middle of a class, when the technologies fail, the show must go on; and
• as an educator, we must understand and apply different learning styles. we must be able to
adapt our teaching style to be inclusive of different modes of learning.

7. The Collaborator- The 21st Century teacher, as a collaborator, must be able to: Commented [MR9]: •Collaborator not only inside the
• leverage collaborative tools like LinkedIn, Ning, Blogger, Workspaces, Bebo, MSN, Myspace, classroom, but also in space. Teachers, therefore, must
pull up their collaborative tools to be able to continue to
Slide Share, Pinterest, Instagram, and Facebook to enhance and captivate our learners; and share and contribute their knowledge to the learners
• share, contribute, adapt, and invent using these collaborative tools.

8. The Risk Taker- The 21st Century teacher, as a risk taker, must: Commented [MR10]: The learning pyramid shows
• have a vision of what s/he wants and what the technology can achieve to be able to identify that the highest retention of knowledge comes from
teaching others. Trust your students.
goals and facilitate learning
• take risks and sometimes surrender to the students’ knowledge and use the strengths of these
digital natives to
❖ understand and navigate products
❖ have students teach each other

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WHAT MUST 21ST CENTURY TEACHERS DO TO DEVELOP CRITICAL THINKING IN STUDENTS?

1. Commitment
2. Competence
3. Creativity
4. Compassion
5. Character

21st CENTURY TEACHING AND LEARNING

1. Ideal Learning Environment Commented [MR11]: Our World is experiencing
a. Teachers and students are all learners change at an exponential rate. To ensure that our students
b. The focus is more on questions, less on answers can thrive and be successful in a future that can’t be
predicted, education needs to keep pace with these
c. Understanding is more important than knowing changes. If we imagine the ideal learning environment—it
d. Innovation and exploration are part of learning might be a place where:
e. We connect and learn with the world

2. 21st century teaching and learning must be based on the following Commented [MR12]: 20th Century Learning VS 21st
broad skills: Century Learning
a. Collaborative inquiry to solve real and relevant problems 20th Century Learning = learning content
21st Century Learning = learning the tools and skills to
b. Creativity and innovation remake the content to become the producer and
c. Critical thinking and problem-solving creator ~Diana Rhoten
d. Communication

3. Technology, then, is what supports and enables this kind of learning

and engages students by:
a. Providing learning—anywhere, anytime
b. Supporting teacher innovation and capacity building
c. Enhancing equity of access using personal devices and internet resources
d. Using social media to support inquiry and communication while building social responsibility
and digital literacy
e. Strengthening connections with parents

LEARNING ACTIVITIES TO DEVELOP CRITICAL THINKING

Lesson 3:
AND PROBLEM SOLVING

Pedagogical Approaches
1. Constructivist. Teaching of all the subjects is anchored on the belief that the learner is not an empty
receptacle who is mere recipient of instruction. Rather, the learner is an active constructor of
knowledge and a maker of meaning.

The role of the teacher becomes facilitator, a guide on the side” rather than a dispenser of
information, the “sage on stage”. The student becomes the active “meaning-maker” not the teacher
imposing meaning. This means that learners construct their own knowledge and understanding of
what is taught out of their experiences.

2. Inquiry-based. The curriculum ensures that the learners could examine concepts, issues, and
information in various ways and from various perspectives. It provides them opportunities to develop
skills of creative and critical thinking, informed decision- making, and hypothesis building and problem
solving. The learners are encouraged to become active investigators by identifying a range of
information, understanding the sources of information, and evaluating the objectivity of information.
They are thus better able to draw meaningful conclusions which are supported by evidence. Rather
than examining an issue from any one perspective, the learners are challenged to explore other
possibilities by applying higher order thinking skills in their decision-making endeavors.

3. Reflective. Reflective teaching means making the learners look at what they do in the classroom,
think about why they do it, and think about if it works. Reflective teaching encourages learners to
engage in a process of self-observation and self-evaluation. By collecting information about what
goes in their classroom, and by analyzing and evaluating this information, they identify and explore
their own practices and underlying beliefs. This may then lead to changes and improvements in their
learning.

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4. Collaborative. Learning is a social activity and so must be collaborative. Learning is intimately

associated with connection with other human beings-classmates, teachers, peers, family as well as
community. The teaching-learning process is a rich opportunity to teach what it means to “live
together”, the fourth pillar of learning. The teaching-learning process should be interactive and must
promote teamwork.

5. Integrative. Subject matter is taught using interdisciplinary and multidisciplinary approaches. Science Commented [MR13]: Learning is contextual. Learning
is taught in relation to Math and vice versa. The content in Science, Health, Art, and Physical cannot be divorced from their lives. Learners do not
Education may become a reading material in English or the content in Araling Panlipunan and learn from isolated facts and theories separate from the
rest of their lives.
Edukasyon sa Pagpapakatao serves as reading material in Filipino. What is taught in Science is
reinforced by the lessons in Health. With the thematic approach, within each subject itself, the Every end of the quarter is an opportunity to integrate
connectedness of topics taught is shown. Co-curricular activities and community involvement learning by way of a culminating activity.
complement teaching-learning in the classroom. They are real life opportunities for contextualized
and integrative learning.

7 WAYS OF DEVELOPING CRITICAL THINKING SKILLS THAT ENGAGE LEARNERS

Developing critical thinking skills must be embraced and incorporated at the team level. If we start
by trusting our teachers to think and speak openly, we can set an example to them to also trust in the
goodness of their learners. This encourages kids to step up when fully engaged in meaningful projects.
1. The Freedom to Learn- In short, this means to give to the testers what is theirs but give the freedom
to think back to our learners. In the article Give Your Students the Freedom to Learn for The Guardian,
Matthew Bebbington talks about a strategy used by companies like Google for increasing employee
engagement.

They allow workers a certain "freedom" for focusing on personalized approaches to working on
problems. Essentially, they have carte blanche to work on whatever they wish with whoever they
wish. The result is a heightened sense of ownership of the problem, and a creative approach to
solutions. Of course, this elevates critical thinking capacity as well. There is absolutely no reason why
the same thing could not work in a classroom.

2. Encourage Project-Based Learning- Solving real-world problems gets kids out of the classroom
and into the real world. Again, this is a skill
that's paramount to success in life beyond
school. Developing critical thinking skills and
HOTS (higher order thinking skills) comes to
the forefront here.

A great place to do this is Wabisabi. It's a

teacher's dream, a resource that let you plan
incredible project-based learning and inquiry
units for your students. In addition, it offers
real-time reporting against standards, media-
rich portfolios your students can easily build
as evidence of learning, detailed lesson planning options, and much more.

3. Encourage Collaboration- Bring teamwork and peer collaboration into the mix and you're sure to Commented [MR14]: Think about collaboration along
engage critical thinking skills. This applies not only in your classroom with other students, but also the lines of using technology to reach out to the global
community. Don't just invest in technology; the end
beyond the classroom walls into broader areas. It can involve the community and all the interesting goal is students collaborating, thinking critically, and
professionals that are part of it. solving problems relevant to their world.

4. Include Professional Development- Make workshops and in-services incorporate the highest
critical thinking component among teachers. The most effective professional development
incorporates teachers being engaged and taking ownership of the material. Through this example,
teachers will take this back to their students. If you don't want your teachers to purely lecture, don't
hire someone to come in and lecture. Your presenters must be the highest examples of what you
want your teachers to be.

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 MODULE 1 Technology in Secondary Language Education

5. Teach the 6d’s of Solution Fluency- Solution Fluency is a process for working through any problem
no matter how big or small. Essentially, it's what you do when you don't know what to do. It doesn't
matter if you're writing a shopping list or redesigning the universe; the 6Ds are foolproof and fail-safe.
They're also the perfect system for developing critical thinking skills. Commented [MR15]:
There are plenty of tools to help you bring this unique
The 6D process is as follows: critical thinking process into your classroom teaching,
as we have with thousands of educators all over the
i. Define the driving question. Ask questions to clarify, focus and understand what the problem world. Begin with the Solution Fluency Companion or
is. the Critical Thinking Skills Companion, which are
ii. Discover all aspects of the problem. What is being done currently? What exactly is the nature excellent resources for developing understanding.
of the problem?
iii. Dream and brainstorm directions to approach the solution. Imagine the problem solved in the
best way, no matter how seemingly impossible some of the solutions may be, and think
without borders.
iv. Design the solution. Create a blueprint of the ideas and workshop them thoroughly.
v. Deliver the goods and put the solution to work in a practical application. Generate the product
and test it out against the problem.
vi. Debrief and review the process and look realistically on the product or solution.

6. Teach Design Thinking- Design thinking is another angle very similar to Solution Fluency. In any
design approach, nothing is linear. There is always a never-ending cycle of revisitation and revision.
When processes are kept linear, possibilities become limited. Possibilities are what both Solution
Fluency and design thinking are intended to generate by working cyclically. With them, there are no
limits.

The figure shows

the solution-
fluency-design-
thinking

This simple infographic creates a side-by-side comparison of the stages of both Solution Fluency
and design thinking. It’s intended to display the striking similarities between the two. Hopefully, this
comparison will demonstrate a bit more of the remarkable versatility of Solution Fluency. It truly is a
process for both living and learning, and for assisting one in developing critical thinking skills.

7. Make a Mess- Messy learning is unguided and encourages learners to draw conclusions on their
own. It also requires support from the teacher in the form of structure, templates, guiding questions,
scaffolded skills, and the like. Nevertheless, it is the honoring of the critical thinking process of
which teachers need be aware.

"The greatest sign of a success for a teacher...is to be able to say, "The children are now
working as if I did not exist.“– Maria Montessori

Lesson 4: PROMOTING DIGITAL CITIZENSHIP THROUGH SAFE

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AND RESPONSIBLE USE OF ICT

Digital technologies change at a rapid rate, and it will be very challenging and difficult to keep up
with measures to prevent and mitigate risks associated with ICT use. Thus, a proactive approach would
be to educate children, teachers, and parents on digital literacy and citizenship, or in other words, how to
be a good citizen in the digital world.
There are a number of initiatives and programmes by many different governments and
organizations around the world that are working on digital citizenship issues. In realizing the opportunities
and risks that ICT can simultaneously bring to the young generation, countries with higher Internet
penetrations and technology provisions have recently paid great attention to the issues.
Researchers have observed that most of the relevant research has been done in the context of
industrialized nations, i.e. Europe and Northern America. Furthermore, there is an observed lack of data
for children below 15 years old, especially on ICT use in early childhood. The lack of understanding is
exacerbated in relation to the situation in developing and emerging countries in which ICT devices
abruptly introduce totally different opportunities and risks to children.
In this regard, there has been a call for more active research on digital citizenship in developing
countries (including the Asia Pacific Region) and to also address its unique characteristics and contextual
factors. It is hoped that lessons learned, best practices, and resources from developed countries, can
help the less developed ones equip themselves with preventive measures. In addition, International
Telecommunication Union (ITU) emphasizes the need to understand characteristics, practices, and
motivations of “digital natives” (15-24-year-olds actively using the Internet for at least five years),
particularly in the developing countries where they drive ICT growth.
The difference between Digital Natives and Digital Immigrant

Digital Native Digital Immigrant

 born after the introduction of  born before the introduction of
digital technology. digital technology.
 use online services like  the popular technology for them was
Facebook, YouTube, and Twitter radio, TV, newspapers, and books.
on various digital technologies,  are adapting to the digital
such as smart phones or a tablet technology introduced during their
device. lifetime.
 have blended their online life with  created the digital technology used
their offline life. by Digital Natives.

WHY DIGITAL CITIZENSHIP?

Some would say we do need to teach Digital Citizenship just citizenship as they are one in the
same now. Others argue that we need to have a common language and resources that we use with Commented [MR16]: Common language and resource
parents, students, and teachers. simply define as we understand each other’s situation and
use resource that are available and simple to use. We agree
Digital Citizenship will be constantly changing with the times as new tools redeveloped and used. on how to use the resources whenever the students engage
As within any society, we need a structure which people need to honor that we are respectful of each themselves to use in school related activities.
other.

DIGITAL CITIZENSHIP IN THE 21 ST CENTURY

#1 Goal l for Digital Citizenship is to teach teachers, students and parents what are the basics of Commented [MR17]: Digital citizenship is defined
technology issues are today (and help for tomorrow) and provide a Framework using Nine Elements and as the norms of appropriate, responsible behavior
comes with teaching resources. regarding technology use.

Nine Elements of Digital Citizenship

a. Digital Access: full electronic participation society.
 Do all students have access throughout the day to technology?
 Do all students have access to technology at home or in the community?
ᵜ Open computer labs
ᵜ After school access in libraries
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 Teachers also need to encourage technology use in their classrooms.

 Special needs students-required equipment?
 High speed access as opposed to dial-up.

b. Digital Commerce- the buying and selling of good online.

 Online purchasing has become an important factor in student’s lives
 Students (GENY) ages 8-24 now spend $ 196 billion per year online (Sho.org, 2006).
 Students often buy online without understanding the consequences.
ᵜ Scams, identity thief, viruses, spyware.
ᵜ Protecting Privacy (credit card info. Bank numbers, or personal data to unsecure sites).

c. Digital Communication- the electronic exchange of information.

 Texting has become the preferred method of communication, ow does this change
interpersonal communication.
 Cell phones can be a major distraction on class, but some phones allow access to
applications and internet access that could improve learning.
 How do we teach communication methods in a digital society?

d. Digital Literacy (knowing when and how to use tech): the capability to use digital technology
and knowing when and how to use it.
 Technology infused learning is becoming a common place; however, teaching how to use
technology appropriately has not kept pace.
 Instruction on inappropriate and appropriate use must be taught well as the technology
itself.
 Teachers need to learn how to create lessons with technology that are engaging.

e. Digital Etiquette (Learning right from wrong in the Digital Age; understanding appropriate
and inappropriate uses of technology): the standard of conduct expected by other digital
technology users.
 It is our job as educators to model proper digital etiquette do that students understand
the subtle and not so subtle rules when using technology.
 Students need to realize how their use of technology affects others.
 Examples:
ᵜ Understand that what is said in text or on social networking site might be seen (and
Commented [MR18]: Philippines has a strong policy-
misunderstood) by others enabling environment on tackling cybersafety and
ᵜ Students need to know when and how to use handheld devices whether they are in protection issues in schools. Founded on the core
school or in public settings. messages of the UN Convention on the Rights of the
Child, the Philippines Anti-Bullying Act of 2013, the
Special Protection of Children Against Abuse,
f. Digital Law: the legal right and restrictions governing technology use. Exploitation and Discrimination Act, the overarching
 Are students using technology the way that it was intended or are they infringing on the Child Protection Policy42 in 2012 and the Implementing
Rules and Regulations for the Anti-Bullying Act were
rights of others? formulated by the Department of Education (DepEd) to
 Have we taught Copyright procedures in our schools? ensure that schoolchildren are free from violence,
 Examples: exploitation, bullying, abuse, and discrimination, in both
offline and online environments.
ᵜ Using file sharing sites
ᵜ Pirating software The agency has instituted complementary ICT-related
ᵜ Subverting Digital Rights Management (DRM) tech. policy directives that include “Guidelines in Managing
the Proper Use of Internet Services”, “Guidelines on
ᵜ Hacking into systems the Proper Use of Computer and Network Facilities”,
ᵜ Stealing someone’s identity and “Computer Usage Code-of-Conduct Contract” 43.
More recently, the Philippines’ Cybercrime Prevention
Act of 2012 provides additional grounds for DepEd to
g. Rights and Responsibilities: the privileges and freedoms extended to all digital technology further strengthen its educational programmes on
users, and the behavioral expectations that come with them. cybersafety and wellness. DepEd is currently looking
 Students need to be given a clear understanding of the behavior that is required from into the operationalization of these policies as well as
sustainability of implementation and impact of planned
them.
initiatives. As a start, it has existing partnerships with
 Examples: various expert groups, private sector, and NGOs (e.g.
ᵜ Acceptable use policies, terms of use. Plan International, Save the Children, Stairway
Foundation) that conduct awareness workshops for
ᵜ Using online materials ethically, citing sources and requesting permission.
teachers, parents, caregivers, and students on online
ᵜ Reporting cyberbullies, threats and other inappropriate use. and offline issues faced by children.

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ᵜ Google- adhere to basic good-citizenship tenets such as “do no harm”

h. Health and Wellness: the elements of physical and psychological well-being is related to
digital technology use
 Examples:
ᵜ Carpel channel syndrome
ᵜ Eyestrain, poor posture
ᵜ Internet addiction

i. Digital Security: the precautions that all technology users must take to guarantee their
personal safety of their network.
 Students need to learn how to protect their data.
ᵜ Virus protection software
ᵜ Firewalls
ᵜ Backups
ᵜ Password-protecting, not sharing, changing different passwords for different
interactions and https sites.

DIGITAL SECURITY ISSUES

 Protecting hardware and network security
 Protecting personal security, identity theft, phishing, online stalking.
 Protecting school security: hackers, viruses
 Protecting community security: terrorist threats

DIGITAL CITIZENSHIP Commented [MR19]: DIGITAL FOOTPRINT

By embracing technology and encouraging students to explore its various forms, educators also
1.A digital footprint is a trail of data you create
have a responsibility to teach students to use technology in a responsible manner. while using the internet. It includes the websites
you visit; emails you send and information to
The Core Rules of Netiquette submit to online services.
Rule 1: Remember the Human 2.A passive digital footprint is created when data
is collected without the owner knowing, whereas
Rule 2: Adhere to the same standards of behavior online that you follow in real life active digital footprints are created when personal
Rule 3: Know where you are in cyberspace data is released deliberately by a user for the
Rule 4: Respect other people's time and bandwidth purpose of sharing information about oneself by
means of websites or social media.
Rule 5: Make yourself look good online
Rule 6: Share expert knowledge
Rule 7: Help keep flame wars under control
Rule 8: Respect other people's privacy
Rule 9: Don't abuse your power
Rule 10: Be forgiving of other people's mistakes

RULE 1: Remember the human

The golden rule your parents and your kindergarten teacher taught you was simple: Do
not do unto others if you don’t want others do unto you. Imagine how you'd feel if you were in the
other person's shoes. Stand up for yourself but try not to hurt people's feelings.

In cyberspace, we state this in an even more basic manner: Remember the human.

When you communicate electronically, all you see is a computer screen. You don't have
the opportunity to use facial expressions, gestures, and tone of voice to communicate your
meaning; words -- lonely written words -- are all you've got. And that goes for your correspondent
as well.

When you're holding a conversation online -- whether it's an email exchange or a response
to a discussion group posting -- it's easy to misinterpret your correspondent's meaning. And it's
frighteningly easy to forget that your correspondent is a person with feelings more or less like your
own.

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It's ironic, really. Computer networks bring people together who'd otherwise never meet.
But the impersonality of the medium changes that meeting to something less -- well, less personal.
Humans exchanging email often behave the way some people behind the wheel of a car do: They
curse at other drivers, make obscene gestures, and generally behave like savages. Most of them
would never act that way at work or at home. But the interposition of the machine seems to make
it acceptable.

The message of Netiquette is that it's not acceptable. Yes, use your network connections
to express yourself freely, explore strange new worlds, and boldly go where you've never gone
before. But remember the Prime Directive of Netiquette: Those are real people out there.

Would you say it to the person's face?

Writer and Macintosh evangelist Guy Kawasaki tells a story about getting email from some
fellow he's never met. Online, this fellow tells Guy that he's a bad writer with nothing interesting
to say.

Unbelievably rude? Yes, but unfortunately, it happens all the time in cyberspace.

Maybe it's the awesome power of being able to send mail directly to a well-known writer
like Guy. Maybe it's the fact that you can't see his face crumple in misery as he reads your cruel
words. Whatever the reason, it's incredibly common.

Guy proposes a useful test for anything you're about to post or mail: Ask yourself, "Would
I say this to the person's face?" If the answer is no, rewrite and reread. Repeat the process till
you feel sure that you'd feel as comfortable saying these words to the live person as you do
sending them through cyberspace.

Of course, it's possible that you'd feel great about saying something extremely rude to the
person's face. In that case, Netiquette can't help you. Go get a copy of Miss Manners' Guide to
Excruciatingly Correct Behavior.

Another reason not to be offensive online.

When you communicate through cyberspace -- via email or on discussion groups -- your
words are written. And chances are they're stored somewhere where you have no control over
them. In other words, there's a good chance they can come back to haunt you.

Never forget the story of famous email user Oliver North. Ollie, you'll remember, was a
great devotee of the White House email system, PROFS. He diligently deleted all incriminating
notes he sent or received. What he didn't realize was that, somewhere else in the White House,
computer room staff were equally diligently backing up the mainframe where his messages were
stored. When he went on trial, all those handy backup tapes were readily available as evidence
against him.

You don't have to be engaged in criminal activity to want to be careful. Any message you
send could be saved or forwarded by its recipient. You have no control over where it goes.

RULE 2: Adhere to the same standards of behavior online that you follow in real life
In real life, most people are fairly law-abiding, either by disposition or because we're afraid
of getting caught. In cyberspace, the chances of getting caught sometimes seem slim. And,
perhaps because people sometimes forget that there's a human being on the other side of the
computer, some people think that a lower standard of ethics or personal behavior is acceptable
in cyberspace.

The confusion may be understandable, but these people are mistaken. Standards of
behavior may be different in some areas of cyberspace, but they are not lower than in real life.

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Be ethical

Don't believe anyone who says, "The only ethics out there are what you can get away
with." This is a book about manners, not about ethics. But if you encounter an ethical dilemma in
cyberspace, consult the code you follow in real life. Chances are good you'll find the answer.

One more point on Netiquette ethics: If you use shareware, pay for it. Paying for shareware
encourages more people to write shareware. The few pesos probably won't mean much to you,
and they benefit all of cyberspace in the long run.

Breaking the law is bad Netiquette

If you're tempted to do something that's illegal in cyberspace, chances are it's also bad
Netiquette.

Some laws are obscure or complicated enough that it's hard to know how to follow them.
And in some cases, we're still establishing how the law applies to cyberspace.

Again, this is a book on manners, not a legal manual. But Netiquette mandates that you
do your best to act within the laws of society and cyberspace.

RULE 3: Know where you are in cyberspace

Netiquette varies from domain to domain

What's perfectly acceptable in one area may be dreadfully rude in another. For example,
in most TV discussion groups, passing on idle gossip is perfectly permissible. But throwing around
unsubstantiated rumors in a journalists' mailing list will make you very unpopular there.

And because Netiquette is different in different places, it's important to know where you
are. Thus the next corollary:

Lurk before you leap

When you enter a domain of cyberspace that's new to you, take a look around. Spend a
while listening to the chat or reading the archives. Get a sense of how the people who are already
there act. Then go ahead and participate.

RULE 4: Respect other people's time and bandwidth

It's a cliché that people today seem to have less time than ever before, even though (or
perhaps because) we sleep less and have more labor-saving devices than our grandparents did.
When you send email or post to a discussion group, you're taking up other people's time (or
hoping to). It's your responsibility to ensure that the time they spend reading your posting isn't
wasted.

The word "bandwidth" is sometimes used synonymously with time, but it's really a different
thing. Bandwidth is the information-carrying capacity of the wires and channels that connect
everyone in cyberspace. There's a limit to the amount of data that any piece of wiring can carry
at any given moment -- even a state-of-the-art fiber-optic cable. The word "bandwidth" is also
sometimes used to refer to the storage capacity of a host system. When you accidentally post the
same note to the same newsgroup five times, you are wasting both time (of the people who check
all five copies of the posting) and bandwidth (by sending repetitive information over the wires and
requiring it to be stored somewhere).

You are not the center of cyberspace

Presumably, this reminder will be superfluous to most readers. But I include it anyway,
because when you're working hard on a project and deeply involved in it, it's easy to forget that
other people have concerns other than yours. So, don't expect instant responses to all your
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questions, and don't assume that all readers will agree with -- or care about -- your passionate
arguments.

Rules for discussion groups

Rule 4 has a number of implications for discussion group users. Most discussion group
readers are already spending too much time sitting at the computer; their significant others,
families, and roommates are drumming their fingers, wondering when to serve dinner, while those
network maniacs are catching up on the latest way to housebreak a puppy or cook zucchini.

And many news-reading programs are slow, so just opening a posted note or article can
take a while. Then the reader has to wade through all the header information to get to the meat
of the message. No one is pleased when it turns out not to be worth the trouble.

To whom should messages be directed? (Or why "mailing list" could become a dirty word)

In the old days, people made copies with carbon paper. You could only make about five
legible copies. So you thought good and hard about who you wanted to send those five copies
to.

Today, it's as easy to copy practically anyone on your mail as it is not to. And we
sometimes find ourselves copying people almost out of habit. In general, this is rude. People have
less time than ever today, precisely because they have so much information to absorb. Before
you copy people on your messages, ask yourself whether they really need to know. If the answer
is no, don't waste their time. If the answer is maybe, think twice before you hit the send key.

RULE 5: Make yourself look good online

Take advantage of your privacy

I don't want to give the impression that the net is a cold, cruel place full of people who just
can't wait to insult each other. As in the world at large, most people who communicate online just
want to be liked. Networks -- particularly discussion groups -- let you reach out to people you'd
otherwise never meet. And none of them can see you. You won't be judged by the color of your
skin, eyes, or hair, your weight, your age, or your clothing.

You will, however, be judged by the quality of your writing. For most people who choose
to communicate online, this is an advantage; if they didn't enjoy using the written word, they
wouldn't be there. So, spelling and grammar do count.

If you're spending a lot of time on the net and you're shaky in these areas, it's worth
brushing up on them. There are plenty of books available, but you'll learn more -- and possibly
have more fun -- if you take a course. If you're an older adult , you don't have to take a "bonehead
grammar" course with a bunch of bored teenagers. Instead, look for courses on proofreading and
copyediting; they usually cover the basic rules of grammar pretty thoroughly, and they'll be filled
with motivated students who are there because they want to be. Check your local community
college and university extension catalogs -- you'll be amazed at what they offer. A side benefit is
that taking courses involves meeting people you can actually see.

Know what you're talking about and make sense

Pay attention to the content of your writing. Be sure you know what you're talking about -
- when you see yourself writing "it's my understanding that" or "I believe it's the case," ask yourself
whether you really want to post this note before checking your facts. Bad information propagates
like wildfire on the net. And once it's been through two or three iterations, you get the same
distortion effect as in the party game "Operator": Whatever you originally said may be
unrecognizable. (Of course, you could take this as a reason not to worry about the accuracy of
your postings. But you're only responsible for what you post yourself, not for what anyone else
does with it.)
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In addition, make sure your notes are clear and logical. It's perfectly possible to write a
paragraph that contains no errors in grammar or spelling, but still makes no sense whatsoever.
This is most likely to happen when you're trying to impress someone by using a lot of long words
that you don't really understand yourself. Trust me -- no one worth impressing will be impressed.
It's better to keep it simple.

Don't post flame-bait

Continued) Finally, be pleasant and polite. Don't use offensive language, and don't be
confrontational for the sake of confrontation. Q. Is swearing acceptable on the net? Only in those
areas where sewage is considered an art form, e.g., the USENET newsgroup alt.tasteless.
Usually, if you feel that cursing in some form is required, it's preferable to use amusing
euphemisms like "effing" and "sugar." You may also use the classic asterisk filler -- for example,
s***. The archness is somehow appropriate to the net, and you avoid offending anyone
needlessly. And everyone will know exactly what you mean.

RULE 6: Share expert knowledge

Finally, after all that negativity, some positive advice.

The strength of cyberspace is in its numbers. The reason asking questions online works
is that a lot of knowledgeable people are reading the questions. And if even a few of them offer
intelligent answers, the sum total of world knowledge increases. The Internet itself was founded
and grew because scientists wanted to share information. Gradually, the rest of us got in on the
act.

So do your part. Despite the long lists of no-no's in this module, you do have something
to offer. Don't be afraid to share what you know. It's especially polite to share the results of your
questions with others. When you anticipate that you'll get a lot of answers to a question, or when
you post a question to a discussion group that you don't visit often, it's customary to request
replies by email instead of to the group. When you get all those responses, write up a
summary and post it to the discussion group. That way, everyone benefits from the experts
who took the time to write to you. If you're an expert yourself, there's even more you can do. Many
people freely post all kinds of resource lists and bibliographies, from lists of online legal resources.
If you're a leading participant in a discussion group that lacks a FAQ, consider writing one. If
you've researched a topic that you think would be of interest to others, write it up and post it.

Sharing your knowledge is fun. It's a long-time net tradition. And it makes the world a
better place.

RULE 7: Help keep flame wars under control

"Flaming" is what people do when they express a strongly held opinion without
holding back any emotion. It's the kind of message that makes people respond, "Oh come
on, tell us how you really feel." Tact is not its objective.

Netiquette forbid the perpetuation of flame wars -- series of angry letters, most of them
from two or three people directed toward each other, that can dominate the tone and destroy the
camaraderie of a discussion group. It's unfair to the other members of the group. And while flame
wars can initially be amusing, they get boring very quickly to people who aren't involved in them.
They're an unfair monopolization of bandwidth.

RULE 8: Respect other people's privacy

Of course, you'd never dream of going through your colleagues' desk drawers. So
naturally you wouldn't read their email either.

The case of the snoopy foreign correspondent

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In 1993, a highly regarded foreign correspondent in the Moscow bureau of the Los
Angeles Times was caught reading his coworkers' email. His colleagues became suspicious when
system records showed that someone had logged in to check their email at times when they knew
they hadn't been near the computer. So, they set up a sting operation. They planted false
information in messages from another one of the paper's foreign bureaus. The reporter read the
notes and later asked colleagues about the false information. Bingo! As a disciplinary measure,
he was immediately reassigned to another position at the paper's Los Angeles bureau.

The moral: Failing to respect other people's privacy is not just bad Netiquette. It
disrespects the person whom you intervene his/her property/ privacy.

RULE 9: Don't abuse your power

Some people in cyberspace have more power than others. There are wizards in MUDs
(multiuser dungeons), experts in every office, and system administrators in every system.

Knowing more than others, or having more power than they do, does not give you the right
to take advantage of them. For example, admins should never read private email.

RULE 10: Be forgiving of other people's mistakes

Everyone was a network newbie once. And not everyone has had the benefit of reading
this book. So, when someone makes a mistake -- whether it's a spelling error or a spelling flame,
a stupid question or an unnecessarily long answer -- be kind about it. If it's a minor error, you may
not need to say anything. Even if you feel strongly about it, think twice before reacting. Having
good manners, yourself doesn't give you license to correct everyone else.

If you do decide to inform someone of a mistake, point it out politely, and preferably
by private email rather than in public. Give people the benefit of the doubt; assume they just
don't know any better. And never be arrogant or self-righteous about it. Just as it's a law of
nature that spelling flames always contain spelling errors, notes pointing out Netiquette violations
are often examples of poor Netiquette.

VI. LEARNING ACTIVITIES

Lesson 2: 21st Century Communication Skills

Instructions: Choose the best answer from the choices given. Encircle your answer.
1. Which component is the most important in 21st Century Learning?
a. Learning and Innovation Skills
b. All are important as they are interconnected.
c. Information, Media, and Technology Skills
d. Life and Career Skills

2. The ability to reason effectively, use systems thinking, make judgments and decisions,
and solve problems.
a. Collaboration
b. Critical Thinking
c. Communication
d. Creativity

3. The ability to articulate thoughts and ideas effectively using oral, written, and non-verbal
skills and to listen effectively to decipher meaning, including knowledge, values, attitudes,
and intentions.
a. Collaboration
b. Critical Thinking
c. Communication
d. Creativity

4. Demonstrate ability to work effectively and respectfully with diverse teams ` Exercise
flexibility and willingness to be helpful in making necessary compromises to accomplish a
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common goal ` Assume shared responsibility for group work, and value the individual
contributions made by each team member.
a. Creativity
b. Critical Thinking
c. Communication
d. Collaboration

5. Use a wide range of idea creation techniques to create new and worthwhile ideas `
Elaborate, refine, analyze, and evaluate original ideas to improve. Demonstrate originality
and inventiveness in work and understand the real-world limits to adopting new ideas. Act
on ideas to make a tangible and useful contribution to the field in which the innovation will
occur.
a. Creativity
b. Critical Thinking
c. Collaboration
d. Communication

6. What is NOT true about the assessment of 21st century skills?

a. Emphasizes useful feedback of student performance
b. Support a balance of assessments, including high-quality standardized tests
c. Enables development of portfolios of student work that demonstrate mastery of
21st century skills
d. Emphasizes the importance of all studying to be done through collaboration or
webchats

7. ICT Literacy refers to

a. Information, Communications and Technology
b. Information, Collaborations and Thinking
c. Internet Communication and Twitter
d. Internet Communication and Technology

Lesson 3: Learning Activities to develop critical thinking and problem-solving

Instruction: List down at least 5 activities that develop critical thinking and
problem-solving in English?
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
6. ____________________________________________________
7. ____________________________________________________
8. ____________________________________________________
9. ____________________________________________________
10. ____________________________________________________

Lesson 4: Promoting Digital Citizenship

Instructions: Identify if the statements describe the characteristic of a Digital Native or
Digital Immigrant. Write your answer before each item.
__________ 1. Personal interaction
__________ 2. Texts, chats, YM, and mobile messaging applications
__________ 3. In short bursts, one paragraph at a time, hopping to other activities
like texting
__________ 4. FB groups, group chats, concerts, and bars
__________ 5. Read a book from cover to cover
__________ 6. Hang out in person and dinners •
__________ 7. Cyberbullying, privacy invasion, etc.
__________ 8. Proper Words/Language
__________ 9. Short-cuts
__________ 10. Physical kidnapping, robbery, etc.

LABORATORY ACTIVITIES
“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) 20
 MODULE 1 Technology in Secondary Language Education

General Instructions: Encode or write your assignment on a 13’ x 8.5’ size of paper. Follow the
format (the format will be sent in a different file). This format will be used in all the activities including
assignments that will be submitted in this subject). Review your answers, finalize, take a photo, attach
the file (docs.or pdf) and send. Send your activity/assignment in Google Classroom.

Activity No. 1. Enumerate 5 websites where to download free templates for English activities in the
Junior High school level. Copy the URL of the websites and highlight each website.
Describe each website on what materials can be downloaded and assistances that
can give in seeking for activities in English lessons.

Activity No. 2. Create a WARNING/SIGNAGES connected on Digital Citizenship. To create your

brochure, you may use Microsoft PowerPoint, Word, Publisher, Google Slides and or
Canva. Attach the file of your output as IMAGE NOT the website.

Activity No.3. Analyze the content of the Curriculum Guide of English 7. Identify the 21st century
skill/s in every competency in English 7, Quarter 1, Week 1. Create a chart to show
your answer. (This will be discussed in class)

VII. ASSIGNMENT

General Instructions: Encode or write your assignment on a 13’ x 8.5’ size of paper. Follow the
format (the format will be sent in a different file). This format will be used in all the activities including
assignments that will be submitted in this subject). Review your answers, finalize, take a photo,
attach the file (docs.or pdf) and send. Send your activity/assignment in Google Classroom.

A. 1. Do you agree that 21st century skills improve teaching and learning at present? Justify your
answer.
2. Among the 21st century skills, what is the most important skill that learners should possess
today?
3. As teachers in the future, why is it necessary to know The Core Rules of Netiquette?

B. Download the learning plans/ curriculum guide in English. (Make a compilation, don’t attach
or send)

VIII. REFERENCES

Books

Sullivan, B. (2011). Are You a Digital Native or a Digital Immigrant?

Websites

https://wabisabilearning.com/blogs/critical-thinking/developing-critical-thinking-skills-engage-
learners
https://www.nysut.org/~/media/files/nysut/resources/2015/april/edvoiceviii_final.pdf?la=en
http://www.peelschools.org/aboutus/21stCentury/byod/parentresources/Documents/Vision%20f
or%2021st%20Century%20Teaching%20and%20Learning.pdf
http://www.albion.com/netiquette/corerules.html
http://21things4teachers.net/21-Things/08/index.html
pdf-digital-citizenship_compress%20.pdf
https://carolanhs.weebly.com/uploads/3/8/5/0/38501325/the_21st_century_teacher_and_learner
-merden.pptx
“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) 21